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31,456 Article Results

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

Evaluating teaching proficiency among teacher preparation diploma graduates based on InTASC standards

10.11591/ijere.v15i1.36245
Jehad M. Al-Anati , Diala A. Hamaidi , Yousef M. Arouri
This study aimed to evaluate teaching proficiency of graduates from the higher diploma in teacher preparation program (HDTPP) in Jordan based on the interstate teacher assessment and support consortium (InTASC) standards. To achieve the study objectives, a descriptive quantitative analytical approach was employed. Further, a rating scale was developed covering four domains: learner and learning, content, teaching practices, and professional responsibility. After verifying the validity and reliability of the study instrument, it was distributed to a sample of 686 teachers. The findings revealed that overall teaching proficiency was medium. Further, teaching proficiency across the key domains (learner and learning, content, teaching practice, and professional responsibility) were medium. No statistically significant differences were related to gender. However, there were significant differences related to specialization. Mathematics teachers showed the lowest levels of proficiency. Priorities for improvement were revealed in the “learning differences” standard. The study recommends strengthening teachers’ understanding of individual differences and cultural diversity and applying this knowledge to foster inclusive classrooms. This can be achieved by designing ongoing professional training programs that focus on differentiated teaching strategies and managing diverse learning environments. This will contribute to increasing teaching efficiency and effectively meeting the needs of all learners.
Volume: 15
Issue: 1
Page: 166-180
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

Key drivers of student satisfaction in public higher education institutions in Pahang, Malaysia

10.11591/ijere.v15i1.36278
Noraine Bahari , Siti Nur Aliah Zahir , Suhaidah Hussain , Mohamad Hafiz Rosli , Muhammad Ashraf Fauzi , Arifha Mohamad , Najaa Abd Mubin
In today’s educational landscape, understanding key student satisfaction is essential for institutions striving to enhance educational quality and foster positive student experiences. The sustainability of public higher education institutions (PHEIs) depends heavily on students’ enrolments. In an effort to attract and retain students, factors contributing to student satisfaction should be taken into consideration from each educational institutions to make the academic program are kept relevant throughout the time. This study aims to examine the factors influencing student satisfaction in PHEIs in Pahang, Malaysia. A quantitative survey was conducted among 120 students from various public universities in Pahang, Malaysia. Descriptive statistics, correlation, and multiple regression analysis were conducted using SPSS 26 to assess their perceptions of three key factors: quality of teaching and learning (QT), quality of facilities and infrastructure (QF), and quality of career and future opportunities (QC). The findings reveal that QT has a significant negative effect on student satisfaction (β=–0.468, p<0.001), while QC show a significant positive effect (β=0.327, p=0.015). In contrast, QF has no significant influence (β=0.125, p=0.301). Therefore, this study provides insights for educational policy makers to enhance student satisfaction strategy in PHEIs especially in focusing on career opportunities of students.
Volume: 15
Issue: 1
Page: 524-534
Publish at: 2026-02-01

Tolerance on campus: the impact of religious commitment and respect among university students

10.11591/ijere.v15i1.32607
Mohammad Jaber Thalgi , Nader Al-Refai , Kadir Gömbeyaz , Hanan Bdoor , Ayse Zisan Furat
Religious commitment, particularly within Islamic contexts, is often viewed as a guiding framework for promoting values such as tolerance, respect, and social harmony; however, differing interpretations and personal expressions of religiosity can sometimes challenge these ideals, necessitating deeper exploration of how religiosity influences social interactions. The study investigates the relationship between religious commitment and respect for others regarding the levels of tolerance behavior among university students. The study employed a descriptive quantitative cross-sectional survey from June 16 to August 16, 2023, with a sample of 334 enrolled in the College of Sharia at Yarmouk University in Jordan. The survey consists of three main scales: religious commitment, respect for others, and tolerance. Students’ demographic data, including gender, nationality, age group, academic department, and the year of study, were also collected via the questionnaire. The findings highlight significant gender differences in religious commitment, with males demonstrating higher levels than females. While no significant age differences were observed in religious commitment, tolerance varied notably, particularly among the 24-26 age group. The study participants represented a diverse range of countries of origin. A country-wise analysis revealed that students from Thailand have the highest religious commitment, underscoring the influence of cultural contexts. Departmental comparisons showed no significant differences, although the findings highlight that respect for others impacts tolerance, religious commitment and demography have almost no effect as predicted. The findings emphasize the primary role of respect in fostering social harmony, suggesting that future interventions should focus on promoting respect as a fundamental value in Islamic culture to enhance tolerance.
Volume: 15
Issue: 1
Page: 181-194
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

University students’ perspectives on integrating generative AI into English language learning

10.11591/ijere.v15i1.35223
Yong-Jik Lee , Masashi Otani
This study examines university students’ perspectives on integrating artificial intelligence (AI) into their English language learning, with a focus on cognitive and affective factors. Using a mixed method, the research collected quantitative data from surveys and qualitative insights from individual interviews with English language learners (ELLs). Survey results showed that ELLs recognized the technical capabilities of generative AI, particularly its extensive and dynamic database and practical translation functions. ChatGPT demonstrated clear benefits in terms of its emotional impact, including enhancing task efficiency and motivating learners. ELLs appreciated its ability to save time and foster engagement, but its influence on building confidence in language learning was less pronounced. In the cognitive domain, ELLs highlighted both opportunities and risks. While recognizing the potential for improved efficiency, concerns emerged about overreliance on generative AI, reduced independent thinking, and the possibility of facilitating academic dishonesty. Future research should focus on developing guidelines and best practices to maximize the benefits of generative AI tools while addressing their limitations.
Volume: 15
Issue: 1
Page: 826-836
Publish at: 2026-02-01

Beginning teachers’ professional development in Germany, Singapore, China, and Kazakhstan

10.11591/ijere.v15i1.32483
Oxana Kereyeva , Almazhai Yegenissova , Adem Bayar , Kairat Tleuov , Nurbike Bisaliyeva , Karylgash Kudarova , Shynar Iskakova
This study explores the challenges faced by beginning teachers in Kazakhstan due to inadequate professional development (PD) support, leading to high attrition rates and adaptation difficulties. A comparative analysis of PD programs in Germany, Singapore, China, and Kazakhstan identifies best practices that enhance teacher retention, professional growth, and teaching quality. Employing Bereday’s four-phase comparative methodology, this study systematically reviews approximately 20 policy documents and research articles from the selected countries. The findings indicate that effective PD programs incorporate structured mentoring, professional learning communities (PLCs), and action research. In contrast, Kazakhstan’s limited PD framework, characterized by brief mentoring periods and heavy teacher workloads hinders continuous professional growth. This study recommends extending the mentoring program to two years, reducing workloads, and integrating structured PD activities such as peer observations, subject-specific discussions, and collaborative workshops. Additionally, fostering professional communities and administrative support can ease the adaptation process, ultimately improving teacher retention and education quality. These recommendations provide a foundation for enhancing Kazakhstan’s PD system, aligning it with international best practices to establish a sustainable support structure for beginning teachers.
Volume: 15
Issue: 1
Page: 315-326
Publish at: 2026-02-01

Role of empowering leadership in improving faculty engagement and motivation in higher education institutions

10.11591/ijere.v15i1.32492
Sharish Abdullah , Riffat-un-Nisa Awan , Abida Parveen , Zunaira Fatima , Ghazanfar Ali
Higher education institutions face challenges in maintaining faculty motivation and engagement. Leadership empowerment is usually perceived as an important factor in fostering employee outcomes. This study intended to examine the effect of leadership empowerment on employee engagement and motivation at higher education levels. It was a quantitative study and a survey was used to collect data. The questionnaire consisted of 59 items, regarding three variables i.e., leadership empowerment (leading by example, participative decision-making, coaching, informing, and interaction with team), motivation (intrinsic motivation and extrinsic motivation), and employee engagement (affective engagement, intellectual engagement). Data were collected from a sample of 200 teachers (130 males, 70 females) from the University of Sargodha. The data was analyzed using Pearson correlation and regression analysis. The study concluded that leadership empowerment significantly affected employee engagement and motivation. Leading by example significantly affected intellectual and affective engagement and both intrinsic and extrinsic motivation, whereas only participative decision-making affected extrinsic motivation. It is suggested that leaders should create a supportive and empowering environment by setting examples, recognizing efforts, and providing growth opportunities. They should empower employees to feel valued and motivated to contribute to the organization’s success.
Volume: 15
Issue: 1
Page: 40-52
Publish at: 2026-02-01

Timely introduction of AI teaching practices: an auxiliary tool for Chinese proposal writing

10.11591/ijere.v15i1.36136
Tsui-Feng Huang , Sheng-Chieh Chou
The rapid adoption of artificial intelligence (AI) is reshaping Chinese writing instruction in higher education, posing the risk of over-reliance on AI-generated text and exposure to biased content. To address these issues, this study applied scaffolding learning theory to design a writing instructional approach. This approach first uses scaffolding instruction to develop students’ foundational skills and then integrates iterative proposal writing with human-computer interaction using ChatGPT. Over a semester, more than 100 undergraduate students from three departments participated in a university writing course focused on event proposals. Students first wrote their own drafts, which were then refined through AI-assisted optimization. Two versions of the teacher evaluations were analyzed using statistical package for the social sciences (SPSS). A valid sample of 139 students revealed that novice writers benefited most from structured support, achieving above-average writing proficiency. Later, in-depth ChatGPT interaction led to higher-level content acquisition. This study confirms that combining scaffolding with guided AI can improve learning outcomes. This integrated scaffolding and AI instructional approach can foster independent writing skills and reduce inappropriate reliance on AI.
Volume: 15
Issue: 1
Page: 579-586
Publish at: 2026-02-01

Ethnobotanical plant awareness among secondary school students of Malaybalay, Philippines

10.11591/ijere.v15i1.36095
Doreen Khrystel P. Gonzales , Monera A. Salic-Hairulla , Vanjoreeh A. Madale
Plant awareness, encompassing attention, knowledge, and attitudes toward plants, are essential for fostering biodiversity appreciation and environmental stewardship. In Bukidnon, where a rich ethnobotanical heritage exists, limited research has explored students’ awareness of ethnobotanical plants, potentially undermining local conservation efforts. This study assessed ethnobotanical plant awareness among 320 secondary school students from three schools in Malaybalay, Bukidnon, using a quantitative survey design. A structured survey measured three dimensions of awareness: visual attention, knowledge/understanding, and attitudes. Data were analyzed using descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and Spearman’s rho correlations to explore differences and relationships across gender and grade levels. Findings revealed a marked preference for animals over plants, with students demonstrating limited visual attention and knowledge regarding local ethnobotanical species. Significant differences in plant awareness were observed across grade levels, while gender differences were less pronounced. Significant relationships were found between visual perception, knowledge, and attitude which describes the multidimensional nature of plant awareness. The results highlight critical gaps in plant awareness, underscoring the need for integrative educational strategies. Incorporating local ethnobotanical knowledge into science, technology, engineering, and mathematics (STEM) curricula may enhance students’ engagement, species literacy, and environmental responsibility. Addressing plant awareness disparities among students is vital for effective biodiversity conservation and the development of future environmental stewards in Bukidnon.
Volume: 15
Issue: 1
Page: 146-156
Publish at: 2026-02-01

Assessing students’ global competence using artificial intelligence: experimental research

10.11591/ijere.v15i1.34038
Sofiya Nikolaeva , Yana Diachkova , Anastasiia Syzenko
This paper addresses the challenge of assessing global competencies in higher education, an essential skill set for students in today’s interconnected world. Despite its importance, current assessment methods struggle to accurately capture the multidimensional nature of global competence, often due to subjective grading systems, cultural biases, and limited resources. This paper proposes using artificial intelligence (AI)-driven assessment tools to streamline and enhance the evaluation of global competencies. Through a literature review and experimental study conducted at T. Shevchenko National University of Kyiv (Ukraine), we examine how AI technologies, such as natural language processing, machine learning, and sentiment analysis, can be applied to assess cultural awareness, communication skills, and critical thinking. The results suggest that AI-driven assessments are more efficient, objective, and capable of providing personalized feedback than traditional methods. This paper concludes that AI has the potential to revolutionize the assessment of global competencies, offering a more inclusive and effective approach to preparing students for global citizenship.
Volume: 15
Issue: 1
Page: 860-869
Publish at: 2026-02-01

Implementing AI-integrated English writing: university English language learners writing strategies and perceptions

10.11591/ijere.v15i1.35461
Yong-Jik Lee , Seung-Hoon Jeong
This study examines the writing strategies and perceptions of Korean university English language learners (ELLs) regarding the integration of generative artificial intelligence (AI) in their writing process. A total of 85 university students participated by completing surveys and participating in in-depth interviews. The findings indicated that ELLs predominantly employed writing strategies such as brainstorming, translating from their first language (Korean), and using digital tools, particularly translation apps, for revision and feedback. Students perceived AI tools positively, noting significant cognitive and emotional benefits, including enhanced vocabulary, grammar learning, and increased writing confidence. However, ELLs expressed concerns regarding ethical issues, potential dependency on AI, and the risk of reduced human interaction. The study advocates for incorporating generative AI as a supplementary instructional resource within English as a foreign language (EFL) writing education, emphasizing the need for careful instructional design to foster independent critical thinking and effective writing practices. The research offers practical insights for English language teaching (ELT) educators who utilize AI technology to support EFL learners while upholding academic integrity and student autonomy.
Volume: 15
Issue: 1
Page: 805-814
Publish at: 2026-02-01

Perceptions of educational leaders about creating e-portfolios as part of a leadership upskilling program

10.11591/ijere.v15i1.29818
Zeina Hojeij , Areej ElSayary
The effectiveness of e-portfolios in supporting educator professional development (PD) remains uncertain, particularly in demonstrating leadership skills through reflections and perceptions. This study investigates the utility of e-portfolios by examining the perspectives of educational leaders within a K-12 setting in the United Arab Emirates (UAE). The study involved 17 participants who completed an upskilling program, creating digital portfolios as part of their training. Additionally, 10 participants engaged in semi-structured interviews. The findings revealed three primary themes: genuine professional leadership growth, continuous PD, and an enhanced understanding of the student learning experience. The creation of e-portfolios not only fostered authentic PD but also served as a catalyst for ongoing growth, self-discovery, and continuous learning. This research concludes that e-portfolios are valuable tools for PD, promoting reflective practice and lifelong learning among educational leaders.
Volume: 15
Issue: 1
Page: 626-637
Publish at: 2026-02-01

Voices of Chinese private college EFL students: unveiling preferences in written corrective feedback

10.11591/ijere.v15i1.35595
Mudan Cai , Joseph Ramanair
Despite the growing body of research on the impact of written corrective feedback (WCF) on intermediate and upper-level students in Chinese public universities, limited attention has been paid to the preferences of lower- and intermediate-level English as a foreign language (EFL) students in Chinese private colleges regarding various types of WCF. To address this gap, the current study examined students’ experiences with and preferences for WCF. A quantitative survey design was adopted, with data collected from 30 EFL students at a private college in Mainland China using an online self-administered questionnaire. The results showed: i) students’ preferences for WCF types were consistent with their feedback experiences; ii) students most commonly received direct feedback focused on content, while spelling gained the least feedback; and iii) students most preferred direct feedback on content and grammar, while indirect feedback on organization and spelling was least favored. The findings suggest that WCF remains valuable for EFL learners and their English as a second language (ESL) counterparts. It is recommended that EFL writing teachers in similar contexts tailor their feedback practices by prioritizing students’ preferences, particularly by emphasizing direct feedback on content and grammar, to boost engagement and learning outcomes.
Volume: 15
Issue: 1
Page: 933-942
Publish at: 2026-02-01
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