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Transforming university education: a systematic review of mathematical modeling in learning

10.11591/ijere.v14i3.32523
Ines Miryam Acero Apaza , Hugo Walter Zamata Choque , Anibal Javier Cutipa Laqui
This article is focused on analyzing the impact of mathematical modeling on the learning of university students. The starting point is the complexity of the learning process in technological careers, since cognitive, emotional, social and pedagogical elements are involved in this process, therefore, a multidisciplinary approach is required to allow a holistic understanding of educational phenomena. For this purpose, a systematic review was applied following the PRISMA guidelines and 30 research studies available in Scopus, PubMed, and Web of Science were selected. These studies highlight the importance of mathematical modeling in improving education. The results highlight a higher frequency of use for models with structural equations, models related to adaptive profiles and virtual mathematical models. It is concluded that mathematical modeling represents a valuable resource in higher education, which enriches the learning experience and prepares students to face academic and professional challenges. It is impact is manifested in the improvement of conceptual understanding, the strengthening of problem-solving skills and the close linkage between theory and practice.
Volume: 14
Issue: 3
Page: 2118-2131
Publish at: 2025-06-01

The potential impact of generative AI on the future of higher education: a game-changer or a danger to academic integrity

10.11591/ijere.v14i3.32148
Pritam Kumar , Amarjeet Singh Mastana , Chainarong Rungruengarporn , Donyawan Chantokul
Artificial intelligence (AI) has the potential to improve education by substantially modifying knowledge acquisition. While the research on AI’s incorporation into higher education is growing, significant gaps exist in understanding its responsibilities, potential, implications for ethics, and privacy problems in educational settings. This study investigates AI’s transformative impact on higher education using a total of four essential objectives: the ever-growing capabilities of AI within customized instruction, the prospective use of smart tutoring platforms, AI-driven review and input procedures in learning evaluation, and the ethical and privacy issues inherent in these technologies. A systematic review of the literature (SLR) was carried out to answer research questions established utilizing population, intervention, comparison, outcome, and context (PICOC) criteria, resulting in a structured analysis of pertinent articles. To conduct a thorough literature search, the Publish or Perish (version 8) application and an API key were used to systematically access the Scopus database. Initial keyword searches yielded 567 articles, which were reduced to 29 following predetermined relevant screening, restricted access sorting, repetition removal, and content validation. The findings show that AI technologies are increasing personalized education by adapting instructional content to individual needs while also improving decision-making, resources deployment, and administrative duties. However, the integration of AI raises issues such as data privacy, potential redundancies of human educators, and ethical obstacles. These findings highlight AI’s immense potential for higher education, underlining the importance of tackling these problems regarding responsible and inclusive integration, furthering future research, and developing processes for responsible AI use in educational environment.
Volume: 14
Issue: 3
Page: 1731-1742
Publish at: 2025-06-01

Emotional empathy predicting subjective well-being: undergraduate and graduate comparison

10.11591/ijere.v14i3.32444
Samer Adnan Abdel Hadi , Mahmoud Fisal Alquraan
The current study aims to determine if emotional empathy predicts subjective well-being among undergraduate and graduate students. The current quantitative investigation is based on the survey research design. Participants were students from Al Ain University’s Abu Dhabi and Al Ain campuses (n=307). Data were gathered using the multidimensional emotional empathy scale (MDEES) and the subjective well-being scale (WeBs). The study found that increasing emotional empathy resulted in enhanced subjective well-being among undergraduate and graduate students. The findings also revealed that an increase in the emotional attention component of emotional empathy is associated with a decrease in subjective well-being. The suffering component of emotional empathy makes the greatest contribution to predicting subjective well-being among undergraduate and graduate students. The component of feeling for others ranks second in terms of capacity to predict subjective well-being among undergraduate students. Positive sharing is the second most effective predictor of subjective well-being among graduate students. We discovered that there is a need to increase college students’ subjective well-being, which has a major impact on their overall well-being.
Volume: 14
Issue: 3
Page: 1695-1705
Publish at: 2025-06-01

Experiential learning using Google Classroom on students’ academic performance and motivation in language subject

10.11591/ijere.v14i3.29489
Loh Boon Ping , Norasykin Mohd Zaid , Nor Hasniza Ibrahim , Johari Surif , Megat Aman Zahiri Megat Zakaria , Hendro Permadi
This study investigates the effectiveness of experiential learning using Google Classroom on year 2 students’ academic performance and motivation in Malay language. This study also highlighted the elements in Google Classroom’s experiential learning that motivate students to achieve academic performance. The study conducted with 32 students at Chinese primary school in Johor Bahru; utilized online pre-tests, post-tests, and 5-point Likert scale online questionnaire to identify students’ motivation level. Results revealed significant improvements in students’ Malay language post-test scores, indicating the effectiveness of experiential learning using Google Classroom. Descriptive statistics showed a high level of student motivation, significantly motivated by the experiential learning treatment using Google Classroom, with the materials provided by the teacher being the most preferred by students and effective element in motivating them to achieve academic success. The study suggests that implementing experiential learning with Google Classroom positively influences academic performance in Malay language. Teachers, schools, and communities are suggested to review current learning methods and platforms; and strive to incorporate experiential learning through Google Classroom to enhance students’ academic performance in Malay language. Future studies are encouraged to provide more reliable data, particularly within the context of Chinese primary schools in Malaysia, to further enrich educational practices.
Volume: 14
Issue: 3
Page: 2304-2313
Publish at: 2025-06-01

Navigating complexities in on-the-job training at vocational institutions: a systematic literature review

10.11591/ijere.v14i3.31977
Selvi Rajamanickam , Ridzwan Che Rus , Mohd Nazri Abdul Raji
This study aims to systematically review and analyze the integration of fourth industrial revolution (IR 4.0) technologies into technical and vocational education and training (TVET) through on-the-job training (OJT), focusing on key themes such as skills development in the digital age, workforce productivity, relevance of IR 4.0 technologies, and the role of OJT in TVET. Additionally, it seeks to identify the challenges and best practices associated with this integration, offering actionable insights for policymakers, educators, and industry stakeholders to enhance skills development and workforce adaptability in the context of the IR 4.0. A systematic literature review was conducted to understand the multifaceted challenges and opportunities surrounding OJT programs within TVET institutions. Given TVET’s vital role in equipping individuals with workforce-relevant skills, optimizing OJT programs is crucial for meeting modern industry demands. The PRISMA framework guided the review, using advanced search techniques on databases such as Scopus, ERIC, and IEEE, leading to the analysis of 35 primary sources. The review addressed areas including the adaptation of training to modern technologies, labor market outcomes, innovative practices for competency development, and ensuring equity and access in vocational training. It identified best practices, highlighted knowledge gaps, and provided recommendations to optimize OJT in TVET. Key findings emphasized aligning OJT with emerging technologies, enhancing employment outcomes, promoting innovative training methods, and ensuring inclusive and effective vocational training. The study concludes by offering recommendations to improve the quality and outcomes of OJT in TVET, ensuring alignment with evolving workforce and industry needs.
Volume: 14
Issue: 3
Page: 1856-1869
Publish at: 2025-06-01

Context–based learning–a case study in the Central Highlands, Vietnam

10.11591/ijere.v14i3.31703
Do Huong Tra , Nguyen Thi Thanh Phuong , Phung Viet Hai , H’ Na My Nie
The Central Highlands (Vietnam) harbors a diverse array of traditional musical instruments belonging to 13 ethnic minority groups. However, this invaluable cultural heritage faces the imminent threat of being forgotten and lost due to the lack of generational transmission among the youth. Consequently, the preservation and development of these instruments have become a critical priority for the education sector. This study implemented context-based learning (CBL) approach in teaching the topic of sound-natural science in 7th-grade, to encourage students to engage in addressing issues related to the preservation of traditional musical instruments within their local communities. Through observations and in-depth interviews with nine “E De” ethnic minority students, the study found that students exhibited a strong interest in learning to craft and play traditional instruments. They recognized the importance of this learning in contributing to cultural preservation and demonstrated the ability to apply scientific knowledge effectively in the crafting and utilizing of these instruments. These findings underscore the potential of CBL as a powerful educational model for teaching cultural heritage in other countries. This approach not only deepens students’ understanding of cultural values and social responsibility but also fosters mutual understanding and respect among different cultures on a global scale.
Volume: 14
Issue: 3
Page: 1972-1984
Publish at: 2025-06-01

Employability of Latin honor graduate in a state university in the Philippines

10.11591/ijere.v14i3.32164
Emelyn Rico-Villanueva , Kim Jemar F. Falo , Annabelle Fampo-Ida , Ma. Levi R. Punla , Rose L. Sumanting
This study examines the employability of Latin-honor graduates from Romblon State University (RSU) between 2015 and 2022, addressing the factors that influence their transition into the workforce. The research investigates how academic performance, board examination results, and advanced education impact employment outcomes. Using a mixed-method approach, including surveys and binary logistic regression analysis, the study identifies key predictors of employability. Results indicate that achieving academic honors, passing licensure exams, and pursuing further education significantly enhance graduates’ chances of securing permanent employment and advancing in their careers. These findings highlight the need for aligning RSU’s curriculum with labor market demands and underscore the importance of continuous professional development. The study offers practical recommendations to improve graduate employability and informs policy initiatives aimed at supporting career progression for Latin-honor graduates.
Volume: 14
Issue: 3
Page: 1882-1903
Publish at: 2025-06-01

Systematic review of teaching methods in language education: trends and innovation

10.11591/ijere.v14i3.31774
Nur Atikah Mohd Noor , Zamri Mahamod , Nurfaradilla Mohamad Nasri
This systematic literature review (SLR) examines the developing pedagogical methods in language instruction, emphasizing modern practices, technological advancements, and cultural diversity. The research seeks to fill significant gaps in the literature by examining effective pedagogical strategies that improve language acquisition results. In accordance with the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, a systematic search of the Scopus and Web of Science (WoS) databases was performed, focusing on publications published from 2022 to 2024. 30 primary studies were examined through topic synthesis and integrative analysis. The findings are categorized into three themes: i) contextualized and adaptive teaching methods in language education: balancing traditional approach and innovation; ii) impact of innovative teaching on language learning: technology and student engagement; and iii) cultural diversity’s impact on language education and engagement. The results underscore the imperative of modifying teaching strategies according to different situations and incorporating technology to enhance engagement and results. Furthermore, culturally sensitive techniques were demonstrated to improve inclusivity in multilingual classrooms. These insights are pertinent to academic and professional settings, indicating widespread significance for enhancing communication and cross-cultural skills. Future research should investigate the long-term effects of these initiatives and ensure equal access to educational resources and teacher training.
Volume: 14
Issue: 3
Page: 2031-2041
Publish at: 2025-06-01

Effect of integrating student-developed videos into a virtual environment

10.11591/ijere.v14i3.32637
Khoo Yin Yin , Mohamad Rohieszan Ramdan
Many users experience loneliness’ and feel disconnected from teachers and friends during online learning. Lack of engagement between teacher and students can hinder learning and lead to unpleasant feelings such as anxiety and a lack of motivation. Hence, some lecturers require students to develop videos in pairs and share them with peers. The purpose of this study was to measure the effect of integrating of student-developed videos into a virtual environment. The quasi-experimental method with was conducted to investigate students’ perceptions of interest, motivation, engagement and performance. A total of 333 students was divided into experimental and control group. Results showed a positive impact of this approach, which can draw out students’ creativity and their understanding of the content knowledge to integrate these with information and communication technology skills. Examination of the qualitative results suggest that the students need to be closely monitored while making the video to prevent free-riders. This study also recommends that the design of the video must be integrated into the course in order to achieve the learning outcome. This study contributed to literature on the effect of student-developed videos.
Volume: 14
Issue: 3
Page: 2369-2380
Publish at: 2025-06-01

Exploring the factors influencing innovative teaching practices in Moroccan primary schools: an exploratory study

10.11591/ijere.v14i3.32917
Karim Lkamel , Jalal Assermouh
In education, pedagogical innovation is crucial for improving student learning outcomes, but teachers’ adoption of innovative practices is influenced by various sociodemographic factors, which remain underexplored. This study aims to investigate how factors such as age, gender, education level, and prior training shape teachers’ engagement with innovative teaching methods. A quantitative analysis of 110 teachers from multiple schools was conducted, utilizing multiple correspondence analysis (MCA) to identify distinct teacher profiles based on their innovation practices. The findings revealed four key profiles: non-innovative teachers, who rely on traditional methods; active teachers, who adopt active learning strategies; untrained teachers, who work without formal training; and innovative teachers, who integrate information and communication technologies (ICT) and blended learning techniques. The study concludes that sociodemographic factors significantly impact the adoption of pedagogical innovation. To address this, targeted professional development and tailored policies are needed to support teachers in overcoming barriers and adopting innovative practices. By promoting a more inclusive and adaptive approach to teacher training, this research offers valuable insights to improve teaching effectiveness and ultimately enhance student engagement and learning outcomes.
Volume: 14
Issue: 3
Page: 1834-1843
Publish at: 2025-06-01

Development of a remote physics laboratory to support equitable access to education

10.11591/ijere.v14i3.32384
Ishafit Ishafit , Moh Irma Sukarelawan , Toni Kus Indratno , Ariati Dina Puspitasari , Yoga Dwi Prabowo
Economic disparities and variations in geographical conditions in Indonesia exacerbate access to physics laboratories. Therefore, innovative solutions such as remote physics laboratories are needed to bridge this gap and provide more equitable access to students across the region, regardless of economic or geographical conditions. To overcome this, this research aims to develop a remote physics laboratory for equitable access to quality physics experiments. This research includes 4D model development research. The research subjects involved five students for the functionality test, 84 people for the user test, and ten media experts to assess the feasibility of the product. The instruments used include functionality test instruments, media expert assessments, and usefulness, satisfaction, and ease of use (USE) questionnaires. Tool functionality data and media expert validation were analyzed using the Aiken V technique. At the same time, the level of user acceptance was examined through a combination of Wright maps and logit item values. This development resulted in a remote physics experiment architecture and device with a good functionality assessment index. The assessment by media experts showed high validity. The level of user acceptance is classified in the medium to high category. Thus, the developed R-PhyLab has the potential to be an effective medium in equalizing access to quality physics laboratories in educational institutions that face economic limitations and unfavorable geographical conditions.
Volume: 14
Issue: 3
Page: 1930-1938
Publish at: 2025-06-01

The influence of mobile communication technologies in long-term e-learning

10.11591/ijere.v14i3.29863
Elena Susimenko , Alena Gura , Alsu Rakhmanova , Olga Butylchenko
Communicative abilities constitute a crucial element of successful learning and interaction. The psychological impact of the prolonged lack of face-to-face contact with the peer audience and teachers typically remains an unresolved problem, despite the availability of appropriate online learning methodologies and technical tools. This study aims to ascertain a quantitative assessment of social maladjustment and a reduction in the level of communicative competence resulting from prolonged distance learning and the use of mobile devices in communication. The research employs a quantitative approach and is based on a survey of students who participated in eight socio-psychological training sessions (A-trainings). The training sessions are oriented towards refining the personal qualities of individuals and facilitating their adaptation to the fluctuating conditions of learning environments. The analysis of pre-and post-training results was compared with the results of the control group. The research findings indicate a positive impact of socio-psychological training on the enhancement of communicative skills and emotional well-being of students.
Volume: 14
Issue: 3
Page: 1904-1915
Publish at: 2025-06-01

Educational environment of shaping conflict resolution skills at the tertiary level

10.11591/ijere.v14i3.33120
Liudmyla Holubnycha , Yuliia Sytnykova , Tetiana Shchokina , Natalia Soroka , Dina Demchenko , Tetiana Malieieva
As the modern world is characterized by a large number of various conflicts, it is vital for people to resolve them peacefully. So, it is relevant to develop conflict resolution skills while educating students. The research aimed to examine how certain educational environments designed to cultivate conflict resolution skills in students influence the development of these skills level. A total of 139 students of a Ukrainian university, consisted of two experimental group (E1=48; E2=46) and a control group (C=45) participated in the experiment and produced significant findings that are crucial to the field of conflict resolution skills development. The χ² test helped analyses the experiment data and make a conclusion about its statistical significance. The p-value (less than 0.05) indicated that the difference between the experimental and control groups was statistically significant at the 0.05 level of significance. Results revealed that the students of the experimental groups had substantially higher achievements than the control group students. Thus, educational environments designed to cultivate conflict resolution skills effectively influence these skills level development if academic staff purposefully promotes it. It is recommended to utilize the proposed educational environments in complex within formal educational settings, during extracurricular activities and internships.
Volume: 14
Issue: 3
Page: 2224-2235
Publish at: 2025-06-01

Project-based environmental module for indigenous students in Malaysia

10.11591/ijere.v14i3.32047
Low Suan Ee , Nor Hasniza Ibrahim , Johari Surif , Abdul Halim Abdullah , Corrienna Abdul Talib
The removal of forests has become a major challenge for indigenous students in Malaysia called Orang asli. The younger generations of Orang asli need to equip themselves with relevant knowledge to deal with changes within their living environment. However, they faced difficulties during learning such as irrelevant curriculum, lack of materials and inappropriate approaches. A project-based environmental module is constructed which employs the analyze, design, develop, implement and evaluate (ADDIE) instructional model with three projects: the construction of habitat, soil acidity and infiltration of pesticides. This study aimed to develop this module and assess its suitability to inculcate scientific attitudes and noble values among the Orang asli primary six students. The data were collected through validation questionnaires that were given to three validators. The data obtained are further analyzed to identify their improvement towards the module. The validation results show that the module is very feasible (85.83%) to be used. Many opine that this module creates a learning experience for them through scientific reasoning, inquiring, cooperating, and decision-making so that they find the relevancy of knowledge in the Orang asli context. The enhancement of this module provides useful educational guidance to learn environmental knowledge from a scientific perspective.
Volume: 14
Issue: 3
Page: 2042-2050
Publish at: 2025-06-01

Examining the ‘hawk-dove effects’ in portfolio assessment using the multi-facet Rasch model

10.11591/ijere.v14i3.30351
Andrews Cobbinah , Jephtar Adu-Mensah
Concerns among students have increased due to the use of test scores in decision-making, leading them to question whether their results accurately reflect their abilities, especially when they perceive subjectivity in rater scoring. This study explores the effects of rater bias on portfolio assessment scores among student teachers in the colleges of education in Ghana. A sample of 207 student portfolios, scored by tutors, was analyzed using a three-facet design model and the FACET software. The findings revealed that tutors exhibited varying rating behaviors, including severity, leniency, and halo effects. These differing rating patterns were found to impact the students’ portfolio scores, suggesting that the subjectivity of raters plays a crucial role in the assessment process.
Volume: 14
Issue: 3
Page: 1590-1596
Publish at: 2025-06-01
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