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30,185 Article Results

Enhancing creative thinking skills through project-based learning and SCAMPER: a study in Vietnam

10.11591/ijere.v15i2.38148
Nguyen Thi Phuong Thanh , Le Huong Hoa
Creative thinking skills (CTS) are essential 21st-century skills for adapting to the rapidly changing world. This study aims to investigate the effectiveness of project-based learning (PBL) and substitute, combine, adapt, modify, put to another use, eliminate, reverse (SCAMPER) in enhancing high school students’ CTS, including fluency, flexibility, originality, and usefulness. This quasi-experimental study involved 120 high school students from three classes at a public high school in Vietnam. The study employed a pretest-posttest control group design with one experimental group (n=40) and all two control groups (n=80). The creative engineering design assessment (CEDA) was used. The 15-week intervention involved students in PBL-SCAMPER, while two control groups (n=40 each) followed traditional instruction. One-way analysis of variance (ANOVA) revealed significant improvements in all CTS indicators for the experimental group (p<0.05), with the largest effect on usefulness (η²=0.27). These findings suggest that the PBL-SCAMPER provides a practical pedagogical framework for developing CTS, warranting broader implementation in high school education.
Volume: 15
Issue: 2
Page: 1407-1414
Publish at: 2026-04-01

Modular learning for preparing preschool teachers to develop algorithmic skills in early childhood

10.11591/ijere.v15i2.37826
Dariga Azimbayeva , Ulbossyn Kyyakbayeva , Gulbakhira Shirinbayeva , Saule Yerkebayeva , Aliya Kosshygulova , Galiya Abilbakieva , Nazira Atemkulova
Modular learning (ML) provides flexibility in the educational process, supports individualized learning, and emphasizes the practical competencies of future educators. This study assessed the impact of ML on the effectiveness of training future educators to develop algorithmic skills (AS) in preschool children. The study employed a quantitative approach using an experimental design. A total of 320 students were selected from Abai Kazakh National Pedagogical University. The assignment procedure was randomized within each program to ensure a balanced distribution of participants across groups. Results indicated that the experimental group (EG) demonstrated significant improvements in professional competencies, confidence in applying AS, and practical skills. Differences between the experimental and control groups (CG) were statistically significant across all measures (p<0.001). The findings confirm that a ML approach, combining theory, practice, and reflection, effectively enhances the readiness of future preschool teachers to foster algorithmic thinking in children. These results highlight the efficacy of ML for improving teacher training programs and suggest its applicability in diverse educational contexts.
Volume: 15
Issue: 2
Page: 1539-1550
Publish at: 2026-04-01

Exploring the impact of a conceptual model on students’ reflective skills development: a case study of Kazakhstan

10.11591/ijere.v15i2.37956
Venera Mussina , Saltanat Abildina , Kamalbek Berkimbayev , Zhanna Zhussupova , Berikzhan Almukhambetov
The growing interest in reflection and the development of reflective skills (RS) among future teachers is linked to a shift in Kazakhstan’s educational paradigm. Reflective thinking is recognized as an effective means of analyzing everyday practice, introducing students to key aspects of their profession, and encouraging lifelong learning. However, a paradox exists in the professional training system: although students’ RS are considered professionally essential, insufficient attention is given to their systematic development. This study aimed to examine the impact of a conceptual model (CM) on fostering students’ RS. A quasi-experimental design was employed with 120 participants. The experimental group (EG) demonstrated significantly higher levels of RS compared to the control group (CG) (p<0.05). The dynamic changes in students’ RS observed during the learning process indicate the strong pedagogical potential of the proposed model. The findings show that teachers perceive the use of the CM as an effective tool for enhancing students’ RS. It was also found that the model increases students’ interest in the learning process and contributes to the development of RS. Overall, the study supports the effectiveness of using a CM to enhance RS, thereby contributing to the professional readiness of future primary school teachers.
Volume: 15
Issue: 2
Page: 1365-1375
Publish at: 2026-04-01

Lecturer support and student academic performance: the moderating role of age

10.11591/ijere.v15i2.35756
Noor Hafiza Zakariya , Hadziroh Ibrahim , Muhammad Waseem , Nurul Shahidah Ahmad Nasir
Lecturer support is an important factor influencing students’ academicoutcomes in higher education. This study examines the effects of lecturersupport dimensions, accessibility and approachability (AccApp), expectationand guidance (E&G), and positive encouragement (PE) on undergraduatestudents academic performance (SAP), with age tested as a potentialmoderating variable. Using a quantitative cross-sectional design, data werecollected from 250 undergraduate students at the School of BusinessManagement, Universiti Utara Malaysia (UUM), through conveniencesampling. Data were analyzed using partial least squares structural equationmodeling (PLS-SEM) with SmartPLS 4.0. The results indicate that lecturerAccApp are positively associated with academic performance, whereasexcessive expectations and directive guidance are negatively associated. PEwas not found to have a significant direct influence. Although age exhibiteda positive direct effect on academic performance, it did not significantlymoderate the relationships between lecturer support dimensions and studentoutcomes. These findings highlight the importance of accessible andequitable E&G from lecturers to enhance academic performance inMalaysian higher education. This study contributes to a thoroughunderstanding of the factors impacting SAP and offers insights for lecturers,institutions and government to work holistically to foster an inclusiveenvironment for all parties involved. Recommendations and practicalimplications for future research are discussed.
Volume: 15
Issue: 2
Page: 1237-1252
Publish at: 2026-04-01

Apply the blended learning model in national defense and security education for university students in Viet Nam

10.11591/ijere.v15i2.37236
Nguyen Linh Phong , Tran Tuan Canh , Ngo Gia Bao
Despite the growing global consensus supporting the efficacy of blended learning, research remains scarce regarding its optimal application within specialized, practical disciplines like national defense and security education (NDSE) in Viet Nam higher education. This study addresses this empirical gap by analyzing the implementation, challenges, and impact of the blended learning model in NDSE for university students in Viet Nam. The study employed a mixed-methods design, encompassing a comprehensive literature review, the development of a theoretical model, and a quantitative survey of 312 students from several universities. Data were rigorously analyzed using structural equation modeling (SEM) to test the relationships among implementation factors, engagement, and learning outcomes. The findings indicate that technological infrastructure and digital competence are crucial preconditions for blended learning application, which enhances students’ interaction, learning interest, and ultimately, positive learning outcomes. However, limitations were identified, including insufficiently uniform technological infrastructure and the need to mitigate the increased workload for lecturers. These results provide broader policy implications for curriculum design, requiring targeted investment in IT infrastructure and systematic development of faculty digital literacy to effectively support the digital transformation of specialized military and security education in Viet Nam.
Volume: 15
Issue: 2
Page: 1446-1453
Publish at: 2026-04-01

Exploring teachers’ teaching skills: conceptual definition, documentation, and categorization

10.11591/ijere.v15i2.37742
Filippos Evangelou , Konstantina Giannopoulou
This study investigates the conceptual definition and categorization of teaching skills, aiming at their systematic identification and analysis within the context of the educational process. Through a systematic literature review conducted in accordance with the preferred reporting items for systematic review and meta-analysis (PRISMA) statement guidelines, a broad spectrum of 27 teaching skills is documented, each linked to key aspects of teaching practice, such as lesson planning, classroom management, and assessment. The diversity of theoretical approaches to the taxonomy of skills highlights the need for a coherent and functional categorization, which-based on their common characteristics-consists of eight general domains of skills, such as teaching design skills and teaching implementation skills. This categorization enables the implementation of more targeted and effective interventions for both the education of pre-service teachers and the professional development of in-service teachers. The present study, as an element of originality, offers one of the first systematic categorizations of teaching skills into eight coherent domains. The practical implications of the study lie in providing a structured framework for teacher self-assessment and the design of professional development programs based on targeted teaching skills. The findings underscore the need for further research into the nature, development, and practical implementation of teaching skills in classroom settings.
Volume: 15
Issue: 2
Page: 1163-1174
Publish at: 2026-04-01

Beliefs of secondary school teachers towards education for sustainable development: a statistical research

10.11591/ijere.v15i2.35765
Sijo Varghese , P. M. Mathew
Educators are the architects of sustainable development (SD), transforming society and balancing development and sustainability. They enhance education for sustainable development (ESD) and societal transformation, driving innovative evolution and future-oriented development within the community. ESD, a millennium, and sustainable development goal (SDG), need to be implemented globally. Teachers are vital in transmitting knowledge, beliefs, and skills required for sustainability in the changing environment. This study examined secondary school teachers’ beliefs about ESD based on their professional qualifications, teaching experience, and position. The authors used a survey approach and collected the data using a belief assessment tool, i.e., the ESD beliefs scale. The respondents were 400 secondary school teachers in Kerala, India. The study used an item-based evaluation to achieve these objectives and calculated t-values, F-values, and percentages. The research findings indicated that teachers hold constructive opinions towards ESD. The positional status of teachers did not alter beliefs regarding ESD among secondary school teachers. In contrast, professional qualifications and years of teaching experience significantly influenced these ESD beliefs. The findings from this study enable education stakeholders to amend the current secondary education system for SD.
Volume: 15
Issue: 2
Page: 1332-1342
Publish at: 2026-04-01

AI-based scaffolding and conceptual understanding: evidence from Indonesian students using PLS-SEM

10.11591/ijere.v15i2.38450
Nuryanis Nuryanis , Toto Nusantara , Nurul Murtadho , Siti Faizah
The rapid integration of artificial intelligence (AI) in higher education has increased interest in AI-based scaffolding (AIS) to support conceptual learning, particularly in teacher education. However, empirical evidence explaining how learners’ cognitive, self-regulatory, and technological characteristics jointly shape perceptions of AIS remains limited, especially in developing country contexts. This study examines the predictive relationships among conceptual understanding (CU), cognitive engagement (CE), self-regulated learning (SRL), perceived ease of use (PEOU), AI self-efficacy (AISE), and perceived scaffolding quality in explaining Indonesian undergraduate teacher education students’ perceptions of AIS. Using a quantitative explanatory–predictive design, data were collected from 157 students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that SRL, PEOU, and AISE are the strongest predictors of perceived AIS, while CU, CE, and scaffolding quality also show significant positive associations. These findings highlight the importance of learner readiness and instructional design in AI-enhanced learning environments. Practically, teacher education programs should integrate AI scaffolding that explicitly supports self-regulation, builds students’ confidence in using AI tools, and promotes sustained CE in complex learning tasks.
Volume: 15
Issue: 2
Page: 1060-1078
Publish at: 2026-04-01

Physical fitness interventions for primary school students with special educational needs: a bibliometric analysis of global trends in inclusive education (1964–2025)

10.11591/ijere.v15i2.37726
Ranjanie Karunamoorthy , Khairul Farhah Khairuddin , Nur Shakila Mazalan
Physical fitness is a critical determinant of health, development, and well-being for children with special educational needs (SEN), yet their participation in physical activity remains limited due to physical, social, and institutional barriers. Although adapted physical activity (APA) interventions have been widely investigated, the global evolution of research on physical fitness among children with disabilities has not been systematically mapped. This study conducts a bibliometric analysis of Scopus-indexed publications from 1964 to 2025 focusing on school-aged children (approximately 5-12 years) with physical, intellectual, sensory, and developmental disabilities. Studies unrelated to physical fitness or exercise outcomes were excluded. A total of 536 documents were analyzed using Scopus Analyzer, Microsoft Excel, and VOSviewer to examine publication trends, document types, country productivity, authorship patterns, collaboration networks, keyword co-occurrence, and bibliographic coupling. The inclusion of 2025 records reflect early-access indexing at the time of retrieval. Results indicate substantial growth in research output, particularly after 2016. Research is predominantly concentrated in high-income Western countries. Established themes center on rehabilitation and motor performance, while emerging topics include inclusion, adaptive sports, and psychosocial outcomes. Findings should be interpreted cautiously due to reliance on a single database and English-language dominance.
Volume: 15
Issue: 2
Page: 1290-1302
Publish at: 2026-04-01

Optimization of SAMR model scaffolding for the development of descriptive writing skills

10.11591/ijere.v15i2.38142
La Ode Nggawu , Nurindah Nurindah , Anugrah Puspita Ayu Muhammad , Waode Ade Sarasmita Uke , Nurul Atma , Wahyudin Madil , Nguyen Thi Phuong Thao , Minerva Apita-Chavez
This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Volume: 15
Issue: 2
Page: 1749-1760
Publish at: 2026-04-01

Impact of competency-based teacher education on mathematical conceptual understanding in Kenyan teacher training colleges

10.11591/ijere.v15i2.38353
Dickens Okach Ngicho , Milcah Njoki Nyaga , Elizabeth Atieno Obura
Pre-service teachers of mathematics must be systematically prepared as effective teachers through structured instruction that targets conceptual understanding and enables them to develop the competencies needed to address real-world problems. This paper reports the findings from a study aimed at assessing the impact of competency-based teacher education (CBTE) on mathematical conceptual understanding among pre-service teachers in Kenyan teacher training colleges (TTCs). The study was guided by scientific management and constructivist theories, emphasizing structured instructional planning and learner-centered facilitation. A mixed-methods research design was employed to collect data from 371 pre-service teachers using questionnaires and interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The study revealed a significant positive association between CBTE variables and pre-service teachers’ mathematics conceptual understanding (Spearman’s rho(371)=0.198, p˂0.05). Further, regression analysis indicated that CBTE instructional practices significantly predicted pre-service teachers’ conceptual understanding (F(7,363)=7.791, p˂0.05), accounting for 13.1% of the variance. Qualitative findings corroborated these results, showing that learner-centered and technology-supported instruction enhances conceptual understanding. The findings suggest that holistic and coherent CBTE implementation can enhance trainees’ understanding of mathematics concepts.
Volume: 15
Issue: 2
Page: 1426-1434
Publish at: 2026-04-01

Blended learning factors influencing student engagement in higher education

10.11591/ijere.v15i2.38494
Lai Thi Thu Thuy , Nguyen Thu Hoai
This study examines the factors associated with student engagement (SE) in blended learning environments in higher education, with particular attention to the mediating role of perceived usefulness (PU). Drawing on the information systems success model and the technology acceptance model (TAM), an integrated research model incorporating system quality (SQ), content quality (CQ), teacher support (TS), interaction (IN), PU, and SE was proposed and empirically tested. Data were collected from 288 undergraduate students at universities in Vietnam and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that SQ, CQ, TS, and IN are significantly associated with PU. PU, in turn, shows a strong positive association with SE. While SQ and TS are also directly related to engagement, the relationships between CQ, IN, and SE are primarily indirect through PU, highlighting its central mediating role. These findings contribute to a more nuanced understanding of how blended learning factors jointly explain SE and offer theoretical and practical insights for the design and implementation of blended learning in higher education.
Volume: 15
Issue: 2
Page: 1478-1487
Publish at: 2026-04-01

The complexity of school leadership in Spain: between leadership and educational management

10.11591/ijere.v15i2.37279
Sergio Cored-Bandrés , María Mairal-Llebot , Sandra Vazquez-Toledo , Cecilia Latorre-Cosculluela
School leadership in Spain faces notable complexity arising from bureaucratization, limited autonomy, and the insufficient professionalization of the role. This study, grounded in perspectives from distributed, transformational and instructional leadership, analyses leadership teams’ perceptions regarding access to the position, training, the competencies required, and the satisfaction associated with these functions. To this end, a qualitative design was employed, based on semi-structured interviews conducted with 24 teachers holding leadership positions. The data were examined through categorical content analysis with the support of NVivo, ensuring both inter- and intra-rater reliability. The study offers an original contribution by providing updated empirical evidence on how structural and organizational conditions shape motivations, training relevance, and the relational competencies that underpin participatory leadership models. The thematic analysis identified several recurring themes: positive evaluations of initial training, diverse motivations for assuming the role (from vocation to compulsory appointment), the emphasis on communicative, collaborative and organizational competencies, and ambivalent professional satisfaction, combining fulfilment with administrative overload. In conclusion, the study underscores the need for more contextualized, practical, and sustainable policies and training programs that strengthen effective and humane pedagogical leadership, addressing the persistent gap between current training and real school demands.
Volume: 15
Issue: 2
Page: 1129-1141
Publish at: 2026-04-01

From stories to numbers: development of folktale-based instructional materials in mathematics

10.11591/ijere.v15i2.37629
Cherry Joy B. Demingoy , Roberto G. Sagge Jr. , Tedric Dave E. Senosa , Renato V. Herrera Jr. , Jr., Salvador P. Bacio , Julynn J. Rico , Julie Gay B. Quidato , Rosemarie G. Felimon , Franz Ian D. Solomon
Persistent learning gaps and the scarcity of culturally anchored resources continue to challenge Grade 7 mathematics instruction in rural public schools in the Philippines, particularly under the MATATAG curriculum. This study developed and evaluated a folktale-based instructional material that integrates local Panay folktales with target Grade 7 competencies in measurement and geometry and number and algebra to support meaningful, context-rich learning. Using a Type I developmental research design guided by analysis, design, development, implementation, and evaluation (ADDIE) model and anchored on social constructivism and attention, relevance, confidence, and satisfaction (ARCS) motivational framework, the material was produced through competency mapping, story-task scripting, iterative expert review, and pilot implementation. Participants included 25 Grade 7 mathematics teachers who identified suitable competencies, 10 content and pedagogy experts who validated the material, and 66 Grade 7 learners from four public secondary schools who evaluated usability and learning support. Acceptability was measured using adapted expert and learner evaluation forms with a 5-point scale and summarized using descriptive statistics. Results indicated an overall rating of highly acceptable. Format and design received the highest evaluation, followed by organization and presentation and learning objectives; content and assessment were rated acceptable, highlighting specific areas for refinement. These findings suggest that embedding mathematical concepts in culturally familiar narratives can improve perceived clarity, engagement, and task coherence while maintaining alignment with curriculum standards. The study contributes a replicable, culturally responsive development process and a ready-to-adapt set of story-based math tasks for teachers in similar contexts. Future work may examine learning gains through quasi-experimental implementation and explore digital adaptations to broaden access and interactivity.
Volume: 15
Issue: 2
Page: 1196-1211
Publish at: 2026-04-01

Improvised mask faster recurrent convolutional neural network for breast cancer classification using histopathology images

10.11591/ijai.v15.i2.pp1999-2008
Pattan M. D. Ali Khan , Xavier Arputha Rathina
Despite the prevalence of this disease, the existing method for obtaining an exact breast cancer diagnosis would need a lot of time and labor. It needs a qualified pathologist to manually process and review histopathological images to distinguish the characteristics that characterize different cancer severity levels. Building a model for automatically detecting, segmenting, and classifying breast lesions using histopathological images seems to be the goal of this work. Various deep learning methods have been used in computational pathology for the diagnosis of cancer. Improved faster recurrent convolutional neural network (IMFRCNN) is a supervised learning system with proposed for recognizing small items like mitotic and non mitotic nuclei. To protect small items from vanishing in the deep layers, this system uses expanded layers in the spine. To close image and the things gap size includes, this approach uses expanded layers. The region proposal network has been created for precise tiny object identification. Researchers examined time for training and testing time for various techniques for identifying objects. The total accuracy of benign/malignant categorization in proposed system reaches 96.5%. The proposed technique offers a thorough and non-invasive method for identifying and categorizes an area of abnormal breast tissue.
Volume: 15
Issue: 2
Page: 1999-2008
Publish at: 2026-04-01
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