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31,377 Article Results

Artificial intelligence in action: enhancing reading and writing proficiency in Chinese English learners

10.11591/ijere.v15i2.33508
Jingdan Liu , Hazrul Abdul Hamid , Xujie Bao
Artificial intelligence (AI) is increasingly adopted in Chinese English as a foreign language (EFL) classrooms, yet its learning benefits remain uncertain in an examination-oriented context where reading and writing proficiency are often constrained. This study employed a quantitative quasi-experimental design with pre- and post-tests, involving 67 non-English-major undergraduates assigned to a control group and an AI-integrated group, to examine AI-supported learning effects on reading and writing within a constructive alignment (CA) framework. Both groups improved after the intervention, while the AI-integrated group demonstrated a notably greater gain in reading performance. The findings suggest that CA can strengthen the effectiveness of AI integration by aligning learning outcomes, activities, and assessment, and that AI use, in turn, can reinforce alignment during the learning process. Pedagogical implications are discussed regarding performance disparity, the extension of CA-guided AI use to other EFL domains, and future instructional research.
Volume: 15
Issue: 2
Page: 1816-1824
Publish at: 2026-04-23

Assessment culture in highly effective schools in the Autonomous Community of the Basque Country

10.11591/ijere.v15i2.27766
Izaskun Lopetegi-Mendizabal , Verónica Azpillaga-Larrea , Luis Lizasoain Hernández
The aim of the present study is to analyze the relationship between assessment culture and school effectiveness in schools identified as being highly effective in the Autonomous Community of the Basque Country (ACBC). In the first (quantitative) phase, 32 highly effective schools were selected using multilevel regression statistical procedures with hierarchical linear models. In the second (qualitative) phase, 90 semi-structured interviews were conducted with members of the management teams, inspectors and key consultants at the selected schools, focusing on a set of previously-established categories. In this paper, we analyze the categories linked to assessment. The results of the analysis suggest that highly effective schools use different formative assessment approaches to improve teaching and learning: data-driven decision making (DDDM), data-based decision making (DBDM), and assessment for learning (AfL). These approaches are developed differently in the two educational stages studied. A proposal is therefore made for helping them to move forward in this sense.
Volume: 15
Issue: 2
Page: 1650-1665
Publish at: 2026-04-23

Justification for a self-regulated learning training program for higher education students in massive open online courses

10.11591/ijere.v15i2.30648
Cao-Tuong Dinh , Hoang-Yen Phuong
Self-regulated learning (SRL) has been well documented in the literature for its benefits for students’ learning success. However, there is still a dearth of imperial intervention that helps promote students’ self-regulation, and a theoretical justification for such a program is essential. To date, literature has shown three prominent theories: social cognitive, social-cultural, and cognitive constructivist. The goal is to explore the conceptualization of SRL, which, despite it is long history, lacks a universally accepted definition. We analyze these theories and their models to determine which best supports the design of a SRL strategy intervention for university students in massive open online course (MOOC) environments. Based on this analysis, we propose a working definition of SRL that fits the unique demands of MOOCs. The results suggest that the social-cognitive theory offers the most suitable framework, as it integrates cognitive, metacognitive, motivational, and social aspects of learning. Additionally, it provides a practical model of strategies that can be implemented in MOOC-based learning environments.
Volume: 15
Issue: 2
Page: 1607-1617
Publish at: 2026-04-23

Exploring the sustainable teaching and learning in Nigerian schools with focus on emergency remote education

10.11591/ijere.v15i2.28489
Olatunbosun Emmanuel Ogunseemi , Oladele Dennis Omodara , Mercy Adesola Daramola
The global pandemic was a great challenge to delivering education in Nigerian schools. This undoubtedly came with a sudden shift to remote learning when teachers and students alike had to adapt to emergency remote education. Although, the prediction of international organizations on the effect of school closure during pandemic perhaps stimulated the emergent of remote teaching and learning (RTL) globally and particularly, in Nigeria. However, it was observed that the innovation and reformation has provided opportunities for transformation through borderless learning which is actually apt for situations like the COVID-19 pandemic. This article therefore, utilized naturalistic observation strategy to explore the impact of this shift on sustainable teaching and learning in schools in Ekiti State, Nigeria. It discusses the concept of emergency remote education as it relates to Nigerian education system. More importantly, it exposed the technology usage in classroom practices in Ekiti State, Nigeria vis a vis, the experiences of teachers and students in emergency remote education, highlighting the platforms employed, successes recorded and challenges encountered in the process. It was concluded that stake holders in Nigerian education system have been navigating unexplored territory to ensure continuous learning. Recommendations were made on how to improve the practice of remote education in Nigeria.
Volume: 15
Issue: 2
Page: 1642-1649
Publish at: 2026-04-23

Beyond numbers: a path analysis on how educational ecosystem and math interest spark excellence

10.11591/ijere.v15i2.37651
Charmaigne A. Eslabra , Roberto G. Sagge Jr. , Dolly Rose F. Temelo , Danilo M. Parreño , Tedric Dave E. Senosa , Peter Ernie D. Paris , Garry C. Cachuela , Sybel Joy F. Labis , Salvador P. Bacio Jr.
Mathematics achievement reflects a web of social, environmental, and motivational forces. This study examined how parental involvement, peer influence, and school support relate to mathematics interest and academic performance among Philippine Science High School (PSHS)–Western Visayas Campus scholars. Using a quantitative descriptive–correlational design, 251 students were selected through proportionate stratified random sampling. Data were collected through Google Forms using the 30-item mathematics interest inventory (MII) (4-point Likert; expert-validated; α=0.899), the 45-item educational ecosystem inventory (EEI) measuring family, peer, and school support (4-point Likert; expert-validated; α=0.910), and official mathematics grades as the achievement indicator. Descriptive statistics and correlation analyses were computed as prerequisites, then relationships were tested through path analysis in a structural equation modeling (SEM) framework, including estimation of direct, indirect, and mediated effects. Results indicated that parental involvement, peer influence, and school support significantly strengthened mathematics interest and were associated with higher mathematics achievement, with the final SEM demonstrating satisfactory model fit. Mathematics interest emerged as a significant mediator, particularly in the link between school support and performance, underscoring interest as a motivational conduit between context and outcomes. Recommendations include strengthening home–school partnerships, institutionalizing peer mentoring, and expanding interest-based pedagogies and opportunities, with continued program evaluation to sustain high performance in science, technology, engineering, and mathematics (STEM)-focused schools.
Volume: 15
Issue: 2
Page: 1037-1050
Publish at: 2026-04-23

Understanding AI anxiety and GAI adoption among university students in Thailand

10.11591/ijere.v15i2.38469
Simon Nnaemeka Ajah , Nichanan Sakolvieng , Kaimook Numgaroonaroonroj
Advancements in generative artificial intelligence (GAI) have heightened expectations for its role in educational transformation. This study investigates how AI-related anxiety, perceived usefulness, self-efficacy, and institutional support influence Thai university students’ intention to adopt GAI. Although prior research has explored AI in education, predictors of students’ behavioral intention toward GAI remain insufficiently examined, particularly in the Thai context. A quantitative approach was employed, and data were collected through an online survey from sample of 450 university students in Bangkok, Thailand. Structural equation model (SEM) was used for analysis. Results show that sociotechnical blindness and job‑replacement concerns significantly and positively affect students’ intention to use GAI. Social factors and facilitating conditions increase perceived usefulness and self-efficacy but do not directly influence intention. Perceived usefulness negatively predicts intention, while self-efficacy shows no significant direct effect. Mediation analyses reveal partial effects through perceived usefulness and self-efficacy. AI‑related anxiety has a stronger influence on Thai university students’ adoption of GAI than social or environmental factors, highlighting the need for targeted support to reduce concerns. These findings call for coordinated action among higher education authorities, university policymakers, and students to establish clear, coherent guidelines for AI use in academia. A forward‑looking policy framework is urgently required to ensure responsible and effective integration of AI in Thai higher education.
Volume: 15
Issue: 2
Page: 1825-1835
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

Assessment of scientific competencies in secondary school students: exploring the relationships among inquiry, explanations of the physical world, and the design of technological solutions

10.11591/ijere.v15i2.37351
Angel Edwin Oblitas Silva , Giuliana Orrillo Salazar
Assessing scientific competencies in secondary education requires understanding their structural relationships, yet limited research examines these interrelationships empirically. This study investigated how scientific inquiry, explanation of physical phenomena, and design of technological solutions interact in 165 Peruvian secondary students using partial least squares structural equation modeling (PLS-SEM). Results confirmed that inquiry significantly influences both explanation and design capabilities, while explanation mediates the relationship between inquiry and design. The model demonstrated excellent fit (standardized root mean square residual (SRMR)=0.068, normed fit index (NFI)=0.912)), explaining 67.3% of variance in explanation and 71.8% in design. Findings establish inquiry as the foundational competency for developing explanatory and problem-solving abilities, supporting integrated curriculum design and sequential pedagogical approaches that prioritize inquiry development.
Volume: 15
Issue: 2
Page: 1114-1128
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

Preservice primary school teachers’ intention to teach national identity education: evidence from Kazakhstan

10.11591/ijere.v15i2.38988
Nurbek Sabanbayev , Gulsum Ayapbergenova , Almash Turalbayeva , Arman Nurmakhanbetov , Serik Kastayev , Saniya Nurgaliyeva
Fostering national identity (NI) in primary school students is essential for promoting civic awareness and supporting sustainable national development. Early school years are particularly critical for shaping NI, which places additional demands on teachers and the primary education system. Pre-service primary school teachers (PPSTs) often face challenges in translating their intentions to teach national identity (INTNI) into classroom practice. This study investigated the factors influencing these teachers’ intentions and the mechanisms through which these intentions develop. Drawing on the theory of planned behavior (TPB) and social identity theory (SIT), data were collected from 254 pre-service teachers at a Kazakhstani university and analyzed using partial least squares structural equation modeling (PLS-SEM). Results revealed that institutional resources shape teachers’ intentions indirectly by enhancing attitudes toward teaching NI, teaching self-efficacy, and national identity awareness (NIA), while direct effects were not significant. Internalization of national values (INV) had a weaker but meaningful impact. The findings highlight the importance of teacher education programs emphasizing professional confidence, positive attitudes, and identity awareness to prepare teachers effectively for implementing NI education in primary schools.
Volume: 15
Issue: 2
Page: 1506-1515
Publish at: 2026-04-23

Policies and governance for skills development in the fourth industrial revolution

10.11591/ijere.v15i2.29177
Mohd Aizuddin Saari , Nur Atiqah Jalaludin , Mohamad Sattar Rasul , Mohamad Hidir Mhd Salim , Zool Hilmi Mohamed Ashari
The fourth industrial revolution (4IR) has intensified policy concerns regarding the capacity of technical and vocational education and training (TVET) systems to support future workforce development. While national strategies increasingly emphasize skills development for industry 4.0, less attention has been paid to the governance mechanisms that shape policy coherence and implementation. This study examines skills governance within Malaysia’s TVET system, focusing on how policy alignment, quality assurance (QA), institutional coordination, and industry engagement influence workforce readiness for the 4IR. Adopting a qualitative approach, data were collected through focus group discussions (FGD) with key stakeholders from government agencies, industry, and TVET institutions, and analyzed thematically. The findings identify four key governance dimensions which are security procedures and policies in managing skills data, QA and standards, collaboration policy between institution and industry, and strengthens curriculum developments. Despite strong policy commitments, fragmented governance arrangements continue to constrain the effectiveness of skills development initiatives. By reframing skills development as a governance challenge, this study contributes to policy futures debates and offers insights for strengthening integrated and future-ready TVET governance frameworks in developing economies undergoing rapid socio technical transformation.
Volume: 15
Issue: 2
Page: 1079-1090
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

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

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
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