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30,907 Article Results

The effect of systematically created success situations on learning motivation among primary school students

10.11591/ijere.v15i4.39540
Sabila Abzhanova , Gulnar Uaisova , Madina Togatay , Aliya Jakhayeva , Nazymkul Altayeva , Saule Zhorayeva
Learning motivation is a critical factor influencing students’ academic engagement, persistence, and long-term educational outcomes. In primary education, motivation is particularly important, as early learning experiences shape children’s attitudes toward school and their willingness to participate in academic activities. The aim of this study was to examine the impact of systematically created success situations on learning motivation among primary school students in Kazakhstan. The study involved 72 participants. A quasi-experimental design was employed, with students participating in a six-week intervention structured to provide frequent success experiences, while a comparison group continued regular classroom instruction. Motivation was assessed before and after the intervention using selected subscales of the intrinsic motivation inventory, including interest/enjoyment, perceived competence, and effort/importance. The results indicated significant improvements in all measured dimensions of motivation for students who experienced the intervention compared with the comparison group. Increases were observed in students’ perceived competence, engagement with learning activities, and willingness to invest effort. These findings suggest that systematically creating opportunities for success is an effective approach to enhancing learning motivation in primary education and provide practical guidance for classroom implementation.
Volume: 15
Issue: 4
Page: 3405-3414
Publish at: 2026-08-01

Teachers’ perspectives on pedagogical challenges of AI integration in English language teaching

10.11591/ijere.v15i4.39226
Parthiban Ganesan , Karthikeyan Padmanathan , Thiyagu Kaliappan , Raja Kumar Subburaj , Durgaprasad Sahoo
Artificial intelligence (AI) tools are rapidly being integrated into English language teaching (ELT). However, limited empirical evidence exists regarding the pedagogical challenges teachers encounter during classroom implementation. This study investigates whether demographic variables influence ELT teachers’ perceptions of AI effectiveness and related pedagogical challenges. A quantitative survey design was employed, involving 200 ELT teachers with prior AI exposure. Data were collected using a validated Likert-scale instrument (α=0.81) and analyzed using independent samples t-tests, one-way ANOVA with Tukey post hoc analysis, and Chi-square (χ²) tests. Results revealed significant gender differences in perceived effectiveness (t=2.504, p=0.044) and pedagogical challenges (t=2.627, p=0.018), with female teachers reporting higher mean scores. Locality differences were significant only for perceived effectiveness (F=4.610, p0.05) or teaching experience (χ²=4.266, p>0.05). Educational level taught was significantly associated with perceived effectiveness (χ²=13.816, p
Volume: 15
Issue: 4
Page: 3439-3450
Publish at: 2026-08-01

Assessing English writing needs for civil engineering students: evidence from a Philippine college

10.11591/ijere.v15i4.38708
Sittie Aina T. Pandapatan , Abdullah H. Edris , Johara D. Alangca-Azis , Stephen A. Fadare , Al-nor D. Ansao , Basmah S. Hussain
This study examined the perceived English writing needs of civil engineering students at a private higher education institution in the Philippines. Using a quantitative, descriptive, cross-sectional survey design, data were collected from 216 second- to fourth-year students through purposive sampling and a validated 15-item writing needs questionnaire. The instrument demonstrated strong internal consistency, and the data were analyzed using descriptive statistics. The findings showed that students reported substantial needs in both foundational writing skills and field-related written outputs. The most strongly perceived needs were related to grammar, sentence clarity, idea development, and the writing of engineering reports, executive summaries, formal letters, and memoranda. These results suggest that general English instruction alone may be insufficient to address the disciplinary communication demands of civil engineering. The study highlights the need to integrate discipline-specific writing support into the curriculum to strengthen students’ academic writing, professional communication, and workplace readiness.
Volume: 15
Issue: 4
Page: 3604-3612
Publish at: 2026-08-01

Development of ergonomic skills of future teachers of preschool organizations based on klax pedagogy

10.11591/ijere.v15i4.39441
Feruza Abdrimova , Sholpan Kolumbayeva , Aliya Kosshygulova , Gulnur Amirzhanova , Saltanat Khassanova
Training future preschool teachers requires the systematic development of ergonomic skills due to the high physical and emotional demands of their professional activity. However, existing teacher education programs often emphasize theoretical knowledge while providing limited opportunities for the development of practical ergonomic competencies. This study addresses this gap by investigating the effectiveness of klax pedagogy, a movement-oriented and experiential approach, in dev eloping ergonomic competence among future preschool teachers. A quasi-experimental pre-test/post-test control group design was employed with 84 students (experimental group: n=42; control group: n=42). The experimental group participated in klax-based activities focused on posture control, movement coordination, spatial organization, and ergonomic awareness, while the control group received traditional instruction. The results revealed a statistically significant improvement in ergonomic skills in the experimental group (t=9.84, p
Volume: 15
Issue: 4
Page: 3489-3496
Publish at: 2026-08-01

Enhancing undergraduates’ career preparedness: environmental determinants and mediating role of resilience

10.11591/ijere.v15i4.39733
Ainullutfi Azzman , Teoh Sian Hoon , Leele Susana Jamian , Nurhayani Romeo , Mohammad Hafiz Mohd Yusof , Koo Ah Choo
Current environmental changes, combined with personal challenges, require further study to address the existing knowledge gap in career preparedness. Hence, this study aims to examine determinants of undergraduates’ career preparedness by integrating environmental and psychological factors within an extended theoretical framework. Specifically, this study investigates the effects of resilience as a mediator in the relationship between environmental factors and career preparedness. This study used stratified purposive sampling to capture final-year undergraduates from universities in three main structures, namely research universities, non-research public universities, and private universities. A total of 409 undergraduates participated in this study. A correlational research design was employed for the investigation of the relationships. Structural equation modeling (SEM) was used to test the hypothesized relationships and mediation effects. The results indicated that environmental factors were a robust predictor of resilience (effect size, f2=1.377) and exerted a small but significant direct effect (f2=0.051) on career preparedness. Furthermore, resilience strongly predicted career preparedness (f2=0.450). Overall, the findings show that resilience mediates the relationship between environmental factors and career preparedness. This study contributes to the literature by demonstrating that resilience-based activities, such as career planning and goal-setting sessions, should be focused on undergraduates who are participating in a constructive environment.
Volume: 15
Issue: 4
Page: 2823-2839
Publish at: 2026-08-01

Integrating Kahoot! in ESP courses: Vietnamese technical students’ perspectives

10.11591/ijere.v15i4.38283
Thi Duyen Phuong , Thi Thanh Huyen Phuong
This study investigates the integration of Kahoot!, an online gamified platform, in an English for specific purposes (ESP) course at a Vietnamese state-run university. The study examines Kahoot!-use frequency and students perception of its effectiveness in supporting classroom and autonomous learning. Using an explanatory mixed-methods design, the study draws on survey data from 87 technical students and focus groups with 10 volunteers. Findings indicate that while Kahoot! was frequently used in class, its use outside classrooms was limited by insufficient teacher support. Although gamified tasks were perceived as engaging and useful, misalignments between instructional practices and learners’ expectations, including over-emphasis on vocabulary and grammar, inappropriate pacing, insufficient feedback, and overly challenging tasks, reduced its effectiveness and motivational impact. The study highlights the need to align gamified pedagogy with ESP learners’ needs, use platform analytics for pedagogical adaptation, and use Kahoot! beyond classrooms to enhance learners’ engagement and autonomy.
Volume: 15
Issue: 4
Page: 3658-3666
Publish at: 2026-08-01

Classroom management and preschool children’s social behaviors

10.11591/ijere.v15i4.38854
Ayşe yakupoğulları , İsa Kaya
Classroom management is widely recognized as a core component of early childhood education. While previous studies have largely focused on its relationship with academic outcomes, its role in explaining children’s social behaviors in early childhood classrooms has received comparatively less attention. This study examines how preschool teachers’ classroom management skills are associated with children’s positive and negative social behaviors. The study was designed within a correlational framework and included 25 preschool teachers and 339 children enrolled in their classes. Data were collected using the preschool teachers’ classroom management skills scale and the social behavior scale for preschool children and analyzed using Pearson correlations and multiple regression analyses. The results revealed a moderate and statistically significant positive relationship between teachers’ overall classroom management skills and children’s overall social behavior levels. Among the dimensions of classroom management, planning–program implementation and physical arrangement emerged as significant predictors of children’s emotional competence. These findings indicate that classroom management functions not only as an organizational practice but also as a contextual factor supporting children’s social and emotional development. Strengthening preschool teachers’ classroom management skills through practice-oriented professional development initiatives may contribute to the promotion of positive social behaviors in early childhood settings.
Volume: 15
Issue: 4
Page: 3451-3462
Publish at: 2026-08-01

Formation of professional competencies of future biology teachers based on STEM technologies

10.11591/ijere.v15i4.38133
Symbat Ibadulla , Kalampyr Zhumagulova , Gulmira Zhussipova , Makhabbat Amanbayeva , Gani Issayev , Ardak Bostanova
This study developed an integrated pedagogical model incorporating Python programming, Arduino biosensors, and virtual reality (VR) applications aimed at biology teacher training. The 20-week study involved 124 participants (62 in the experimental group (EG) and 62 in the control group (CG)), with baseline competency levels assessed at the outset. Through collaborative projects, participants created technological applications integrated with biological content. Subject knowledge scores in the EG increased by 42.2% (from 22.3 ± 4.1 to 31.7 ± 3.2), compared to a 14.9% increase in the CG (from 22.1 ± 3.9 to 25.4 ± 3.7) (p 
Volume: 15
Issue: 4
Page: 3542-3556
Publish at: 2026-08-01

Digital divide and fairness perceptions of computer-based testing in Vietnam

10.11591/ijere.v15i4.37322
Tran Thi Hoa Tien , Phan Thi Thuy An , Do Huy Duc , Le Ha Giang , Ngo Thi Minh Hanh , Tran Thi Ngoc Anh
Equity concerns are central to large-scale shifts toward computer-based testing (CBT), yet evidence from developing systems remains limited on whether institutional supports can offset household digital inequalities. This study surveyed 1,197 Vietnamese high school students (grades 10–12) using a 20-item CBT acceptance scale (α=.94) and two single-item fairness indicators. Overall acceptance was moderately positive (M=3.54, SD=0.74), whereas fairness perceptions were markedly weaker: only 31.7%–38.2% agreed that CBT ensures fair scoring and 55.1%–66.7% worried that CBT could create inequality, reflecting unequal fairness perceptions across areas, with concerns strongest in rural settings. Group comparisons showed small but consistent advantages in acceptance for students with prior CBT experience and school-level computer access (g≈.16–.20), while home computer ownership had negligible association (g≈.01). Acceptance did not differ by residential area (η²≈.001), but fairness concerns varied across areas. These findings suggest that institutional exposure and governance practices—rather than household device ownership—are the most actionable levers for equitable CBT implementation. Practical implications include strengthening school-based access and practice opportunities, transparent proctoring and contingency procedures, and integrating fairness monitoring into CBT dashboards.
Volume: 15
Issue: 4
Page: 3075-3085
Publish at: 2026-08-01

Artificial intelligence technologies in teaching Russian as a foreign language

10.11591/ijere.v15i4.38077
Larissa Krymova , Navruz Khasanov , Zhamiila Arstanbekova , Ariya Azamatova , Nuraisha Bekeyeva
The present study aims to investigate the impact of integrating artificial intelligence (AI) technologies into teaching Russian as a foreign language (RFL) from the perspective of educators. Employing a mixed-methods research design, the study utilized several methodologies, including a teacher survey, an analytical-descriptive approach to data interpretation, and the development and evaluation of AI-based interventions. The study sample comprised 120 RFL instructors from three public universities in Kazakhstan. Preliminary findings revealed a considerable awareness among teachers regarding various AI technologies, such as chatbots, voice assistants, the ChatGPT neural network, educational platforms, gaming applications, and task design tools. Nonetheless, the practical utilization of these technologies varied significantly, with only a subset of teachers incorporating them into their regular teaching practices. The study culminated in the development of a conceptual framework for AI-driven educational interventions, incorporating platforms such as Coursera, Moodle, Open EdX, and eFront; game-based applications including Duolingo, Talk2Russia, and Russian Verbs Pro; and task creation tools such as Kahoot! and Quizlet. Following the integration of these interventions into the curriculum, post-implementation evaluations indicated that teachers generally perceived the tools as effective, with the average effectiveness rating surpassing 4.0 out of 5.0 across all assessed categories. The findings of this study have practical applicability; they can be used to enhance professional development programs for teachers of the Russian language and to formulate strategies for the integration of AI technologies into language education within the Central Asian region.
Volume: 15
Issue: 4
Page: 3422-3438
Publish at: 2026-08-01

Pedagogical environments for the formation of research competence in students within practice-oriented chemistry education

10.11591/ijere.v15i4.39216
Kanat Sadykov , Nesipkhan Bektenov , Nursulu Zhussupbekova , Ainash Baidullayeva
Despite the importance of research competence in modern chemical education, traditional instructional methods often fail to sufficiently prepare students for independent scientific inquiry and professional growth, creating a gap between theoretical knowledge and practical application. The research aimed to experimentally validate a multifaceted system of pedagogical environments (research-focused, metacognitive-digital, and motivational) designed to foster research competence in chemistry students through practice-oriented learning. The research design of the research was a 30-week longitudinal pedagogical experiment utilizing a quasi-experimental design with pre- and post-test assessments. The sample comprised of 325 third- and fourth-year future chemistry teachers (experimental group (EG)=165; control group (CG)=160) from a national university in Kazakhstan. Statistical analysis (Pearson χ² test) confirmed significant growth in the EG across all competence criteria, with the proportion of students reaching “high-level” research proficiency increasing from 10.9% to 38.8%. The key implication is integrating structured pedagogical environments into teacher-training curricula effectively bridges the gap between theoretical knowledge and practical inquiry, providing a scalable framework for modernizing science, technology, engineering and mathematics (STEM) education.
Volume: 15
Issue: 4
Page: 3463-3478
Publish at: 2026-08-01

Blended-language instructional-approach as a determinant of science learning in rural classrooms

10.11591/ijere.v15i4.39263
Atomatofa Rachel Ovuezirie , Sekegor Crescentia Ojenikoh , Avbenagha Andrew , Ewesor Stella
Scientific concepts such as gravity continue to pose challenges for students in rural and under-resourced classrooms, where reliance on a single language of instruction often restricts access to meaning and limits conceptual understanding. This study investigated the impact of a blended English and Urhobo (BEAU) instructional approach on junior secondary one students’ learning and retention of gravity concepts in rural Nigeria. A quasi-experimental pre-test–post-test non-equivalent control group design was employed with 243 students assigned to English-only, Urhobo-only, or BEAU instructional conditions. A validated 30-item multiple-choice gravity test was administered, and analysis of covariance (ANCOVA) was used to examine differences while controlling for pre-test scores. The findings show that students taught using the BEAU language approach achieved better significantly in both post-test and retention tests compared to those taught using English-only or Urhobo-only instructional approaches. The findings provide empirical evidence that the blended language instructional approach enhances science learning outcomes in rural Nigerian contexts. Linguistically responsive instructional approach improves conceptual understanding and supports long-term retention of abstract scientific ideas, underscoring the importance of leveraging students’ linguistic resources to strengthen science education in rural and under-resourced classrooms.
Volume: 15
Issue: 4
Page: 3636-3645
Publish at: 2026-08-01

Determinants of entrepreneurial intentions of private university students in Thailand

10.11591/ijere.v15i4.39455
Nithima Yuenyong , Tanpat Kraiwanit , Ekaphot Congkrarian
The growing interest in student entrepreneurship, research has yet to comprehensively examine both internal and external determinants of startup intentions among private university undergraduates in Thailand, a context shaped by rapid digital transformation and national innovation priorities. This study investigates the factors predicting entrepreneurial intentions among 400 undergraduate students at private universities in Pathum Thani, Thailand. Using a quantitative research design, data were collected via a validated structured questionnaire and analyzed through descriptive statistics and stepwise multiple regression. Five factors significantly predicted startup entrepreneurial intention: financial resources, entrepreneurial skills, prior experience, economic conditions, and technological factors, collectively explaining 60.3% of the variance. Financial resources and entrepreneurial skills emerged as the strongest predictors, while political-legal, socio-cultural, and environmental factors were not significant predictors. The study concludes that entrepreneurial intention is shaped by the interplay between individual competencies and contextual enablers. These findings call for universities to strengthen entrepreneurship education across all faculties and for policymakers to improve students' access to financial resources and startup support mechanisms.
Volume: 15
Issue: 4
Page: 3111-3123
Publish at: 2026-08-01

English medium instruction in Jordanian medical education: a systematic review

10.11591/ijere.v15i4.39643
Hassan Mohammad Bani-Issa , Norsofiah Abu Bakar , Muhammad Zaid Daud , Jong Hui Ying , Hytham M. Bany Issa
English-medium instruction (EMI) dominates Jordanian medical education, yet its equity implications and consequences for assessment validity remain poorly evidenced, particularly after the disruptions of the COVID-19 pandemic. Following preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 guidelines, this review searched Scopus, Web of Science, ERIC, and PubMed for peer-reviewed work published between 2000 and 2024. A total of 34 studies met inclusion criteria after mixed methods appraisal tool (MMAT) quality appraisal and were analyzed through thematic synthesis. The evidence reveals a structural paradox: EMI supports international academic integration while disadvantaging students from Arabic-medium secondary schools by conflating English proficiency with medical competence. The lexical and morphological complexity of medical English increases cognitive demands and became more pronounced during pandemic-related online teaching. Students rely on code-switching and morphological analysis as coping strategies, but neither is recognized in policy or assessment. The review delivers the first PRISMA-aligned synthesis of EMI in Jordanian medical education, proposes the Jordanian Medical English Corpus (JoMEC) as a corpus-based diagnostic for measuring lexical burden, and reframes EMI equity as a measurable issue of assessment validity rather than a normative concern alone. Findings support bilingual scaffolding and validity-oriented assessment reform to advance equity in medical education across Jordan and comparable Middle East and North Africa (MENA) contexts.
Volume: 15
Issue: 4
Page: 3204-3214
Publish at: 2026-08-01

A model for enhancing teacher training by integrating internet of things, cloud computing, and robotics in a blended learning

10.11591/ijere.v15i4.39473
Meiramgul Mukhambetova , Salamat Idrissov , Nurgul Baitemirova
Despite educational digitalization, a divide persists in integrating robotics and the internet of things (IoT) into classroom practice. Both pre-service and in-service teachers struggle to translate theory into application due to the lack of unified methodological frameworks. This gap demonstrably undermines student academic performance. The present study introduces the teachers-oriented, learning content, methodological approaches, digital support, expected outcomes (T-LMDE) model to bridge this divide through the synergistic integration of key dimensions. The model integrates robotics and IoT with cloud computing, utilizing the Arduino IoT cloud for data analytics and remote control. Delivered via a blended-learning portal, the curriculum provides didactic materials and feedback mechanisms, enabling educators to master complex engineering solutions. The model’s efficacy was empirically validated with 31 participants across two modalities: a 15-week course for pre-service teachers and an 80-hour intensive program for in-service educators. Using a quasi-experimental, mixed-methods design, data were analyzed via paired t-tests and qualitative thematic scrutiny. Findings confirm the model’s positive impact on professional transformation and competency advancement, shifting educators from content consumers to “teachers-as-designers”.
Volume: 15
Issue: 4
Page: 3322-3333
Publish at: 2026-08-01
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