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Perceptions and institutional readiness for generative AI adoption in education using a multi-method approach

10.11591/ijere.v14i6.35245
Ken Gorro , Elmo Ranolo , Lawrence Roble , Adrian Ybañez , Anthony Ilano , Joseph Pepito , Rue Nicole Santillan , Cesar Ranolo , Emardy Barbecho , Purity Mata , Anna Marie Neiz
The rapid emergence of generative artificial intelligence (GenAI) tools like ChatGPT is reshaping educational practices, presenting both transformative opportunities and institutional challenges. This study offers a novel, integrative framework for understanding the adoption of GenAI tools in higher education by combining quantitative and qualitative analyses within a hybrid methodological design. Specifically, it is the first to incorporate the analytical hierarchy process (AHP), fuzzy decision-making trial and evaluation laboratory (Fuzzy DEMATEL), and the extended technology acceptance model (ETAM) in a unified model of adoption, augmented by thematic analysis of user experiences. A stratified random sample of 1,297 participants—comprising 1,191 students and 105 faculty members from various departments—ensured proportional representation across the university. AHP was employed to prioritize key adoption criteria, Fuzzy DEMATEL uncovered the causal interdependencies among constructs, and ETAM validated the direct and indirect effects influencing behavioral intention. Thematic analysis provided contextual depth regarding institutional barriers and individual perceptions. Findings reveal that attitude toward GenAI and intention to use (IU) are the strongest drivers of adoption. Notably, university support (US) emerged as a central enabler, significantly influencing both awareness and perceived usefulness (PU). This study contributes a comprehensive and multi-method framework that educational institutions can use to ethically, effectively, and equitably integrate GenAI technologies into academic ecosystems.
Volume: 14
Issue: 6
Page: 4770-4784
Publish at: 2025-12-01

Change management in higher education: unveiling employee responses at a regional state university in the Philippines

10.11591/ijere.v14i6.36284
Roy F. Fiedacan , Philip R. Baldera , Emelyn R. Villanueva , Reynaldo P. Ramos , Emelia B. Ramos
This study examines the perceptions and lived experiences of employees at Romblon State University (RSU) in response to organizational change and the influence of academic leadership. A hermeneutic phenomenological approach was applied involving 12 purposively selected employees from different campuses and academic ranks. Data collection methods included semi-structured interviews and focus group discussions (FGDs). Thematic analysis produced five themes: perceptions of change as a strategic necessity, areas identified for improvement, reactions to the rationalization plan, employee adaptation, and leadership’s central role in facilitating change. Findings point to both opportunities and challenges within institutional transformation, emphasizing the importance of effective communication, leadership engagement, and employee participation. Based on these results, the study proposes the framework consisting of resource optimization, adaptation, vision, enhancements, and the role of leadership to guide change processes (RAVER). The framework provides practical guidance for higher education leaders aiming to build a responsive and resilient organizational culture. This study contributes theoretical and practical insights by showing how phenomenological inquiry can enrich models of change management in Philippine higher education.
Volume: 14
Issue: 6
Page: 4903-4915
Publish at: 2025-12-01

Resilience as a shield: protective and risk factors in a mediation model of cyberbullying among Thai secondary students

10.11591/ijere.v14i6.35482
Wiranya Junnoi , Suntonrapot Damrongpanit
This study examined cyberbullying among 366 lower secondary studentsin Northern Thailand, confirming a four-component model (masquerade (MAS), exclusion (EXC), harassment (HAR), and outing (OUT)) with excellent empirical fit. Structural equation modeling revealed resilience as the strongest protective factor against cyberbullying behaviors (β=-0.282), while authoritarian parenting (AUT) emerged as a significant risk factor (β=0.195). AUT undermined self-esteem (β=-0.162) and social relationships (β=-0.267). Self-esteem proved to be a powerful resilience builder (β=0.578). Media influence showed a direct negative relationship with cyberbullying (β=-0.196) while diminishing resilience. Resilience functioned as a partial mediator between AUT and cyberbullying (variance accounted for (VAF)=0.201), demonstrating how harsh parenting indirectly increases cyberbullying risk by eroding psychological coping mechanisms. Resilience served as a complete mediator between self-esteem and cyberbullying (VAF=0.891), revealing that healthy self-perception primarily protects against cyberbullying by strengthening psychological resilience. Additionally, resilience operated as a competitive mediator in pathways involving social networks and media influence.
Volume: 14
Issue: 6
Page: 4487-4497
Publish at: 2025-12-01

The fundamental context of SEL for early childhood student teachers in private higher education institutions

10.11591/ijere.v14i6.34818
Yupawadee Promsatien , Ariyabhorn Kuroda , Suwadee Aerarunchot , Sungwean Pinagalang
This research examined the learning needs and the current social and emotional conditions of early childhood student teachers in private higher education institutions. The sample group responding to the questionnaire comprised 343 undergraduate students majoring in early childhood education. The target group for interviews included nine participants, which consisted of 3 deans, 3 department heads, and 3 lecturers. The research instruments consisted of a questionnaire on the state and needs of social and emotional learning (SEL) and an interview guide on the current social and emotional conditions of early childhood student teachers. The data were analyzed using percentage, mean, standard deviation, and content analysis. The findings revealed that the state of learning among pre-service teachers was at a low level, while their learning needs were high. Furthermore, the current conditions indicated that pre-service teachers require enhanced SEL opportunities. Activities fostering such learning should be designed, including group work, experiential learning, listening to others, and engaging in discussions.
Volume: 14
Issue: 6
Page: 4254-4263
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

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

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

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

Big Five personality traits and entrepreneurial financing decisions among Malaysian university students

10.11591/ijere.v14i6.35491
Ying Ying Lim , Mary Lee Siew Cheng
Psychological factors are increasingly recognized as crucial in shaping entrepreneurial behavior and outcomes. However, the uncertainty and ambiguity in the entrepreneurial landscape reveal a significant gap in our understanding of these influences. Examining how personality traits affect entrepreneurs’ ability to identify opportunities and secure funding is essential. More research is needed to explore the connections between personality, thought processes, and emotions in entrepreneurial finance. This study investigates the relationships between Big Five personality traits and entrepreneurial financing decisions (EFD), focusing on the mediating role of alertness and the moderating role of passion. Using a cross-sectional design, data from 485 Malaysian university students aspiring to become entrepreneurs were analyzed via structural equation modeling (SEM) in SmartPLS. The findings indicate that traits like agreeableness, extraversion, and openness to experience enhance entrepreneurial alertness, influencing financing decisions. Additionally, higher levels of agreeableness and extraversion promote greater alertness regarding financing. Passion significantly amplifies the positive effects of alertness on financing decisions. However, conscientiousness and neuroticism do not directly or indirectly affect alertness. The study emphasizes the need for policymakers to enhance entrepreneurship education by integrating personality development and opportunity recognition training while balancing financial metrics with qualitative factors like passion and alertness.
Volume: 14
Issue: 6
Page: 4744-4757
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

Classroom climate and absenteeism: modeling English achievement mediated by engagement

10.11591/ijere.v14i6.35795
Palash Majumder , Nimisha Beri , Salil Biswas
This study investigates the intricate relationships between positive classroom climate, student engagement, English as a second language (ESL) achievement, and absenteeism among 240 secondary school students in West Bengal, India. Addressing a significant research gap within the multilingual Indian ESL context, the study proposes and tests a novel multiple mediation structural model using structural equation modeling (SEM). Findings reveal that a positive classroom climate significantly predicts higher student engagement (β=.598, p<0.001) and ESL achievement (β=0.476, p<0.001). Crucially, both engagement (β=-0.250, p=0.002) and ESL achievement (β=-0.186, p=0.015) are negatively associated with absenteeism, with classroom climate exerting substantial indirect effects on attendance (total indirect effect β=-0.238, p<0.001). This research, aligned with sustainable development goal 4 (SDG 4): quality and inclusive education, provides empirical evidence for fostering supportive learning environments and engagement practices to simultaneously improve academic outcomes and reduce absenteeism, particularly for ESL learners in underserved contexts.
Volume: 14
Issue: 6
Page: 4432-4442
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

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

Perceptions of audiovisual media in vocabulary acquisition among English learners: benefits and challenges

10.11591/ijere.v14i6.34852
Xuan Hong Nguyen Thi , Thanh Thai Nguyen
Learning vocabulary through English audiovisual materials has long been a popular method among students. With the advancement of digital technology, this approach has gained even more attraction, leading to a growing number of studies that have investigated its effectiveness. However, there is a notable scarcity of research addressing the challenges that students face; therefore, the current study aims to explore students’ perspectives on the challenges along with the benefits of using audiovisual media as tools for learning vocabulary. This study was done through a quantitative approach using a questionnaire that included both open-ended and closed-ended questions. With the participation of 132 senior English-major students at Thu Dau Mot University in Vietnam, the study collected 117 valid questionnaires that provided valid data for analysis. Through descriptive statistics, the results reveal the improvements in pronunciation and listening skills, enhanced understanding of slang and idiomatic expressions, and increased exposure to the natural use of the target language. However, the findings also reveal that this method poses challenges for students, including misunderstandings stemming from the use of formal or informal language and an over-reliance on audiovisual media. Therefore, the study emphasizes the need for structured guidance to foster language learning outcomes.
Volume: 14
Issue: 6
Page: 5209-5218
Publish at: 2025-12-01
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