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Pedagogical strategies for enhancing environmental education in Uzbek primary schools: a mixed-methods study

10.11591/ijere.v15i1.35558
Abdumalik Kuchkinov , Sayora Tilavova , Nor Asiah Razak , Che Zalina Zulkifli , Jazira Jansaitova , Nargiz Artikova , Fazilat Khudaikulova , Bekhzod Xayridinov , Dildor Otajonova
Environmental education is a fundamental component of primary science education, fostering ecological awareness and responsible behavior from an early age. Despite global recognition of its importance, the effective integration of environmental education in Uzbek primary schools faces significant challenges, including insufficient teacher competencies and limited interactive pedagogical approaches. This study investigates strategies to enhance environmental education through a mixed-methods approach involving literature analysis, questionnaires, observations, and experimental lessons. Interactive methods, project-based learning, and educational games were implemented to increase students’ ecological knowledge, practical skills, and engagement. The findings indicate substantial improvements: the proportion of students demonstrating high proficiency in environmental knowledge and practical skills increased from 23.8% to 43.3%, while those with low proficiency decreased from 48.6% to 28%. The study provides actionable insights for curriculum developers, emphasizing the integration of experiential learning and contextually relevant content; for teacher training programs, highlighting the need to strengthen pedagogical competencies in environmental education; and for policy makers, advocating systematic support for resource allocation and digital tools to enhance learning outcomes. Limitations include the regional focus and reliance on self-reported engagement measures. Future research should explore broader geographic contexts, long-term impacts, and the use of multimedia resources to further strengthen environmental literacy.
Volume: 15
Issue: 1
Page: 565-578
Publish at: 2026-02-01

Factors shaping language learning adversity quotient: the impact of family, self-influence, and educational environment

10.11591/ijere.v15i1.35016
Nguyen Thi Thuy Linh , Phuong Hoang Yen , Tran Ngoc Bao Chau
This study explores the factors shaping the language learning adversity quotient (LLAQ) and examines the interplay between family influence, self-influence, and educational environment influence in fostering resilience in language learning. The research addresses a gap in the existing literature by investigating the factors that are associated with students’ resilience in language learning. A cross-sectional survey was administered to 434 undergraduate students from a university in Vietnam, utilizing a structured questionnaire to assess the impact of these influences. The findings highlight that family influence plays a pivotal role in nurturing resilience, while self-influence is critical in sustaining students’ persistence. Although educational environment influence received a lower rating, it was found to have a significant correlation with self-influence, suggesting an indirect contribution to LLAQ. The study underscores the importance of enhancing familial support and fostering students’ self-agency. Moreover, it suggests that cultivating a supportive educational environment can indirectly bolster resilience by empowering students to take greater responsibility for their learning. The study concludes by advocating for a holistic approach that integrates support from family, personal agency, and institutional structures to strengthen students’ perseverance in language learning.
Volume: 15
Issue: 1
Page: 376-386
Publish at: 2026-02-01

The effect of rapid automatized naming on foreign language anxiety among dyslexic students

10.11591/ijere.v15i1.35729
Abdelaziz Abdelfattah Elfeky , Abdulhamid Fathi Alholah , Afaf Saeed Al-Budaiwi , Radwa Hassan Yacoub , Ashraf Ragab Ibrahim , Mohamed Ali Nemt-allah
This study examined whether rapid automatized naming (RAN) training—a cognitive intervention focused on improving the speed and accuracy of naming visual stimuli—could effectively reduce foreign language anxiety (FLA) among dyslexic learners. Using a single-group pretest-posttest design with follow-up assessment, a 10-week RAN training intervention was implemented with 30 dyslexic students (18 males, 12 females; aged 13-14 years) from Egyptian preparatory institutes. The intervention consisted of individual 30-minute sessions conducted 3 times per week, systematically progressing from basic single-category naming tasks to complex mixed-category combinations designed to enhance processing fluency and automaticity. Using the foreign language classroom anxiety scale (FLCAS), anxiety levels were measured before intervention, immediately after, and at 8-week follow-up. Results revealed significant reductions in overall FLA (partial η²=.32), with particularly notable improvements in communication apprehension (partial η²=.33) and anxiety in the English classroom (partial η²=.29). Test anxiety showed initial improvement but returned to near-baseline levels at follow-up, while fear of negative evaluation remained largely unchanged. Results suggest that RAN training may be associated with reductions in FLA among dyslexic students, though causal relationships cannot be established without a control group.
Volume: 15
Issue: 1
Page: 815-825
Publish at: 2026-02-01

Saudi female EFL learners’ task engagement: the role of agency and self-regulation

10.11591/ijere.v15i1.36140
Hajar Khalifa Al Sultan
Despite governmental reforms promoting independent learning, Saudi English as a foreign language (EFL) classrooms continue to use teacher-centered methods that limit learners’ autonomy and ability to self-regulate. This study uses a sociocultural framework and a qualitative design that includes semi-structured interviews and classroom observations of first-year Saudi female students enrolled in a university listening and speaking course. It aims to address the lack of qualitative evidence on how learner agency and self-regulation influence task engagement, and to examine how these factors affect student engagement in university-level language classrooms. Thematic analysis (TA) revealed that scaffolded autonomy and emotionally supportive classroom environments were especially influential in reducing anxiety and fostering confidence and independence. Findings show that engagement increases when students are offered structured opportunities to make choices, self-regulate, and learn in emotionally safe environments. Learners demonstrated agency through task choice, role negotiation, and alignment of assignments with personal preferences. Simultaneously, self-regulation was enacted through planning, emotional control, self-monitoring, and adaptive strategies such as peer observation and anxiety management. These findings illustrate that agency and self-regulation are socially constructed processes that flourish through interaction, guided support, and student-centered pedagogy. Addressing gaps in experimental research, the study presents how agency and self-regulation develop in real Saudi EFL classrooms
Volume: 15
Issue: 1
Page: 848-859
Publish at: 2026-02-01

The effectiveness of problem-based learning approach in science subject

10.11591/ijere.v15i1.29983
Nurul Hazwani Shamsudin , Izzati Azmi , Shahrizal Idzuan Wahab Abdul Rahman , Nik Hanis Zuraihan Rahimi , Yuvenitha A/P Subramaniam
The study was conducted to investigate the effectiveness of problem-based learning (PBL) on the achievements of Form one science students in Klang. Malaysia’s low ranking in scientific knowledge, as highlighted by the Programme for International Student Assessment (PISA), underscores the need for innovative teaching methods. Therefore, this study investigates the impact of PBL intervention on science subjects among 60 Form one students consisting of 30 treatment group and 30 control group students. The research instruments used were pre-test and post-test designed by the researcher. The pre-test was conducted using both treatment and control group students. The treatment group was exposed to PBL intervention for eight weeks before post-tests were given to both groups. Data was analyzed by using the independent t-test and paired t-test for pre-test and post-test. The research findings showed that the treatment group demonstrated significantly higher post-test scores than the control group. The findings suggest that the PBL approach positively impacts students’ learning achievements. Therefore, the study supports the adoption of PBL to enhance science education among Form one students.
Volume: 15
Issue: 1
Page: 278-285
Publish at: 2026-02-01

Motivation and generative artificial intelligence: perceived benefits among advertising and multimedia students

10.11591/ijere.v15i1.36429
Ygnacio Tomaylla-Quispe , Fanny Paredes-Quispe , María del Pilar Ponce , Luis Melgar-Amado
This study aimed to examine how intrinsic and extrinsic motivation, along with the use of and exposure to generative artificial intelligence (GenAI), influence the educational benefits perceived by students in disciplines linked to digital creativity and visual communication, namely graphic design, advertising, and multimedia. A quantitative, correlational and non-experimental design was used. The data was collected online during the 2024 academic year through a validated survey administered to 203 college students selected by convenience sampling. An instrument based on and adapted from previous studies was used to measure intrinsic and extrinsic motivation, perceived benefits, and creative use of GenAI tools. The answers were collected with a five-item Likert scale. The relationships between the variables were analyzed with the partial least squares structural equation modeling (PLS-SEM) procedure using the SmartPLS 4. The results indicate that both intrinsic and extrinsic motivation positively influence perceived benefits. These findings highlight the educational impact of GenAI on creative disciplines and highlight the need for academic programs and education policy directors to promote its responsible adoption, ensuring that students gain the skills and confidence to use these technologies effectively.
Volume: 15
Issue: 1
Page: 544-554
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

Bangladeshi university EFL teachers’ vision for the future role of artificial intelligence in teaching and teachers’ new identity

10.11591/ijere.v15i1.33638
Md. Mahadhi Hasan , Kaniz Fatema , Rashed Mahmud
Global education has seen the rapid integration of artificial intelligence (AI). However, its adoption in Bangladeshi universities has been limited, raising questions about the perceived value and future applications of AI among English language teachers. This study examines how English as a foreign language (EFL) teachers at Bangladeshi universities envision a future role for AI in language instruction and discusses how the integration of AI might redefine their professional identity. The data were collected through a survey of 123 EFL teachers from 20 universities, using simple random sampling, and in-depth interviews with five teachers selected through purposive sampling, following a mixed-method approach. Quantitative analysis, supported by descriptive statistics, multicollinearity tests, and multiple regression, revealed that perceived usefulness has a significant impact on teachers’ attitudes toward AI, with a coefficient of 0.643 and a p-value of less than 0.001. In contrast, perceived challenges do not significantly influence attitudes, with a coefficient of 0.032 and a p-value of 0.665. Qualitative findings further illustrate the evolution of professional identity, where teachers acknowledged the potential of AI to change practice through task automation and personalization; however, concerns remain about changes in roles and gaps in skills. Piloting and expert review, together with rigorous statistical procedures, were used to ensure the reliability and validity of the research. The study concludes by stating that the effective integration of AI requires demonstrating its practical benefits and addressing the barriers, thereby providing valuable insights for policy and practice in Bangladeshi universities.
Volume: 15
Issue: 1
Page: 837-847
Publish at: 2026-02-01

Vietnamese EFL students’ use of grammar learning strategies: patterns, performance, and pedagogical implications

10.11591/ijere.v15i1.35922
Pham Duc Thuan , Pham Thi Tam
There is a scarcity of research regarding the application of grammar learning strategies (GLS) in English-as-a-foreign-language (EFL) contexts. This study evaluates the use of GLS among 257 Vietnamese EFL students by analyzing their preferences, differences, and correlations with grammar performance. Data for the study were collected using the grammar learning strategy inventory (GLSI) and a grammar test. Descriptive statistics, independent samples tests, and Pearson correlation tests were utilized to examine strategy usage levels, gender and year-level differences, as well as correlations with grammar test scores. The results indicate a significant prevalence of GLS usage (overall mean of 3.5811) and social strategies were identified as the most frequently employed with a mean of 3.7245. No notable differences in strategy utilization were observed between genders or academic year levels, indicating a uniformity within the Vietnamese educational framework. Weak yet statistically significant correlations were observed between grammar test results with metacognitive strategies (r=0.179, p<0.01), affective strategies (r=0.123, p<0.05) and social strategies (r=0.114, p<0.05), suggesting that GLS contribute to grammar mastery, although they are not the sole determinants of success. Findings suggest integrating collaborative and metacognitive strategies into English grammar instruction to help foster more strategic and independent grammar learning habits among university learners.
Volume: 15
Issue: 1
Page: 870-879
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

Evaluating perceptions of Arabic teaching and curriculum integration of dialect

10.11591/ijere.v15i1.34541
Tariq Mohammed Farghal , Mohammad Abed Latif Mohammad Smadi , Hadieh Yousef , Sara Tamimi , Sireen Afara
This study investigates the attitudes of foreign students at Amman Arab University (AAU) in Jordan toward learning Arabic, shedding light on the teaching approaches of Arabic dialect, particularly Jordanian Arabic (JA), while exploring their perspective on Arabic diglossia. The study examines faculty member’s academic views specifically those of the English department and basic sciences, incorporating linguistics, translation scholars, and Arabic lecturers. The findings show that while students stigmatize the Jordanian dialect, recognizing its grammar inferiority to modern standard Arabic (MSA), they contradictorily express a keen interest in learning the dialect due to its cultural and practical relevance to Arabic-speaking societies. Contrarily and strikingly, faculty members, despite their tolerance of the vernacular in informal contexts, hold an opposing opinion that prevents the inclusion of an Arabic curriculum for non-native speakers. Moreover, the study affirms the divergence in perspectives which showcases the tension between the traditional view of H variety being the “proper” variety of the language and the practical demand of the dialect for effective communications in the Arab world. While emphasizing the significance of presenting these contradictions in Arabic language pedagogy, the study introduces the integration of dialect teaching alongside MSA to simply align with students’ linguistic needs.
Volume: 15
Issue: 1
Page: 457-468
Publish at: 2026-02-01

Students’ metacognition growth in reading: the effectiveness of flipped metacognitive strategy

10.11591/ijere.v15i1.26824
Dina Ramadhanti , Diyan Permata Yanda , Rizki Nofriadi
Metacognitive functions as a means to regulate cognitive abilities, such as reading. The greater a person’s awareness of their metacognitive processes during reading, the more effectively they will comprehend the material. This research aims to assess the effectiveness of a flipped metacognitive strategy (FMS) as a learning approach that incorporates metacognitive skills with a focus on technology in education. A random selection method was employed to choose 28 participants for the study. The findings indicated a notable difference in the average scores of students’ metacognitive awareness before and after the implementation of the FMS. Specifically, metacognitive awareness in reading improved from a score of 56.42, categorized as “good enough”, to 80.79, classified as “very good”. The effectiveness assessment revealed that the N-Gain percent value for students’ metacognitive awareness stands at 54.81%, placing it in the less effective category. Therefore, the FMS can be utilized to enhance metacognitive awareness in reading. Nonetheless, this strategy requires ongoing implementation to be optimally effective in tracking the advancement of students’ metacognitive awareness, particularly in reading. As long as learning strategies are in place, educators must elevate the quality of instructional materials and pay greater attention to the learning needs of students. To enhance reading comprehension, teachers should foster students’ metacognitive awareness, which encompasses understanding various reading strategies, recognizing problem-solving techniques during reading, and being aware of the factors that contribute to reading comprehension.
Volume: 15
Issue: 1
Page: 751-759
Publish at: 2026-02-01

Phygital in games: a systematic review of trends, characteristics, the user experience, technologies, and tools

10.11591/ijere.v15i1.35062
Nurasilah Osman , Nadia Akma Ahmad Zaki , Tengku Siti Meriam Tengku Wook , Maizatul Hayati Mohamad Yatim , Nor Masharah Husain , Norly Jamil
In the 21st century, the evolution of phygital technology has transformed various sectors, including retail, marketing, heritage, education, edutainment, and gaming. However, phygital interfaces are dynamic, continuously evolving alongside technological advancements and user expectations. This study aims to identify trends, characteristics, user experiences, and the tools or technologies used in phygital gaming. A systematic literature review (SLR) was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) framework, analyzing 26 publications from Web of Science (WoS), Scopus, and IEEE Xplore. The findings revealed seven key characteristics of phygital interfaces and six positive impacts on user experience. Additionally, various phygital technologies and tools were identified as essential in the education, edutainment, and entertainment contexts of gaming. These technologies enhance engagement, interactivity, and immersion by seamlessly integrating physical and digital elements. Therefore, this study contributes to improving user experiences and expanding knowledge in the context of phygital interfaces. Future research should explore potential challenges in adopting phygital technologies, particularly from educators’ perspectives, to uncover new insights into their implementation and effectiveness.
Volume: 15
Issue: 1
Page: 1-15
Publish at: 2026-02-01

Examining differentiated instruction practices among secondary school Malay language teachers in Malaysia

10.11591/ijere.v15i1.35198
Elmustian Elmustian , Zamri Mahamod , Edmund Austrus , Norhidayah Azni Mohamed Zohomi
This research focuses on the teaching practices of secondary school Malay language teachers in the Klang District, specifically on implementing differentiated instruction (DI) approaches introduced by the Malaysian Ministry of Education in 2019. This study employed a quantitative research design using a descriptive survey approach. Preliminary findings show that many students lack interest in classroom learning (PdP) due to traditional teaching methods, contributing to difficulties in mastering the syllabus and poor performance in public examinations such as the Sijil Pelajaran Malaysia (SPM). A questionnaire-based survey of 146 teachers was conducted, with descriptive analysis revealing that the overall implementation of DI is moderate (mean=3.15, SD=0.427). Among the 10 assessed items, ‘implementing DI according to environmental conditions’ achieved the highest mean (3.29), while ‘implementing (daily lesson plans RPH) based on DI’ scored the lowest (2.95). The analysis showed no significant gender-based differences in implementation practices, and teaching experience was weakly negatively correlated with implementation effectiveness. These findings suggest the need for targeted professional development programs to enhance teachers’ readiness and competency in applying DI. The study underscores the importance of equipping teachers with the necessary skills to create inclusive and effective learning environments, which can improve student engagement and academic outcomes.
Volume: 15
Issue: 1
Page: 227-237
Publish at: 2026-02-01

Attention-deficit/hyperactivity disorder traits: prevalence and differential association with internet addiction

10.11591/ijere.v15i1.35436
Law Mei-Yui , Siaw Yan-Li , Chua Kah-Heng , Sathish Rao Appalanaidu
Attention-deficit/hyperactivity disorder (ADHD) traits in adults have garnered global attention due to their detrimental effects on individuals’ daily functioning. To date, there has been a scarcity of studies conducted on adult ADHD traits in Malaysia, particularly among university students. Therefore, this study aimed to explore the prevalence of ADHD, examine the correlation and predictive relationship between ADHD and internet addiction, compare internet addiction between ADHD screen-positive and screen-negative individuals, and determine the gender differences in ADHD. This study adopted a cross-sectional quantitative design, involving 1,204 voluntarily participating respondents. Data were collected using the Internet Disorder Scale (IDS-15) and the Adult ADHD Self-Report Scale (ASRS) v1.1. The findings revealed that more than a quarter (27.80%) of participants screened positive for ADHD traits. Additionally, a significant positive correlation and predictive relationship were identified between adult ADHD traits and internet addiction. Furthermore, internet addiction levels were significantly higher among ADHD screen-positive individuals compared to ADHD screen-negative individuals. However, no significant gender differences were observed in ADHD traits. Effective interventions should be developed to mitigate the adverse effects of ADHD traits on the daily functioning of university students. Moreover, efforts to address internet addiction should consider the presence of ADHD traits in this population.
Volume: 15
Issue: 1
Page: 205-215
Publish at: 2026-02-01
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