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University students’ perceptions on developing constructivist learning approach in classroom settings

10.11591/ijere.v14i6.35117
Cuc Thi Doan , Tuan Van Vu , Ai Nhan Nguyen
This study investigated tertiary students’ perceptions regarding constructivist learning in the context of higher education in Vietnam. It aimed to examine the general perceptions of university students towards constructivist learning and the effects of constructivist learning on students’ learning outcomes. It also examined the conditions that make students more likely to embrace or resist these approaches. The study evaluated the engagement of students in problem-solving activities through the use of constructivist learning methods. A mixed-methods approach was employed, combining both quantitative and qualitative data. Specifically, the study involved a survey of 384 students from Hanoi Law University, using a researcher-made Likert-scale questionnaire and semi-structured interviews of 20 students from the sample. While descriptive and inferential statistics were used to analyze the quantitative data, the qualitative data were thematically analyzed for common themes and patterns. The results indicate that although the participants acknowledge the benefits of constructivist methods, particularly in fostering critical thinking and problem-solving, there is still uncertainty about their ability to engage in a self-directed learning approach. The findings suggest that while the constructivist approach has been recognized, practical efforts have not been made in teaching practices, teacher training, and assessment methods to create an interactive, student-centered learning environment in Vietnam.
Volume: 14
Issue: 6
Page: 4264-4275
Publish at: 2025-12-01

Impact of hybrid education in higher education: a systematic review

10.11591/ijere.v14i6.29524
Victor Hugo Herencia-Escalante , William Jesús Cardenas-Zedano , Jimena Angelica Etchart-Puza , Sergio Arturo Rojas Chacaltana
In recent times, educational initiatives such as hybrid education have positioned themselves as important approaches to ensure the continuity of education during a period as complicated as the COVID-19 pandemic. In this context, the objective of this article is to explore the rise and development of hybrid education worldwide in recent years as a viable alternative within higher education institutions, through a systematic review of the literature applying the preferred reporting items for systematic reviews and meta-analyses (PRISMA) method. From this review, it is observed that hybrid education has experienced significant progress during the COVID-19 pandemic, given the transition to virtuality that was experienced and the rise of new digital technologies that prove useful for this approach. At the same time, the interest shown by both students and teachers in adopting this new approach instead of a purely face-to-face or virtual one has become evident, although there are still several challenges to overcome before it can be properly implemented.
Volume: 14
Issue: 6
Page: 4353-4363
Publish at: 2025-12-01

Readiness and motivation in digital civic engagement among tertiary students

10.11591/ijere.v14i6.35395
Mary Ann C. Abril , Johnrey N. Manzanal , Glenda M. Dimaano , Francisco V. Aguirre , Melvin V. Babol
This study addresses the challenge of enhancing civic engagement in higher education institutions by examining the predictive relationships between readiness, motivations, and digital civic engagement of tertiary students. Employing the quantitative, correlational research approach, data collected through survey questionnaires were analyzed using Minitab statistical software. Significant insights came from the 2,205 tertiary students selected through multistage random sampling, following strictly ethical standards to ensure data privacy and anonymity. As found, a moderate level of readiness underscores the need for targeted interventions, particularly to improve the civic behavior of students. Understanding and values motives emerged as dominant drivers of engagement, indicating the strong desire of students for personal growth and learning. While respondents occasionally exhibit digital engagement, it leans toward civic activities over political involvement, focusing primarily on information consumption rather than active collaboration. Emerging as a significant predictor of engagement, developing tailored initiatives to enhance readiness is crucial to positively influencing civic participation. Higher education institutions may use these findings to develop digital interventions that serve as catalysts for long-term civic engagement among students and engage in further research on other predictive factors.
Volume: 14
Issue: 6
Page: 4812-4820
Publish at: 2025-12-01

The adaptation of Venezuelan migrants from an educational perspective in Peru and Ecuador

10.11591/ijere.v14i6.33543
Yoya Flores–Pérez , Olga Mendoza-León , Luz Cruzado Saucedo , Juan Carlos Rodríguez-Soto
Migration processes in the world promote socio-cultural, environmental and economic changes. The migrant population commonly suffers from discrimination, xenophobia, and labor abuse, with the educational level being a very important incentive for the adequate adaptation of the migrant. Peru and Ecuador host close to two million migrants; therefore, we sought to identify the educational level, living conditions, environmental care, and labor conditions of the migrant population and the level of association between them. For this purpose, a descriptive, non-experimental, cross-sectional study was carried out using a 24-question questionnaire to 120 migrants over 18 years of age who voluntarily participated in the study. The results showed that 50% had a fair level of education, 35% had a poor level, and only 15% had a good level. A total of 56.67% had a poor standard of living, 33.33% a fair standard of living, and 10% a good standard of living. There were 96.67% reported a good level of care for the environment. The 57.5% have poor working conditions; 40.83% regular, and 1.67% good. The study concludes that a good educational level allows a better adaptation process; likewise, educational level was significantly associated with living and working conditions.
Volume: 14
Issue: 6
Page: 4655-4662
Publish at: 2025-12-01

Professional training of future primary school teachers in the context of Kazakh ethnopsychology and ethnopedagogy

10.11591/ijere.v14i6.32273
Serikkhan Zhuzeyev , Manat Zhailauova
Within the realm of primary education, the educational content and structure for the present youth generation are aligned with state regulations and rooted in the national values and traditions of the people. National education content should be integrated into primary school programs, with a focus on nurturing it through the ethnopsychological features and ethnopedagogical traditions of the nation. With that in mind, this study aims to enhance the ethnopedagogical and ethnopsychological professional qualifications of primary school teachers with focus on their ability to incorporate Kazakh national spiritual values and traditions in educational process. Research methodology includes theoretical instruments, consisting of analytical, and synthetic techniques, as well as pedagogical experiment, conducted via elective course “developmental and pedagogical psychology” among two groups of third-year university students from the department of primary education. To evaluate the effectiveness of the teacher training techniques, proposed in this study, we conducted and compared results of preliminary and final assessment of students’ professional competence. The research outcomes show the beneficial nature of training techniques and include an analysis of the content of the training carried out. These research findings can be applied in the further development of the fields of pedagogy and primary school methodology.
Volume: 14
Issue: 6
Page: 4700-4710
Publish at: 2025-12-01

The impact of work concerns on teaching effectiveness: evidence from Chinese private universities

10.11591/ijere.v14i6.35367
Liang Mingyu , Mohd Khairuddin Abdullah , Connie Shin
Understanding how young teachers cope with work concerns is crucial for improving teaching quality in Chinese private higher education. This study investigates the relationship between different stages of such concerns and teacher effectiveness of young lecturers in private universities. These lecturers often face workload pressure andlack of career supports, which may influence their effectiveness and professional development. This research involved 416 full-time lecturers under the age of 40 from Shandong Province. The sample was determined using Krejcie and Morgan’s formula and selected through a multi-stage sampling method. Private universities were stratified into four categories, one university from each category was purposively selected, and participants were randomly sampled. Data were gatheredthrough a structured questionnaire adapted from the stages of concern (SoC) and the school teacher effectiveness questionnaire (STEQ). Pearson correlation, multiple regression, and structural equation modeling (SEM) were conducted for analysis. The results show that task concerns and impact concerns significantly influenced teacher effectiveness across instructional planning and strategies, assessment, and learning environment. In contrast, self-concerns showed weaker influence. These findings suggest that work concerns reflect not only stress but also deeper professional motivation, pointing to the need for more purposeful supports to increase teacher effectiveness and career growth.
Volume: 14
Issue: 6
Page: 4604-4613
Publish at: 2025-12-01

Enhancing character strengths and resilience in primary education: an online Quranic stories-based program

10.11591/ijere.v14i6.34091
Samir Ahmed Zekary , Gomaa Zakaria Saleh , Ashraf Ragab Ibrahim , Elsayed Atef El-Hashimi , Mustafa Mohamed Yussuf , Mohamed Ali Nemt-allah
This study investigated the effectiveness of an online Quranic stories-based program in enhancing character strengths and resilience among primary school students. Using a randomized controlled design, 64 students (aged 11-13 years) from Housh Eissa School in Egypt were assigned to experimental (n=33) and control (n=31) groups. The intervention involved ten online sessions on five major Quranic civilizations, measuring character strengths and resilience using the validated 23-item character strengths test and ego-resiliency scale. Data were collected at three time points: pre-intervention, post-intervention, and two-month follow-up. The results demonstrated significant improvements in the experimental group across all 23-character strength dimensions (p<.01, partial η² ranging from .116 to .529) and resilience (F=34.245, partial η²=.529). Notable enhancements were observed in judgment (F=11.775, partial η²=.279), self-control (F=10.269, partial η²=.252), and beauty appreciation (F=10.824, partial η²=.262). These improvements were maintained during the follow-up period, with the experimental group consistently outperforming the control group. The study suggests that online Quranic stories-based interventions can effectively enhance character strengths and resilience in primary school students, demonstrating a promising approach for character education.
Volume: 14
Issue: 6
Page: 4992-5002
Publish at: 2025-12-01

Professional competencies and graduates employability in Oman

10.11591/ijere.v14i6.31524
Ghanim Faiz Al Harrasi , Masoud Suliman Al Salmani , Maram Ghanim Al Harrasi
The unemployment crisis among graduates is a global issue that receives considerable attention from countries. However, in the Omani context, employers and policymakers argue that it stems from a lack of professional competencies rather than a shortage of jobs. Therefore, this paper focuses on studying the impact of graduates’ professional competencies on employability from the perspective of graduates of the University of Technology and Applied Sciences (UTAS) in Oman. The study examines graduates’ perceptions of professional competencies that directly affect employability within the context of the Omani labor market. It explores the relationship between Omani graduates’ professional competence and the skills gap between graduates and the requirements of the labor market in Oman. The study employed a quantitative approach, with data collected via a questionnaire distributed to 100 graduates from the UTAS in Oman. The study applied exploratory factor analysis using SPSS to test the factors influencing graduates’ employability. The main findings concluded that graduates believe they are professionally competent but cannot identify a consensus on the competence barrier preventing them from being employed. Based on these findings, the study recommends a unified guideline of competencies required by Oman’s labor market.
Volume: 14
Issue: 6
Page: 5117-5128
Publish at: 2025-12-01

A systematic review of the utilization of artificial intelligence applications within the educational Oman systems

10.11591/ijere.v14i6.33465
Yousuf Nasser Said Al Husaini , Hamed Hilal Nasser Al Yahmadi , Mohammed Abdulla Salim Al Husaini
In the wake of rapid digital transformation and the increasing role of artificial intelligence (AI) in enhancing educational outcomes, this study investigates the integration of AI applications within the Omani educational portal under Oman’s Vision 2040. A systematic review was conducted using the Education Resources Information Center (ERIC) database, focusing on peer-reviewed articles published between 2020 and 2024. The six studies were selected for analysis following a rigorous screening process with defined inclusion and exclusion criteria. The findings indicate that AI is currently enhancing personalized learning, enabling data-driven decisionmaking, and supporting hybrid education platforms in Oman. These developments reflect the educational system’s readiness to adopt further AI technologies while directly contributing to the strategic priorities of Oman’s Vision 2040. This study provides important insights for decision-makers and educators looking to enhance the incorporation of advanced AI applications, thus revolutionizing educational practices and fostering sustainable national growth.
Volume: 14
Issue: 6
Page: 4758-4769
Publish at: 2025-12-01

Design and psychometric validation of the research competency scale for university students in Peru

10.11591/ijere.v14i6.35752
Carmen Julia de los Milagros Luperdi-Román , Félix Fernando Goñi-Cruz , Angel Deroncele-Acosta
Research competence is essential for the academic and professional development of university students. However, in the context of Lima, Peru, no specific, valid, and reliable instruments have been found to assess this competency comprehensively. This deficiency reveals a significant knowledge gap in the accurate assessment of research competencies in university students. Therefore, in the present research, a scale was constructed and validated to effectively assess research competence in university students. As methodology, the quantitative approach was used, following three processes: item construction, item functionality, and psychometric analysis. A sample of 216 students was used for the exploratory factor analysis (EFA), and 206 for the confirmatory factor analysis (CFA). The final version of the research competency scale for university students comprises 37 items distributed across five dimensions identified through EFA: epistemic knowledge (10 items), interpretation skills (5 items), methodological knowledge (9 items), scientific communication (6 items), and information management (7 items). CFA supported the adequacy of the model (root mean square error of approximation/RMSEA=0.064; comparative fit index/CFI=0.918; Tucker-Lewis Index/TLI=0.911), and the scale demonstrated high internal consistency. The validated scale reliably measures research competence and can improve teaching, assessment, and curriculum design.
Volume: 14
Issue: 6
Page: 4887-4902
Publish at: 2025-12-01

Assessment strategies in digital learning environments: insights from teacher education institutions

10.11591/ijere.v14i6.35270
Martin Jr., L. Nobis , Benjielen C. De Guzman , Alegria P. Cui , Jennifer G. Evardone , Elena M. Pulga , Catherine L. Caparroso , Lourdes Hyacinth A. Sabalza , Amabelle C. Nobis
This study explores the adaptation of assessment strategies in teacher education programs within digital learning environments (DLEs). The perspectives and experiences of faculty members from teacher education institutions (TEIs) were analyzed using an embedded mixed-methods approach. The findings reveal significant advancements in enhancing instructor digital literacy and student engagement with DLEs. However, challenges such as the authenticity of assessments and increased student workload were identified. Faculty members recommended frequent feedback and authentic evaluations to address these issues. The study also highlights areas for improvement, including the diversification of evaluation tools, broader technology integration, and additional administrative support. These insights are crucial for TEIs to refine their assessment processes in DLE-based teacher training programs and contribute to ongoing discussions in ASEAN teacher education and global educational development.
Volume: 14
Issue: 6
Page: 4724-4733
Publish at: 2025-12-01

New qualitative perspective in students’ English presentation skills in China-developing a student-based module

10.11591/ijere.v14i6.33708
Lifang Sun , Hanita Hanim Ismail , Azlina Abdul Aziz
Since English is the world’s lingua franca, English learners need to master communication skills to succeed in their respective fields. However, Chinese college students face the problem of separation between learning and using what they learned in the traditional English classrooms. This study aims to explore the university students’ needs of English presentation learning. The research questions are: i) What are the students’ language needs to improve an English presentation? ii) What are the skills needed when doing an English presentation? and iii) What are the students’ preferences in English presentation class? The researchers conducted focus-group interviews (FGI) which were participated by 30 students and semi-structured interview for five teachers to understand the students’ real needs and preferences in the process of learning English speaking. Three themes were generated by axial coding from the interview data: i) English language needs; ii) presentation skills’ needs; and iii) students’ preferences.The findings can help the teacher design the English-speaking class more effective and have adjustments according to students’ real productions using production-oriented approach in English presentation teaching.
Volume: 14
Issue: 6
Page: 5174-5186
Publish at: 2025-12-01

Critical factors shaping project-based learning in mathematics education

10.11591/ijere.v14i6.35671
Chung Xuan Pham , Hang Thi My Nguyen , Giang Thi Châu Nguyen , Lam Thi Hong Thai , Dung Thi Truong
A total of 488 observations from secondary and high school teachers were randomly divided into two groups for conducting analysis: 244 for exploratory factor analysis (EFA) and 244 for confirmatory factor analysis (CFA). The experimental results from EFA revealed six latent factors, accumulating for over 68.43% of the variance in the data. The CFA reports validated the 6-factor model, demonstrating strong model fit indices and ensuring high reliability and validity. These factors discovered and named in this study are as: facilities and teaching support, capacity to organize project-based learning (PjBL), perception of PjBL, readiness for PjBL, teachers’ confidence in applying PjBL, and students’ characteristics. The findings validated these latent factors’ model as a comprehensive framework for understanding the essential aspects of organizing PjBL. By addressing both the identification and empirical validation of influencing factors, the study thoroughly responds to the research questions and strengthens the overall contribution to the field. This study is novel in its development and validation of a context-specific measurement model for PjBL in mathematics education, particularly within the Vietnamese educational context, where empirically grounded models of this nature remain scarce. Furthermore, it offers valuable practical information for teachers, educational administrators, and researchers to enhance and promote the effective application of PjBL in mathematics education.
Volume: 14
Issue: 6
Page: 4540-4554
Publish at: 2025-12-01

A quantitative study of work values: perspectives of Vietnamese high school students

10.11591/ijere.v14i6.32951
Thanh-Thuy Ngo , Thang The Nguyen
In the context of Vietnam’s rapidly changing labor market, understanding the work values of youth has become essential for effective career guidance. By using a quantitative method to examine the work values of high school students in Vietnam, with a particular focus on the impact of gender differences. A sample of 544 students (327 female, 217 male) completing the work value questionnaire (WVQ), a validated instrument that underwent reliability testing and exploratory factor analysis (EFA) to ensure robustness. The WVQ, using a Likert scale from 1 to 5, assessed values including power (POW), benevolence (BEN), self-direction (SDI), tradition (TRA), and stimulation (STI). The results revealed that BEN and POW are dominated, with female students showing a greater inclination toward social values and self-assertive roles than male students do. BEN is received the highest mean score (4.09), followed by POW (4.03), while SDI, TRA, and STI are scored lower. These findings highlight the importance of aligning educational and career guidance programs with students’ core values, taking gender differences into account to create a supportive, inclusive environment for career decision-making. This research offers valuable insights for educators and policymakers, informing the development of vocational education strategies that are ensured by the diverse work value orientations of students.
Volume: 14
Issue: 6
Page: 4320-4328
Publish at: 2025-12-01

Determining student progression rates using discrete-time Markov chain model

10.11591/ijere.v14i6.32049
Mark John T. Mangsat , Daniel Bezalel A. Garcia , Andhee M. Jacobe , Maricel A. Bongolan
This study aims to analyze and understand the student progression from the Bachelor of Science in Mathematics (BS Math) program. A discrete-time Markov chain (DTMC) model was used to analyze data from 211 students enrolled from 2011-2012 to 2022-2023. The results reveal that there are students who will be retained in their year level, shift to another degree program, or drop. Additionally, the highest risk of shifting or dropping out of the program happens during the first two semesters in college or for first year in college. A bottleneck effect during the second year and third year was identified. Furthermore, the results suggest that there will be an approximately 35.22% graduation rate after eight semesters or four years, implying a large portion of BS Math students will be retained or dropped from the program, or shifted to other degree programs. To avoid such, it is suggested that the Mathematics and Natural Sciences Department should conduct review sessions, bridging programs, and continuous promotion. Lastly, it is suggested to conduct thorough studies about the possible intrinsic and extrinsic factors affecting the student progression to formulate a more specific intervention that may help in reducing the shifting and dropping rate.
Volume: 14
Issue: 6
Page: 4478-4486
Publish at: 2025-12-01
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