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31,456 Article Results

Neuroeducation and teaching perception: a systematic review from the qualitative approach

10.11591/ijere.v15i1.29451
Belén Valdés-Villalobos , Mariana Lazzaro-Salazar
Neuroeducation is a discipline that considers aspects contributed by the natural sciences, including cognitive abilities, brain functioning, and the emotional system, among others, as topics derived from knowledge in fields such as neuroscience, cognitive science and psychology, and which are articulated in the social domain. The aim of the present review was to learn about teachers’ perceptions of neuroeducation and to determine which qualitative methods are most commonly used in this field of research. The review followed the guidelines of the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method, searching the databases with the highest impact between 2015-2023. The selection process yielded nine eligible studies and they were analyzed in terms of the type of knowledge studied and the methods used in neuroeducational research. The results discuss the most frequently developed qualitative methodologies in the neuroeducational discipline, offering recommendations from the methodological cluster to strengthen future research in the discipline. Therefore, this study promotes neuroeducational research from a qualitative approach will improve the resonance between neuroeducation experts and teachers. Furthermore, it highlights the importance of proposing situated research, using descriptive methodologies in the field, which communicate in a language appropriate to educators and their context.
Volume: 15
Issue: 1
Page: 28-39
Publish at: 2026-02-01

Enhancing academic resilience through motivation and strategy: evidence from Malaysian boarding schools using SDT

10.11591/ijere.v15i1.35494
Mohd Sofian Omar Fauzee , Shaohua Zhang , Marni Ishak , Li Ma , Mo Hou , Wenjie Zhang , Muhammad Nazrul Hakim Abdullah , Akhmad Habibi , Daljit Singh Gurbaksh Singh , Mohd Hanafi Mohd Yasin , Wan Suraya Wan Nik
This study investigates the relationship between student motivation and self-regulated learning strategies among Malaysian boarding school students, using self-determination theory (SDT) as its theoretical foundation. A total of 328 form four students from four northern Malaysian boarding schools participated. Using a validated version of the motivated strategies for learning questionnaire (MSLQ) and analyzed through second-order partial least squares structural equation modeling (PLS-SEM), results revealed a significant positive relationship between motivational beliefs, especially self-efficacy and intrinsic value, and self-regulated learning strategies. The study’s novelty lies in validating a culturally adapted, second-order motivation model tailored to Malaysian boarding schools. Notably, the research isolates the mediating effect of intrinsic motivation on self-regulation within a high-pressure, collectivist setting, extending SDT’s applicability. However, limitations lie in the use of a cross-sectional design and dependence on self-reported data, and regional focus. Future studies should adopt longitudinal designs, consider diverse school types, and integrate perspectives from teachers or parents to strengthen validity. Including objective academic performance metrics may offer deeper insight. This research affirms the relevance of SDT in Malaysia’s education system and provides a validated framework linking motivation to strategic learning. The findings support evidence-based pedagogical strategies and align with sustainable development goal (SDG) 4 on quality education and goal 10 on reduced inequalities, promoting for fair and motivation-enhancing environments of learning.
Volume: 15
Issue: 1
Page: 238-257
Publish at: 2026-02-01

Integration in reading literacy: a systematic review of pedagogical, professional, and engagement approaches

10.11591/ijere.v15i1.34044
Md Zahril Nizam Md Yusoff , Wan Nur Aida Sakinah Wan Jusoh , Norfaizah Abdul Jobar , Noor Zuhidayah Muhd Zulkipli , Muhamad Fadzllah Zaini , Tajul Shuhaizam Said
This systematic literature review (SLR) following preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 who explores integrated approaches to reading literacy across pedagogical integration, teacher development, and student engagement. From 1,108 retrieved articles, 59 article high-quality studies were selected for in-depth synthesis. Based on all studies published between 2020 and 2024, the findings reveal that multimodal instruction, inclusive pedagogy, and proposes a cohesive framework linking instructional innovation, teacher agency, and learner experience, offering actionable insights for educators and policymakers. The analysis identified three key thematic drivers of literacy improvement. First, integrated pedagogical practices such as multimodal, bilingual, and play-based instruction enhance literacy by making learning more inclusive, interactive, and context-responsive. Second, teacher professional development through targeted training in visual literacy, inclusive pedagogy, and digital tools strengthens instructional quality and prepares educators for evolving literacy demands. These approaches reflect current trends in instructional innovation and professional capacity building. Third, student engagement is significantly elevated through identity-driven learning, project-based tasks, and emotionally supportive environments that foster confidence, motivation, and deeper literacy outcomes. Together, these themes forms a new integration model that links teaching practices, teacher agency, and student experience into a cohesive literacy framework. The findings offer practical, evidence-based insights for policymakers, curriculum designers, and practitioners aiming to improve reading literacy across diverse settings.
Volume: 15
Issue: 1
Page: 771-783
Publish at: 2026-02-01

Empowering educators and students through contextualized global citizenship for sustainable development

10.11591/ijere.v15i1.35810
Erwin B. Berry , El Dixon G. Plazo , Ofelia L. Correos
This study explores how educators and students in Philippine secondary schools conceptualize global citizenship education (GCE) and understand their roles in advancing the sustainable development goals (SDGs). Despite its prominence in global education agendas, GCE remains inconsistently understood across local contexts. Using a qualitative research design, in-depth interviews were conducted with 21 teachers and students in Surigao del Sur. Thematic analysis revealed seven interconnected themes: i) holistic education: framing global citizenship beyond academics; ii) cultural sensitivity and respect for diversity; iii) active engagement and global awareness; iv) education as a channel for sustainable development; v) becoming a global citizen as a personal journey; vi) technology and global connectivity; and vii) teaching values for global responsibility. Findings indicate that while both groups support GCE, their interpretations are shaped by lived experiences, institutional conditions, and cultural environments. Teachers highlighted intentional instruction and moral formation, whereas students emphasized identity development, participation, and global awareness. However, gaps remain in critical reflection and structural understanding. In response, this study introduces the contextualized empowerment framework, a strategic model that integrates civic action, values, identity, and digital literacy to guide localized and ethical implementation of GCE. The framework offers actionable insights for curriculum development, teacher training, and educational policy reforms.
Volume: 15
Issue: 1
Page: 16-27
Publish at: 2026-02-01

School stress among Malaysian secondary school students: prevalence and demographic correlates

10.11591/ijere.v15i1.35568
Tie-Seng Te , Hutkemri Zulnaidi , Norfaezah Md Khalid
Understanding school stress is essential, given the significant time students spend in school and its impact on well-being. Acknowledging its importance, this study aimed to assess the level of school stress among Malaysian secondary school students. The respondents in this study consisted of 485 Malaysian secondary school students, selected through multistage sampling techniques to ensure national representativeness. Data were collected using a school-related stress questionnaire adapted from the shortened version of the adolescent stress questionnaire (ASQ-S). Data were analyzed using descriptive statistics, Rasch Wright mapping, independent samples t-tests for gender differences, and one-way ANOVA for grade and regional comparisons. The results indicated that, overall, Malaysian secondary school students experience low levels of school stress. Descriptively, female students reported higher levels of school stress than their male counterparts. Among different forms, Form 4 students reported the highest level of school stress, followed by Form 1 students. Regionally, students from the central and southern zones exhibited the highest levels of school stress. This study contributes to a better understanding of school stress among Malaysian secondary school students, providing insights for developing strategies to reduce stress in schools.
Volume: 15
Issue: 1
Page: 102-111
Publish at: 2026-02-01

Stress, self-care, and wellbeing: a study on the experiences of educational leaders in NEMSU

10.11591/ijere.v15i1.36269
Nemesio G. Loayon , Erwin B. Berry , El Dixon G. Plazo
The wellbeing of educational leaders is a critical concern, particularly in resource-constrained higher education institutions. This study aimed to explore the experiences of educational leaders at North Eastern Mindanao State University (NEMSU) by identifying their primary sources of stress, examining the perceived impacts on wellbeing and job performance, and assessing their self-care practices, as well as determining the relationships among these variables. Using a descriptive correlational design, data were collected from 117 educational leaders through a validated survey instrument with a reliability coefficient of 0.828. Descriptive statistics and Spearman rank-order correlation were used to analyze relationships among stress sources, impacts, and self-care. Results showed that administrative tasks, role overload, and limited institutional resources are the main stressors, significantly affecting health, cognitive functioning, job performance, and family life. Self-care practices such as social support, spiritual routines, and work boundaries were moderately practiced but showed no significant relationship with stress reduction or its impacts. These findings emphasize the limits of individual coping strategies and the need for institutional support. The study suggests refining the job demands-resources (JD-R) model and conservation of resources (COR) theory to account for organizational and cultural factors in developing country contexts, with implications for leadership development, stress management, and institutional policy reforms.
Volume: 15
Issue: 1
Page: 408-423
Publish at: 2026-02-01

Understanding student errors in hydronym perception: a cognitive–pedagogical perspective

10.11591/ijere.v15i1.36570
Akmaral Dautkulova , Mereke Atabayeva , Madiyeva Gulmira , Maxot Rakhmetov
Despite the cultural and linguistic significance of hydronyms, little empirical research has examined how university students cognitively conceptualize them and why systematic misinterpretations arise. This study aims to identify and classify the dominant cognitive mechanisms underlying student errors in hydronym perception. A descriptive quantitative design was employed, analyzing written responses from 120 university students using a seven-category error typology grounded in frame semantics, prototype theory, and psycholinguistic models of proper-name processing, with high inter-rater reliability (κ=0.87). The results show that cognitive errors occur significantly more frequently than inattentive or interpretative errors, indicating that students’ difficulties stem primarily from incomplete activation of geographical, cultural, and historical conceptual frames rather than from surface-level inattention. Frequent reliance on phonological similarity further suggests that when conceptual knowledge is weakly integrated, learners’ default to form-based processing strategies instead of semantic interpretation. These findings indicate the need for pedagogical approaches that explicitly connect hydronyms to broader cultural and conceptual frameworks, supporting more cognitively grounded instruction in linguistics and onomastics.
Volume: 15
Issue: 1
Page: 696-704
Publish at: 2026-02-01

Development of a learning management model for science teachers

10.11591/ijere.v15i1.33745
Saksri Suebsing , Channarong Wisetsat
The goal of this study was to create a learning management model for primary science teachers that considers the factors affecting the learning management strategies of science instructors in the Province of Roi Et. The sample consisted of 300 basic science teachers in the Province of Roi Et and was created via a straightforward random selection of 20 schools. Among the study tools are science learning management manuals, assessments, and surveys. The following statistics were used in the data analysis: mean and standard deviation. The results showed that the science learning management model consists of five steps: i) involvement, ii) survey, iii) justification, iv) detailed description, and v) evaluation. Therefore, it is clear that the elements of learning management and innovation creation are significant factors in this context. The inspiration of having a public mind has a direct impact on the learning management strategies of primary science instructors at the 0.01 level, with an influence value of 0.58.
Volume: 15
Issue: 1
Page: 195-204
Publish at: 2026-02-01

Blockchain integration into the university education process: a systematic review of application, justification, and impact

10.11591/ijere.v15i1.36591
Irma Aybar-Bellido , Maritza Arones , José Antonio Arévalo-Tuesta , Willy Adauto-Medina , Hernán Ochoa-Carbajal
As universities seek to integrate disruptive technologies to optimize their academic and administrative processes, a gap persists in the adoption of Blockchain as a strategic tool. Many higher education institutions still lack its implementation, limiting its potential to improve traceability, transparency, security, and the automation of different processes. Given this scenario, this study aims to identify the areas of application, the justifications for its use, and the impact of Blockchain when integrated into the university educational process. To this end, a systematic literature review was conducted with a mixed approach and an exploratory-descriptive scope, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guideline, in the Scopus, ERIC, and SAGE databases. Of 3,469 manuscripts identified, 42 met the inclusion and exclusion criteria. The results show a predominance of applications focused on the validation and monitoring of academic achievements, with limited integration into pedagogical approaches such as active methodologies, adaptive learning, or competency-based learning. Based on a comparative analysis of trends, application areas, and thematic gaps, it is concluded that the expansion of Blockchain into educational models requires progressive implementation strategies, curricular integration, and teacher training, thereby generating more personalized, efficient, and transparent learning environments.
Volume: 15
Issue: 1
Page: 360-375
Publish at: 2026-02-01

Teacher preparedness for competency-based curriculum in Kenyan schools: training and perceptions prior to implementation

10.11591/ijere.v15i1.35742
Nathan Maina Mwangi , Simon Karuku , Elizabeth Obura
Pre-implementation training and teachers’ perceptions are critical factors influencing successful implementation of a new curriculum. This paper reports on some of the findings from a study that assessed the preparedness of primary school educators to implement the newly introduced competency-based curriculum (CBC) in Kenya. The study participants were primary school teachers and school heads drawn from 37 public elementary schools in Embu, Kenya. Using a mixed-methods approach, both qualitative and quantitative data were gathered through surveys, interviews, and observations. Qualitative data were analyzed using thematic analysis, whereas quantitative data were examined using descriptive and inferential statistics. The study revealed that 95% of teachers had been trained to implement CBC, and 65% of the teachers held negative perceptions toward the new curriculum. The study also established a weak but significant correlation (Spearman’s rho=0.268, p<0.05) between pre-implementation training and teachers’ perceptions on the CBC implementation. The findings suggest that continuous, structured in-service training is critical for CBC success, particularly in building competencies and improving teachers’ perceptions.
Volume: 15
Issue: 1
Page: 714-724
Publish at: 2026-02-01

Evaluation of artificial intelligence algorithms to estimate water quality parameters using satellite images

10.11591/ijai.v15.i1.pp559-567
Julio Cesar Anaya-Valenzuela , Gloria Yaneth Florez-Yepes , Yeison Alberto Garcés-Gómez
The Ciénaga de la Virgen (Virgen Swamp) is a coastal lagoon in Cartagena de Indias that provides multiple ecosystem services in northern Bolívar. This ecosystem has faced anthropogenic pressure from city growth and improper water resource management, including wastewater and agrochemical discharges. Consequently, environmental authorities must monitor certain sites within the water body and extrapolate the data across its entire expanse. In this study, predictive tools are applied to determine water quality parameters such as chlorophyll-a (CL-a), dissolved oxygen (DO), total suspended solids (TSS), and salinity. This is achieved by correlating traditionally obtained data with the spectral response of medium-resolution satellite images, adjusted using artificial intelligence (AI) algorithms. Support vector machine (SVM) algorithms were used for regression, random forests (RF), and artificial neural networks (ANN), achieving an accuracy of 79% for CL-a, 95% for DO, 89% for TSS, and 96% for salinity. Validation was performed using mean absolute percentage error (MAPE) statistical metrics and root mean square error (RMSE).
Volume: 15
Issue: 1
Page: 559-567
Publish at: 2026-02-01

Fostering digital competence in pre-service biology teachers

10.11591/ijere.v15i1.30943
Aidana Aubakir , Assiya Maimatayeva , Makhabbat Amanbayeva , Gani Issayev , Akylbek Meirbekov
Biology teachers are required to use digital technologies in their teaching practice. The issue is that biology students do not receive sufficient training or have access to enough resources to use digital technologies effectively in their studies. The solution to this problem is to develop and implement an effective strategy for enhancing the digital competence of biology teachers. This strategy involves a comprehensive approach that includes pre-test/post-test assessments and targeted training sessions focused on improving digital literacy, communication, and digital content creation. The study employed quantitative research methods, including questionnaires and interviews with students. A total of 100 pre-service biology teachers were recruited from different teacher education universities in Kazakhstan. The results show that the use of innovative teaching practices can enhance the level of digital competence of pre-service biology teachers. The students demonstrated significant improvement across five dimensions of digital competency: information and digital literacy, communication and collaboration, digital content creation, safety, and problem solving. Barriers related to the inclusion of digital technologies into teaching included the inadequate training of teachers, lack of experience, lack of resources, lack of time, and no internet access. The present findings can be used to develop new education programs for teachers and improve the effectiveness of the existing ones.
Volume: 15
Issue: 1
Page: 597-606
Publish at: 2026-02-01

Validating a critical thinking scale: an essential skill for vocational education students in the era of artificial intelligence

10.11591/ijere.v15i1.33693
Eva María Olmedo-Moreno , José Javier Romero-Díaz de la Guardia , Jorge Expósito-López , Ramón Chacón-Cuberos , Noelia Parejo-Jiménez
Critical thinking is a fundamental competence in education and professional training, particularly in a technology-driven era increasingly shaped by generative artificial intelligence (GenAI). To address the need for contextually relevant assessment tools, this study aimed to evaluate the reliability and validity of the critical thinking disposition scale (CTDS) among vocational training (VT) students. A descriptive, exploratory, and cross-sectional design was applied using quantitative methods. Data was collected from 879 students enrolled in VT programs. Exploratory and confirmatory factor analyses were conducted to examine the scale’s factorial structure, reliability, and construct validity. Results supported an 11-item structure comprising two dimensions—executive function and reflective thinking—with satisfactory psychometric properties (KMO=0.817; CFI=0.883; TLI=0.851; RMSEA=0.0672; SRMR=0.0428). The findings confirm that the CTDS is a reliable and valid instrument for assessing critical thinking dispositions in vocational education. This tool provides educators and researchers with a robust means to evaluate critical thinking, a key competence for learning, personal development, and professional preparedness in the age of GenAI. This is the first validation of the CTDS with VT students in Spain.
Volume: 15
Issue: 1
Page: 303-314
Publish at: 2026-02-01

Classroom learning environment as a determinant of psychological well-being in adolescents

10.11591/ijere.v15i1.35642
Yicen Meng , Nik Rosila Nik Yaacob , Yasmin Othman Mydin
Psychological well-being (PWB) is critical in adolescent development as well as academic success. In terms of self-determination theory, satisfaction of autonomy, competence, and relatedness psychological needs leads to PWB. In schooling contexts, these psychological needs can be satisfied in a supportive classroom learning environment (CLE), which in turn will promote adolescents’ overall well-being. The study examines the predictive impact of CLE on Chinese adolescent PWB as well as which specific dimensions of CLE are effective predictors to PWB. A sample consisting of 918 14- to 19-year-old adolescents participated. What Is Happening In this Class (WIHIC) questionnaire and the Brief Chinese Version of the psychological well-being scale (PWBS) were applied for data collection. Pearson correlation showed a positive correlation between CLE’s seven dimensions and PWB. Meanwhile, structural equation modelling (SEM) analysis identified student cohesiveness, teacher support, involvement, and task orientation, dimensions of CLE, significantly predict PWB. The result indicated CLE plays a crucial role in predicting PWB. The findings inform recommendations for improving adolescents’ PWB and discusses further implications.
Volume: 15
Issue: 1
Page: 53-65
Publish at: 2026-02-01

Development of interactive e-content to enhance listening skill and language comprehension among secondary school students

10.11591/ijere.v15i1.33599
Nitha Varghese , Kennedy Andrew Thomas
The present study aimed to develop interactive e-content, conduct expert validation, and examine the appropriate level. The researchers used a purposive sampling technique to select the sample of 100 secondary school students and 35 teachers from the Kerala state scheme. The researchers adopted the analysis, design, development, implementation, and evaluation (ADDIE) model to develop interactive e-content. The study employed two quantitative methods. Firstly, the study administered expert validation sheets to three content and two media experts to validate developed interactive e-content. The study utilized the percentage analysis to evaluate the results of the expert validation sheets. Secondly, the study administered a survey questionnaire to 100 secondary school students and 35 teachers to examine the appropriate level of interactive e-content. The study employed the correlation method to analyze the questionnaire results, examining the strength and direction of relationships between variables. The average score of content expert validation is 95.5% and media expert validation is 91.5% confirm that the developed interactive e-content is highly valid and appropriate. A major challenge for the researchers was the insufficient internet speed in rural areas of Kerala. The study recommends that teachers have to develop interactive multimedia teaching-learning aids to improve listening, speaking, reading, and writing (LSRW) among students.
Volume: 15
Issue: 1
Page: 670-679
Publish at: 2026-02-01
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