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30,907 Article Results

Artificial intelligence literacy and foreign language confidence among university second language learners

10.11591/ijere.v15i4.38707
Ashraf Ragab Ibrahim , Hesham Ramadan Abdo , Mohammad Cherif Boraai , Mohamed Ebrahim Khalf , Mohamed Ali Nemt-allah , Hamed Samy Ghareib
This quantitative correlational-predictive study investigated the relationship between artificial intelligence (AI) literacy and foreign-language confidence among university second-language learners. Two samples were recruited: a psychometric sample (N=341) for scale validation and a main sample (N=541) for hypothesis testing. Participants completed the artificial intelligence literacy scale (AILS), measuring awareness, usage, evaluation, and ethics dimensions, and the foreign language confidence scale (FLCS), assessing foreign language competence, sense of linguistic security, and sense of linguistic ownership. Pearson correlation analyses revealed statistically significant positive associations between all AI literacy and foreign language confidence dimensions (r=.398–.574). Simple linear regression demonstrated that AI literacy significantly predicted foreign language confidence (F(1, 539)=270.742, p
Volume: 15
Issue: 4
Page: 2764-2774
Publish at: 2026-08-01

A pathway model for physics teachers’ pedagogical philosophy core competency development

10.11591/ijere.v15i4.39090
Ze He , Lumeng Chao , Xiaofei Xue
The implementation of the National Education Development Plan (2024–2035) has propelled Chinese physics education from traditional knowledge transmission toward a core competency-oriented teaching model. This transformation need to impose new demands on educationally underserved central and western regions, how teachers adapt to this shift presents an urgent challenge. This study aims to systematically analyze secondary physics teachers’ cognitive levels regarding core competencies, examine the consistency between teaching philosophies, practices, and focus on how individual teacher characteristics and external support conditions influence professional development. The sample comprised 320 secondary physics teachers from Ulanqab City, selected via stratified random sampling to ensure representativeness, with 48 teachers participated in a quasi-experimental intervention study. Findings indicate that teachers’ overall core literacy cognition levels were moderately high (M=3.86, SD=0.42), though 35.0% reached high levels. Significant differences existed across teaching experience and professional titles (p
Volume: 15
Issue: 4
Page: 2904-2918
Publish at: 2026-08-01

Tutor feedback, simulation-based learning, and AI-aware practice in MSc electrical engineering module: a case study

10.11591/ijere.v15i4.38929
Emad Al-Mahdawi , Nkaepe Olaniyi
Engineering programs routinely collect tutor evaluation data for quality assurance, yet the evidence is often not translated into a transparent, reproducible module enhancement plan that can be audited, monitored, and reported as scholarly work. This paper proposes a tutor feedback-to-enhancement (TFE) framework that transforms a standard tutor feedback worksheet into: i) a coded evidence base; ii) a descriptive closed-item profile; and iii) an evidence-to-action matrix (EAM) that links observed strengths and gaps to targeted interventions and measurable indicators. The framework is demonstrated through a single-module case study (an introductory MSc electrical power engineering systems (EPES) module) using one completed tutor feedback sheet containing closed ratings and open comments. The closed items show uniformly positive evaluations (7/12 items rated excellent and 5/12 rated good; no satisfactory/unsatisfactory responses; one item not applicable). The open-text evidence highlights simulation as a core learning scaffold, the importance of equitable access to laptops and e-learning resources, and a specific curriculum enhancement need for a dedicated lecture on photovoltaic (PV) design and battery energy storage systems (BESS). The main contribution is a practical, low-cost method that operationalizes routine tutor feedback into an auditable enhancement pathway, including an explicit artificial intelligence-aware (AI-aware) practice component that emphasizes verification and engineering judgment.
Volume: 15
Issue: 4
Page: 3567-3575
Publish at: 2026-08-01

Digital addiction and anti-mattering: the serial mediation role of state hope and flourishing

10.11591/ijere.v15i4.39198
Zeynep Demirtaş , Selim Uylas , Serhat Arslan , Fatih Yılmaz , Celalettin Çelebi , Nihan Arslan , Sümeyra Dilek Uylas
This study examines the serial mediating roles of state hope and flourishing in the relationship between digital addiction (DA) and anti-mattering (AntiM). Using a cross-sectional correlational design, data were collected from 461 university students in Turkey. Participants completed the digital addiction scale (DAS), anti-mattering scale (AntiMs), flourishing scale (FS), and state hope scale (SHS). The hypothesized model was tested using partial least squares structural equation modeling (PLS-SEM). Measurement and structural models were evaluated in terms of reliability, validity, path coefficients, and predictive relevance. Bootstrapping procedures were applied to test the significance of direct and indirect effects. The findings indicate that state hope and flourishing significantly mediate the relationship between DA and AntiM. Specifically, higher levels of DA are associated with lower state hope and reduced well-being, which in turn increase feelings of AntiM. These results reveal important psychological mechanisms underlying the negative effects of DA and highlight the protective role of positive psychological resources. The study offers valuable implications for future research and intervention programs aimed at reducing DA and promoting well-being.
Volume: 15
Issue: 4
Page: 2891-2903
Publish at: 2026-08-01

Writing a research paper with artificial intelligence: a step-by-step guide for junior researchers

10.11591/ijere.v15i4.38930
Emad Al-Mahdawi , Nkaepe Olaniyi
Early-career researchers often have a sound idea yet struggle to turn it into a publishable manuscript that reviewers can trace and evaluate. This paper synthesizes practical guidance on structuring and drafting research articles using the introduction-methods-results-and-discussion (IMRaD) convention, while addressing emerging concerns about the responsible use of generative artificial intelligence (AI) in academic writing. A documentary narrative synthesis was conducted using 36 high-authority sources, including writing guides, guidance from journal editors, publisher and ethics policies, and recent empirical studies on AI-assisted writing. Recommendations were coded using an explicit IMRaD-aligned codebook and then consolidated into a step-by-step workflow from question formulation to submission checks. The synthesis indicates that treating IMRaD as a traceability checklist improves alignment between research questions, methods, results, and claims, and that iterative revision is more effective than one-pass drafting. AI support is most defensible when limited to language and process assistance, combined with disclosure, reference verification, and full human accountability for all content. The paper concludes with an actionable checklist and a visual ‘traceability map’ that can be adapted for research training and supervision.
Volume: 15
Issue: 4
Page: 3583-3590
Publish at: 2026-08-01

Digital divide and fairness perceptions of computer-based testing in Vietnam

10.11591/ijere.v15i4.37322
Tran Thi Hoa Tien , Phan Thi Thuy An , Do Huy Duc , Le Ha Giang , Ngo Thi Minh Hanh , Tran Thi Ngoc Anh
Equity concerns are central to large-scale shifts toward computer-based testing (CBT), yet evidence from developing systems remains limited on whether institutional supports can offset household digital inequalities. This study surveyed 1,197 Vietnamese high school students (grades 10–12) using a 20-item CBT acceptance scale (α=.94) and two single-item fairness indicators. Overall acceptance was moderately positive (M=3.54, SD=0.74), whereas fairness perceptions were markedly weaker: only 31.7%–38.2% agreed that CBT ensures fair scoring and 55.1%–66.7% worried that CBT could create inequality, reflecting unequal fairness perceptions across areas, with concerns strongest in rural settings. Group comparisons showed small but consistent advantages in acceptance for students with prior CBT experience and school-level computer access (g≈.16–.20), while home computer ownership had negligible association (g≈.01). Acceptance did not differ by residential area (η²≈.001), but fairness concerns varied across areas. These findings suggest that institutional exposure and governance practices—rather than household device ownership—are the most actionable levers for equitable CBT implementation. Practical implications include strengthening school-based access and practice opportunities, transparent proctoring and contingency procedures, and integrating fairness monitoring into CBT dashboards.
Volume: 15
Issue: 4
Page: 3075-3085
Publish at: 2026-08-01

Academic stress and academic performance among early childhood education students in Peru

10.11591/ijere.v15i4.38904
Alvaro Camposano-Cordova , Juan Antonio Picoy-Gonzales , Néstor Jesús Caro-Seminario , Clorinda Barrionuevo-Torres , José Antonio Nieto-Custodio , Maria Clarisa Tovar-Torres-De-Aguilar , Melina Penélope Tolentino-Cotrina , Nelly Olga Zela-Payi , Jesus Mery Arias-Huanuco , Wendy Nelly Bada-Laura , Rosaura Huarcaya-Taype , Gladys Margarita Espinoza Herrera , Christian Luis Torres-Acevedo , Daniel Joel
Academic stress is widely assumed to impair academic performance in higher education; however, empirical evidence remains inconsistent, particularly in professional teacher-training programs. This study examined the relationship between perceived academic stress and academic performance among 116 undergraduate students (18–25 years) enrolled in an early childhood education program at a public university in Peru. A quantitative cross-sectional correlational design was employed. Academic stress was measured using the perception of academic stress scale, while academic performance was obtained from official grade point averages (GPA), ensuring objective assessment. Data were analyzed using multiple regression and non-parametric tests (Mann–Whitney U and Kruskal–Wallis H). Results indicated moderate stress levels (M=3.65) and stable academic performance (M GPA=14.72). Academic stress did not significantly predict GPA, whereas age emerged as the only significant positive predictor. Gender and academic cycle showed no significant effects. These findings suggest that academic stress may not necessarily undermine performance and highlight the potential role of maturity and adaptive capacities in supporting resilience among future teachers.
Volume: 15
Issue: 4
Page: 3392-3404
Publish at: 2026-08-01

Inclusive education readiness in suburban Malaysian primary schools

10.11591/ijere.v15i4.39303
Muhammad Afif Mohd Aris , Siti Faizah Zainal , Noor Asmina Mohd Rashid , Mohd Muslim Md Zalli , Mohd Ridhuan Mohd Jamil , Mazarul Hasan Mohamad Hanapi
Inclusive education requires not only equitable placement of students with disabilities in mainstream schools, but also adequate structural support and positive stakeholder readiness. This study examined the readiness of sub-urban primary schools in Malaysia to implement inclusive education by focusing on school facilities, teachers’ perceptions, peer acceptance, and parents’ perceptions. A quantitative cross-sectional survey was conducted involving headmasters, teachers, students, and parents from five primary schools implementing inclusive education programs. Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings showed that although several accessibility features were available, many essential facilities and specialized instructional supports remained limited. In contrast, teachers, students, and parents generally demonstrated positive perceptions of inclusive education. Teachers’ experience with disability and understanding of disability-related needs were also significantly associated with more positive perceptions. These findings reveal a structural–social gap in inclusive education readiness, in which supportive stakeholder attitudes coexist with incomplete infrastructural support. The study highlights the need to strengthen school facilities and sustain professional development to support more equitable and effective inclusive education in primary schools.
Volume: 15
Issue: 4
Page: 2786-2794
Publish at: 2026-08-01

Artificial intelligence technologies in teaching Russian as a foreign language

10.11591/ijere.v15i4.38077
Larissa Krymova , Navruz Khasanov , Zhamiila Arstanbekova , Ariya Azamatova , Nuraisha Bekeyeva
The present study aims to investigate the impact of integrating artificial intelligence (AI) technologies into teaching Russian as a foreign language (RFL) from the perspective of educators. Employing a mixed-methods research design, the study utilized several methodologies, including a teacher survey, an analytical-descriptive approach to data interpretation, and the development and evaluation of AI-based interventions. The study sample comprised 120 RFL instructors from three public universities in Kazakhstan. Preliminary findings revealed a considerable awareness among teachers regarding various AI technologies, such as chatbots, voice assistants, the ChatGPT neural network, educational platforms, gaming applications, and task design tools. Nonetheless, the practical utilization of these technologies varied significantly, with only a subset of teachers incorporating them into their regular teaching practices. The study culminated in the development of a conceptual framework for AI-driven educational interventions, incorporating platforms such as Coursera, Moodle, Open EdX, and eFront; game-based applications including Duolingo, Talk2Russia, and Russian Verbs Pro; and task creation tools such as Kahoot! and Quizlet. Following the integration of these interventions into the curriculum, post-implementation evaluations indicated that teachers generally perceived the tools as effective, with the average effectiveness rating surpassing 4.0 out of 5.0 across all assessed categories. The findings of this study have practical applicability; they can be used to enhance professional development programs for teachers of the Russian language and to formulate strategies for the integration of AI technologies into language education within the Central Asian region.
Volume: 15
Issue: 4
Page: 3422-3438
Publish at: 2026-08-01

Pedagogical environments for the formation of research competence in students within practice-oriented chemistry education

10.11591/ijere.v15i4.39216
Kanat Sadykov , Nesipkhan Bektenov , Nursulu Zhussupbekova , Ainash Baidullayeva
Despite the importance of research competence in modern chemical education, traditional instructional methods often fail to sufficiently prepare students for independent scientific inquiry and professional growth, creating a gap between theoretical knowledge and practical application. The research aimed to experimentally validate a multifaceted system of pedagogical environments (research-focused, metacognitive-digital, and motivational) designed to foster research competence in chemistry students through practice-oriented learning. The research design of the research was a 30-week longitudinal pedagogical experiment utilizing a quasi-experimental design with pre- and post-test assessments. The sample comprised of 325 third- and fourth-year future chemistry teachers (experimental group (EG)=165; control group (CG)=160) from a national university in Kazakhstan. Statistical analysis (Pearson χ² test) confirmed significant growth in the EG across all competence criteria, with the proportion of students reaching “high-level” research proficiency increasing from 10.9% to 38.8%. The key implication is integrating structured pedagogical environments into teacher-training curricula effectively bridges the gap between theoretical knowledge and practical inquiry, providing a scalable framework for modernizing science, technology, engineering and mathematics (STEM) education.
Volume: 15
Issue: 4
Page: 3463-3478
Publish at: 2026-08-01

Blended-language instructional-approach as a determinant of science learning in rural classrooms

10.11591/ijere.v15i4.39263
Atomatofa Rachel Ovuezirie , Sekegor Crescentia Ojenikoh , Avbenagha Andrew , Ewesor Stella
Scientific concepts such as gravity continue to pose challenges for students in rural and under-resourced classrooms, where reliance on a single language of instruction often restricts access to meaning and limits conceptual understanding. This study investigated the impact of a blended English and Urhobo (BEAU) instructional approach on junior secondary one students’ learning and retention of gravity concepts in rural Nigeria. A quasi-experimental pre-test–post-test non-equivalent control group design was employed with 243 students assigned to English-only, Urhobo-only, or BEAU instructional conditions. A validated 30-item multiple-choice gravity test was administered, and analysis of covariance (ANCOVA) was used to examine differences while controlling for pre-test scores. The findings show that students taught using the BEAU language approach achieved better significantly in both post-test and retention tests compared to those taught using English-only or Urhobo-only instructional approaches. The findings provide empirical evidence that the blended language instructional approach enhances science learning outcomes in rural Nigerian contexts. Linguistically responsive instructional approach improves conceptual understanding and supports long-term retention of abstract scientific ideas, underscoring the importance of leveraging students’ linguistic resources to strengthen science education in rural and under-resourced classrooms.
Volume: 15
Issue: 4
Page: 3636-3645
Publish at: 2026-08-01

Determinants of entrepreneurial intentions of private university students in Thailand

10.11591/ijere.v15i4.39455
Nithima Yuenyong , Tanpat Kraiwanit , Ekaphot Congkrarian
The growing interest in student entrepreneurship, research has yet to comprehensively examine both internal and external determinants of startup intentions among private university undergraduates in Thailand, a context shaped by rapid digital transformation and national innovation priorities. This study investigates the factors predicting entrepreneurial intentions among 400 undergraduate students at private universities in Pathum Thani, Thailand. Using a quantitative research design, data were collected via a validated structured questionnaire and analyzed through descriptive statistics and stepwise multiple regression. Five factors significantly predicted startup entrepreneurial intention: financial resources, entrepreneurial skills, prior experience, economic conditions, and technological factors, collectively explaining 60.3% of the variance. Financial resources and entrepreneurial skills emerged as the strongest predictors, while political-legal, socio-cultural, and environmental factors were not significant predictors. The study concludes that entrepreneurial intention is shaped by the interplay between individual competencies and contextual enablers. These findings call for universities to strengthen entrepreneurship education across all faculties and for policymakers to improve students' access to financial resources and startup support mechanisms.
Volume: 15
Issue: 4
Page: 3111-3123
Publish at: 2026-08-01

English medium instruction in Jordanian medical education: a systematic review

10.11591/ijere.v15i4.39643
Hassan Mohammad Bani-Issa , Norsofiah Abu Bakar , Muhammad Zaid Daud , Jong Hui Ying , Hytham M. Bany Issa
English-medium instruction (EMI) dominates Jordanian medical education, yet its equity implications and consequences for assessment validity remain poorly evidenced, particularly after the disruptions of the COVID-19 pandemic. Following preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 guidelines, this review searched Scopus, Web of Science, ERIC, and PubMed for peer-reviewed work published between 2000 and 2024. A total of 34 studies met inclusion criteria after mixed methods appraisal tool (MMAT) quality appraisal and were analyzed through thematic synthesis. The evidence reveals a structural paradox: EMI supports international academic integration while disadvantaging students from Arabic-medium secondary schools by conflating English proficiency with medical competence. The lexical and morphological complexity of medical English increases cognitive demands and became more pronounced during pandemic-related online teaching. Students rely on code-switching and morphological analysis as coping strategies, but neither is recognized in policy or assessment. The review delivers the first PRISMA-aligned synthesis of EMI in Jordanian medical education, proposes the Jordanian Medical English Corpus (JoMEC) as a corpus-based diagnostic for measuring lexical burden, and reframes EMI equity as a measurable issue of assessment validity rather than a normative concern alone. Findings support bilingual scaffolding and validity-oriented assessment reform to advance equity in medical education across Jordan and comparable Middle East and North Africa (MENA) contexts.
Volume: 15
Issue: 4
Page: 3204-3214
Publish at: 2026-08-01

A model for enhancing teacher training by integrating internet of things, cloud computing, and robotics in a blended learning

10.11591/ijere.v15i4.39473
Meiramgul Mukhambetova , Salamat Idrissov , Nurgul Baitemirova
Despite educational digitalization, a divide persists in integrating robotics and the internet of things (IoT) into classroom practice. Both pre-service and in-service teachers struggle to translate theory into application due to the lack of unified methodological frameworks. This gap demonstrably undermines student academic performance. The present study introduces the teachers-oriented, learning content, methodological approaches, digital support, expected outcomes (T-LMDE) model to bridge this divide through the synergistic integration of key dimensions. The model integrates robotics and IoT with cloud computing, utilizing the Arduino IoT cloud for data analytics and remote control. Delivered via a blended-learning portal, the curriculum provides didactic materials and feedback mechanisms, enabling educators to master complex engineering solutions. The model’s efficacy was empirically validated with 31 participants across two modalities: a 15-week course for pre-service teachers and an 80-hour intensive program for in-service educators. Using a quasi-experimental, mixed-methods design, data were analyzed via paired t-tests and qualitative thematic scrutiny. Findings confirm the model’s positive impact on professional transformation and competency advancement, shifting educators from content consumers to “teachers-as-designers”.
Volume: 15
Issue: 4
Page: 3322-3333
Publish at: 2026-08-01

Ethical and cultural perspectives on ChatGPT use in higher education

10.11591/ijere.v15i4.37857
Masroor Alam , Suchi Dubey
Academic writing now faces additional challenges because users cannot identify when they use their human abilities instead of ChatGPT generative artificial intelligence (AI) tool assistance. The rapid emergence of generative AI tools such as ChatGPT has raised important ethical and cultural questions in higher education, particularly concerning authorship, originality, and responsible academic practice. The research obtained 55 open-ended survey responses from students who studied at different levels and pursued various subjects across multiple geographic areas. Among these responses, 23 provided sufficiently detailed reflections and were analyzed for qualitative insights. Using a qualitative research design, the research applied Braun and Clarke’s thematic analysis to identify three connected themes which include students’ ethical perceptions of ChatGPT use, perceived benefits and concerns in academic work, and the role of cultural context in shaping AI acceptance. Students acknowledge the helpful features of ChatGPT but they remain unclear about plagiarism rules and academic authenticity standards and institutional policies. The findings indicate that students generally perceive ChatGPT as a supportive learning tool when used responsibly, while also expressing concerns regarding dependency and unclear institutional guidance. Overall, the study highlights the need for clearer institutional policies and culturally informed AI literacy to support responsible use of generative AI in academic writing.
Volume: 15
Issue: 4
Page: 3576-3582
Publish at: 2026-08-01
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