Articles

Access the latest knowledge in applied science, electrical engineering, computer science and information technology, education, and health.

Advanced Search
Filter Icon

Filters article

Years

FAQ Arrow
Single Year
Range Year
0
0

Source Title

FAQ Arrow

Authors

FAQ Arrow

30,376 Article Results

Determinants of AI adoption for authentic assessment in open university systems

10.11591/ijere.v15i1.36368
Kemmanat Mingsiritham , Gan Chanyawudhiwan
Artificial intelligence (AI) is transforming higher education through personalized learning and innovative assessment methods. This study explores the factors influencing AI adoption for authentic assessment in open and distance learning environments. Using a survey of 185 instructors, an integrated framework based on the theory of planned behavior (TPB) and the technology acceptance model (TAM) was tested via structural equation modeling (SEM). Key constructs included attitude toward the behavior (ATT), subjective norm (SN), perceived behavioral control (PBC), self-efficacy (SE), and barriers to AI adoption (BAA), with intention to use AI (INT) and actual adoption behavior (AAB) as outcomes. Results showed that SE, ATT, PBC, and SN positively influenced INT, which in turn strongly predicted AAB. In addition, BAA had no significant effect on INT but showed a negative impact on AAB. The model demonstrated good fit and explained substantial variance (R²=0.746 for INT; R²=0.649 for AAB). These findings highlight the importance of enhancing instructors’ confidence, control, and institutional support while reducing perceived barriers. Strategic investments in training, infrastructure, and leadership support are crucial to advancing AI-enabled authentic assessment in higher education.
Volume: 15
Issue: 1
Page: 479-488
Publish at: 2026-02-01

Tolerance on campus: the impact of religious commitment and respect among university students

10.11591/ijere.v15i1.32607
Mohammad Jaber Thalgi , Nader Al-Refai , Kadir Gömbeyaz , Hanan Bdoor , Ayse Zisan Furat
Religious commitment, particularly within Islamic contexts, is often viewed as a guiding framework for promoting values such as tolerance, respect, and social harmony; however, differing interpretations and personal expressions of religiosity can sometimes challenge these ideals, necessitating deeper exploration of how religiosity influences social interactions. The study investigates the relationship between religious commitment and respect for others regarding the levels of tolerance behavior among university students. The study employed a descriptive quantitative cross-sectional survey from June 16 to August 16, 2023, with a sample of 334 enrolled in the College of Sharia at Yarmouk University in Jordan. The survey consists of three main scales: religious commitment, respect for others, and tolerance. Students’ demographic data, including gender, nationality, age group, academic department, and the year of study, were also collected via the questionnaire. The findings highlight significant gender differences in religious commitment, with males demonstrating higher levels than females. While no significant age differences were observed in religious commitment, tolerance varied notably, particularly among the 24-26 age group. The study participants represented a diverse range of countries of origin. A country-wise analysis revealed that students from Thailand have the highest religious commitment, underscoring the influence of cultural contexts. Departmental comparisons showed no significant differences, although the findings highlight that respect for others impacts tolerance, religious commitment and demography have almost no effect as predicted. The findings emphasize the primary role of respect in fostering social harmony, suggesting that future interventions should focus on promoting respect as a fundamental value in Islamic culture to enhance tolerance.
Volume: 15
Issue: 1
Page: 181-194
Publish at: 2026-02-01

Integration in reading literacy: a systematic review of pedagogical, professional, and engagement approaches

10.11591/ijere.v15i1.34044
Md Zahril Nizam Md Yusoff , Wan Nur Aida Sakinah Wan Jusoh , Norfaizah Abdul Jobar , Noor Zuhidayah Muhd Zulkipli , Muhamad Fadzllah Zaini , Tajul Shuhaizam Said
This systematic literature review (SLR) following preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 who explores integrated approaches to reading literacy across pedagogical integration, teacher development, and student engagement. From 1,108 retrieved articles, 59 article high-quality studies were selected for in-depth synthesis. Based on all studies published between 2020 and 2024, the findings reveal that multimodal instruction, inclusive pedagogy, and proposes a cohesive framework linking instructional innovation, teacher agency, and learner experience, offering actionable insights for educators and policymakers. The analysis identified three key thematic drivers of literacy improvement. First, integrated pedagogical practices such as multimodal, bilingual, and play-based instruction enhance literacy by making learning more inclusive, interactive, and context-responsive. Second, teacher professional development through targeted training in visual literacy, inclusive pedagogy, and digital tools strengthens instructional quality and prepares educators for evolving literacy demands. These approaches reflect current trends in instructional innovation and professional capacity building. Third, student engagement is significantly elevated through identity-driven learning, project-based tasks, and emotionally supportive environments that foster confidence, motivation, and deeper literacy outcomes. Together, these themes forms a new integration model that links teaching practices, teacher agency, and student experience into a cohesive literacy framework. The findings offer practical, evidence-based insights for policymakers, curriculum designers, and practitioners aiming to improve reading literacy across diverse settings.
Volume: 15
Issue: 1
Page: 771-783
Publish at: 2026-02-01

Organizing students’ research activities based on STEM elements in the study process

10.11591/ijere.v15i1.35075
Shakhislam Laiskhanov , Seminar Yerkegul
Although science, technology, engineering, and mathematics (STEM) integration in higher education is advancing globally, its adoption in geography programs in Kazakhstan remains limited. This study examines the effectiveness of embedding selected STEM elements into the course “Geography of Aktobe Oblаst” as а means of strengthening students’ research competencies. A mixed-method design was employed, combining analysis of satellite-derived indicаtоrs, wоrk with geоspаtiаl plаtfоrms (аrcGIS Prо, EоSDа Crоp Mоnitоring, and Eо Brоwser), prаcticаl climаte-bаsed cаlculаtiоns, clаssrооm оbservаtiоns аnd cоmpаrаtive аssessment аnаlysis. The 24 students pаrticipаted in the interventiоn, cоmpleting а series оf inquiry-driven tаsks invоlving the Normalized Difference Vegetation Index (NDVI) interpretаtiоn, spectrаl reflectаnce аnаlysis аnd climаtоlоgicаl cоrrelаtiоns. Survey dаtа indicаted thаt mоre thаn 90% оf pаrticipаnts repоrted imprоved understаnding оf envirоnmentаl prоcesses, while mаny nоted gаins in аnаlyticаl reаsоning аnd dаtа-driven interpretаtiоn. Midterm perfоrmаnce results shоwed а mоdest but cоnsistent imprоvement fоllоwing the implementаtiоn оf STEM-оriented аssignments. The findings suggest thаt structured integrаtiоn оf geоspаtiаl аnd аnаlyticаl STEM tооls cаn meаningfully suppоrt the develоpment оf reseаrch skills in university geоgrаphy cоurses. By enаbling students tо wоrk with аuthentic envirоnmentаl dаtаsets, the аpprоаch cultivаtes higher-оrder reаsоning, interdisciplinаry thinking аnd sustained learner engаgement. The results highlight the pоtentiаl fоr brоаder аpplicаtiоn оf STEM-bаsed instructiоnаl mоdels in Kаzаkhstаni higher educаtiоn аnd underscоre the need fоr further lоngitudinаl аnd cоmpаrаtive studies tо evаluаte lоng-term impаcts.
Volume: 15
Issue: 1
Page: 705-713
Publish at: 2026-02-01

Empowering educators and students through contextualized global citizenship for sustainable development

10.11591/ijere.v15i1.35810
Erwin B. Berry , El Dixon G. Plazo , Ofelia L. Correos
This study explores how educators and students in Philippine secondary schools conceptualize global citizenship education (GCE) and understand their roles in advancing the sustainable development goals (SDGs). Despite its prominence in global education agendas, GCE remains inconsistently understood across local contexts. Using a qualitative research design, in-depth interviews were conducted with 21 teachers and students in Surigao del Sur. Thematic analysis revealed seven interconnected themes: i) holistic education: framing global citizenship beyond academics; ii) cultural sensitivity and respect for diversity; iii) active engagement and global awareness; iv) education as a channel for sustainable development; v) becoming a global citizen as a personal journey; vi) technology and global connectivity; and vii) teaching values for global responsibility. Findings indicate that while both groups support GCE, their interpretations are shaped by lived experiences, institutional conditions, and cultural environments. Teachers highlighted intentional instruction and moral formation, whereas students emphasized identity development, participation, and global awareness. However, gaps remain in critical reflection and structural understanding. In response, this study introduces the contextualized empowerment framework, a strategic model that integrates civic action, values, identity, and digital literacy to guide localized and ethical implementation of GCE. The framework offers actionable insights for curriculum development, teacher training, and educational policy reforms.
Volume: 15
Issue: 1
Page: 16-27
Publish at: 2026-02-01

Enhancing academic resilience through motivation and strategy: evidence from Malaysian boarding schools using SDT

10.11591/ijere.v15i1.35494
Mohd Sofian Omar Fauzee , Shaohua Zhang , Marni Ishak , Li Ma , Mo Hou , Wenjie Zhang , Muhammad Nazrul Hakim Abdullah , Akhmad Habibi , Daljit Singh Gurbaksh Singh , Mohd Hanafi Mohd Yasin , Wan Suraya Wan Nik
This study investigates the relationship between student motivation and self-regulated learning strategies among Malaysian boarding school students, using self-determination theory (SDT) as its theoretical foundation. A total of 328 form four students from four northern Malaysian boarding schools participated. Using a validated version of the motivated strategies for learning questionnaire (MSLQ) and analyzed through second-order partial least squares structural equation modeling (PLS-SEM), results revealed a significant positive relationship between motivational beliefs, especially self-efficacy and intrinsic value, and self-regulated learning strategies. The study’s novelty lies in validating a culturally adapted, second-order motivation model tailored to Malaysian boarding schools. Notably, the research isolates the mediating effect of intrinsic motivation on self-regulation within a high-pressure, collectivist setting, extending SDT’s applicability. However, limitations lie in the use of a cross-sectional design and dependence on self-reported data, and regional focus. Future studies should adopt longitudinal designs, consider diverse school types, and integrate perspectives from teachers or parents to strengthen validity. Including objective academic performance metrics may offer deeper insight. This research affirms the relevance of SDT in Malaysia’s education system and provides a validated framework linking motivation to strategic learning. The findings support evidence-based pedagogical strategies and align with sustainable development goal (SDG) 4 on quality education and goal 10 on reduced inequalities, promoting for fair and motivation-enhancing environments of learning.
Volume: 15
Issue: 1
Page: 238-257
Publish at: 2026-02-01

Stress, self-care, and wellbeing: a study on the experiences of educational leaders in NEMSU

10.11591/ijere.v15i1.36269
Nemesio G. Loayon , Erwin B. Berry , El Dixon G. Plazo
The wellbeing of educational leaders is a critical concern, particularly in resource-constrained higher education institutions. This study aimed to explore the experiences of educational leaders at North Eastern Mindanao State University (NEMSU) by identifying their primary sources of stress, examining the perceived impacts on wellbeing and job performance, and assessing their self-care practices, as well as determining the relationships among these variables. Using a descriptive correlational design, data were collected from 117 educational leaders through a validated survey instrument with a reliability coefficient of 0.828. Descriptive statistics and Spearman rank-order correlation were used to analyze relationships among stress sources, impacts, and self-care. Results showed that administrative tasks, role overload, and limited institutional resources are the main stressors, significantly affecting health, cognitive functioning, job performance, and family life. Self-care practices such as social support, spiritual routines, and work boundaries were moderately practiced but showed no significant relationship with stress reduction or its impacts. These findings emphasize the limits of individual coping strategies and the need for institutional support. The study suggests refining the job demands-resources (JD-R) model and conservation of resources (COR) theory to account for organizational and cultural factors in developing country contexts, with implications for leadership development, stress management, and institutional policy reforms.
Volume: 15
Issue: 1
Page: 408-423
Publish at: 2026-02-01

School stress among Malaysian secondary school students: prevalence and demographic correlates

10.11591/ijere.v15i1.35568
Tie-Seng Te , Hutkemri Zulnaidi , Norfaezah Md Khalid
Understanding school stress is essential, given the significant time students spend in school and its impact on well-being. Acknowledging its importance, this study aimed to assess the level of school stress among Malaysian secondary school students. The respondents in this study consisted of 485 Malaysian secondary school students, selected through multistage sampling techniques to ensure national representativeness. Data were collected using a school-related stress questionnaire adapted from the shortened version of the adolescent stress questionnaire (ASQ-S). Data were analyzed using descriptive statistics, Rasch Wright mapping, independent samples t-tests for gender differences, and one-way ANOVA for grade and regional comparisons. The results indicated that, overall, Malaysian secondary school students experience low levels of school stress. Descriptively, female students reported higher levels of school stress than their male counterparts. Among different forms, Form 4 students reported the highest level of school stress, followed by Form 1 students. Regionally, students from the central and southern zones exhibited the highest levels of school stress. This study contributes to a better understanding of school stress among Malaysian secondary school students, providing insights for developing strategies to reduce stress in schools.
Volume: 15
Issue: 1
Page: 102-111
Publish at: 2026-02-01

Validating a critical thinking scale: an essential skill for vocational education students in the era of artificial intelligence

10.11591/ijere.v15i1.33693
Eva María Olmedo-Moreno , José Javier Romero-Díaz de la Guardia , Jorge Expósito-López , Ramón Chacón-Cuberos , Noelia Parejo-Jiménez
Critical thinking is a fundamental competence in education and professional training, particularly in a technology-driven era increasingly shaped by generative artificial intelligence (GenAI). To address the need for contextually relevant assessment tools, this study aimed to evaluate the reliability and validity of the critical thinking disposition scale (CTDS) among vocational training (VT) students. A descriptive, exploratory, and cross-sectional design was applied using quantitative methods. Data was collected from 879 students enrolled in VT programs. Exploratory and confirmatory factor analyses were conducted to examine the scale’s factorial structure, reliability, and construct validity. Results supported an 11-item structure comprising two dimensions—executive function and reflective thinking—with satisfactory psychometric properties (KMO=0.817; CFI=0.883; TLI=0.851; RMSEA=0.0672; SRMR=0.0428). The findings confirm that the CTDS is a reliable and valid instrument for assessing critical thinking dispositions in vocational education. This tool provides educators and researchers with a robust means to evaluate critical thinking, a key competence for learning, personal development, and professional preparedness in the age of GenAI. This is the first validation of the CTDS with VT students in Spain.
Volume: 15
Issue: 1
Page: 303-314
Publish at: 2026-02-01

Blockchain integration into the university education process: a systematic review of application, justification, and impact

10.11591/ijere.v15i1.36591
Irma Aybar-Bellido , Maritza Arones , José Antonio Arévalo-Tuesta , Willy Adauto-Medina , Hernán Ochoa-Carbajal
As universities seek to integrate disruptive technologies to optimize their academic and administrative processes, a gap persists in the adoption of Blockchain as a strategic tool. Many higher education institutions still lack its implementation, limiting its potential to improve traceability, transparency, security, and the automation of different processes. Given this scenario, this study aims to identify the areas of application, the justifications for its use, and the impact of Blockchain when integrated into the university educational process. To this end, a systematic literature review was conducted with a mixed approach and an exploratory-descriptive scope, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guideline, in the Scopus, ERIC, and SAGE databases. Of 3,469 manuscripts identified, 42 met the inclusion and exclusion criteria. The results show a predominance of applications focused on the validation and monitoring of academic achievements, with limited integration into pedagogical approaches such as active methodologies, adaptive learning, or competency-based learning. Based on a comparative analysis of trends, application areas, and thematic gaps, it is concluded that the expansion of Blockchain into educational models requires progressive implementation strategies, curricular integration, and teacher training, thereby generating more personalized, efficient, and transparent learning environments.
Volume: 15
Issue: 1
Page: 360-375
Publish at: 2026-02-01

Understanding student errors in hydronym perception: a cognitive–pedagogical perspective

10.11591/ijere.v15i1.36570
Akmaral Dautkulova , Mereke Atabayeva , Madiyeva Gulmira , Maxot Rakhmetov
Despite the cultural and linguistic significance of hydronyms, little empirical research has examined how university students cognitively conceptualize them and why systematic misinterpretations arise. This study aims to identify and classify the dominant cognitive mechanisms underlying student errors in hydronym perception. A descriptive quantitative design was employed, analyzing written responses from 120 university students using a seven-category error typology grounded in frame semantics, prototype theory, and psycholinguistic models of proper-name processing, with high inter-rater reliability (κ=0.87). The results show that cognitive errors occur significantly more frequently than inattentive or interpretative errors, indicating that students’ difficulties stem primarily from incomplete activation of geographical, cultural, and historical conceptual frames rather than from surface-level inattention. Frequent reliance on phonological similarity further suggests that when conceptual knowledge is weakly integrated, learners’ default to form-based processing strategies instead of semantic interpretation. These findings indicate the need for pedagogical approaches that explicitly connect hydronyms to broader cultural and conceptual frameworks, supporting more cognitively grounded instruction in linguistics and onomastics.
Volume: 15
Issue: 1
Page: 696-704
Publish at: 2026-02-01

Teacher preparedness for competency-based curriculum in Kenyan schools: training and perceptions prior to implementation

10.11591/ijere.v15i1.35742
Nathan Maina Mwangi , Simon Karuku , Elizabeth Obura
Pre-implementation training and teachers’ perceptions are critical factors influencing successful implementation of a new curriculum. This paper reports on some of the findings from a study that assessed the preparedness of primary school educators to implement the newly introduced competency-based curriculum (CBC) in Kenya. The study participants were primary school teachers and school heads drawn from 37 public elementary schools in Embu, Kenya. Using a mixed-methods approach, both qualitative and quantitative data were gathered through surveys, interviews, and observations. Qualitative data were analyzed using thematic analysis, whereas quantitative data were examined using descriptive and inferential statistics. The study revealed that 95% of teachers had been trained to implement CBC, and 65% of the teachers held negative perceptions toward the new curriculum. The study also established a weak but significant correlation (Spearman’s rho=0.268, p<0.05) between pre-implementation training and teachers’ perceptions on the CBC implementation. The findings suggest that continuous, structured in-service training is critical for CBC success, particularly in building competencies and improving teachers’ perceptions.
Volume: 15
Issue: 1
Page: 714-724
Publish at: 2026-02-01

Development of a learning management model for science teachers

10.11591/ijere.v15i1.33745
Saksri Suebsing , Channarong Wisetsat
The goal of this study was to create a learning management model for primary science teachers that considers the factors affecting the learning management strategies of science instructors in the Province of Roi Et. The sample consisted of 300 basic science teachers in the Province of Roi Et and was created via a straightforward random selection of 20 schools. Among the study tools are science learning management manuals, assessments, and surveys. The following statistics were used in the data analysis: mean and standard deviation. The results showed that the science learning management model consists of five steps: i) involvement, ii) survey, iii) justification, iv) detailed description, and v) evaluation. Therefore, it is clear that the elements of learning management and innovation creation are significant factors in this context. The inspiration of having a public mind has a direct impact on the learning management strategies of primary science instructors at the 0.01 level, with an influence value of 0.58.
Volume: 15
Issue: 1
Page: 195-204
Publish at: 2026-02-01

Pedagogical strategies for enhancing environmental education in Uzbek primary schools: a mixed-methods study

10.11591/ijere.v15i1.35558
Abdumalik Kuchkinov , Sayora Tilavova , Nor Asiah Razak , Che Zalina Zulkifli , Jazira Jansaitova , Nargiz Artikova , Fazilat Khudaikulova , Bekhzod Xayridinov , Dildor Otajonova
Environmental education is a fundamental component of primary science education, fostering ecological awareness and responsible behavior from an early age. Despite global recognition of its importance, the effective integration of environmental education in Uzbek primary schools faces significant challenges, including insufficient teacher competencies and limited interactive pedagogical approaches. This study investigates strategies to enhance environmental education through a mixed-methods approach involving literature analysis, questionnaires, observations, and experimental lessons. Interactive methods, project-based learning, and educational games were implemented to increase students’ ecological knowledge, practical skills, and engagement. The findings indicate substantial improvements: the proportion of students demonstrating high proficiency in environmental knowledge and practical skills increased from 23.8% to 43.3%, while those with low proficiency decreased from 48.6% to 28%. The study provides actionable insights for curriculum developers, emphasizing the integration of experiential learning and contextually relevant content; for teacher training programs, highlighting the need to strengthen pedagogical competencies in environmental education; and for policy makers, advocating systematic support for resource allocation and digital tools to enhance learning outcomes. Limitations include the regional focus and reliance on self-reported engagement measures. Future research should explore broader geographic contexts, long-term impacts, and the use of multimedia resources to further strengthen environmental literacy.
Volume: 15
Issue: 1
Page: 565-578
Publish at: 2026-02-01

Neuroeducation and teaching perception: a systematic review from the qualitative approach

10.11591/ijere.v15i1.29451
Belén Valdés-Villalobos , Mariana Lazzaro-Salazar
Neuroeducation is a discipline that considers aspects contributed by the natural sciences, including cognitive abilities, brain functioning, and the emotional system, among others, as topics derived from knowledge in fields such as neuroscience, cognitive science and psychology, and which are articulated in the social domain. The aim of the present review was to learn about teachers’ perceptions of neuroeducation and to determine which qualitative methods are most commonly used in this field of research. The review followed the guidelines of the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method, searching the databases with the highest impact between 2015-2023. The selection process yielded nine eligible studies and they were analyzed in terms of the type of knowledge studied and the methods used in neuroeducational research. The results discuss the most frequently developed qualitative methodologies in the neuroeducational discipline, offering recommendations from the methodological cluster to strengthen future research in the discipline. Therefore, this study promotes neuroeducational research from a qualitative approach will improve the resonance between neuroeducation experts and teachers. Furthermore, it highlights the importance of proposing situated research, using descriptive methodologies in the field, which communicate in a language appropriate to educators and their context.
Volume: 15
Issue: 1
Page: 28-39
Publish at: 2026-02-01
1 2 3
...
2025 2026
Show 75 of 2026

Discover Our Library

Embark on a journey through our expansive collection of articles and let curiosity lead your path to innovation.

Explore Now
Library 3D Ilustration