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30,033 Article Results

Teacher competency development in the digital age: promoting underprivileged students’ vocational skills

10.11591/ijere.v15i2.34971
Suban Pornwiang , Monnapat Manokarn , Prajob Khwanmun
Vocational skills are essential for underprivileged students, providing practical job training that enables self-sufficiency, breaks the cycle of poverty, and improves job opportunities. The study addresses a critical gap, focusing on teacher competency for underprivileged students in urban communities of Chiang Mai, ethnic minority or stateless individuals, facing complex barriers to accessing fundamental rights and services. The concept of novel transdisciplinary research, comprising 10 vocational experts, 10 academic professionals from Chiang Mai-based universities, 35 school leaders and educators, and 261 parents, selected via purposive sampling. Data were collected through focus group discussions, field observations, workshops, and structured questionnaires, and were analyzed using descriptive statistics (mean, standard deviation) and qualitative content analysis. Public participation was crucial in developing guidelines for enhancing teacher competencies. The resulting framework consists of three components: challenges encountered by teachers; teacher development curriculum covering content, developmental approaches, and collaborative development networks; and development outcomes, including eight fundamental and eight specific outputs, and outcomes for improved student quality of life, competencies, and vocational skills across defined aspects. These guidelines provide a novel framework (outputs and outcomes) that integrates socio-legal knowledge and vocational training to sustainably improve the educational experiences and quality of life of this specific target group.     
Volume: 15
Issue: 2
Page: 1587-1597
Publish at: 2026-04-23

The influence of training, subjective norms, and self-efficacy on entrepreneurial passion and intention of engineering students

10.11591/ijere.v15i2.36289
Trieu Khoa Nguyen , Ninh Gia Nguyen
Entrepreneurial passion and intention are critical drivers of innovation and economic development. However, empirical studies have primarily focused on business and social science students and have not yet extensively studied engineering students. This study examines how entrepreneurship training influences entrepreneurial passion and intention among engineering students, focusing on the mediating roles of subjective norms and entrepreneurial self-efficacy (ESE). Using a cross-sectional survey design, data were collected from 368 final-year engineering students at the Industrial University of Ho Chi Minh City, Vietnam, and analyzed with partial least-squares structural equation modeling (PLS-SEM). Importance–performance map analysis (IPMA) was also employed to identify the most influential predictors. Results reveal that entrepreneurship training enhances both subjective norms and ESE, which significantly fosters entrepreneurial passion, while entrepreneurial passion strongly predicts entrepreneurial intention. Mediation analyses confirmed that subjective norms and ESE partially mediate the effect of entrepreneurship training on entrepreneurial passion. Theoretically, the study extends social cognitive theory (SCT) by demonstrating how personal and contextual factors jointly shape entrepreneurial passion and intention. Practically, the findings highlight the need for entrepreneurship programs in engineering education to emphasize experiential learning, confidence building, and supportive social environments that strengthen entrepreneurial mindsets.
Volume: 15
Issue: 2
Page: 1051-1059
Publish at: 2026-04-23

Unlocking academic potential: framework for effective research utilization and commercialization in higher education institutions

10.11591/ijere.v15i2.36233
John Joshua Federis Montañez , Anna Liza Mendrique Mateo
Traditional academic research pathways in higher education institutions (HEIs) often emphasize publication and extension activities, while the utilization and commercialization of research outputs remain underdeveloped. This study aims to assess the institutional readiness, strategies, challenges, and success metrics related to research utilization and technology commercialization in state universities and colleges (SUCs), and to develop a framework to strengthen entrepreneurial and innovation-driven practices in HEIs. A mixed-methods approach was employed, combining case study analysis with a survey of nine SUCs in the Bicol Region, Philippines. The survey instrument was developed through key informant interviews (KIIs) and focus group discussions (FGDs) with experts in technology transfer and intellectual property (IP) management, and demonstrated excellent reliability (Cronbach’s α=0.92). Results indicate that all participating SUCs have dedicated offices for IP management and technology transfer, reflecting a high level of institutional readiness. However, major challenges persist, including limited funding, weak industry linkages, gaps in IP policy implementation, and the absence of sustainable revolving funds. Success in commercialization is primarily measured through patent filings, licensing agreements, and revenue generation, with limited use of qualitative impact indicators. The study concludes that while SUCs exhibit strong structural readiness, strengthening policy coherence, funding mechanisms, industry collaboration, and commercialization culture is essential. The proposed framework provides a practical guide for enhancing research utilization and commercialization in HEIs.
Volume: 15
Issue: 2
Page: 1091-1102
Publish at: 2026-04-23

Adoption of artificial intelligence tools for academic writing

10.11591/ijere.v15i2.37993
Nguyen Thu Hoai , Lai Thi Thu Thuy
The rapid advancement of artificial intelligence (AI) presents both significant opportunities and challenges for academic writing. This study investigates the factors influencing the adoption of AI writing tools among lecturers in Vietnam by proposing an integrated theoretical framework that combines the unified theory of acceptance and use of technology (UTAUT) with perceived risk theory (PRT). The model incorporates performance risk (PR) and ethical risk (ER) as key inhibitors alongside the core UTAUT constructs. Data were collected through a cross-sectional survey of 404 lecturers from public universities across North, Central, and South Vietnam, including both public and private educational institutions, and analyzed using structural equation modeling (SEM). The results show that the proposed model has strong explanatory power, accounting for 77.9% of the variance in behavioral intention (BI) and 75.3% in use behavior (UB). All seven hypotheses were supported. Performance expectancy (PE) was the most potent predictor of intention, while PR was the strongest deterrent. Facilitating conditions (FC) and BI were found to be critical antecedents of actual use. The study contributes by empirically validating an integrated UTAUT–PRT framework in the context of AI writing tool adoption. The findings suggest that universities should prioritize performance-enhancing support mechanisms and risk-mitigation policies to promote responsible AI adoption.
Volume: 15
Issue: 2
Page: 1737-1748
Publish at: 2026-04-23

Policies and guidelines for non-formal education retention in the digital age

10.11591/ijere.v15i2.38371
Chuleerat Charoenporn , Montouch Maglumtong , Tanpat Kraiwanit
Centering on the Office of Non-Formal and Informal Education (ONIE) Center in Bangkok, this study examines the multifaceted drivers of student dropout within Thailand’s evolving non-formal education system. Employing binary logistic regression on data collected from 428 learners, the analysis integrates demographic, familial, and psychosocial variables to identify statistically significant predictors of disengagement. Key findings reveal that exposure to violence, gender, educational attainment, and sibling-related responsibilities exert substantial influence on dropout likelihood. Specifically, learners tasked with caregiving duties or who had siblings currently enrolled in school exhibited elevated dropout risks. In contrast, those with siblings engaged in employment showed a comparatively lower propensity to disengage from education, suggesting a protective economic and emotional buffer. Notably, over 70% of participants reported prior experiences of violence—a psychosocial factor that emerged as a salient predictor, underscoring the compounded vulnerabilities faced by marginalized learners in urban settings with limited support infrastructure. The final regression model demonstrated strong sensitivity in identifying high-risk individuals and moderate explanatory power (Nagelkerke R²=0.211). These results underscore the imperative for multi-level intervention strategies that address both academic and emotional constraints. By elucidating the intersecting structural and psychosocial dimensions of dropout behavior, this study offers actionable insights to inform targeted retention policies and enhance learner persistence in Thailand’s non-formal education landscape.
Volume: 15
Issue: 2
Page: 1836-1852
Publish at: 2026-04-23

University library indoor environment quality and student achievement: mediating role of learning engagement

10.11591/ijere.v15i2.35471
Lingbing Xie , Safial Aqbar Zakaria
This current study investigates how university library indoor environment quality (IEQ) influences academic achievement (AA) through learning engagement (LE), drawing on environmental psychology and learning space theory. Although IEQ has been widely studied in classroom contexts, little empirical evidence exists regarding its academic influence in university libraries, which represent critical yet understudied learning environments. Using survey data from 383 Chinese college students, the study demonstrates that IEQ positively predicts both LE and AA, and that engagement serves as a significant mediating mechanism. These findings highlight the academic value of improving acoustic comfort (AC), visual comfort (VC), thermal comfort (TC), and indoor air quality (IAQ) in library spaces, offering actionable guidance for educational planners seeking to enhance student performance through spatial design. The study contributes novel evidence to the literature on learning environments and suggests future research should incorporate multi-campus samples, broader achievement metrics, and contextual factors to deepen understanding of how environmental conditions shape student learning.
Volume: 15
Issue: 2
Page: 1598-1606
Publish at: 2026-04-23

Enhancing reading skills among pre-service primary school teachers in Kazakhstan

10.11591/ijere.v15i2.38719
Lazzat Sapartayeva , Sharban Maigeldiyeva
Educators rely heavily on reading proficiency, but the reading habits of prospective teachers and their preparedness in teaching methods are frequently disregarded. In Kazakhstan, the preparedness of pre-service teachers to promote reading is still not fully understood despite the current educational reforms. This study fills the gap by offering Kazakhstan-focused knowledge on pre-service teachers’ reading habits and structural obstacles via a thorough mixed-methods approach. An explanatory sequential design was utilized. Data from 205 female pre-service primary school teachers at four universities in regions including Pavlodar, Karaganda, Shymkent, and Almaty were analyzed with the aid of descriptive statistics and analysis of variance (ANOVA). Data from 27 semi-structured interviews were evaluated through thematic analysis. The quantitative data showed a mix of opinions about leisure reading (mean (M)=3.09, standard deviation (SD)=1.44) and inadequate university preparation for teaching reading (M=3.05, SD=1.37). Participants reported digital reading fatigue with an average score of 3.07 and SD of 1.38, despite having frequent access to digital text. The qualitative data showed that time constraints (68%), academic overload (52%), and limited inclusion of practical applications in coursework were the primary obstacles. For Kazakhstani universities to develop effective future literacy role models, they must shift from purely theoretical instruction. Updating curricula with contemporary, culturally relevant texts and incorporating hands-on, peer-facilitated reading exercises is strongly advised to foster teacher confidence in instructional methods.
Volume: 15
Issue: 2
Page: 1728-1736
Publish at: 2026-04-23

A multi-group structural equation modelling analysis for the impact of digital art on critical thinking across language contexts

10.11591/ijere.v15i2.37759
Gulvira Togabayeva , Rabilova Zoya , Miyat Janayev , Gulnar Shaizadanova , Anarbek Kozybay
This study investigates the structural relationships among creativity (Crtvt), technological adaptability (TchAd), problem solving (PrblS), analytical thinking (Anlyt), and self-reflection (SlfRf) in the context of digital art education. A total of 249 students from three higher education institutions in Kazakhstan participated in the study. Using a 25-item Likert-scale instrument, data were collected from students instructed in either Kazakh or Russian. Structural equation modeling (SEM) with multi-group analysis was employed to test a theoretically grounded model of critical thinking development through digital art. The results revealed that Crtvt and TchAd significantly predicted students’ problem-solving abilities, which in turn emerged as the strongest predictor of both Anlyt and SlfRf. Crtvt also had moderate direct effects on these higher-order thinking outcomes, while TchAd showed a stronger influence on PrblS and SlfRf than on Anlyt. Multi-group analysis indicated that the measurement and structural models were invariant across language groups.
Volume: 15
Issue: 2
Page: 1676-1686
Publish at: 2026-04-23

How game–project learning enhances creative thinking in elementary geometry?

10.11591/ijere.v15i2.38692
Anton Prayitno , Abdul Hamid , Nanik Sulistiyah
The rapid advancement of technology and the demands of 21st-century competencies require mathematics instruction to move beyond procedural learning toward strengthening students’ creative mathematical thinking. However, elementary students’ creative thinking remains low, particularly in geometry problem solving. Although gamification and project-based learning (PjBL) have shown positive effects, empirical studies integrating both approaches to foster creative mathematical thinking in elementary geometry are still limited. This study examined the effect of game–project-based learning (GPBL) on fifth-grade students’ creative mathematical thinking in geometric problem solving. A quantitative quasi-experimental pretest–post-test control group design was employed involving 84 students assigned to an experimental group and a control group. The experimental group received GPBL supported by game and project activities, while the control group received direct instruction. Data were collected using a creative mathematical thinking test and analyzed using repeated measures analysis of variance (ANOVA). The results showed significantly greater improvement in the experimental group than in the control group, indicated by significant time effects, a significant time×group interaction, and significant between-group differences with medium-to-large effect sizes. These findings suggest that GPBL promotes progressive concept exploration and encourages solution strategies. Therefore, GPBL can be integrated into elementary geometry instruction to foster students’ creative mathematical thinking.
Volume: 15
Issue: 2
Page: 1698-1710
Publish at: 2026-04-23

Effectiveness of systematic didactic workshops in improving university students’ communicative competencies

10.11591/ijere.v15i2.38440
Teófilo F. Valentín Melgarejo , Daniel J. Pariona Cervantes , Isabel A. Delzo Calderón , Nora E. Hinostroza Campos , Dionicio L. Basilio , Pablo L. Valentín Melgarejo , Víctor L. Albornoz Dávila , Raúl M. Lovatón , Pablo L. La Madrid Vivar , Josué C. Leandro , Shuffer G. Rojas , Flaviano A. Zenteno Ruiz
The study examined the effectiveness of structured didactic methods in improving communicative competence among 26 undergraduate university students using a pretest–posttest experimental design. The intervention consisted of guided oral presentations, structured debates, dialogic interaction, guided writing with drafting–revision cycles, and scaffolded reading activities based on inferential and critical questioning. These techniques were implemented through a sequence of instructional workshops organized into baseline assessment, didactic intervention, and post-intervention evaluation phases. Data was analyzed using descriptive and inferential statistics, including paired-sample t-tests, effect size estimation (Cohen’s d), normalized gain (Hake’s g), and 95% confidence intervals (CI) to determine the magnitude and reliability of learning outcomes. The results revealed substantial improvements across all communicative domains after the intervention. At baseline, performance was low to moderate across competencies. In particular, 0.0% in writing indicates that no student met the predefined proficiency threshold at pretest, while reading comprehension showed 11.5% proficiency, and oral expression 19.2%. The performance increased markedly followed by intervention, with posttest scores were 80.8% in oral expression, 69.3% in writing, and 73.1% in reading. Such gains were statistically significant (p<0.001) and had high effect sizes (Cohen’s d=2.17 to 2.31). Normalized gain scores (g=0.56-0.62) reflected medium-to high-level instructional effectiveness on all competencies. The overlap of statistical results, effect sizes, and learning patterns prove that the intervention is pedagogically effective, and it is relevant to be used in the context of higher education to reinforce the oral, written, and reading abilities with the help of evidence-based teaching methods.
Volume: 15
Issue: 2
Page: 1761-1775
Publish at: 2026-04-23

Bridging the training–practice gap in social-emotional learning of pre-service teachers

10.11591/ijere.v15i2.35843
Duc-Hoi Dinh , Thien-Vu Giang , Van-Son Huynh
To successfully embed the social-emotionallearning (SEL) model in the education sector, pre-service teachers must prepare for social-emotional competence (SEC). Unfortunately, studies on how pre-service teachers were trained and developed their SEC before practicing the SEL model in the teaching profession are lacking. This study focuses on discovering how to train and develop SEC for pre-service teachers within the framework of teacher undergraduate training programs in Vietnam, a developing country in Southeast Asia. We employed a convergent parallel mixed-method approach, utilizing both quantitative data (n=650) and qualitative data (n=23), which were subsequently integrated during the interpretation phase to derive comprehensive results. Our findings revealed that the current pre-service teachers had an average level of SEC, which was limited by: i) confusion in understanding SEC and SEL concepts; ii) the lack of professional supervision in undergraduate training; and iii) the unguaranteed need to foster SEC self-development and SEL-based practice training courses. These themes highlight the need to change the administrative policy in undergraduate teacher training programs to support and supervise the development of pre-service teachers’ SEL-based knowledge and practice in developing countries.
Volume: 15
Issue: 2
Page: 1016-1025
Publish at: 2026-04-23

Integrating generative AI in higher education for lifelong learning

10.11591/ijere.v15i2.36796
Mozaffar Alam Chowdhury , Toong Hai Sam , Md. Sohel Rana , Khan Sarfaraz Ali , Whee Yen Wong , Hasanuzzaman Tushar
This study investigates the impact of generative artificial intelligence (GenAI) on learning outcomes (LO) and lifelong skills (LLS) within higher education, emphasizing ethical considerations. Employing a quantitative approach, data was collected from 180 students via a questionnaire, examining their AI usage in education. Structural equation modeling (SEM) using SmartPLS 4.1.0.9 was used to analyze the relationship between GenAI use, LO, and LLS. Findings reveal that GenAI can enhance LO, personalize learning experiences, and contribute to developing crucial LLS. However, the study highlights the importance of ethical guidelines to prevent academic dishonesty. This research contributes to the existing literature by exploring the link between GenAI use, LO, and the development of LLS. Practically, it demonstrates that ethical GenAI use promotes both LO and LLS among higher education students, aligning with the sustainable development goals (SDGs) of inclusive and equitable quality education and lifelong learning opportunities.
Volume: 15
Issue: 2
Page: 1415-1425
Publish at: 2026-04-23

An evaluation of student personality program in secondary schools: a systematic literature review

10.11591/ijere.v15i2.33651
Mohd Shaleh Mislan , Mohd Isa Hamzah , Khadijah Abdul Razak
The purpose of education is to uplift and develop human personality, morals, behavior, and character. Despite various initiatives and plans, the efforts to cultivate good values and character among students are increasingly challenging due to the negative influence of the local environment as well as the borderless social media. This issue called many researchers to conduct studies to evaluate the implementation of student personality programs in secondary schools, but systematic literature reviews (SLR) on this topic are still limited. Therefore, this study aims to conduct a SLR to evaluate past studies related to the assessment of student character programs. The SLR writing process was according to the preferred reporting items for systematic review and meta-analysis (PRISMA). Two main databases, namely Web of Science (WoS) and Scopus, were used to identify relevant articles and sources. Based on the thematic analysis, four main themes were found, which were behavioral, emotional, cognitive, and social. This study provides a comprehensive overview of the implementation of student character programs, which can serve as an important reference for educators to strengthen character development among secondary school students. These findings are expected to contribute to the development of more effective programs in addressing the challenges of nurturing character among the younger generation in the modern era.
Volume: 15
Issue: 2
Page: 989-1002
Publish at: 2026-04-23

Evaluating the knowledge ability of students by inquiry-based learning technique

10.11591/ijere.v15i2.31593
Wesam Salah Alaloul , Khalid Mhmoud Alzu’bi , Muhammad Ali Musarat
Inquiry-based learning (IBL) as an instructional approach has been popular amongst science, technology, engineering, mathematics disciplines, but the practice specifically in engineering education deserves further exploration. This study explores the impact of IBL on student engagement and learning within an engineering project management course. Using a case-study methodology, engineering students engaged in real-world problem-solving activities and provided feedback through a questionnaire assessing lecturer deliverables and IBL effectiveness. For this study, a questionnaire approach was adopted comprised of 34 questions compressed under two main groups. The distribution was made among engineering students of various disciplines. The descriptive and reliability analysis of the responses revealed that IBL positively influenced students’ engagement and problem-solving abilities, fostering a collaborative learning environment. However, students noted a high workload associated with IBL tasks, suggesting the need for careful assignment structuring. Overall, the study highlights IBL’s potential to enrich engineering education by aligning learning outcomes with industry demands, recommending that future implementations consider workload optimization to maintain balance. This research contributes to understanding effective pedagogical approaches in engineering, promoting student-centered learning that prepares students for professional challenges.
Volume: 15
Issue: 2
Page: 1343-1352
Publish at: 2026-04-23

Teaching style and student well-being: regression analysis in Filipino language learning

10.11591/ijere.v15i2.37176
Ma. Ernalyn B. Cepeda , Jonalyn L. Denusta , Salvador P. Bacio Jr.
Teaching style is widely theorized to shape learners’ affective experiences in language classrooms, yet empirical evidence remains limited in Filipino language settings, an underexplored context compared with the extensive English-focused literature. This study examined the extent to which teaching-style dimensions influence students’ anxiety, motivation, and attitudes toward Filipino. Using a descriptive-correlational design with multiple regression analysis, data were collected from 120 Grades 7–10 students enrolled in the Integrated Laboratory School (ILS) of a state university. Three validated instruments were employed: a Filipino-adapted foreign language classroom anxiety scale (FLCAS), the attitude and motivation test battery, and a teaching-style inventory assessing authority, managerial, delegator, facilitator, and hybrid dimensions. Findings showed high levels of anxiety, motivation, and attitudes toward Filipino. Teaching style dimensions were positively associated with motivation and attitudes, but not with anxiety. Regression results further indicated that only the hybrid teaching style significantly predicted students’ attitudes, whereas no teaching-style dimension significantly predicted anxiety or motivation. These results provide context-sensitive evidence for Philippine multilingual classrooms, highlighting the practical value of hybrid teaching in strengthening positive attitudes while indicating that anxiety likely requires targeted interventions beyond teaching style alone.
Volume: 15
Issue: 2
Page: 1303-1318
Publish at: 2026-04-23
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