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29,939 Article Results

Learning disabilities teachers’ perceptions of employing artificial intelligence applications in teaching their students

10.11591/ijere.v14i4.32888
Mariam Alnaim , Ghada Al-Otaibi
This study explores the learning disabilities teachers’ perceptions of employing artificial intelligence (AI) applications in teaching their students in Saudi Arabia. A quantitative approach was utilized, distributing a questionnaire to 108 teachers of students with learning disabilities. Findings indicate a moderate level of AI application use, with tools like virtual reality (VR) and speech recognition being more commonly recognized and valued. However, other applications, such as Thinkster Math, remain underutilized, revealing gaps in effective AI integration. The study recommends targeted strategies to overcome barriers such as insufficient teacher training, lack of digital infrastructure, and the need for culturally responsive AI tools. Key solutions include developing professional development programs, improving access to technology, and providing financial incentives to encourage wider adoption. By addressing these challenges and implementing these recommendations, Saudi Arabia can enhance its special education landscape, enabling teachers to leverage AI as a transformative tool and fostering a more inclusive and adaptive learning environment for students with learning disabilities. This study underscores the need for continuous research and feedback to refine AI tools, ensuring they meet educational goals and improve student outcomes.
Volume: 14
Issue: 4
Page: 2732-2741
Publish at: 2025-08-01

Using Canva and Microsoft Teams to support students’ writing tasks

10.11591/ijere.v14i4.27985
Wan Zahidah Wan Sulaiman , zuraina ali , Zarina Mohd Ali , Shahid Hussain Shahid , Muhammad Ishtiaq , Norsuhaily Abu Bakar
Teachers and students face difficulties in remote learning. These difficulties can be greatly reduced by utilizing applications, such as Microsoft Teams (MS Teams) and Canva. This study investigates the effectiveness of using Canva and MS Teams as helpful resources for students assigned to write informative speech essays. Employing a sequential explanatory research design in a mixed-method approach, the study involved sixteen English majors from a private university located on Malaysia’s East Coast. Students used MS Teams to complete pre-and post-tests, and afterward, interviews were held to learn more about how they felt about using Canva. The pre and post-tests showed that students improved their writing abilities when using MS Teams since they had a chance to collaborate with their peers and teachers. Qualitative findings also revealed that online learning environments promoted interaction between students and teachers and between students and their peers. The results suggest that incorporating web tools like MS Teams and Canva could enhance students’ learning experience as they complete their writing projects. Overall, this study highlights the potential benefits of incorporating web technologies into the writing process and underscores the importance of seeking student feedback to improve the effectiveness of these tools.
Volume: 14
Issue: 4
Page: 3295-3303
Publish at: 2025-08-01

Study on parental involvement in Vietnamese primary students’ learning: insights from the era of educational reform

10.11591/ijere.v14i4.32897
Thi Hong Hanh Van , Xuan Quang Tran , Thi Phuong Vy Nguyen , Thai Hung Le
In light of Vietnam’s recent educational reforms emphasizing competency-based learning, this research explores how Vietnamese parents engage in their children’s education and the relationship between this involvement and students’ academic performance. Employing both quantitative (surveys) and qualitative (interviews) methods, the study focuses on three critical aspects of parenting and the family environment, based on Epstein’s theory: communication between parents and teachers, volunteering, and collaboration with the community. Quantitative data, analyzed using SPSS software, revealed the frequency of parental involvement activities, providing a comprehensive picture of both common and less frequent activities. Pearson correlation results confirmed a positive relationship between active parental involvement and student performance. The qualitative findings further highlight the challenges parents face when engaging in their children’s education and offer suggestions for improving parental participation. Overall, the paper provides valuable insights into the dynamics of parental involvement in Vietnamese schools and proposes practical, contextually appropriate solutions to enhance educational quality by strengthening cooperation between schools and parents.
Volume: 14
Issue: 4
Page: 2487-2499
Publish at: 2025-08-01

Validity and reliability of the questionnaire of Chinese self-efficacy for Chinese as a second language learners in China

10.11591/ijere.v14i4.33568
Yulan Peng , Muhammad Zuhair Zainal
Self-efficacy is a pivotal predictor of academic success in second language learning. With the growing enrollment of international students in Chinese language programs in China, there is a pressing need for validated tools to assess self-efficacy among Chinese as a second language (CSL) learners. This study addresses this need by adapting and validating the English-Chinese questionnaire of Chinese self-efficacy (QCSE) from the original questionnaire of English self-efficacy (QESE). Using a cross-sectional design, data were collected from 174 international college students in Jiangxi Province for psychometric evaluation. Confirmatory factor analysis (CFA) assessed the instrument’s reliability and validity, with results showing a high overall Cronbach’s alpha of 0.942 and strong dimension-specific values (listening, speaking, reading, and writing) ranging from 0.915 to 0.927. All item outer loadings exceeded 0.7, and the average variance extracted (AVE) values were above 0.5, confirming the robustness of the QCSE. This validated instrument addresses a critical gap in CSL self-efficacy assessment and provides valuable insights for learners, educators, and policymakers.
Volume: 14
Issue: 4
Page: 2510-2520
Publish at: 2025-08-01

Hope and grit: the driving forces behind student-athletes’ motivation in sports and academics

10.11591/ijere.v14i4.32916
Jet C. Longakit , Joseph Lobo , Teejay Panganiban , Jay Mark D. Sinag , Elvie F. Celestial , Janice D. Ballera
While the challenges student-athletes face in balancing academics and sports have garnered increasing attention, few studies have explored how factors like hope and grit contribute to this balance and enhance motivation. This study investigated the relationship between hope, grit, and motivation of academic and sports of student-athletes. A total of 247 student-athletes of Mindanao State University-Iligan Institute of Technology (MSU-IIT) answered a set of questionnaires assessing grit, dispositional hope, and student-athletes motivation towards sports and academics with the age range of 18-24 years old. Ethical approval was gained from the participants. The results showed that factors of hope (agency and pathways) and grit (consistency of interest or COI and perseverance of effort or POE) were significant predictors of motivation in sports and academics. This suggests that student-athletes with higher levels of hope and grit demonstrate increased motivation in both domains. These results could offer a more valuable insights for coaches, educators, and sports psychologist striving to support the long-term success and wellbeing of student-athletes.
Volume: 14
Issue: 4
Page: 2574-2583
Publish at: 2025-08-01

Validity and reliability “K² REBT” group counseling module depression among students

10.11591/ijere.v14i4.32133
Nor Asikhin Ishak , Nurul Huda Ishak , Mohamad Sukeri Khalid
Depression among teenagers, especially students, is an increasing concern with serious consequences, including criminal behavior and suicide. This study develops a rational emotive behavior therapy (REBT) counseling module aimed at reducing irrational beliefs and enhancing the cognitive, emotional, and behavioral well-being of depressed students. The module comprises four sub-modules: self-acceptance, feelings, beliefs, and challenging, based on established REBT principles. The 30 students diagnosed with depression participated in reliability testing, while content validity was assessed by five experts, yielding a high validity quotient of 0.930. The module’s reliability was confirmed with a Cronbach’s alpha of 0.964, indicating strong internal consistency. These findings suggest that the REBT Module is a highly valid and reliable tool for improving coping strategies and alleviating depression among students, making it a valuable addition to school counseling programs.
Volume: 14
Issue: 4
Page: 3065-3077
Publish at: 2025-08-01

Formation of key skills of the XXI century in the educational practice of a teacher

10.11591/ijere.v14i4.32968
Saltanat Beissembayeva , Zhanar Oshakbayeva , Gulfairuz Yerkibayeva , Karlygash Babayeva , Selime Chakanova
This study addresses the pressing need to develop key XXI century skills among teachers to effectively navigate the contemporary educational challenges that they are facing. Through interviews with 86 educators from Kazakh pedagogical universities, we identified several essential competencies, including digital literacy, critical thinking and collaboration, as being fundamental for successful teaching in modern contexts. The research proposes a multifaceted approach, employing innovative strategies such as active learning, project-based learning, and collaborative techniques, to seamlessly integrate these skills into the curriculum. The findings indicate that these methods not only enhance students’ practical experiences but also foster a supportive learning environment conducive to creativity and effective problem-solving. The study concludes by emphasizing the vital role of continuous professional development for teachers, ensuring they can adapt their pedagogical practices in response to the rapidly evolving demands of education today.
Volume: 14
Issue: 4
Page: 3125-3134
Publish at: 2025-08-01

Indonesian tenth graders’ academic self-efficacy and English achievement admitted through zoning and achievement schemes

10.11591/ijere.v14i4.29110
Hartono Hartono , Ruseno Arjanggi , Kurniawan Yudhi Nugroho
The zone-based new student admission scheme for lower and secondary public schools has significantly changed education practices, not only in the admission policy but also in the teaching and learning practices. This study aims to describe and compare academic self-efficacy and the achievement of Indonesian tenth-graders admitted through the zoning and achievement admission schemes. Five public senior high schools were purposively selected as samples to represent different clusters of school preferences before the zoning scheme was implemented. Data were collected through an academic self-efficacy questionnaire specially prepared for the study and an achievement test conducted by the classroom teachers. A total of 483 tenth graders completed the questionnaire and an English achievement test; among them, 74.3% were admitted through the zoning scheme, 17.6% were through the achievement scheme, and the remaining 8.1%, were through affirmation, transfer of parent’s job, and other schemes. Data were analyzed descriptively and inferentially using SPSS. The tenth graders had a high level of academic self-efficacy. However, there was a significant difference in academic self-efficacy and English achievement between the tenth graders admitted through the zoning scheme and those admitted through the achievement scheme. The causes of the difference and the implications are discussed.
Volume: 14
Issue: 4
Page: 2500-2509
Publish at: 2025-08-01

Task-based material design in Japanese tour guide courses: fostering adaptability and sustainable learning

10.11591/ijere.v14i4.31736
Qiannan Liu , Bee Eng Wong , Richard Peter Bailey
The rapid growth of international tourism has significantly increased the number of Chinese visitors to Japan and vice versa, leading to a heightened demand for tour guides fluent in Japanese. However, the lack of specialized Japanese tour guide courses in Chinese undergraduate tourism programs has resulted in a shortage of qualified professionals. Therefore, developing teaching materials that support the learning of Japanese among Chinese students aiming to become fluent tour guides is essential to fill this gap. This study aims to develop and evaluate task-based teaching materials designed to enhance trainees’ oral communication skills and professional adaptability for the Japanese tour guide purpose (JTGP) in real-world guiding scenarios. The task-based material design approach proposed in this research focuses on improving students’ Japanese oral tour guide abilities while fostering adaptability and sustainability in their learning. The study was conducted with tourism students from Ningxia University Xinhua College, utilizing tests, semi-structured interviews, and observational data. Action research was employed to optimize the Japanese task-based materials, ensuring that they effectively promote language development while also targeting the cultivation of adaptability and sustainability of learning. The results indicate a strong student interest in the task-based courses, particularly the interactive elements, which have significantly enhanced their adaptability to the tour guide role and capacity for sustainable development thinking.
Volume: 14
Issue: 4
Page: 3234-3248
Publish at: 2025-08-01

Communication and collaboration competence within the digital competence framework: a bibliometric analysis

10.11591/ijere.v14i4.32183
Hue Hong Cao , Lai Thai Dao , Trung Tran , Huyen Thi Thanh Nguyen
This paper evaluates the development of research on communication and collaboration competence within the digital competence framework (CCC-DCF), an increasingly vital area in the digital era. Bibliometric techniques were applied to analyze 449 articles published in the Scopus database from 2000 to 2023. Using VOSviewer and Biblioshiny, publication trends were tracked, leading journals and high-productivity countries identified, as well as collaboration networks, prominent scholars, most-cited documents, and frequently used keywords. Our analysis revealed a steady increase in publications over the past 23 years, with a notable surge in the last 3 years due to the fourth industrial revolution and the COVID-19 pandemic. MDPI AG was the leading publisher, with the United States and Spain as the top-producing countries. Diana Andone and Mark Frydenberg were the most prolific authors, and the British Journal of Educational Technology was the most cited journal. The study also explored collaborations among authors and countries through visualization analysis. Key frequently appearing terms included digital competences, higher education, information and communication technologies, and collaborative learning. This research forms a basis for future studies to enhance communication and collaboration competence in the digital environment for students. It also provides policymakers and researchers with key authors and impactful studies for further exploration.
Volume: 14
Issue: 4
Page: 2652-2665
Publish at: 2025-08-01

Mapping the intellectual structure of mobile gaming in education: insights from bibliometric methods

10.11591/ijere.v14i4.32988
Lim Seong Pek , Rita Wong Mee Mee , Fatin Syamilah Che Yob , Walton Wider , Cathy Mae Toquero , Karen Joy Brillo Talidong
Mobile gaming in education encompasses using games on mobile devices to achieve educational goals, offering an interactive platform that can make learning more engaging and accessible. This study addresses the gap in understanding how mobile gaming can enhance educational outcomes by mapping the intellectual landscape of mobile gaming research in education through bibliometric methods. The problem is the growing need to adapt educational tools to students’ digital preferences, balancing engagement with academic rigor. A total of 247 articles were identified from the Web of Science (WoS) database. Through co-citation and co-occurrence analyses, the study identifies influential research themes and emerging trends, such as gamification, serious games, and augmented reality. The findings demonstrate that mobile gaming fosters engagement in promoting motivation and supporting problem-solving skills in educational contexts. However, it also highlights the importance of aligning mobile gaming with curriculum objectives and ensuring instructor readiness, supporting sustainable development goal 4: quality education, which aims to improve inclusive and equitable learning outcomes. It identifies emerging trends, including serious games, technology acceptance models, and the use of augmented reality in educational settings. This study provides a significant impact for educators and researchers seeking to incorporate mobile gaming into educational settings actively. The study suggests a balanced approach to mobile gaming, ensuring its introduction enhances educational goals while minimizing the potential for distraction, fostering innovation in line with sustainable development goal 9: industry, innovation, and infrastructure.
Volume: 14
Issue: 4
Page: 2956-2965
Publish at: 2025-08-01

Navigating the practice teaching odyssey: unveiling the well-being dynamics of student teachers

10.11591/ijere.v14i4.32798
Trixie E. Cubillas , Maricel D. Tabao , Jascha Kaye S. Cabalan , Kristienah Sastha D. Baron
Despite the growing emphasis on student well-being in educational policy and practice, there remains a need for more consensus on which domains should be studied, resulting in fragmented research. This study addresses this issue by gauging the well-being of student teachers at Caraga State University-Main Campus, Philippines, focusing on cognitive, psychological, social, and material dimensions based on the Organization for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) framework. The study employed descriptive-correlational research design and data were collected from 62 Bachelor of Elementary Education (BEEd) and 66 Bachelor of Secondary Education (BSEd) major in Science student teachers using stratified random sampling. Analysis methods included frequency counts, percentages, weighted means, independent sample T-test, and Pearson product-moment correlation. Results showed that most participants were female and from the BEEd program. Significant differences in well-being were found based on gender, while no significant differences were observed between the programs. Cognitive well-being was associated with psychological and social well-being, and material well-being was significantly linked to both psychological and social well-being. Proposed interventions include financial support, social network enhancement, and academic engagement promotion. These findings present novel insights into the importance of financial aid and robust social networks in improving student teachers’ well-being and academic success.
Volume: 14
Issue: 4
Page: 2530-2538
Publish at: 2025-08-01

The self-efficacy of education students in understanding materials and mathematical problem-solving

10.11591/ijere.v14i4.28223
Baiduri Baiduri , Usmiyatun Usmiyatun
The present study investigates the self-efficacy (SE) of education students concerning their understanding of educational materials and mathematical problem-solving skills. SE, a crucial motivational construct, plays a vital role in academic achievement and cognitive development. The research employed a quantitative approach, utilizing a structured questionnaire to collect data from 155 mathematics education students and 67 biology education students. The questionnaire using a Likert-type scale comprised two main sections: one assessing SE beliefs related to understanding educational materials and the other focusing on SE beliefs associated with mathematical problem-solving. The data analysis was performed using descriptive and inferential statistical methods, including correlation analysis and independent t-tests by JASP 0.16.3.0. The findings provide valuable insights into the SE of education students in the context of different disciplines. The study reveals the overall SE levels of mathematics and biology education students in understanding educational materials and mathematical problem-solving are moderate level. There is no significant relationship between the SE of mathematics and biology education students in understanding materials and mathematical problem-solving. However, there are significant differences in SE for both understanding materials and mathematical problem-solving between the two groups. The implications of these findings for instructional practices are discussed.
Volume: 14
Issue: 4
Page: 2628-2639
Publish at: 2025-08-01

Systematic literature review: future skills of teachers

10.11591/ijere.v14i4.32413
Nor Shamsidar Zainor , Mohd Isa Hamzah , Hafizhah Zulkifli
This systematic literature review (SLR) investigates the essential skills future teachers require to succeed in a rapidly evolving educational landscape, influenced by technological advancements and shifting pedagogical paradigms. It highlights the misalignment between the skills possessed by teachers and the demands of 21st-century education, which can result in teaching becoming irrelevant. Employing a qualitative approach in accordance with preferred reporting items for systematic reviews and meta-analyses (PRISMA) standards, this study analyzed two primary databases—Web of Science (WoS) and Scopus—alongside Google Scholar, focusing on empirical journal articles published in either Malay or English from 2019 to 2023. From an initial pool of 55,362 articles, only 14 were selected for analysis. The qualitative findings identified four key themes: i) digital technology skills; ii) communication skills; iii) lifelong learning skills; and iv) socioemotional skills. These insights emphasize the urgent need for teacher training programs to integrate these competencies into their curricula. By addressing these gaps, educational stakeholders can better equip teachers to meet the demands of 21st-century classrooms, ultimately enhancing educational outcomes and fostering student success. Future research should further assess the effectiveness of these training programs on teaching performance and student achievement.
Volume: 14
Issue: 4
Page: 2800-2811
Publish at: 2025-08-01

Parental involvement in monitoring foundation students’ online learning in Malaysia

10.11591/ijere.v14i4.33116
George Tan Geok Shim , Abdul Halim Abdullah
This study examined the parental involvement in monitoring their children online learning at foundation level through the parents’ perspectives, challenges and satisfaction. In addition, this study explored the relationship between parent’s perspectives on student’s online learning and parents’ demographic information (number of households, household income, and education level). This study employed a cross-sectional survey design, where a questionnaire was used for data collection. A total of 276 samples were selected randomly from parents who enrolled their children at a foundation center in a selected year. Data of the study were analyzed through descriptive (mean, standard deviation, percentage) and inferential statistics (Sperman’s correlation) using SPSS version 23. The findings of the study showed that majority of the parents have positive perspectives and high satisfactions towards involvement in monitoring foundation students’ online learning at home. The findings also revealed a strong positive correlation between parental perspectives towards involvement in monitoring foundation student’s online learning and household income as well as parents’ education level. The outcome of the study highlighted the parental readiness and awareness in their role in monitoring students’ online learning in tertiary education level while also providing awareness to educators on its importances and challenges in their online learning classes.
Volume: 14
Issue: 4
Page: 2666-2675
Publish at: 2025-08-01
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