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Culture-based teaching practices of teachers in a Philippine-Chinese school: narratives and insights

10.11591/ijere.v14i6.33611
Remedios C. Bacus , Rivika C. Alda , Helen B. Boholano
Philippine-Chinese schools have been in existence for several decades. This study explores the influence of Chinese culture on Filipino teachers’ pedagogical and content delivery, language and social interaction, and their practices and constructions while teaching in a Chinese school. Through a descriptive–qualitative approach to explore the experiences, 12 non-Chinese teachers were purposively chosen to participate in the study. Guided by the validated interview guide and the qualitative data analysis steps by Braun and Clarke, six themes emerged: bilingual pedagogy, cultural values integration, language immersion, technology in education, thriving through diversity, support and collegiality. The study revealed the enriching interaction between Chinese cultural influences and Filipino teaching practices, suggesting the need for ongoing professional development that enhances cultural competence, innovative pedagogical strategies, and supportive teaching communities.
Volume: 14
Issue: 6
Page: 5080-5093
Publish at: 2025-12-01

Unveiling the emotional labor of overseas Filipino international teachers

10.11591/ijere.v14i6.34579
Leomar O. Baylosis , Ivy F. Amante , Rovy M. Banguis , Aldin Paul S. Genovia , Shem A. Cedeño
Emotional labor at work typically manifests through surface acting and deep acting. This phenomenological study examines the emotional labor experienced by 15 international Filipino teachers working in the United States, Saudi Arabia, and Thailand. Guided by self-determination theory (SDT), the research explores their reasons for teaching abroad, as well as the challenges they face and how they navigate them emotionally. A qualitative design was employed using semi-structured interviews and framed narratives. Each participant engaged in one individual interview and one focus group discussion. Data were analyzed using interpretative phenomenological analysis (IPA) to generate key themes. Findings show that deep acting involves emotional control, display of positive emotions, emotional exhaustion, experience of negative emotions, and emotional indifference toward self. In contrast, surface acting includes masking emotions, projecting artificial feelings, and withdrawal behaviors. The five major themes emerged as contributing factors to emotional labor: cultural adjustment, language barrier, professional challenges, limited support networks, and work-life balance. Coping strategies identified include emotional regulation, positive cognitive response, support from family and peers, and participation in recreational activities. These nuanced findings offer important insights for international teacher preparation, emotional well-being, and future research on cross-cultural educational contexts.
Volume: 14
Issue: 6
Page: 4628-4637
Publish at: 2025-12-01

A survey on convolutional neural network hardware acceleration through approximate computing multiple and accumulates unit

10.11591/ijra.v14i3.pp366-375
Suvitha Pathiyadan Sudhakaran , Aathmanesan Thangakalai
Convolutional neural networks (CNNs) are applied to a different range of real-world complex tasks to provide effective solutions with high accuracy. Based on the application's complexity, CNN demands a lot of processing units and memory spaces for its effective implementation. Bringing this computational task to hardware for processing the data to enhance the acceleration helps in achieving real-time performance improvement. Recent studies focused on approximation methodology to overcome this problem. This proposed survey analyzes various recent methods involved in implementing approximating computing-based processing elements and their usage in CNNs. Primarily, the survey focuses on multiple and accumulates (MAC) unit and their various approximation methods, which acts as a fundamental block as a processing element in the CNN layers. Secondly, it focuses on various CNN hardware acceleration architectures and their layers designed using different methods and their wide range of applications. Some of the recent design methods applied to various ranges of applications are also analyzed in the proposed survey. This detailed analysis gives an outlook on effective approximation blocks and the CNN architecture to be effectively used in various designs, with a scope of area in which future improvement can be made.
Volume: 14
Issue: 3
Page: 366-375
Publish at: 2025-12-01

Prospective classroom teachers’ views on instructional technologies and web-based digital educational tools

10.11591/ijere.v14i6.34918
Görkem Avcı , Elvan Subaşıoğlu
This study examined prospective classroom teachers’ perceptions of instructional technologies and the web-based digital tools they actively use. Using a case study design with semi-structured interviews, data were collected from 15 prospective teachers who had completed an instructional technology course. The findings show that participants strongly emphasized the necessity of technology integration in education. The most commonly used tools included assessment, visual–infographic design, coding, drawing–shaping, augmented and virtual reality, animation, interactive presentations, and artificial intelligence. These tools were found to significantly support effective and efficient learning, enhance motivation, and promote sustainable learning. Accordingly, the study recommends the systematic use of web-based digital tools to support digital transformation in education.
Volume: 14
Issue: 6
Page: 5219-5228
Publish at: 2025-12-01

Smartphone use and its association with academic performance among university students in Bangladesh

10.11591/ijere.v14i6.34651
Md. Biplob Hossain , Noyon Ali , Ahmed Al Sabbir , Faysal Ahmed Imran , Md Shahjahan
Smartphone use has become integral to daily life, particularly among university students. While smartphones provide educational benefits, their overuse and addiction may negatively impact academic performance. This study investigates the prevalence of smartphone use, addiction levels, and their associations with academic performance among undergraduate students in Bangladesh. A cross-sectional survey was conducted on 615 undergraduate students from seven universities. The smartphone addiction scale-short version (SAS-SV) measured addiction levels, while academic performance was assessed via self-reported cumulative grade point average (CGPA). Descriptive statistics and logistic regression analyses were performed to explore associations. Among respondents, 29.1% were categorized as smartphone-addicted based on SAS-SV thresholds. Key predictors of higher academic performance (CGPA>3.0) included male gender (adjusted odds ratio (AOR): 3.71, 95% confidence interval (CI): 2.47–5.59, p<0.01), rural background (AOR: 1.64, 95% CI: 1.11–2.43, p=0.01), and attending private universities (AOR: 1.85, 95% CI: 1.28–2.74, p<0.01). Smartphone use for educational purposes was positively associated with better academic outcomes (AOR: 1.48, 95% CI: 0.95–2.30, p<0.01). Although smartphones are widely used for academic purposes, excessive use for stress relief or non-educational activities may harm academic outcomes. Interventions promoting responsible use and raising awareness about smartphone addiction are crucial for enhancing academic performance among university students.
Volume: 14
Issue: 6
Page: 4854-4863
Publish at: 2025-12-01

Design and simulation of inductive power transfer system using hybrid compensation topologies

10.11591/ijpeds.v16.i4.pp2453-2463
Noor Sami , Harith Al-Badrani
This research addresses the principle of wireless power transfer (WPT). The system is primarily based on inductive power transfer (IPT). IPT is a recent technology that enables electrical power to be transferred between two coils via a magnetic field without the need for physical conductors. This method is particularly useful in applications where conventional wires cannot be used, such as biomedical implants, electric vehicles, and consumer electronics. Existing advances in system design, magnetic materials, and compensation topologies have significantly improved system performance and expanded their application range. Main challenges in IPT systems include improving efficiency and transmission distance. Hybrid compensation techniques in IPT systems have emerged as a promising solution to enhance system stability and power transfer efficiency under varying load conditions. IPT systems ensure highly efficient battery transfer and charging. This paper presents the design and simulation of a 3.7 kW IPT system employing hybrid compensation topologies specifically inductor–capacitor–capacitor/series (LCC/S) and LCC/LCC configurations to enhance power transfer efficiency and maintain zero phase angle (ZPA) operation. The proposed system is simulated using ANSYS Maxwell and MATLAB/Simulink to evaluate voltage gain, resonant behavior, and power output under varying load conditions. The LCC/LCC topology demonstrates superior load-independent ZPA characteristics and improved receiver-side voltage stability. Simulation results confirm that both configurations achieve high efficiency and robust power transfer over an air gap of 100 mm, with the LCC/LCC system showing better tolerance to misalignment. These findings suggest that hybrid compensation topologies are viable candidates for medium-power wireless charging systems in electric vehicles and industrial automation.
Volume: 16
Issue: 4
Page: 2453-2463
Publish at: 2025-12-01

Effect of a digital literacy through workshop training programs on older adults: a quasi-experimental study

10.11591/ijere.v14i6.32631
Ruthairat Siriwattanarat , Kittikhun Meethongjan , Ornuma Charoensuk , Donsak Tsailexthim , Weerawich Wongroj
In Bangkok, Thailand, workshop training programs aimed at enhancing digital literacy among older adults have been developed. The objective of this study was to assess whether a structured digital literacy workshop could improve mobile device proficiency among older adults in Bangkok. This program consisted of six workshops focusing on mobile devices such as smartphones or tablets. This quasi-experimental study investigates the impact of these workshops on digital device usage among urban community adults aged 60 and above. Digital literacy was assessed using the mobile device proficiency questionnaire (MDPQ-16) at three stages, they are baseline (pretest), immediately after program completion (post-intervention), and one month later (follow-up). A total of 84 older adults participated in these workshop training programs. Our findings indicate a significant increase in mobile device proficiency (P<.000). Participants showed substantial improvement in digital literacy at both the posttest and intervention assessments compared to pretest, with no significant difference observed between posttest and intervention scores. However, participants aged 70 and older with lower education levels demonstrated comparatively lower levels of digital literacy. These findings underscore the importance of implementing structured and accessible digital literacy training for older adults, particularly for those with lower educational attainment, to reduce digital disparities and promote inclusive access to essential digital services.
Volume: 14
Issue: 6
Page: 4389-4403
Publish at: 2025-12-01

Utilization of innovative educational applications for developing the spiritual and creative potential of future educators

10.11591/ijere.v14i6.32125
Elvira Yeshenkulova , Kulimkhan Arymbayeva , Gulzhan Maulenberdieva , Dinara Yeshenkulova , Ulzharkyn Abdigapbarova , Kristina Kolesnik
Contemporary training of future educators necessitates the development of not only professional but also spiritual and creative qualities. This study aims to evaluate the effectiveness of an online course utilizing a chatbot to enhance the spiritual and creative potential of students in pedagogical disciplines. The research involved 534 of 4thyear students from two universities in Kazakhstan, divided into an experimental group (n=268) and a control group (n=266). The experimental group completed six modules covering creative thinking, spiritual development, public speaking, and other aspects of self-development. Pre- and post-course surveys assessed five indicators of spiritual health: vitality, resilience, values, meaning, and openness to change. The intervention resulted in a significant improvement in three key indicators: resilience, values, and meaning. These enhancements are likely to contribute to better preparation of future educators by strengthening their resilience to professional challenges, helping them understand their values and goals, and enhancing their awareness of the significance of education for society.
Volume: 14
Issue: 6
Page: 5129-5139
Publish at: 2025-12-01

Time-domain performance of QBC with self-lift circuit

10.11591/ijpeds.v16.i4.pp2491-2499
Subbulakshmy Ramamurthi , Palani Velmurugan , Shobana Devendiren , Soundarapandiyan Manivannan
This study examines the performance of a high-gain quadratic boost converter (QBC) coupled with a self-lift circuit under two control methodologies: sliding mode control (SMC) and fractional-order proportional integral derivative (FOPID) control. The QBC topology is used because it can boost voltage significantly, which is especially useful for renewable energy applications. Simulation studies show that both controllers can control the output voltage of the converter, but the FOPID controller works better in dynamic situations. In particular, it makes settling happen faster, cuts down on overshoot, and lowers steady-state error compared to the SMC method. The overall results show that the FOPID controller is a good choice for improving stability and transient response. This makes it a good choice for advanced high-performance power electronic systems.
Volume: 16
Issue: 4
Page: 2491-2499
Publish at: 2025-12-01

Beat the cheat: tendencies of academic misconduct and teachers’ interventions

10.11591/ijere.v14i6.34757
Lauro Santiago Aspiras , Emma Daynos Aspiras
This research employed an explanatory sequential mixed-methods approach, integrating quantitative and qualitative techniques across two phases to explore the prevalence of academic misconduct (AM) and the interventions implemented by educators. Data were gathered from randomly selected students and purposively chosen teachers using structured and semi-structured questionnaires, based on specific criteria. The findings revealed significant occurrences of AM among students, including practices such as plagiarism, copying from websites, and sharing quiz answers via social media. Teachers also reported these behaviors, highlighting the multifaceted motivations behind students’ engagement in AM. In response to these challenges, educators implemented a range of interventions. These included confirmatory communication through phone calls and text messages, the introduction of gamified learning activities, constructive feedback on plagiarized work, and supportive outreach via private messages. In some cases, home visits were conducted to reinforce accountability. The study identified four key outcomes of these interventions: student compliance with academic integrity measures, acceptance of the consequences of misconduct, receptivity to feedback, and the phenomenon known as “Ningas Kugon” mentality, which describes inconsistent or transient changes in student behavior. Hence, this inquiry provides valuable insights into the dynamics of AM and the effectiveness of various educator interventions.
Volume: 14
Issue: 6
Page: 4329-4339
Publish at: 2025-12-01

Development of research competences in undergraduate students

10.11591/ijere.v14i6.33724
Carmen Lily Winchez Aylas , Patricia Bejarano Alvarez
This study addresses the limited involvement of university students in research activities, which reflects a significant gap in the development of key research competencies for their academic and professional advancement. Lack of involvement restricts essential skills such as problem formulation, rigorous data analysis and communication of findings, preventing students from generating relevant knowledge and meeting the challenges of their future careers. Through a systematic review of the literature on the development of research competencies in undergraduate students, using reliable sources such as Scielo, Dialnet and other academic journals, this study identified effective methodologies to foster such competencies. Rigorous exclusion criteria were applied to ensure the relevance and timeliness of the selected studies. In conclusion, educational strategies such as flipped learning and research workshops were found to have a positive impact on the development of research competences, enhancing both technical and transversal skills, such as innovation and critical thinking. These methodologies prepare students for academic and professional challenges and foster a research culture in educational institutions. This article explicitly identifies and synthesizes innovative educational strategies (flipped learning, Lean startup, and research workshops) that have a proven impact on strengthening both technical and transversal research competences in undergraduates in Latin America. This systematic approach and regional focus are not found in prior reviews.
Volume: 14
Issue: 6
Page: 4928-4936
Publish at: 2025-12-01

Performance analysis of a cascaded dual full bridges 5, 7, and 9 levels inverter: experimental validation

10.11591/ijpeds.v16.i4.pp2464-2475
Nabil Saidani , Rachid El Bachtiri , Abdelaziz FRI , Karima El Hammoumi
Cascaded full-bridge inverter is a suitable topology for grid-connected applications due to its ability to generate an output voltage waveform that closely resembles a sine wave, resulting in lower total harmonic distortion (THD) factors. This article proposes the use of the selective harmonic elimination (SHE) technique to produce a 5-level voltage using a symmetrical inverter and 7 and 9-level voltage using an asymmetrical inverter composed of only two full bridges loaded by an RL circuit of 51.4 Ω and 200 mH. The study primarily focuses on analysing the impact of the number of levels on the power quality of the inverter. This includes investigating the effects of the fundamental magnitude on the produced power, as well as measuring losses in the inverter, power factor, THD factor, and fundamental magnitude for each level configuration. The study demonstrates that asymmetrical MLIs lower THD (10.9% vs. 16.7%) and increasing voltage levels enhance waveform quality but slightly reduce the fundamental voltage magnitude, impacting AC power output. The simulation analysis has been conducted using the PSIM environment, and the results have been validated through experimental measurements.
Volume: 16
Issue: 4
Page: 2464-2475
Publish at: 2025-12-01

The integration of scaffolding and augmented reality in physics learning

10.11591/ijere.v14i6.30575
Siti Nurqualbiah Mat Karim , Aidah Abdul Karim , Fariza Khalid
Physics learning often involves problem-solving in mathematical calculation that has become one of the many challenges among high school students. The integration of scaffolding and augmented reality (AR) has the potential to improve students’ understanding in problem-solving involving mathematical calculation in physics learning. Therefore, this study aims to increase gravitational knowledge among high school students using AR learning kit with the integration of scaffolding. This study employed mixed method case study research design and involved 15 high school students in urban areas. Data was collected using semi structured interview and pre and post gravitation test then analyzed using qualitative thematic analytic and descriptive statistics. The findings showed that an AR learning kit integrating scaffolding named FizaAR has increased gravitational knowledge among high school students in physics learning. The findings further indicated that scaffolding element employed in FizaAR have the feature of simplified small subtopics help to increase confidence among students in physics learning. Consequently, the AR learning kit might enhance high school students’ understanding of physics. This study found that integrating scaffolding and AR would help physics education.
Volume: 14
Issue: 6
Page: 5105-5116
Publish at: 2025-12-01

Enhancing professional skills of prospective teachers in Kazakhstan through digital technologies

10.11591/ijere.v14i6.33834
Zheniskul Assylbayeva , Sazhila Nurzhanova , Nessibeli Kurman , Ulzhalgas Yessim , Maira Kudaibergenova
The study’s relevance stems from the increasing integration of digital technologies (DT) in education and the growing need for future educators to develop digital competencies. As teaching methods evolve to incorporate innovative tools, understanding how DT can effectively enhance professional skills (PS) is critical for preparing prospective teachers to meet the demands of 21st-century classrooms. This study aims to investigate digital technology’s effectiveness in enhancing prospective teachers’ PS. The research sample comprised 178 prospective teachers from the Abai Kazakh National Pedagogical University. Participants in the digital training constituted the sample of prospective teachers in the experimental group (EG). The results’ correlation shows that the groups’ indicators before and after the digital training differed significantly. The beneficial dynamics of dependent variables brought about by the digital training attest to the efficacy of the current pedagogical support in terms of enhancing the PS of teacher candidates. Given the country’s ongoing educational reforms and efforts to modernize the system, this study fills a crucial gap by providing region-specific insights and offering practical insights for enhancing the PS of prospective teachers, which can be applied in pedagogical universities. These findings help to bridge the theory-practice gap by investigating the practical applications of digital tools in skill development.
Volume: 14
Issue: 6
Page: 4957-4965
Publish at: 2025-12-01

Enhancing teachers’ digital literacy for security: a systematic review of frameworks and analytical methods in education

10.11591/ijere.v14i6.32613
Nadirah Othman , Nor Aslily Sarkam , Norhayati Baharun , Teoh Sian Hoon , Suraya Masrom , Nor Faezah Mohamad Razi , Abdullah Sani Abd Rahman
The rising use of digital tools in education emphasizes the crucial need of teachers’ digital security, which relies on strong digital literacy. This study assesses teachers’ digital literacy on digital security literature to meet the urgent need for safe practices in schools due to increased security breaches. A total of 30 studies were reviewed using preferred reporting items for systematic reviews and meta-analyses (PRISMA) criteria to build frameworks and data analysis methodologies in this field. Five research areas were identified: teacher perspectives, security-related issues, educational impacts, pedagogical approaches, and instrument validation. The predominant framework used was the digital competence framework for citizens (DigComp), however hybrid frameworks that integrate other theoretical perspectives were highly commended for their comprehensive approach. The 30% of the studies focused on security issues, including cyberbullying and data protection, while 70% incorporated security dimensions into digital literacy frameworks. Quantitative approaches comprising 60%, including t-tests, analysis of variance (ANOVA), and regression analysis. Structural equation modeling (SEM) was used in several studies to examine complex relationships. Although current research predominantly emphasizes quantitative methods, future investigations could enhance knowledge of teachers’ digital literacy and security by integrating SEM with artificial neural networks (ANN). This review emphasizes the necessity for hybrid frameworks and sophisticated approaches to enhance research.
Volume: 14
Issue: 6
Page: 4276-4294
Publish at: 2025-12-01
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