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Application of artificial intelligence by university students: Chinese case

10.11591/ijere.v14i6.34753
Liudmyla Holubnycha , Tetiana Besarab , Tetiana Fomenko , Yaroslav Сhernonkov , Iryna Hontarenko , Tetyana Koshechkina
The problem of artificial intelligence (AI) use is crucial for understanding how AI creates new opportunities in education. It is proposed an approach designed to elicit precise responses regarding the students’ practical application of AI. The purpose of the research is to investigate Chinese students’ attitude to using AI that affect learning activities. The research design employed the methods of questionnaire and calculating. The questionnaire consisted of questions about using AI for different tasks, assignments, activities. The study was conducted in 2024. The research participants were 187 bachelor students from Shangqiu Normal University in China. A sampling technique was used as the students were selected based on their willingness to participate in the survey. The key findings are: over half of Chinese students use AI for presentations, essays, and projects, while a notable minority do not. More students use AI for professors’ tasks. The highest AI use is for homework. Fewer than half rely on AI for exam preparation, favoring traditional study methods. The conclusion is students in China tend to rely more on AI for routine or repetitive tasks. It is recommended to focus on developing AI literacy programs that guide students in the effective use of AI.
Volume: 14
Issue: 6
Page: 4244-4253
Publish at: 2025-12-01

The components and indicators of professional learning community: the guidelines for educational quality improvement

10.11591/ijere.v14i6.33511
Korakeng Klinthaisong , Jatuphum Ketchatturat , Charuni Samat
A professional learning community (PLC) is a group of educational personnel who come together to exchange knowledge, develop, and collaboratively solve problems related to improving instructional practices and school issues. The common goal is to develop students’ competencies. PLCs have the potential to transform the quality of educational results significantly. Consequently, studying the components and indicators of a PLC and conducting confirmatory factor analysis (CFA) of PLC models can help schools understand the key factors and practices that contribute to PLC success. This knowledge can be applied to develop a strong PLC within the school. The study of components and indicators of the PLC is exploratory research. The samples consisted of 1,080 administrators and heads of the subject group from 120 schools under the Secondary Educational Service Area Office, randomized by multi-stage random sampling. The research tool was a 4-level rating scale questionnaire. Research findings indicate that the CFA of PLCs aligns with empirical evidence. All components in the PLC model have significant factor loadings ranging from 0.916 to 0.945 at the 0.01 level (p<0.01). When ranked from highest to lowest, these components are: i) supportive conditions–structures; ii) shared values and vision; iii) collective learning and application; iv) Shared and supportive leadership; v) supportive conditions–relationships; and vi) shared personal practice. All of these are essential components of a PLC and serve as an important mechanism for educational personnel to work together to improve the quality of schools.
Volume: 14
Issue: 6
Page: 4498-4508
Publish at: 2025-12-01

From family to classroom: mediating roles in promoting social and emotional learning among early adolescents

10.11591/ijere.v14i6.35535
Pantipa Thiamta , Suntonrapot Damrongpanit
This research aims to examine the influence of authoritative parenting (PAREN), cooperative learning (COOP), school environment (ENVI), positive classroom climate (CLASS), and extrovert personality (EXTRO) on social and emotional learning (SEL), as well as analyze the complexity of mediating variable roles linking these factors. The sample consisted of 684 lower secondary school students from the upper northern region of Thailand. Questionnaires were used for data collection, and analysis was conducted using partial least square structural equation modeling (PLS-SEM) technique. Research findings revealed complex structures among factors collectively explaining 67.37% of SEL variance. PAREN emerged as the most powerful driving force followed by school factors, namely COOP and CLASS, which demonstrated strong interconnection while ENVI showed only indirect influence through EXTRO. Furthermore, CLASS and EXTRO functioned as significant mediating variables between classroom factors and SEL. However, EXTRO did not play a mediating role in the relationship between parenting and SEL, reflecting that family influence remains the primary factor determining SEL development in Thai youth.
Volume: 14
Issue: 6
Page: 4916-4927
Publish at: 2025-12-01

Understanding the link between graduate experiences and workforce integration in physical education and sports science

10.11591/ijere.v14i6.34909
Bryan M. Nozaleda , Jasmin B. Saquing , Maricel L. Dayag-Tungpalan , Hans Freyzer B. Arao , Chita C. Ramos , Daniel T. Casauay
Graduate employability remains a critical challenge in higher education in fields with diverse career pathways like physical education and sports science (PESS). Despite efforts to enhance employability through curriculum improvements and institutional support, gaps persist in workforce integration, particularly for non-teaching graduates. This study investigates the relationship between higher education experiences and employment outcomes among PESS graduates. Using data from 274 alumni of a state university in the Philippines, the study employed binary logistic regression to assess the influence of specialization, postgraduate education, and institutional support on employability. Results indicate that graduates in the teaching track were significantly more likely to secure employment as professional educators, while non-teaching graduates faced challenges aligning their careers with their academic background. Enrollment in postgraduate education emerged as a strong predictor of employment, however, curriculum evaluation and overall university experience were not immediate predictors of employability, though long-term employment outcomes were positively associated with graduates’ perceptions of their academic training. These findings reinforce the need for higher education institutions (HEIs) to strengthen career development initiatives for non-teaching graduates and enhance work-integrated learning (WIL) opportunities.
Volume: 14
Issue: 6
Page: 4418-4431
Publish at: 2025-12-01

The level of scientific research skills of the biology students in the Philippines

10.11591/ijere.v14i6.34323
Chillet G. Credo , Justin Vianey M. Embalsado , Jed V. Madlambayan , Rich Paulo S. Lim , Maica S. Pineda , Ricardo C. Salunga , Arnel A. Diego , Tracy John A. Credo
Scientific research is essential in advancing human knowledge and in driving technological advancements. Students in the bachelor of science in biology program are expected to accomplish scientific research as a curriculum requirement. Possessing scientific research skills is essential for producing high-quality research outputs. A scale for assessing scientific research skills among senior high school students is available, however, there is an instrumentation gap in evaluating these skills at the tertiary level. In this regard, a research gap also exists in the assessment of students’ scientific research skills. Confirmatory factor analysis (CFA) using the JAMOVI software was utilized to establish the validity and reliability of the scientific research skill scale. The study included 133 officially enrolled biology students who voluntarily agreed to participate. The results provided compelling evidence that the tool effectively assesses scientific research skills in three key areas: scientific information development skills, scientific research management skills, and scientific research processing skills. This also affirmed the relevance of the three key areas in the biology program. The results also revealed that the level of scientific research skills of the students is on the average level across all three areas. This reflected an existing issue in the field of scientific research as mastery of skills is crucial in producing quality output, hence the study has significant implications for curriculum developers and policymakers of higher education institutions. There is a need to revisit the curriculum and to incorporate opportunities to enhance scientific research skills across various science subjects.
Volume: 14
Issue: 6
Page: 4517-4527
Publish at: 2025-12-01

Digital literacy and cybersecurity in higher education: the unseen power of academic librarians

10.11591/ijere.v14i6.34916
Mohammad Fazli Baharuddin , Abdurrahman Jalil , Zahari Mohd Amin , Fadhilnor Rahmad , Shamila Mohamed Shuhidan
The increasing reliance on digital technologies in higher education has amplified the need for students to develop digital literacy and cybersecurity awareness. However, many undergraduate students lack the competencies required for responsible and secure digital engagement, posing significant risks in the digital landscape. Academic librarians, as key facilitators of information literacy, are uniquely positioned to address these challenges, yet their roles in promoting digital literacy and cybersecurity awareness remain underexplored. The study addresses the following key issues: how do academic librarians play their roles on undergraduate students’ digital literacy and cyber security awareness; what are the challenges related to library initiatives; and, perhaps most importantly, what are the strategies do librarians employ to improve it? Using a qualitative research methodology, data were collected through interviews with six academic librarians and analyzed using thematic analysis. The findings reveal that academic librarians play critical roles in fostering digital literacy and cybersecurity by teaching information literacy, promoting ethical online behavior, and enhancing students’ digital safety practices. Challenges identified include limited resources, diverse digital skill levels among students, and difficulties in maintaining student engagement. Librarians address these issues through strategies such as faculty collaboration, integrating digital literacy programs, employing interactive learning tools, and pursuing continuous professional development. This research offers actionable insights for integrating digital literacy and cybersecurity initiatives into library services, improving librarian training, and enhancing the sustainability and visibility of academic libraries within higher education institutions.
Volume: 14
Issue: 6
Page: 4404-4417
Publish at: 2025-12-01

Environmental and psychological influences on adolescents’ self-concept: teacher-student relationship as a moderator

10.11591/ijere.v14i6.34518
Ting Chen , Jamalsafri Saibon
Adolescence is a critical stage for the development of self-concept and psychological resilience. However, the impact of environmental and psychological factors on adolescents’ self-concept through psychological resilience has not been fully explored. Meanwhile, the discussion on whether the teacher-student relationship moderates the relationship between psychological resilience and self-concept is relatively rare. Based on cognitive-behavioral and social learning theories, this study collected data from 404 Chinese adolescents through a questionnaire survey. It employed partial least squares structural equation modeling (SEM) to test the hypotheses. The study found that environmental and psychological factors significantly influence adolescents’ psychological resilience, and psychological resilience mediates the relationship between environmental and psychological factors and self-concept. Moreover, the teacher-student relationship moderates psychological resilience and self-concept, particularly the positive teacher-student relationship, significantly promoting adolescents’ self-concept. This research highlights the critical influence of psychological resilience and teacher-student relationships in shaping adolescents’ self-concept. It provides empirical support for educational practice, highlighting the key role of environment, psychological factors, and good teacher-student relationships in adolescents’ mental health and self-concept development.
Volume: 14
Issue: 6
Page: 4528-4539
Publish at: 2025-12-01

Practice of lateral dominance: an early evaluation strategy in children from the rural area of Puno

10.11591/ijere.v14i6.32729
Nelly Olga Zela-Payi , Haydee Clady Ticona-Arapa
The purpose of this study was to investigate the practice of lateral dominance as an early evaluation strategy in children from the rural area of Puno, Peru. Early assessment of lateral dominance is crucial for understanding a child’s cognitive and motor development. This study focused on children attending a school for children with learning disabilities in the rural Initial Educational Institution Camacani within the Local Educational Management Unit of Puno, located in the southern region of the Province of Puno, under the jurisdiction of the Platería District. A total of 100 children (50 boys and 50 girls), aged 5 years, were selected for the study. The research was descriptive-quantitative in nature, aimed at evaluating the dominance of four dimensions—hands, feet, ears, and eyes—using the Harris test. The findings revealed that lateral dominance in both boys and girls was characterized by poorly affirmed laterality in 60% of the cases and crossed laterality in 40%. This suggests that at the age of 5 years, the children were still in the developmental stage of lateralization, with no clear dominance of the left or right hemisphere. Based on the results, it was concluded that lateral dominance in these children was not yet fully established. Furthermore, the study emphasized the importance of incorporating psychomotor activities during early childhood development to promote the continuous improvement of laterality, motor skills, and spatial orientation.
Volume: 14
Issue: 6
Page: 5094-5104
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

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

Influences of educational and personal contexts on self-efficacy and job satisfaction of public elementary school teachers

10.11591/ijere.v14i6.33510
Ellaine Joy G. Eusebio , Philip R. Baldera , Aljay Marc C. Patiam , Charton F. Sombria , Jacel Ruz F. Gan , Connie G. Castillo
Enhancing teachers’ performance and sense of fulfillment in their roles is essential for advancing educational quality and promoting their overall well-being. This study investigates the determinants of teachers’ self-efficacy within a supportive school culture, as well as the factors influencing their job satisfaction, focusing on both educational and personal contexts among public elementary school teachers within a supportive school culture, focusing on educational and personal contexts. Utilizing a sample of 97 teachers from 13 schools in the Philippines, the research employs a causal-comparative design and surveys to gather data. The Kruskal-Wallis test results indicate no significant differences in self-efficacy and job satisfaction across age groups. The Mann-Whitney U test reveals a significant difference in self-efficacy between male and female teachers, with the latter reporting higher levels, while no significant gender differences were observed in job satisfaction. Likewise, no significant differences were found across career stages in both efficacy and satisfaction. A multivariate analysis of variance reveals that a supportive school culture has a significant impact on teachers’ self-efficacy and also on their job satisfaction. These results emphasize the critical role of nurturing a supportive school environment to enhance teacher well-being and effectiveness. The study provides valuable insights and practical recommendations for improving educational quality and teacher satisfaction through targeted interventions in school culture and opportunities for career advancement.
Volume: 14
Issue: 6
Page: 4468-4477
Publish at: 2025-12-01

Content validity of an innovative behavior rubric for polytechnic engineering students

10.11591/ijere.v14i6.33370
Nor Aisyah Che Derasid , Aede Hatib Musta’amal @ Jamal , Nornazira Suhairom , Hary Suswanto
In engineering education, fostering innovative behaviors is crucial for preparing students to tackle complex, real-world challenges. Developing an assessment tool or rubric that accurately measures innovative behavior is essential to provide educators with the means to systematically evaluate students’ innovative potential. This article mainly focuses on assessing the content validity of the innovative behavior assessment rubric, which is designed to measure the innovative behavior of engineering students. The rubric was designed around three core dimensions: problem recognition, idea generation, and idea implementation. Content validity was assessed using the item-level content validity index (I-CVI), scale-level content validity index (S-CVI), and modified kappa statistic. Expert evaluations resulted in a final 35-item rubric, with an overall S-CVI of 0.85, indicating high content validity. Items with I-CVI values below 0.70 were either revised or removed to ensure relevance and clarity. The study highlights the importance of expert judgment in the validation process and underscores the utility of both I-CVI and kappa in refining assessment tools. Future research will focus on construct and criterion validation, as well as practical application across diverse educational contexts.
Volume: 14
Issue: 6
Page: 4307-4319
Publish at: 2025-12-01

Proposal for a learner model adapted for personalized tutoring based on IMS-LIP and PAPI

10.11591/ijere.v14i6.33366
Soukaina Nai , Amal Rifai , Abdelalim Sadiq , Bahaa Eddine Elbaghazaoui
The effectiveness of online tutoring systems largely depends on their ability to adapt to the individual needs of learners, to personalize learning activities, and to provide immediate and effective assessment and remediation. This effectiveness can only be ensured if accurate information is available regarding learners’ progress and learning profiles. In this article, we aim to propose a learner model tailored to the specificities of our academic support system, incorporating learning functions that enable personalized tutoring based on students’ needs. For this purpose, this study began with a literature review of existing learner models. We focused on five representative samples of the most widely used learner models in current learning systems: instructional management system-learner information package (IMS-LIP), public and private information for learners (PAPI), CARCHIOLO, knowledge on demand (KOD), and learner model for personalized adaptation (LMPA). We examined their characteristics and then compared them based on the following criteria: adaptability, user preferences, personalized learning, pedagogical requirements, assessment, and remediation, to evaluate their potential for integration into our system. The study revealed that these models present several limitations, which led us to propose a new learner model based on the PAPI and IMS-LIP standards. This proposal incorporates a semantic ontological structure that categorizes learner characteristics into six domains: preferences, pedagogy, administration, identification, learning, and assessment. The proposed model represents a promising solution for adapting learning processes to individual learner profiles, thereby fostering more effective and engaging educational experiences.
Volume: 14
Issue: 6
Page: 4375-4388
Publish at: 2025-12-01

Assessment apps to evaluate students’ reading progress in English classroom

10.11591/ijere.v14i6.32907
Gina Karina Camacho-Minuche , Eva Ulehlova , Verónica Espinoza-Celi
The traditional way to assess students’ reading progress hinders their motivation and engagement, which negatively affects their academic performance. Therefore, this study seeks to address the issue by analyzing the effectiveness of three interactive technological assessment tools: Kahoot, Quizizz, and Socrative, as alternatives for assessing English as foreign language (EFL) students’ reading comprehension, as well as exploring the students’ perceptions about the use of these technological tools. This quasi-experimental study involved mixed method approach and consider 60 senior high school students of Loja, South of Ecuador as a purposive sample. There were outlined advantages and drawbacks linked to three assessment technological tools applied; however, Socrative revealed to be the most effective. Effectiveness seemed contingent upon several variables, such as the educational goals, functionalities of the tools, and the students’ settings. Additionally, the use of technological tools provided a range of resources to enhance dynamism and engagement of learning by facilitating interaction among students. In essence, this resulted in the consolidation of new knowledge, enabling students to retain information over an extended duration.
Volume: 14
Issue: 6
Page: 5151-5160
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
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