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Crowdsourcing in Kazakhstan’s higher education in the system of dual education as predictor of universal competencies

10.11591/ijere.v14i6.32200
Mukhtar Tolegen , Botagoz Baimukhambetova , Irina Rovnyakova , Natalya Radchenko , Svetlana Sakhariyeva , Perizate Anafia
The rapid transformation of professional competencies and the emergence of new professions every 3-5 years have accentuated the quest for effective means to facilitate the process of predicting future universal competencies among university graduates. An empirical study was conducted in three stages: organizational, investigative, and analytical. The crowdsourcing process algorithm comprised information gathering, idea generation, filtering, and voting. The findings suggest the feasibility of applying crowdsourced forecasting in the educational sector, where a clear trend towards alignment with real sectors of the economy and constantly changing market business environment conditions is evident. Calculations revealed that consensus decision-making was achieved regarding competencies such as 3D modeling and computer graphics, multilingualism, emotional intelligence, project management competencies, legal literacy, neural networks and big data, intercultural communication, digital competencies, export potential of the agricultural sector, logistics outsourcing, systems thinking, virtual reality competencies, artificial intelligence proficiency, analytics, and critical thinking, as confirmed by the analysis of variance. Forecasts indicated a predominance of subject-specific competencies associated with the growing volatility of the Kazakhstani labor market. The formulated profile of future universal competency development serves as an additional guideline in the development of educational programs (EPs) in professional training directions. Modified crowdsourcing design and methodology for measuring results can be utilized or adapted for addressing other challenges facing the higher education system that require feedback.
Volume: 14
Issue: 6
Page: 4614-4627
Publish at: 2025-12-01

Big Five personality traits and entrepreneurial financing decisions among Malaysian university students

10.11591/ijere.v14i6.35491
Ying Ying Lim , Mary Lee Siew Cheng
Psychological factors are increasingly recognized as crucial in shaping entrepreneurial behavior and outcomes. However, the uncertainty and ambiguity in the entrepreneurial landscape reveal a significant gap in our understanding of these influences. Examining how personality traits affect entrepreneurs’ ability to identify opportunities and secure funding is essential. More research is needed to explore the connections between personality, thought processes, and emotions in entrepreneurial finance. This study investigates the relationships between Big Five personality traits and entrepreneurial financing decisions (EFD), focusing on the mediating role of alertness and the moderating role of passion. Using a cross-sectional design, data from 485 Malaysian university students aspiring to become entrepreneurs were analyzed via structural equation modeling (SEM) in SmartPLS. The findings indicate that traits like agreeableness, extraversion, and openness to experience enhance entrepreneurial alertness, influencing financing decisions. Additionally, higher levels of agreeableness and extraversion promote greater alertness regarding financing. Passion significantly amplifies the positive effects of alertness on financing decisions. However, conscientiousness and neuroticism do not directly or indirectly affect alertness. The study emphasizes the need for policymakers to enhance entrepreneurship education by integrating personality development and opportunity recognition training while balancing financial metrics with qualitative factors like passion and alertness.
Volume: 14
Issue: 6
Page: 4744-4757
Publish at: 2025-12-01

Content validity of an innovative behavior rubric for polytechnic engineering students

10.11591/ijere.v14i6.33370
Nor Aisyah Che Derasid , Aede Hatib Musta’amal @ Jamal , Nornazira Suhairom , Hary Suswanto
In engineering education, fostering innovative behaviors is crucial for preparing students to tackle complex, real-world challenges. Developing an assessment tool or rubric that accurately measures innovative behavior is essential to provide educators with the means to systematically evaluate students’ innovative potential. This article mainly focuses on assessing the content validity of the innovative behavior assessment rubric, which is designed to measure the innovative behavior of engineering students. The rubric was designed around three core dimensions: problem recognition, idea generation, and idea implementation. Content validity was assessed using the item-level content validity index (I-CVI), scale-level content validity index (S-CVI), and modified kappa statistic. Expert evaluations resulted in a final 35-item rubric, with an overall S-CVI of 0.85, indicating high content validity. Items with I-CVI values below 0.70 were either revised or removed to ensure relevance and clarity. The study highlights the importance of expert judgment in the validation process and underscores the utility of both I-CVI and kappa in refining assessment tools. Future research will focus on construct and criterion validation, as well as practical application across diverse educational contexts.
Volume: 14
Issue: 6
Page: 4307-4319
Publish at: 2025-12-01

Proposal for a learner model adapted for personalized tutoring based on IMS-LIP and PAPI

10.11591/ijere.v14i6.33366
Soukaina Nai , Amal Rifai , Abdelalim Sadiq , Bahaa Eddine Elbaghazaoui
The effectiveness of online tutoring systems largely depends on their ability to adapt to the individual needs of learners, to personalize learning activities, and to provide immediate and effective assessment and remediation. This effectiveness can only be ensured if accurate information is available regarding learners’ progress and learning profiles. In this article, we aim to propose a learner model tailored to the specificities of our academic support system, incorporating learning functions that enable personalized tutoring based on students’ needs. For this purpose, this study began with a literature review of existing learner models. We focused on five representative samples of the most widely used learner models in current learning systems: instructional management system-learner information package (IMS-LIP), public and private information for learners (PAPI), CARCHIOLO, knowledge on demand (KOD), and learner model for personalized adaptation (LMPA). We examined their characteristics and then compared them based on the following criteria: adaptability, user preferences, personalized learning, pedagogical requirements, assessment, and remediation, to evaluate their potential for integration into our system. The study revealed that these models present several limitations, which led us to propose a new learner model based on the PAPI and IMS-LIP standards. This proposal incorporates a semantic ontological structure that categorizes learner characteristics into six domains: preferences, pedagogy, administration, identification, learning, and assessment. The proposed model represents a promising solution for adapting learning processes to individual learner profiles, thereby fostering more effective and engaging educational experiences.
Volume: 14
Issue: 6
Page: 4375-4388
Publish at: 2025-12-01

The adaptation of Venezuelan migrants from an educational perspective in Peru and Ecuador

10.11591/ijere.v14i6.33543
Yoya Flores–Pérez , Olga Mendoza-León , Luz Cruzado Saucedo , Juan Carlos Rodríguez-Soto
Migration processes in the world promote socio-cultural, environmental and economic changes. The migrant population commonly suffers from discrimination, xenophobia, and labor abuse, with the educational level being a very important incentive for the adequate adaptation of the migrant. Peru and Ecuador host close to two million migrants; therefore, we sought to identify the educational level, living conditions, environmental care, and labor conditions of the migrant population and the level of association between them. For this purpose, a descriptive, non-experimental, cross-sectional study was carried out using a 24-question questionnaire to 120 migrants over 18 years of age who voluntarily participated in the study. The results showed that 50% had a fair level of education, 35% had a poor level, and only 15% had a good level. A total of 56.67% had a poor standard of living, 33.33% a fair standard of living, and 10% a good standard of living. There were 96.67% reported a good level of care for the environment. The 57.5% have poor working conditions; 40.83% regular, and 1.67% good. The study concludes that a good educational level allows a better adaptation process; likewise, educational level was significantly associated with living and working conditions.
Volume: 14
Issue: 6
Page: 4655-4662
Publish at: 2025-12-01

Training pedagogical competence for teachers: a bibliometric analysis using the Scopus database

10.11591/ijere.v14i6.28314
Viet Nga Thi Nguyen , Phuong Lien Lai
Pedagogical competence training for teachers is an intensive training process to improve teachers’ knowledge, skills, and teaching ability. The change in teaching and research and the development of science and technology have affected the training of pedagogical competency for teachers in many countries. An analysis of the publications related to these paints a general picture of significant trends and contributions by scientists and has implications for policymakers and researchers alike. The study used bibliographic analysis to analyze 344 documents extracted from the Scopus database related to pedagogical competence training for teachers. The results show that the number of studies on this topic increased sharply, especially from 2015 to 2022 and mainly from studies in the United States and developed countries. In addition, the most concerning issues are higher education, professional development, and teacher training. Policymakers and researchers can find prominent authors, influential studies, and regularly published journals on teacher training to read and write about. Further studies based on a combination of bibliographic analysis and other methods may help paint a deeper picture of the research findings on this topic.
Volume: 14
Issue: 6
Page: 5014-5028
Publish at: 2025-12-01

Change management in higher education: unveiling employee responses at a regional state university in the Philippines

10.11591/ijere.v14i6.36284
Roy F. Fiedacan , Philip R. Baldera , Emelyn R. Villanueva , Reynaldo P. Ramos , Emelia B. Ramos
This study examines the perceptions and lived experiences of employees at Romblon State University (RSU) in response to organizational change and the influence of academic leadership. A hermeneutic phenomenological approach was applied involving 12 purposively selected employees from different campuses and academic ranks. Data collection methods included semi-structured interviews and focus group discussions (FGDs). Thematic analysis produced five themes: perceptions of change as a strategic necessity, areas identified for improvement, reactions to the rationalization plan, employee adaptation, and leadership’s central role in facilitating change. Findings point to both opportunities and challenges within institutional transformation, emphasizing the importance of effective communication, leadership engagement, and employee participation. Based on these results, the study proposes the framework consisting of resource optimization, adaptation, vision, enhancements, and the role of leadership to guide change processes (RAVER). The framework provides practical guidance for higher education leaders aiming to build a responsive and resilient organizational culture. This study contributes theoretical and practical insights by showing how phenomenological inquiry can enrich models of change management in Philippine higher education.
Volume: 14
Issue: 6
Page: 4903-4915
Publish at: 2025-12-01

University students’ perceptions on developing constructivist learning approach in classroom settings

10.11591/ijere.v14i6.35117
Cuc Thi Doan , Tuan Van Vu , Ai Nhan Nguyen
This study investigated tertiary students’ perceptions regarding constructivist learning in the context of higher education in Vietnam. It aimed to examine the general perceptions of university students towards constructivist learning and the effects of constructivist learning on students’ learning outcomes. It also examined the conditions that make students more likely to embrace or resist these approaches. The study evaluated the engagement of students in problem-solving activities through the use of constructivist learning methods. A mixed-methods approach was employed, combining both quantitative and qualitative data. Specifically, the study involved a survey of 384 students from Hanoi Law University, using a researcher-made Likert-scale questionnaire and semi-structured interviews of 20 students from the sample. While descriptive and inferential statistics were used to analyze the quantitative data, the qualitative data were thematically analyzed for common themes and patterns. The results indicate that although the participants acknowledge the benefits of constructivist methods, particularly in fostering critical thinking and problem-solving, there is still uncertainty about their ability to engage in a self-directed learning approach. The findings suggest that while the constructivist approach has been recognized, practical efforts have not been made in teaching practices, teacher training, and assessment methods to create an interactive, student-centered learning environment in Vietnam.
Volume: 14
Issue: 6
Page: 4264-4275
Publish at: 2025-12-01

Practice of lateral dominance: an early evaluation strategy in children from the rural area of Puno

10.11591/ijere.v14i6.32729
Nelly Olga Zela-Payi , Haydee Clady Ticona-Arapa
The purpose of this study was to investigate the practice of lateral dominance as an early evaluation strategy in children from the rural area of Puno, Peru. Early assessment of lateral dominance is crucial for understanding a child’s cognitive and motor development. This study focused on children attending a school for children with learning disabilities in the rural Initial Educational Institution Camacani within the Local Educational Management Unit of Puno, located in the southern region of the Province of Puno, under the jurisdiction of the Platería District. A total of 100 children (50 boys and 50 girls), aged 5 years, were selected for the study. The research was descriptive-quantitative in nature, aimed at evaluating the dominance of four dimensions—hands, feet, ears, and eyes—using the Harris test. The findings revealed that lateral dominance in both boys and girls was characterized by poorly affirmed laterality in 60% of the cases and crossed laterality in 40%. This suggests that at the age of 5 years, the children were still in the developmental stage of lateralization, with no clear dominance of the left or right hemisphere. Based on the results, it was concluded that lateral dominance in these children was not yet fully established. Furthermore, the study emphasized the importance of incorporating psychomotor activities during early childhood development to promote the continuous improvement of laterality, motor skills, and spatial orientation.
Volume: 14
Issue: 6
Page: 5094-5104
Publish at: 2025-12-01

Post-pandemic barriers to inferential and critical reading: a mixed-methods study

10.11591/ijere.v14i6.34709
Josh Erick G. Albarico , Marcelina S. Deiparine
The Program for International Student Assessment (PISA) 2018 and 2022 results expose the alarming problem in the Philippines’ reading comprehension, a situation worsened by pandemic-related disruptions. This study investigates the specific reading comprehension skills where students struggle most and the factors contributing to these difficulties in a post-pandemic context. Using an explanatory sequential design, the researchers conducted reading assessments for the 30 grade 7 students, followed by interviews with 12 students and 5 teachers selected through purposive sampling. Descriptive statistics indicated that students faced the most challenges with inferential and critical-level skills, highlighting gaps in higher-order thinking. Thematic analysis identified contributing factors, including lack of reading engagement, lack of linguistic competence, remote learning repercussions, challenges from screen dependency, and environmental influences. These challenges highlight the long-term impact of the pandemic on reading development. To address this, the educational system must strengthen teacher training in reading instruction to promote active student engagement. Educators are encouraged to develop age- and interest-appropriate reading materials, use technology in reading instruction, and foster collaboration between schools, communities, and families. Targeted interventions are essential to rebuild and enhance students’ reading comprehension skills, ensuring they can meet the demands of higher-order thinking in a post-pandemic world.
Volume: 14
Issue: 6
Page: 5161-5173
Publish at: 2025-12-01

Perceptions and institutional readiness for generative AI adoption in education using a multi-method approach

10.11591/ijere.v14i6.35245
Ken Gorro , Elmo Ranolo , Lawrence Roble , Adrian Ybañez , Anthony Ilano , Joseph Pepito , Rue Nicole Santillan , Cesar Ranolo , Emardy Barbecho , Purity Mata , Anna Marie Neiz
The rapid emergence of generative artificial intelligence (GenAI) tools like ChatGPT is reshaping educational practices, presenting both transformative opportunities and institutional challenges. This study offers a novel, integrative framework for understanding the adoption of GenAI tools in higher education by combining quantitative and qualitative analyses within a hybrid methodological design. Specifically, it is the first to incorporate the analytical hierarchy process (AHP), fuzzy decision-making trial and evaluation laboratory (Fuzzy DEMATEL), and the extended technology acceptance model (ETAM) in a unified model of adoption, augmented by thematic analysis of user experiences. A stratified random sample of 1,297 participants—comprising 1,191 students and 105 faculty members from various departments—ensured proportional representation across the university. AHP was employed to prioritize key adoption criteria, Fuzzy DEMATEL uncovered the causal interdependencies among constructs, and ETAM validated the direct and indirect effects influencing behavioral intention. Thematic analysis provided contextual depth regarding institutional barriers and individual perceptions. Findings reveal that attitude toward GenAI and intention to use (IU) are the strongest drivers of adoption. Notably, university support (US) emerged as a central enabler, significantly influencing both awareness and perceived usefulness (PU). This study contributes a comprehensive and multi-method framework that educational institutions can use to ethically, effectively, and equitably integrate GenAI technologies into academic ecosystems.
Volume: 14
Issue: 6
Page: 4770-4784
Publish at: 2025-12-01

Readiness and motivation in digital civic engagement among tertiary students

10.11591/ijere.v14i6.35395
Mary Ann C. Abril , Johnrey N. Manzanal , Glenda M. Dimaano , Francisco V. Aguirre , Melvin V. Babol
This study addresses the challenge of enhancing civic engagement in higher education institutions by examining the predictive relationships between readiness, motivations, and digital civic engagement of tertiary students. Employing the quantitative, correlational research approach, data collected through survey questionnaires were analyzed using Minitab statistical software. Significant insights came from the 2,205 tertiary students selected through multistage random sampling, following strictly ethical standards to ensure data privacy and anonymity. As found, a moderate level of readiness underscores the need for targeted interventions, particularly to improve the civic behavior of students. Understanding and values motives emerged as dominant drivers of engagement, indicating the strong desire of students for personal growth and learning. While respondents occasionally exhibit digital engagement, it leans toward civic activities over political involvement, focusing primarily on information consumption rather than active collaboration. Emerging as a significant predictor of engagement, developing tailored initiatives to enhance readiness is crucial to positively influencing civic participation. Higher education institutions may use these findings to develop digital interventions that serve as catalysts for long-term civic engagement among students and engage in further research on other predictive factors.
Volume: 14
Issue: 6
Page: 4812-4820
Publish at: 2025-12-01

The impact of work concerns on teaching effectiveness: evidence from Chinese private universities

10.11591/ijere.v14i6.35367
Liang Mingyu , Mohd Khairuddin Abdullah , Connie Shin
Understanding how young teachers cope with work concerns is crucial for improving teaching quality in Chinese private higher education. This study investigates the relationship between different stages of such concerns and teacher effectiveness of young lecturers in private universities. These lecturers often face workload pressure andlack of career supports, which may influence their effectiveness and professional development. This research involved 416 full-time lecturers under the age of 40 from Shandong Province. The sample was determined using Krejcie and Morgan’s formula and selected through a multi-stage sampling method. Private universities were stratified into four categories, one university from each category was purposively selected, and participants were randomly sampled. Data were gatheredthrough a structured questionnaire adapted from the stages of concern (SoC) and the school teacher effectiveness questionnaire (STEQ). Pearson correlation, multiple regression, and structural equation modeling (SEM) were conducted for analysis. The results show that task concerns and impact concerns significantly influenced teacher effectiveness across instructional planning and strategies, assessment, and learning environment. In contrast, self-concerns showed weaker influence. These findings suggest that work concerns reflect not only stress but also deeper professional motivation, pointing to the need for more purposeful supports to increase teacher effectiveness and career growth.
Volume: 14
Issue: 6
Page: 4604-4613
Publish at: 2025-12-01

Assessment strategies in digital learning environments: insights from teacher education institutions

10.11591/ijere.v14i6.35270
Martin Jr., L. Nobis , Benjielen C. De Guzman , Alegria P. Cui , Jennifer G. Evardone , Elena M. Pulga , Catherine L. Caparroso , Lourdes Hyacinth A. Sabalza , Amabelle C. Nobis
This study explores the adaptation of assessment strategies in teacher education programs within digital learning environments (DLEs). The perspectives and experiences of faculty members from teacher education institutions (TEIs) were analyzed using an embedded mixed-methods approach. The findings reveal significant advancements in enhancing instructor digital literacy and student engagement with DLEs. However, challenges such as the authenticity of assessments and increased student workload were identified. Faculty members recommended frequent feedback and authentic evaluations to address these issues. The study also highlights areas for improvement, including the diversification of evaluation tools, broader technology integration, and additional administrative support. These insights are crucial for TEIs to refine their assessment processes in DLE-based teacher training programs and contribute to ongoing discussions in ASEAN teacher education and global educational development.
Volume: 14
Issue: 6
Page: 4724-4733
Publish at: 2025-12-01

Professional training of future primary school teachers in the context of Kazakh ethnopsychology and ethnopedagogy

10.11591/ijere.v14i6.32273
Serikkhan Zhuzeyev , Manat Zhailauova
Within the realm of primary education, the educational content and structure for the present youth generation are aligned with state regulations and rooted in the national values and traditions of the people. National education content should be integrated into primary school programs, with a focus on nurturing it through the ethnopsychological features and ethnopedagogical traditions of the nation. With that in mind, this study aims to enhance the ethnopedagogical and ethnopsychological professional qualifications of primary school teachers with focus on their ability to incorporate Kazakh national spiritual values and traditions in educational process. Research methodology includes theoretical instruments, consisting of analytical, and synthetic techniques, as well as pedagogical experiment, conducted via elective course “developmental and pedagogical psychology” among two groups of third-year university students from the department of primary education. To evaluate the effectiveness of the teacher training techniques, proposed in this study, we conducted and compared results of preliminary and final assessment of students’ professional competence. The research outcomes show the beneficial nature of training techniques and include an analysis of the content of the training carried out. These research findings can be applied in the further development of the fields of pedagogy and primary school methodology.
Volume: 14
Issue: 6
Page: 4700-4710
Publish at: 2025-12-01
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