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30,938 Article Results

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

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

Crowdsourcing in Kazakhstan’s higher education in the system of dual education as predictor of universal competencies

10.11591/ijere.v14i6.32200
Mukhtar Tolegen , Botagoz Baimukhambetova , Irina Rovnyakova , Natalya Radchenko , Svetlana Sakhariyeva , Perizate Anafia
The rapid transformation of professional competencies and the emergence of new professions every 3-5 years have accentuated the quest for effective means to facilitate the process of predicting future universal competencies among university graduates. An empirical study was conducted in three stages: organizational, investigative, and analytical. The crowdsourcing process algorithm comprised information gathering, idea generation, filtering, and voting. The findings suggest the feasibility of applying crowdsourced forecasting in the educational sector, where a clear trend towards alignment with real sectors of the economy and constantly changing market business environment conditions is evident. Calculations revealed that consensus decision-making was achieved regarding competencies such as 3D modeling and computer graphics, multilingualism, emotional intelligence, project management competencies, legal literacy, neural networks and big data, intercultural communication, digital competencies, export potential of the agricultural sector, logistics outsourcing, systems thinking, virtual reality competencies, artificial intelligence proficiency, analytics, and critical thinking, as confirmed by the analysis of variance. Forecasts indicated a predominance of subject-specific competencies associated with the growing volatility of the Kazakhstani labor market. The formulated profile of future universal competency development serves as an additional guideline in the development of educational programs (EPs) in professional training directions. Modified crowdsourcing design and methodology for measuring results can be utilized or adapted for addressing other challenges facing the higher education system that require feedback.
Volume: 14
Issue: 6
Page: 4614-4627
Publish at: 2025-12-01

ADC-LIO: A direct LiDAR-inertial odometry method based on adaptive distortion covariance

10.11591/ijra.v14i3.pp399-408
Lixiao Yang , Youbing Feng
Focusing on the localization challenges for robots in dynamic navigation environments, this study proposes a direct LiDAR-inertial odometry (LIO) system named ADC-LIO, which achieves robust pose estimation and accurate map reconstruction using adaptive distortion covariance. ADC-LIO is engineered to address uncertain motion patterns in autonomous mobile robots, effectively integrating LiDAR scan undistortion within the Kalman filtering update process by embedding an iterative smoothing process and a backpropagation strategy. The ADC-LIO architecture enhances point cloud accuracy, improving the system's overall performance and robustness. In addition, an adaptive covariance processing method is developed to resolve motion-induced sensing uncertainties, which calculates different covariances according to the error characteristics of the point cloud. This method enhances the constraints of high-quality point clouds, reduces the limitations on low-quality point clouds, and utilizes information more effectively. Experiments on the publicly available NTU-VIRAL dataset validate the effectiveness of ADC-LIO, which improves pose estimation accuracy and reduces absolute position errors compared to other state-of-the-art methods, including FAST-LIO, Faster-LIO, FR-LIO, and Point-LIO. The proposed ADC-LIO is an appealing odometry method that delivers accurate, real-time, and reliable tracking and map-building results, posing a practical solution for robotic applications in structured indoor and GPS-denied outdoor environments.
Volume: 14
Issue: 3
Page: 399-408
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

The relationship between physical activity engagement and internet addiction among students in rural academia

10.11591/ijere.v14i6.34969
Jomar Esto , Lara Ivanah C. Nadela , Marichu Calixtro , Cheeze R. Janito , Evangeline Gaspar , Jr., Ruben L. Tagare , Argin A. Gulanes , Michelle R. Dee , Japy O. Sumambot , Pink Floyd M. Boyles , Erika Acera , William R. Pregunta , Jan Lincon Rivas
This study explores the relationship between physical activity engagement and internet addiction among university students in a rural Philippine academic setting—an understudied context where digital reliance and limited physical access converge. Employing a rigorous quantitative approach through a descriptive-correlational design, the study involved 892 respondents selected via simple random sampling from a premier state university. Data were gathered using the culturally adaptable international physical activity questionnaire (IPAQ) and the internet addiction test (InAT), both established and reliable tools for assessing physical activity levels and problematic internet use. Descriptive and inferential statistics, including Pearson correlation coefficient, were utilized to analyze patterns and relationships within the data. The results indicate a significant negative correlation between physical activity engagement and internet addiction, suggesting that higher physical activity is associated with lower levels of problematic internet use. This finding underscores the protective role of physical activity against digital overdependence and highlights the need to contextualize behavioral health strategies within rural academic environments. The study offers valuable insights for policymakers, educators, and researchers aiming to support student well-being through integrative health and technology-use frameworks.
Volume: 14
Issue: 6
Page: 4937-4947
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

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

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

Optimal battery sizing using modified spider monkey optimization in grid connected microgrids

10.11591/ijra.v14i4.pp508-517
Meraj Fatima , Manne Rama Subbamma
Microgrids (MGs) must have optimally sized storage and renewable energy sources to operate efficiently, economically, and reliably. MG may benefit from optimization techniques in their scheduling and sizing since they have a variety of energy sources with varying availability conditions and necessary costs. In this research, a novel modified spider monkey-based energy management system (MSM-EMS) has been proposed by increasing the photovoltaic (PV) or battery energy storage system (BESS) module capacity while minimizing grid connectivity dependency. The fundamental idea behind the proposed approach is greater dependability at the lowest feasible cost. By taking into account the BESS utilization factor and PV forced outage rates in a MG, the method becomes more realistic. Despite the absence of renewable energy sources and the grid, the proposed strategy provided critical loads according to schedule while maintaining reserve margins. Experimental findings demonstrate that the modified spider monkey optimization (MSMO)-based algorithm can determine the best BESS size and PV depending on cost. In comparison to particle swarm optimization (PSO) of $2756.1 and ABC of $2912.65, the ideal cost for EMS-MSMO is $2215.77 which is relatively low compared to the existing technique. As a result, the suggested MSMO algorithm and innovative energy management system has been optimized along with PV and battery dimensions.
Volume: 14
Issue: 4
Page: 508-517
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

The effect of dramatic play on early literacy: an experimental study

10.11591/ijere.v14i6.26607
Fatih Mehmet Aslan , Yasemin Yüzbaşıoğlu , Ayşe Alptekin , Ayşegül Sarıkaya
In line with the theories of Piaget and Vygotsky, the aim of the present study is to examine the effect of the dramatic play activities program on the early literacy skills of preschool children. The study is based on an experimental research design with pretest-posttest and control group. While the dependent variable of the study is children’s early literacy skills, the independent variable is dramatic play activity. Early literacy test (EROT) was used as data collection tool. The participants of the present study consist of 32 children divided equally as the participants of the experimental and control group. The age of the children is between 63-72 months. The children in the experimental group participated in a program of dramatic play activities over a period of 10 weeks, 5 days each week, 2 hours daily for 100 hours in total. Analysis of covariance (ANCOVA), t-test, and descriptive statistics were used in the analysis of the data. In line with the data obtained in the present study, dramatic play activity program positively affects the early literacy skills of preschool children in terms of receptive language and expressive language vocabulary acquisition, naming skills, functional knowledge, and listening comprehension skills.
Volume: 14
Issue: 6
Page: 5029-5037
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
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