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29,061 Article Results

Enhancing teachers’ digital literacy for security: a systematic review of frameworks and analytical methods in education

10.11591/ijere.v14i6.32613
Nadirah Othman , Nor Aslily Sarkam , Norhayati Baharun , Teoh Sian Hoon , Suraya Masrom , Nor Faezah Mohamad Razi , Abdullah Sani Abd Rahman
The rising use of digital tools in education emphasizes the crucial need of teachers’ digital security, which relies on strong digital literacy. This study assesses teachers’ digital literacy on digital security literature to meet the urgent need for safe practices in schools due to increased security breaches. A total of 30 studies were reviewed using preferred reporting items for systematic reviews and meta-analyses (PRISMA) criteria to build frameworks and data analysis methodologies in this field. Five research areas were identified: teacher perspectives, security-related issues, educational impacts, pedagogical approaches, and instrument validation. The predominant framework used was the digital competence framework for citizens (DigComp), however hybrid frameworks that integrate other theoretical perspectives were highly commended for their comprehensive approach. The 30% of the studies focused on security issues, including cyberbullying and data protection, while 70% incorporated security dimensions into digital literacy frameworks. Quantitative approaches comprising 60%, including t-tests, analysis of variance (ANOVA), and regression analysis. Structural equation modeling (SEM) was used in several studies to examine complex relationships. Although current research predominantly emphasizes quantitative methods, future investigations could enhance knowledge of teachers’ digital literacy and security by integrating SEM with artificial neural networks (ANN). This review emphasizes the necessity for hybrid frameworks and sophisticated approaches to enhance research.
Volume: 14
Issue: 6
Page: 4276-4294
Publish at: 2025-12-01

Development and evaluation of a re-sequenced intervention module in learning chemical bonding

10.11591/ijere.v14i6.31851
Baby Eve N. Asequia , Leemarc C. Alia , Kevin Client B. Matutes
In the typical high school chemistry curriculum, chemical bonding precedes the chemical reactions. In this study, the re-sequenced effect of learning chemical bonding when chemical reactions are introduced first among grade 9 learners was investigated. A learning module with re-sequenced intervention in chemical bonding was developed using analysis, design, development, implementation, evaluation (ADDIE) model and validated by eight science education professionals rated as very satisfactory. A quasi-experimental research design was utilized in the implementation phase with 129 respondents selected through cluster random sampling. Pre- and post-tests, formative and summative assessments, and evaluation surveys were administered. Evaluation results revealed that the scores from the re-sequenced intervention group displayed a slightly higher overall satisfaction percentage (99.06%) compared to the control group (94.74%). In addition, the experimental group achieved significantly higher competency levels (M=49.3, SD=19.4) compared to the control group (M=41.4, SD=15.3), with p=0.016 and d=0.37. Furthermore, students reported positive perceptions despite initial misconceptions. These findings highlight that re-sequencing topic order enhances chemistry learning outcomes and student engagement. Hence, the re-sequenced learning module became a valuable tool for enhancing understanding of chemical bonding, independent of baseline competency or attitudes toward the material.
Volume: 14
Issue: 6
Page: 4864-4873
Publish at: 2025-12-01

Curriculum educators' perceived challenges in applying quality assessment criteria

10.11591/ijere.v14i6.35927
Thi-Thuy-Dung Ngo , Ngoc Tran Bao , Anh Hua Thi Tu , Nhu Huynh Yen , Tuong Thi Khanh Tran , Ha Nguyen Nam
This cross-sectional quantitative study investigates the implementation challenges of national quality assurance (QA) in Vietnam’s higher medical education system, with a focus on faculty engagement and educator perception during medical curriculum redesign. Conducted at Pham Ngoc Thach University of Medicine, a public institution dedicated to professional healthcare qualifications, the study applies the Ministry of Education and Training (MOET) quality assessment framework, which defines 11 standards central to quality assessment implementation in various domains. Results reveal that standard 4 (teaching and learning approach) received the lowest average score, highlighting significant barriers to implementation. Standards 1, 3, and 5 also emerged as areas of concern. Difficulty in applying quality assessment criteria varied by educator characteristics: younger, less experienced faculty with limited academic credentials, and no prior quality assessment training reported greater difficulty, while senior educators with quality assessment training demonstrated higher compliance and ease in application. To strengthen educator compliance and enable effective QA implementation, the study recommends targeted training programs and support resources for faculty, particularly for early-career educators. These findings offer practical guidance for policymakers, administrators, and academic leaders involved in medical curriculum redesign and QA reforms within Vietnam’s higher education landscape.
Volume: 14
Issue: 6
Page: 4580-4591
Publish at: 2025-12-01

Cross-cultural exploration of stylized performance: traditional Chinese training methods in drama education

10.11591/ijere.v14i6.34292
Jingying ZHANG , Syahrul Fithri Musa
This study explores the effectiveness of stylized performance training in cross-cultural drama education, focusing on how symbolic body language conveys emotions and character intent. Originating from traditional Chinese theatre, stylized training was adapted to help students from diverse cultural backgrounds achieve emotional resonance and cohesive character portrayal. Employing a participatory action research (PAR) design, the 16-week experiment involved performing arts students from six cultures, using iterative feedback and reflective practices to track changes in emotional expression and adaptation to symbolic movements. The training included three phases: basic training, emotional integration, and applied practice. Data was collected through classroom observations, interviews, feedback forms, and peer evaluations. Findings show that participants improved in non-verbal emotional expression, effectively conveying emotions across cultural barriers. Supported by Pavis’s “intercultural theatre” theory and Mead’s symbolic interactionism, the study highlights stylized performance’s potential to enhance cross-cultural emotional resonance in drama education.
Volume: 14
Issue: 6
Page: 4978-4991
Publish at: 2025-12-01

Prospective teachers’ views on faculty members as content creators

10.11591/ijere.v14i6.33250
Seyithan Demirdağ , Anang Widhi Nirwansyah , Aji Heru Muslim , Bimo Bramantio
This study examines prospective teachers’ perceptions of faculty members as content creators in higher education, with a focus on how content development impacts effective teaching and learning. Using a qualitative descriptive phenomenological approach, the research explores the experiences of 26 senior students from diverse academic backgrounds at a university in Northwestern Turkey. The participants were selected through maximum variation sampling, representing fields such as special education, elementary education, science, social studies, preschool, and mathematics teaching. The findings reveal that prospective teachers value faculty members’ use of technology to create engaging, personalized learning experiences. Faculty expertise in digital content creation and contemporary teaching tools plays a key role in shaping students’ pedagogical development and boosting their confidence. However, challenges such as varying technological proficiency levels hinder some prospective teachers from fully integrating content creation into their future teaching practices. The study underscores the importance of faculty expertise and technological competence in teacher preparation. It advocates for comprehensive professional development programs to enhance educators’ content creation skills and encourages collaborations between faculty and technology experts to develop effective educational content. The study calls for addressing technological adoption barriers and equipping prospective teachers with necessary skills for effective 21st-century teaching. Future research should build on these findings with quantitative methods to further explore students’ perspectives on content creation.
Volume: 14
Issue: 6
Page: 4796-4811
Publish at: 2025-12-01

Team up for better learning: evaluating team-based learning in anatomy education

10.11591/ijere.v14i6.35431
Asty Amalia Nurhadi , Linda Jones , Budu Budu
This study evaluated the effectiveness of team-based learning (TBL) in teaching musculoskeletal anatomy compared to traditional lectures. A total of 267 second-year medical students participated. Student performance was assessed using pre- and post-tests, and results were analyzed with a paired t-test (p<.05), revealing significantly higher anatomy scores following TBL. Student perceptions were explored through a Likert-scale questionnaire analyzed descriptively, and focus group discussions (FGDs), which were transcribed and analyzed using thematic analysis. Students reported that TBL enhanced their understanding of musculoskeletal anatomy and added value by illustrating clinical relevance, encouraging active learning, promoting discussion and communication skills, improving motivation, and reinforcing class preparedness. TBL also fostered knowledge integration, critical thinking, and peer teaching. Despite its benefits, students noted challenges such as limited in-depth discourse, varying group dynamics, subjective peer evaluations, and logistical constraints like unsuitable room setups. Overall, the findings suggest that TBL is an effective alternative to traditional lectures in anatomy education, supporting both academic performance and the development of key competencies essential for future medical professionals.
Volume: 14
Issue: 6
Page: 4948-4956
Publish at: 2025-12-01

Development of research competences in undergraduate students

10.11591/ijere.v14i6.33724
Carmen Lily Winchez Aylas , Patricia Bejarano Alvarez
This study addresses the limited involvement of university students in research activities, which reflects a significant gap in the development of key research competencies for their academic and professional advancement. Lack of involvement restricts essential skills such as problem formulation, rigorous data analysis and communication of findings, preventing students from generating relevant knowledge and meeting the challenges of their future careers. Through a systematic review of the literature on the development of research competencies in undergraduate students, using reliable sources such as Scielo, Dialnet and other academic journals, this study identified effective methodologies to foster such competencies. Rigorous exclusion criteria were applied to ensure the relevance and timeliness of the selected studies. In conclusion, educational strategies such as flipped learning and research workshops were found to have a positive impact on the development of research competences, enhancing both technical and transversal skills, such as innovation and critical thinking. These methodologies prepare students for academic and professional challenges and foster a research culture in educational institutions. This article explicitly identifies and synthesizes innovative educational strategies (flipped learning, Lean startup, and research workshops) that have a proven impact on strengthening both technical and transversal research competences in undergraduates in Latin America. This systematic approach and regional focus are not found in prior reviews.
Volume: 14
Issue: 6
Page: 4928-4936
Publish at: 2025-12-01

Impact of VR technology in physics teaching on students’ knowledge: a study on body acceleration

10.11591/ijere.v14i6.34942
Bakitzhan Kurbanbekov , Sherzod Ramankulov , Makpal Nurizinova , Beksultan Asanbek
The integration of virtual reality (VR) technology into education represents a promising innovation, particularly in enhancing the effectiveness of physics teaching. Traditional physics instruction often lacks interactive and immersive elements, which can limit students’ understanding of complex physical phenomena. This study addresses the challenge of improving comprehension of body acceleration by incorporating VR-based laboratory simulations. A quasi-experimental design was implemented, involving 222 university students randomly assigned to control and experimental groups. The experimental group conducted virtual experiments using VR simulations developed with Blender and Unity software, while the control group engaged in traditional lab activities. Data were collected through pre- and post-tests and analyzed using independent t-tests and G*Power software to assess statistical significance. The results revealed a notable improvement in learning outcomes for students exposed to VR-enhanced instruction, demonstrating increased engagement, deeper conceptual understanding, and improved ability to connect theoretical knowledge with practical application. This study confirms that VR technology is a powerful tool for modernizing science, technology, engineering, and mathematics (STEM) education and holds significant potential for improving cognitive outcomes and student motivation in scientific learning environments.
Volume: 14
Issue: 6
Page: 5038-5053
Publish at: 2025-12-01

The role of social support and academic self-efficacy in enhancing academic engagement among undergraduates

10.11591/ijere.v14i6.33999
Elizabeth Ifeoma Anierobi , Amjad Islam Amjad , Favour Amarachi Ubani , Sarfraz Aslam , Mohamad Ahmad Saleem Khasawneh , Huda Alshamsi
Academic engagement is vital to students’ academic success, especially in higher education settings where motivation and support systems vary widely. This study investigated the influence of social support and academic self-efficacy on academic engagement among undergraduates of Nnamdi Azikiwe University. The main objectives were to determine the extent to which parental and peer support and students’ belief in their academic abilities correlate with their level of academic engagement. A correlational research design was used to guide the study. From a total population of about 20,000 undergraduate students enrolled in the 2023/2024 academic session, a sample of 403 students was randomly selected using a simple random sampling technique to ensure equal representation. Data were collected using three standardized instruments: the social support questionnaire (SSQ), the academic self-efficacy questionnaire (ASEQ), and the academic engagement questionnaire (AEQ). The data were analyzed using SPSS software. Pearson’s product-moment correlation and multiple regression analysis were used to test the research questions and hypotheses. Findings showed significant positive relationships between social support (both parental and peer), academic self-efficacy, and students’ academic engagement. These results highlight the importance of fostering supportive learning environments and building students’ confidence in their academic abilities. Practical implications suggest that universities should implement structured peer mentoring, parental involvement strategies, and workshops that enhance academic self-efficacy to improve student engagement and academic outcomes.
Volume: 14
Issue: 6
Page: 4689-4699
Publish at: 2025-12-01

Parental awareness in early education fostering child development

10.11591/ijere.v14i6.33294
Kanak Shrma Joy , Tamanna Ferdous , Fatema Begum Popy , Md. Shahriar Shafiq
This study analyzes early childhood education (ECE) parental knowledge and active participation across Bangladesh particularly looking at their effects on child intellectual and social and emotional progress. It conducted detailed interviews using a qualitative methodology to understand the opinions of 30 parents who had children between 4 and 6 years old within various socio-economic environments and geographic locations. The analysis showed that higher ECE awareness among parents led to better childhood development support but parent choices were mainly determined by their social background and educational level as well as their evaluation of institutional quality. Education awareness levels among urban families surpass rural families and most disadvantaged parents show little knowledge about pre-primary education. Parents chose ECE institutions based on child-focused settings and qualified educators as well as play-based learning methods. Research evidence shows the critical role which parents play in children’s early education success which requires specific interventions for broadening knowledge and accessibility. The recommendations endorse community-based pre-primary programs while improving educational training for teachers and expanding quality pre-primary education services for families without sufficient resources. The findings serve as a basis to create inclusive policies that will strengthen parental involvement in ECE so Bangladesh can achieve development equality for children.
Volume: 14
Issue: 6
Page: 4832-4843
Publish at: 2025-12-01

Optimized ultra-low power and reduced delay GNR Ternary SRAM using a 7-transistor architecture

10.11591/ijict.v14i3.pp1044-1055
Ravikishore Gaddikoppula , Nandhitha Nathakattuvalasu Muthu
Greater need and evolution in electronics require a memory device that can go with a decreased power delay, SRAM plays an important role as a storage element in digital circuit design. Power and delay are vital problems faced by today’s RAM technology. It is necessary to lessen the power and increase the speed. There is a need to reduce power utilization and time delay. The proposed method is seen in the Electronics technical tool H-Spice technology. The technique proposed on DRG 7T- transistors SRAM consumes less power and delay. After the analysis and enhancement of the circuit, this approach gives the power delay product of the graphene nanoribbon (GNR) 7T SRAM as 80% at 0.7 V, 59% at 0.8 V, 34 % at 0.9 V, which is much less when compared to conventional SRAM power delay product.
Volume: 14
Issue: 3
Page: 1044-1055
Publish at: 2025-12-01

Does empathy and awareness of bullying affect the performance of Moroccan students in PISA?

10.11591/ijict.v14i3.pp860-867
Ilyas Tammouch , Abdelamine Elouafi , Soumaya Nouna
Socioemotional skills, such as empathy and bullying awareness, play a pivotal role in shaping students' personal and academic development. These skills are increasingly recognized as critical factors influencing educational outcomes, particularly in addressing challenges like bullying that can hinder learning. This study examines the impact of empathy and bullying awareness on the academic performance of Moroccan students, using data from the 2018 Programme for International Student Assessment (PISA). To ensure robust causal inference in high-dimensional data, the double/debiased machine learning (DML) technique is employed. The findings reveal that higher levels of empathy and awareness of bullying significantly enhance performance across reading, mathematics, and science, with the most notable improvements observed in reading. These results remain consistent across various demographic and socioeconomic groups, highlighting their robustness. The study underscores the importance of integrating socioemotional learning into educational practices to foster academic success and create supportive school environments. By contributing to the growing evidence on non-cognitive skills in education, this research offers valuable insights for educators and policymakers seeking to improve student outcomes.
Volume: 14
Issue: 3
Page: 860-867
Publish at: 2025-12-01

Parameter-optimized routing protocols for targeted broadcast messages in smart campus environments

10.11591/ijict.v14i3.pp1056-1071
Karam Mheide Al-Sofy , Jalal Khalid Jalal , Fajer F. Fadhil , Basim Mahmood
The spread of handheld mobile devices integrated with multiple sensors makes it easy for these devices to interact with each other. These interactions are useful in a variety of applications such as monitoring and notification systems that can be adopted in smart campuses. The performance of these applications depends primarily on the network infrastructure and network protocols. In cases of failure, smart campus requires the provision of effective alternatives that can handle essential services. Hence, this work uses the Wi-Fi mobile ad hoc network (MANET) as an alternative backup to the traditional infrastructure. The dynamic nature of such a network relies on individuals' mobility, this leads to a lack of end-to-end connectivity. To overcome this challenge, delay-tolerant networking (DTN) has been adopted as its primary approach to routing information inside campus. Spray and wait, binary spray and wait (BSW), and probabilistic flooding protocols are deeply assessed to ensure sustained communications in the working environment. The protocols’ parameters are comprehensively investigated and optimized. Moreover, the performance metrics that are used in the evaluation are messages consumption, node responsiveness, and coverage. The findings showed that the optimal protocol and its parameters is reliant upon the specific application and resources available.
Volume: 14
Issue: 3
Page: 1056-1071
Publish at: 2025-12-01

Electric load forecasting using ARIMA model for time series data

10.11591/ijict.v14i3.pp830-836
Balasubramanian Belshanth , Haran Prasad , Thirumalaivasal Devanathan Sudhakar
Any country's economic progress is heavily reliant on its power infrastructure, network, and availability, as energy has become an essential component of daily living in today's globe. Electricity's distinctive quality is that it cannot be stored in huge quantities, which explains why global demand for home and commercial electricity has grown at an astonishing rate. On the other hand, electricity costs have varied in recent years, and there is insufficient electricity output to meet global and local demand. The solution is a series of case studies designed to forecast future residential and commercial electricity demand so that power producers, transformers, distributors, and suppliers may efficiently plan and encourage energy savings for consumers. However, load prognosticasting has been one of the most difficult issues confronting the energy business since the inception of electricity. This study covers a new one–dimensional approach algorithm that is essential for the creation of a short–term load prognosticasting module for distribution system design and operation. It has numerous operations, including energy purchase, generation, and infrastructure construction. We have numerous time series forecasting methods of which autoregressive integrated moving average (ARIMA) outperforms the others. The auto–regressive integrated moving average model, or ARIMA, outperforms all other techniques for load forecasting.
Volume: 14
Issue: 3
Page: 830-836
Publish at: 2025-12-01

State space controller of SLCC and design analysis with MPPT approaches

10.11591/ijict.v14i3.pp791-801
Jeyaprakash Natarajan , Nivethitha Devi Manoharan , Mohanasanthosh Murugan , Karnati Venkata Lokeshwar Reddy , Thirumalaivasal Devanathan Sudhakar
Power systems with standalone properties like remote unit telecommunication network requires high negative DC supply voltage. In such remote places, solar photovoltaic (PV) are used to generate power. Maximum power point tracking techniques (MPPT) gives unregulated voltage from solar panel. This unregulated voltage is converted into regulated voltage by providing proper pulse width modulation (PWM) signal to self-lift cuk converter (SLCC). In comparison with classic cuk converter, SLCC reduces load voltage and load current ripples. This paper focuses on state space controller design and implementation of SLCC used in MPPT based PV system. The switching pulse of SLCC can be generated by perturb and observe (P&O), incremental conductance (IC) and also using fuzzy control. The simulation of SLCC has been performed using MATLAB/Simulink and its specifications in time domain has been compared.
Volume: 14
Issue: 3
Page: 791-801
Publish at: 2025-12-01
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