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30,185 Article Results

Professional development of EFL teachers through constructivist-oriented training programs

10.11591/ijere.v15i2.38654
Pham Thi Kieu Oanh , Nguyen Van Trao , Nguyen Thi Hong Nhung
Despite increasing policy endorsement of constructivist-oriented (CO) teacher training, limited empirical evidence has clarified how such programs reshape English as a foreign language (EFL) teachers’ beliefs and classroom enactment under curriculum reform. This study examines the influence of CO teacher training programs on the professional development (PD) of secondary English teachers in Vietnamese general education. A sequential explanatory mixed-methods design was adopted to capture both general patterns and nuanced forms of change. Quantitative data were collected from 192 secondary English teachers through a questionnaire survey to identify patterns in teachers’ beliefs, reported practices, and perceived contextual constraints, while qualitative data were obtained from 22 teachers through semi-structured interviews, classroom observations, lesson plan analysis, and reflective journals to provide triangulated classroom-based evidence. Findings reveal that belief-level endorsement was more consistent than sustained pedagogical restructuring, particularly in assessment for learning (AfL) practices. Teachers increasingly reconceptualized their roles as facilitators and demonstrated greater attention to learning task design, classroom interaction, and competency-aligned assessment. However, the enactment of constructivist teaching (CT) remained uneven and was shaped by contextual constraints such as large class sizes, limited instructional time, and curriculum-related pressures. The study conceptualizes PD as a non-linear and contextually mediated process. By integrating large-scale survey data with sustained classroom-based qualitative documentation, this research offers triangulated and context-sensitive empirical evidence from a reform-driven EFL system, contributing nuanced insight to international scholarship on teacher PD.
Volume: 15
Issue: 2
Page: 1562-1574
Publish at: 2026-04-23

ChatGPT integration in Chinese language pedagogy: a Vietnamese multi-institutional study

10.11591/ijere.v15i2.37760
Phuoc Tai Nguyen , Hung Thanh Nguyen , Thuan Quy Nguyen
This study investigates ChatGPT integration effectiveness in Chinese language education across three Vietnamese universities involving 350 students and 45 instructors. Using mixed-methods analysis, quantitative surveys revealed 78.3% improved learning motivation with artificial intelligence (AI)-enhanced personalized learning, while 82.1% valued immediate feedback capabilities. Significant disciplinary variations emerged: traditional medicine students demonstrated highest acceptance rates (M=4.3, SD=0.7) compared to translation studies students (M=3.7, SD=1.0), F(2, 347)=15.8, p<0.001. AI literacy was strongly associated with learning effectiveness (r=0.67, p<0.001), accounting for 45% of outcome variance. Qualitative analysis identified human-AI interactive negotiation competence (HAINC) development as critical, with 91% of instructors emphasizing systematic training needs. Despite benefits, 64.7% expressed human interaction concerns, revealing fundamental pedagogical tensions requiring collaborative human-AI frameworks. Findings provide evidence-based guidance for implementing discipline-responsive AI systems in Vietnamese higher education while maintaining pedagogical authenticity and addressing technological literacy gaps.
Volume: 15
Issue: 2
Page: 1469-1477
Publish at: 2026-04-23

The immediate and delayed impact of a flipped learning-based program on university students’ learned helplessness

10.11591/ijere.v15i2.37217
Mohammad H. Abood , Atef Abuhmaid
Learned helplessness can significantly hinder academic achievement, necessitating effective pedagogical interventions. The current study investigated the impact of flipped learning as an innovative teaching approach on mitigating learned helplessness in higher education context. Forty undergraduate university students were involved in the study and they were randomly assigned to an experimental group (n=20) which received instruction through the flipped learning approach, or a control group (n=20) which received traditional instruction. Data collection was conducted using the learned helplessness scale. The results of the study revealed statistically significant differences between the experimental and control groups on the learned helplessness scale, indicating that the flipped learning group exhibited lower levels of learned helplessness. Students in the experimental group showed significant immediate reduction in their learned helplessness compared to students of the control group. Nevertheless, follow-up testing revealed that these gains significantly declined over time. This highlights a crucial distinction between the immediate and delayed effects of the pedagogical intervention. Practically, the findings suggest that while flipped learning is an effective tool for reducing learned helplessness, its benefits are transient without consistent reinforcement and systematic support rather than relying on one-time intervention.
Volume: 15
Issue: 2
Page: 1666-1675
Publish at: 2026-04-23

Fostering critical AI competency: a structural equation model of pre-service teachers’ trust and actual AI use in higher education

10.11591/ijere.v15i2.38385
Chaiyos Paiwithayasiritham , Kemmanat Mingsiritham , Waraporn Sinthaworn , Chularat Busabong
In recent years, education has experienced rapid change due to the rise of artificial intelligence (AI). This study analyzed how twelve interconnected factors, based on technology acceptance and trust theories, influence trust in AI for learning (TL) and actual AI use (AU) among pre-service teachers in Thailand. Using a quantitative design, with data collected from 260 pre-service teachers through purposive sampling based on prior AI experience. A 60-item, 5-point Likert-scale questionnaire, validated through pilot testing and internal consistency analysis (α=0.82–0.91). Data was analyzed using structural equation modeling (SEM) with maximum likelihood estimation. The model showed very good fit (χ²/df=1.601, root mean square error of approximation (RMSEA)=0.049) and explained 90.80% of behavioral intention (BI) and 71.20% of AU. Results indicated that cognitive load regulation (CLR) was the strongest predictor of TL (β=0.786, p<0.001), while responsible AI awareness (RAA) also showed positive effect. In contrast, AI self-efficacy (ASE) in a negative way (β=-0.159, p=0.009). The primary predictor of AU was BI (β=0.884, p<0.001). These findings highlight the importance of AI education systems, which will reduce teachers’ cognitive load and contribute to an improved ethical AI literacy in teacher training institutions.
Volume: 15
Issue: 2
Page: 1496-1505
Publish at: 2026-04-23

The role of academic procrastination in the occurrence of depression, anxiety, and stress among college students

10.11591/ijere.v15i2.34968
Lawrence Anthony U. Dollente , Armand G. Aton , Jomar B. Esto , Ashley Coleen S. Ortiz , Mary Jane B. Castilla , Eimer M. Estilloso , Girlie D. Batapa , Jr., Ruben L. Tagare , Lara Ivanah C. Nadela , Paul John B. Ongcoy , Donnie M. Tulud , Vibekehh N. D. Bat-og , Altair V. Neri , Maybell S. Martin , Gideon S. Sumayo
Despite growing attention to academic procrastination and student mental health, few studies have examined how procrastination is linked specifically to depression, anxiety, and stress (DAS) among college students in the Southern Philippines—an underrepresented context in the literature. Anchored in the cognitive-behavioral theory, which posits that maladaptive behaviors like procrastination can reinforce negative emotional states, this study investigates the relationship between academic procrastination and psychological distress. Using a quantitative descriptive-correlational design, data were gathered from 796 college students selected through simple random sampling. Instruments included the academic procrastination scale and the DASS-21, both with strong reliability indices. Descriptive statistics were used to identify the severity levels of procrastination and mental health symptoms, while Pearson’s correlation coefficient examined their relationships. Most of students demonstrated moderate levels of academic procrastination. Notably, while depression was significantly correlated with procrastination, anxiety and stress showed no significant association. This suggests that procrastination may particularly intensify depressive tendencies, such as low motivation and self-worth, rather than general stress or anxiety. The high prevalence of extremely severe anxiety and moderate to severe stress signals broader psychosocial challenges among students that may not be directly linked to procrastination but still demand attention. These findings contribute to the academic discourse by contextualizing mental health and behavioral patterns in a regional student population. The study has practical implications for curriculum planners, mental health professionals, and institutional policymakers, particularly in designing support systems that address the psychological and behavioral needs of students within culturally specific frameworks.
Volume: 15
Issue: 2
Page: 1003-1015
Publish at: 2026-04-23

Beyond the score: a sequential study on the predictors of student resilience in mathematics problem-solving

10.11591/ijere.v15i2.37816
Roar A. Callaman , Amelia M. Bonotan
This sequential explanatory study aims to probe on the influences of cognitive, psychological, and social factors on mathematics resilience in problem solving. Anchored on three-dimensional resilience theory in problem solving, stratified sampling and purposive sampling were used to determine the respondents of the study coming from the six large-categorized senior high schools in Davao City (Philippines), school year 2023-2024. Data gathering was administered using the researcher-made questionnaire and interview guide, and content validated by experts. The quantitative findings, through the multiple regression test, revealed that problem-solving skills (PSS), growth mindset (GM), and teacher scaffoldings (TS) significantly predict students’ resiliency in mathematics. For the qualitative data, following Colaizzi’s data analysis, the following themes surfaced: i) GM and positive learning attitudes; ii) active problem-solving strategies; and iii) supportive learning environment (SLE) and TS. The results confirmed that cognitive, psychological, and social factors are significantly related to students’ resiliency in solving mathematics problems and that developing a growth attitude, fostering a SLE, and providing appropriate TS, can help build students’ mathematical resilience and PSS.
Volume: 15
Issue: 2
Page: 1376-1387
Publish at: 2026-04-23

Belonging mediates the relationship between emotional contagion and digital competence among university students

10.11591/ijere.v15i2.37371
Mohamed Ali Nemt-allah , Ghada Mahros Abdelhafiez , Randa Rabie Abdelbadie , Soma Abdelrazek Elfeshawy , Sara Awadallah Mohammed , Ashraf Ragab Ibrahim
Emotional contagion (EC) significantly influences student experiences in university settings, yet its relationship with digital competence—a key requirement for contemporary academic success—remains unclear. This study examined the mediating role of sense of belonging in the relationship between EC and digital competence among Egyptian university students. Two samples from Al-Azhar University were recruited: a psychometric validation sample (N=486) and a main study sample (N=737). Participants completed validated Arabic versions of the sense of belonging inventory, the susceptibility to emotional contagion (SEC) scale, and the digital competence scale for university students. Data were analyzed using correlation analyses and structural equation modeling (SEM) with bootstrap testing. Results showed that sense of belonging partially mediated relationships between both types of EC and digital competence. Positive EC had significant direct effects on belonging (β=.354) and digital competence (β=.195), with 39.4% of its total effect mediated through belonging. Negative EC also had significant direct effects on belonging (β=-.119) and digital competence (β=-.141), with 23.4% mediated through belonging. These findings suggest that higher education institutions should implement belonging-enhancement initiatives to strengthen digital competence and maximize the benefits of positive EC while mitigating negative emotional influences.
Volume: 15
Issue: 2
Page: 1103-1113
Publish at: 2026-04-23

Communicating under stress and time pressure: foreign language teaching methodology

10.11591/ijere.v15i2.33955
Nataliia Glushanytsia , Tetyana Tarnavska , Kateryna Shykhnenko , Olha Nahorna , Kateryna Palamarchuk , Maryna Vasylyeva-Khalatnykova , Kateryna Binytska , Dmytro Kostenko , Liudmyla Kucheriava
The language-based miscommunication often has an emotional background, especially in non-standard situations, and leads to unintended consequences and even human losses. The analysis of English for specific purposes (ESP) curricula reveals the problem of insufficient attention paid to the development of professionally significant personality traits that determine the ability to avoid miscommunication. The research is based on the military context just because their mistakes might be fatal, but the fundamentals of the developed methodology can be applied to any ESP training. Case studies of language-based errors in military operations and behavioral observations to assess cadets’ emotional stability were used to develop the methodology. The study’s objectives were to identify factors affecting communication reliability in military operations and to propose methods for developing cadets’ professionally significant qualities that influence behavior under stress and time pressure. The article aims to present an English teaching methodology for the development of errorless communication skills. The novelty of this manuscript lies in its comprehensive and practice-oriented approach to military English teaching that integrates pedagogical methods with military simulation technologies, aligning instruction with NATO STANAG 6001 standards. The findings contribute to military language education and may serve as a model for similar high-stakes professional training environments.
Volume: 15
Issue: 2
Page: 1787-1803
Publish at: 2026-04-23

Percipience of leadership characteristics in identifying emergent leader

10.11591/ijere.v15i2.38343
Reynaldo V. Ruga , Emelyn R. Villanueva , Emelia B. Ramos
This study examined the leadership characteristics associated with emergent leaders and explored how these characteristics are perceived by administrators and faculty members within an academic context. Guided by a convergent parallel mixed-methods approach, data were gathered from 189 respondents drawn from nine satellite campuses of a state university, comprising 54 administrators and 135 faculty members. Quantitative data were collected using a structured survey questionnaire measuring percipience across leadership domains, while qualitative data were obtained through written narrative reflections. Descriptive statistics and independent samples t-tests were employed to determine levels of percipience and significant differences between groups, and thematic analysis was used to analyze qualitative narratives. The study aimed to describe leadership traits expressed through participants’ accounts, determine the level of percipience across key leadership domains, compare perceptions between administrators and faculty members, and identify significant differences in their assessments. Findings revealed that emergent leadership is recognized through consistent ethical conduct, effective communication, relational engagement, and adaptive decision-making rather than formal position alone. Although both groups shared similar views on core leadership attributes, variations emerged in the emphasis placed on delegation, adaptability, and change-oriented behaviors, reflecting differences in professional roles and responsibilities. Integrating quantitative and qualitative findings, the study developed the LEADWISE integrated leadership framework, which explains leadership emergence as a dynamic and relational process shaped by leader-ship traits, wisdom, integrity, social engagement, and ethical awareness. The study contributes to leadership research by offering an empirically grounded framework that supports leadership identification and development in complex organizational settings, particularly within higher education institutions.
Volume: 15
Issue: 2
Page: 1551-1561
Publish at: 2026-04-23

Psychometric validation of an organizational citizenship scale in Colombian university teachers

10.11591/ijere.v15i2.37587
Mabel Ibarra Luna , Pablo Erazo-Muñoz , Braian López Ossa
Many assessment scales used to study organizational citizenship behavior (OCB) in Latin American countries are adaptations of instruments developed in other cultural settings. In this regard, the objective of this study was to evaluate the structural validity and reliability of the organizational citizenship behavior scale for coworkers (ECCOCT) in Colombian university teachers. An exploratory factor analysis (EFA) with principal axis extraction and Oblimin rotation was used, followed by a confirmatory factor analysis (CFA) with robust maximum likelihood (MLR). Omega, average variance extracted (AVE), and heterotrait–monotrait ratio (HTMT) were calculated. Participants included 113 university teachers from the city of Manizales, Colombia. The EFA showed that of the five dimensions proposed by the theory, two accurately reflect OCB (OCB directed toward individuals (OCB-I) and OCB directed toward the organization (OCB-O)), explaining 64.2% of the variance. The two-dimensional model showed an excellent fit (χ²/gl=1.24; comparative fit index (CFI)=.977; root mean square error of approximation (RMSEA)=.046). The reliability of the factors was ω=.90 and ω=.84. Convergent validity (AVE>.50) and discriminant validity (HTMT<.85) were corroborated. The ECCOCT in its two dimensions shows solid psychometric properties and constitutes a brief and valid instrument for assessing organizational citizenship in Latin American contexts.
Volume: 15
Issue: 2
Page: 1175-1184
Publish at: 2026-04-23

Understanding AI anxiety and GAI adoption among university students in Thailand

10.11591/ijere.v15i2.38469
Simon Nnaemeka Ajah , Nichanan Sakolvieng , Kaimook Numgaroonaroonroj
Advancements in generative artificial intelligence (GAI) have heightened expectations for its role in educational transformation. This study investigates how AI-related anxiety, perceived usefulness, self-efficacy, and institutional support influence Thai university students’ intention to adopt GAI. Although prior research has explored AI in education, predictors of students’ behavioral intention toward GAI remain insufficiently examined, particularly in the Thai context. A quantitative approach was employed, and data were collected through an online survey from sample of 450 university students in Bangkok, Thailand. Structural equation model (SEM) was used for analysis. Results show that sociotechnical blindness and job‑replacement concerns significantly and positively affect students’ intention to use GAI. Social factors and facilitating conditions increase perceived usefulness and self-efficacy but do not directly influence intention. Perceived usefulness negatively predicts intention, while self-efficacy shows no significant direct effect. Mediation analyses reveal partial effects through perceived usefulness and self-efficacy. AI‑related anxiety has a stronger influence on Thai university students’ adoption of GAI than social or environmental factors, highlighting the need for targeted support to reduce concerns. These findings call for coordinated action among higher education authorities, university policymakers, and students to establish clear, coherent guidelines for AI use in academia. A forward‑looking policy framework is urgently required to ensure responsible and effective integration of AI in Thai higher education.
Volume: 15
Issue: 2
Page: 1825-1835
Publish at: 2026-04-23

Policies and governance for skills development in the fourth industrial revolution

10.11591/ijere.v15i2.29177
Mohd Aizuddin Saari , Nur Atiqah Jalaludin , Mohamad Sattar Rasul , Mohamad Hidir Mhd Salim , Zool Hilmi Mohamed Ashari
The fourth industrial revolution (4IR) has intensified policy concerns regarding the capacity of technical and vocational education and training (TVET) systems to support future workforce development. While national strategies increasingly emphasize skills development for industry 4.0, less attention has been paid to the governance mechanisms that shape policy coherence and implementation. This study examines skills governance within Malaysia’s TVET system, focusing on how policy alignment, quality assurance (QA), institutional coordination, and industry engagement influence workforce readiness for the 4IR. Adopting a qualitative approach, data were collected through focus group discussions (FGD) with key stakeholders from government agencies, industry, and TVET institutions, and analyzed thematically. The findings identify four key governance dimensions which are security procedures and policies in managing skills data, QA and standards, collaboration policy between institution and industry, and strengthens curriculum developments. Despite strong policy commitments, fragmented governance arrangements continue to constrain the effectiveness of skills development initiatives. By reframing skills development as a governance challenge, this study contributes to policy futures debates and offers insights for strengthening integrated and future-ready TVET governance frameworks in developing economies undergoing rapid socio technical transformation.
Volume: 15
Issue: 2
Page: 1079-1090
Publish at: 2026-04-23

Assessment culture in highly effective schools in the Autonomous Community of the Basque Country

10.11591/ijere.v15i2.27766
Izaskun Lopetegi-Mendizabal , Verónica Azpillaga-Larrea , Luis Lizasoain Hernández
The aim of the present study is to analyze the relationship between assessment culture and school effectiveness in schools identified as being highly effective in the Autonomous Community of the Basque Country (ACBC). In the first (quantitative) phase, 32 highly effective schools were selected using multilevel regression statistical procedures with hierarchical linear models. In the second (qualitative) phase, 90 semi-structured interviews were conducted with members of the management teams, inspectors and key consultants at the selected schools, focusing on a set of previously-established categories. In this paper, we analyze the categories linked to assessment. The results of the analysis suggest that highly effective schools use different formative assessment approaches to improve teaching and learning: data-driven decision making (DDDM), data-based decision making (DBDM), and assessment for learning (AfL). These approaches are developed differently in the two educational stages studied. A proposal is therefore made for helping them to move forward in this sense.
Volume: 15
Issue: 2
Page: 1650-1665
Publish at: 2026-04-23

Gamified digital exercises to enhance reading literacy in Kazakhstani primary schools

10.11591/ijere.v15i2.39054
Akkalam Zhekeyeva , Aziya Zhumabayeva , Aktoty Akzholova , Gulbanu Saduakas , Magripa Ibrayeva , Dinara Sambet
Recent national and international large-scale assessment results indicate persistent difficulties in higher-order reading comprehension among Kazakhstani primary school students. Although reading literacy (RL) is a strong predictor of academic success, existing instructional practices do not consistently support the development of advanced comprehension skills, and empirical evidence on technology-supported reading instruction in the Kazakh-language context remains limited. This study evaluated a technology-enhanced instructional framework integrating curriculum-aligned gamified digital exercises (GDE) into Grade 4 Kazakh language lessons. A quasi-experimental pre-test/post-test control group (CG) design was employed with 100 fourth-grade students. The experimental group (EG) participated in a six-week intervention implemented under typical classroom information and communication technologies (ICT) constraints, while the CG received traditional instruction. The results demonstrated significantly greater improvements in overall RL in the EG, with large effect sizes, particularly in higher-order comprehension tasks involving inference and information integration. A strong positive correlation was found between gains in RL and reading motivation. These findings suggest that curriculum-aligned gamified digital activities can effectively enhance both cognitive and motivational dimensions of reading development in resource-constrained primary education settings.
Volume: 15
Issue: 2
Page: 1529-1538
Publish at: 2026-04-23

Cross-cultural competence and professional formation of music educators

10.11591/ijere.v15i2.37024
Saltanat Taspayeva , Laura Kakimova , Narman Peruza , Roza Sydykova
Globalization increased cultural diversity in music education. This required music educators to develop cross-cultural competence (CCC). This study evaluated the impact of CCC on the professional development (PD) of music educators. The research employs a mixed-methods approach, combining surveys with qualitative interviews conducted among music educators from different cultural backgrounds. The study used stratified random sampling to obtain representative participants with primary, secondary, and tertiary music education. The novelty of this study lies in the application of a mixed-methods design within the under-researched context of music education in Kazakhstan. The research included 200 music educators spanning different educational levels for the quantitative phase and 20 music educators for participant observation and interview for the qualitative stage. The results of the study indicated that educators with strong intercultural competence (ICC) may be better prepared to adapt teaching methods with students from different cultural backgrounds. Such educators also had enhanced interpretive abilities across different musical genres. Therefore, when educators have intercultural skills, they become more inclusive and innovative. Additionally, PD initiatives for music educators should include models of ICC to develop pedagogical effectiveness and expand musical literacy.
Volume: 15
Issue: 2
Page: 1454-1468
Publish at: 2026-04-23
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