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29,325 Article Results

Enhancing informatics teacher training in Kazakhstan through dual education and specialized educational platforms

10.11591/ijere.v14i6.34236
Alima Seitaliyeva , Nurzhan Shyndaliyev , Dinara Kalmanova , Assemgul Kaipova , Kaussar Mukhtarkyzy
This study addresses the gap between traditional informatics teacher training in Kazakhstan and the practical demands of modern classrooms. It explores the integration of dual education and the informaticedu.kz digital platform as a means to enhance methodological and practical competencies among future teachers. A mixed-methods design was used, involving 24 students from Pavlodar Pedagogical University. Data were collected through structured questionnaires and qualitative interviews. Quantitative responses were analyzed using descriptive statistics, t-tests, and correlation analysis, while qualitative data underwent thematic analysis. The findings showed that the platform significantly supported lesson planning and methodological development, particularly among 4th-year students who rated the tool more positively than 3rd-year students. High correlations were found between understanding lesson structure and effective planning. However, participants reported a lack of interactive content such as case studies and problem-solving tasks. The results suggest that integrating dual education with specialized digital platforms enhances informatics teacher training. Still, to maintain relevance and effectiveness, platforms must evolve to include more interactive and adaptive features tailored to different training stages.
Volume: 14
Issue: 6
Page: 5003-5013
Publish at: 2025-12-01

Beat the cheat: tendencies of academic misconduct and teachers’ interventions

10.11591/ijere.v14i6.34757
Lauro Santiago Aspiras , Emma Daynos Aspiras
This research employed an explanatory sequential mixed-methods approach, integrating quantitative and qualitative techniques across two phases to explore the prevalence of academic misconduct (AM) and the interventions implemented by educators. Data were gathered from randomly selected students and purposively chosen teachers using structured and semi-structured questionnaires, based on specific criteria. The findings revealed significant occurrences of AM among students, including practices such as plagiarism, copying from websites, and sharing quiz answers via social media. Teachers also reported these behaviors, highlighting the multifaceted motivations behind students’ engagement in AM. In response to these challenges, educators implemented a range of interventions. These included confirmatory communication through phone calls and text messages, the introduction of gamified learning activities, constructive feedback on plagiarized work, and supportive outreach via private messages. In some cases, home visits were conducted to reinforce accountability. The study identified four key outcomes of these interventions: student compliance with academic integrity measures, acceptance of the consequences of misconduct, receptivity to feedback, and the phenomenon known as “Ningas Kugon” mentality, which describes inconsistent or transient changes in student behavior. Hence, this inquiry provides valuable insights into the dynamics of AM and the effectiveness of various educator interventions.
Volume: 14
Issue: 6
Page: 4329-4339
Publish at: 2025-12-01

Smartphone use and its association with academic performance among university students in Bangladesh

10.11591/ijere.v14i6.34651
Md. Biplob Hossain , Noyon Ali , Ahmed Al Sabbir , Faysal Ahmed Imran , Md Shahjahan
Smartphone use has become integral to daily life, particularly among university students. While smartphones provide educational benefits, their overuse and addiction may negatively impact academic performance. This study investigates the prevalence of smartphone use, addiction levels, and their associations with academic performance among undergraduate students in Bangladesh. A cross-sectional survey was conducted on 615 undergraduate students from seven universities. The smartphone addiction scale-short version (SAS-SV) measured addiction levels, while academic performance was assessed via self-reported cumulative grade point average (CGPA). Descriptive statistics and logistic regression analyses were performed to explore associations. Among respondents, 29.1% were categorized as smartphone-addicted based on SAS-SV thresholds. Key predictors of higher academic performance (CGPA>3.0) included male gender (adjusted odds ratio (AOR): 3.71, 95% confidence interval (CI): 2.47–5.59, p<0.01), rural background (AOR: 1.64, 95% CI: 1.11–2.43, p=0.01), and attending private universities (AOR: 1.85, 95% CI: 1.28–2.74, p<0.01). Smartphone use for educational purposes was positively associated with better academic outcomes (AOR: 1.48, 95% CI: 0.95–2.30, p<0.01). Although smartphones are widely used for academic purposes, excessive use for stress relief or non-educational activities may harm academic outcomes. Interventions promoting responsible use and raising awareness about smartphone addiction are crucial for enhancing academic performance among university students.
Volume: 14
Issue: 6
Page: 4854-4863
Publish at: 2025-12-01

The integration of scaffolding and augmented reality in physics learning

10.11591/ijere.v14i6.30575
Siti Nurqualbiah Mat Karim , Aidah Abdul Karim , Fariza Khalid
Physics learning often involves problem-solving in mathematical calculation that has become one of the many challenges among high school students. The integration of scaffolding and augmented reality (AR) has the potential to improve students’ understanding in problem-solving involving mathematical calculation in physics learning. Therefore, this study aims to increase gravitational knowledge among high school students using AR learning kit with the integration of scaffolding. This study employed mixed method case study research design and involved 15 high school students in urban areas. Data was collected using semi structured interview and pre and post gravitation test then analyzed using qualitative thematic analytic and descriptive statistics. The findings showed that an AR learning kit integrating scaffolding named FizaAR has increased gravitational knowledge among high school students in physics learning. The findings further indicated that scaffolding element employed in FizaAR have the feature of simplified small subtopics help to increase confidence among students in physics learning. Consequently, the AR learning kit might enhance high school students’ understanding of physics. This study found that integrating scaffolding and AR would help physics education.
Volume: 14
Issue: 6
Page: 5105-5116
Publish at: 2025-12-01

Enhancing professional skills of prospective teachers in Kazakhstan through digital technologies

10.11591/ijere.v14i6.33834
Zheniskul Assylbayeva , Sazhila Nurzhanova , Nessibeli Kurman , Ulzhalgas Yessim , Maira Kudaibergenova
The study’s relevance stems from the increasing integration of digital technologies (DT) in education and the growing need for future educators to develop digital competencies. As teaching methods evolve to incorporate innovative tools, understanding how DT can effectively enhance professional skills (PS) is critical for preparing prospective teachers to meet the demands of 21st-century classrooms. This study aims to investigate digital technology’s effectiveness in enhancing prospective teachers’ PS. The research sample comprised 178 prospective teachers from the Abai Kazakh National Pedagogical University. Participants in the digital training constituted the sample of prospective teachers in the experimental group (EG). The results’ correlation shows that the groups’ indicators before and after the digital training differed significantly. The beneficial dynamics of dependent variables brought about by the digital training attest to the efficacy of the current pedagogical support in terms of enhancing the PS of teacher candidates. Given the country’s ongoing educational reforms and efforts to modernize the system, this study fills a crucial gap by providing region-specific insights and offering practical insights for enhancing the PS of prospective teachers, which can be applied in pedagogical universities. These findings help to bridge the theory-practice gap by investigating the practical applications of digital tools in skill development.
Volume: 14
Issue: 6
Page: 4957-4965
Publish at: 2025-12-01

Cultivating words: integrating immersive technologies and translation in agricultural settings

10.11591/ijere.v14i6.35451
Alma Karasaliu , Ilir Palla
This study explores an innovative pedagogical approach that integrates translation, educational technology, and virtual reality (VR) to enhance domain-specific language acquisition and digital engagement among undergraduate students in agricultural education. The 18 first-year students enrolled in “Agricultural Business Management” at Fan S. Noli University participated in a study combining immersive virtual experiences, translation tasks, and artificial intelligence (AI) tools. Students used platforms like Google Earth VR and 360Cities to describe agricultural environments in Albanian, and translated these texts into English using human and machine translation (Google Translate). The translated texts were then visualized through DALL·E to stimulate reflection on the semantic representation of the original scenes. Mozilla Hubs supported collaborative analysis of translation quality and peer feedback. Statistical analysis using R software (version 4.3.1) included the Welch two-sample t-test and Wilcoxon signed-rank test to compare translation outcomes. The results indicated significant improvement in technical vocabulary retention and increased students’ awareness of translation complexities. Moreover, students reported heightened motivation and positive attitudes toward technology-enhanced language learning. The study highlights the pedagogical value of immersive, interdisciplinary strategies in English for specific purposes (ESP), particularly in technical disciplines like agriculture.
Volume: 14
Issue: 6
Page: 4785-4795
Publish at: 2025-12-01

Investigating Japanese EFL learners’ communication apprehension and oral presentation strategies

10.11591/ijere.v14i6.34246
Akiko Kamata , Kamisah Ariffin , Roslina Abdul Aziz , Nadhratunnaim Abas , Badli Esham Ahmad , Hiroki Okada
This study examines communication apprehension (CA) and oral presentation strategies among Japanese English as a foreign language (EFL) learner to understand their impact on verbal communication challenges. Despite educational reforms prioritizing communicative competence, Japanese learners face persistent difficulties, particularly in formal contexts like public speaking. A descriptive quantitative design was employed, and a purposive sampling method was used to select a sample of 140 EFL learners from a private Japanese university. Data was collected using the oral presentation strategies inventory (OPSI) and the personal report of communication apprehension (PRCA). Quantitative analysis via SPSS 29 assessed learners’ apprehension levels and strategy use patterns. Findings revealed moderate CA levels, with interpersonal communication inducing the most anxiety and public speaking causing the least. Learners relied heavily on message reduction and alteration (MRA) strategies, simplifying expressions to manage anxiety, while non-verbal (NV) strategies were minimally utilized. Positive correlations between strategy use and CA highlight the potential of targeted strategies to mitigate apprehension. Practical implications include the need to integrate Japanese cultural values into pedagogy to manage CA through collaborative learning, peer assistance, and structured oral activities, while also balancing accuracy with fluency and utilizing technological tools to support language development.
Volume: 14
Issue: 6
Page: 4231-4243
Publish at: 2025-12-01

Classroom climate and absenteeism: modeling English achievement mediated by engagement

10.11591/ijere.v14i6.35795
Palash Majumder , Nimisha Beri , Salil Biswas
This study investigates the intricate relationships between positive classroom climate, student engagement, English as a second language (ESL) achievement, and absenteeism among 240 secondary school students in West Bengal, India. Addressing a significant research gap within the multilingual Indian ESL context, the study proposes and tests a novel multiple mediation structural model using structural equation modeling (SEM). Findings reveal that a positive classroom climate significantly predicts higher student engagement (β=.598, p<0.001) and ESL achievement (β=0.476, p<0.001). Crucially, both engagement (β=-0.250, p=0.002) and ESL achievement (β=-0.186, p=0.015) are negatively associated with absenteeism, with classroom climate exerting substantial indirect effects on attendance (total indirect effect β=-0.238, p<0.001). This research, aligned with sustainable development goal 4 (SDG 4): quality and inclusive education, provides empirical evidence for fostering supportive learning environments and engagement practices to simultaneously improve academic outcomes and reduce absenteeism, particularly for ESL learners in underserved contexts.
Volume: 14
Issue: 6
Page: 4432-4442
Publish at: 2025-12-01

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
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