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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

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

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

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

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

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

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

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

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

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

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

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

Language learning strategies in relation to advanced Chinese vocabulary and writing proficiency

10.11591/ijere.v14i6.31857
Xinqin Liu , Mohammed Y.M. Mai
The study investigated the relationship between the language learning strategies (LLSs) employed by international undergraduate students at universities in Qinghai Province, China, and their proficiency in advanced Chinese vocabulary and writing. Data was collected from 45 advanced-level students selected through purposive sampling, using Oxford’s strategy inventory for language learning (SILL), an advanced Chinese vocabulary knowledge test, and advanced Chinese writing test scores. The descriptive analysis revealed moderate language learning strategy usage, with a preference for speaking and listening development. This result indicates a limited strategy usage. The correlation analysis showed no significant relationship between strategy usage and advanced Chinese vocabulary or writing proficiency. However, a strong relationship was observed between advanced Chinese vocabulary and writing proficiency. The absent relationship between strategy usage and proficiency levels suggests insufficient Chinese language proficiency among the students. The significant relationship highlights the crucial role of vocabulary in enhancing Chinese writing skills. The results provide practical insights for enhancing the use of strategies and vocabulary teaching to improve advanced writing and Chinese proficiency among international undergraduate students.
Volume: 14
Issue: 6
Page: 4844-4853
Publish at: 2025-12-01
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