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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

How digital platforms improve teaching: comparing teacher performance across Peru

10.11591/ijere.v14i4.32562
Yurfa Carolina Medina-Bedón , Liliana Asuncion Sumarriva-Bustinza , Mery Jesús Arias Huánuco , Hugo Augusto Carlos-Yangali , Gladys Margarita Espinoza-Herrera , Luis Donato Araujo-Reyes , Maura Natalia Alfaro-Saavedra , Yeni Yauri-Huiza , Zaida Olinda Pumacayo-Sanchez , Karina Eddmy Madrid-Gómez
This study addresses the challenge of enhancing pedagogical content knowledge (PCK) performance among primary education teachers in Peru, particularly in the context of increasing reliance on digital platforms. With significant regional and demographic disparities in access to digital resources, this research aims to evaluate the effectiveness of digital platforms in supporting teaching practices. Using a quantitative, cross-sectional design, the study analyzed data from the 2022 national unique test (PUN), which assesses cognitive and pedagogical skills among teachers, and a digital platform integration questionnaire (DPIQ) administered to 2,000 teachers. The findings revealed a positive correlation between digital platform usage and PCK performance, with younger and female teachers demonstrating higher scores. Urban teachers also outperformed their rural counterparts, highlighting regional disparities in digital access. The study concludes that integrating digital platforms into teaching practices can enhance PCK performance, but there is a need for targeted professional development and investment in digital infrastructure, particularly in underserved areas. Addressing these disparities is crucial to ensuring that all teachers can benefit from digital advancements, ultimately improving educational outcomes.
Volume: 14
Issue: 4
Page: 2966-2978
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

Driving school program to strengthening anti-corruption education within the integrity zone policy

10.11591/ijere.v14i4.28773
Suyadi Suyadi , Zalik Nuryana , Anom Wahyu Asmorojati , Anton Yudhana
For an extended period, education institutions have functioned independently, resulting in a notable disparity in educational quality. The Merdeka Belajar Kampus Merdeka (MBKM) promotes collaboration between educational institutions and schools, with the aim of serving as mentors for joint program development. This groundbreaking research delves deeply into the pivotal roles played by both lecturers and students within the MBKM program. They emerge as mentors in the crusade for implementing anti-corruption education within the dynamic context of Sekolah Penggerak, also known as the driving school program (DSP). Conducted as a qualitative descriptive study, this research draws its data from the collaborative efforts between higher education institutions and schools in developing anti-corruption education, leading to recognition from the Indonesian Corruption Eradication Commission (KPK-RI). The data collection process unfolds through a meticulously orchestrated combination of observations, in-depth interviews, and thorough documentation. The findings of this study are nothing short of transformative, as they underscore how the active involvement of MBKM’s lecturers and students in anti-corruption education serves as a potent catalyst, reinforcing the integrity zone policy within the DSP program. This seamless integration of anti-corruption education with Islamic education, encompassing profound concepts like riswah (bribery), ghulul (betrayal), and mukabarah-ghasab (seizing), represents a paradigm shift in pedagogical strategies.
Volume: 14
Issue: 4
Page: 2722-2731
Publish at: 2025-08-01

Unveiling the role of critical thinking in education: regional analysis and predictive factors

10.11591/ijere.v14i4.33234
Muhammad Aizri Fadillah , Yul Ifda Tanjung , Usmeldi Usmeldi , Festiyed Festiyed
Despite its recognized importance, the role of critical thinking (CRIT) in promoting authentic problem-solving (APS), collaborative learning (COL), creative thinking (CRET), and knowledge creation efficacy (KCE) in different regional contexts still needs to be investigated. This study uses partial least squares-structural equation modeling (PLS-SEM) and partial least squares-multi group analysis (PLS-MGA) to evaluate the effect of CRIT on these skills and compare the effect between municipality and regency, using data from 431 high school students in Indonesia. The Ranger algorithm identified the main predictors of the impact of CRIT on the other skills. The findings revealed that CRIT significantly improved the impacts of these skills, with no significant differences between regions. The ability to provide sound reasoning and consider diverse perspectives were the main predictors. This study contributes to the relatively under-attended area of CRIT in Indonesian education by highlighting its important role in skills development.
Volume: 14
Issue: 4
Page: 2640-2651
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

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

Exploring ICT competency and communication preferences in higher education: insights from Croatia

10.11591/ijere.v14i4.33513
Hrvoje Budić , Marko Šostar , Arnaldo Ryngelblum
The digital transformation of education underscores the need for effective integration of information and communication technologies (ICT) in higher education. This study examines differences in ICT usage between teaching staff and students across various types of higher education institutions in Croatia, focusing on the impact of institution type and academic programs on ICT usage levels, digital competencies, and communication preferences. A quantitative research approach was employed, with data collected via a survey distributed to 70 teaching staff and 472 students using random sampling from public universities, public polytechnics, and private higher education institutions. The results reveal significant disparities in digital competencies, with students in private institutions demonstrating higher ICT usage compared to public institutions. Additionally, both groups favor synchronous communication (SC), although students display a stronger preference. These findings highlight a digital divide within academia and the need for targeted ICT training, particularly in public institutions. The study proposes measures to enhance ICT infrastructure and develop digital competencies through systematic workshops and training sessions. This research emphasizes the importance of addressing digital inequalities and improving the quality of education by integrating advanced technological solutions in higher education.
Volume: 14
Issue: 4
Page: 2931-2944
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

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

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

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

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

The evaluation analysis of gender vocational students on traumatic experience in educational context

10.11591/ijere.v14i4.32221
Firman Firman , Anne Hafina , Suwarjo Suwarjo , Yeni Karneli , Reza Tririzky , Robbi Asri , Lia Mita Syahri
Students, including vocational school students, are vulnerable to traumatic experiences (TE). Students still look normal but experience stress that interferes with learning activities. TE can be observed through positive psychological attributes such as self-love (SL), compassion, gratitude, and happiness. This study aimed to explore the gender-specific views of vocational school students regarding their TE to provide results that can be the basis for the implementation of gender-differentiated interventions in schools. A cross-sectional survey using quantitative methods was conducted and involved 498 vocational school students in West Sumatra, Indonesia. Data were collected using questionnaires with reliability from the range of 0.74-1 through reliability analysis and also analyzed in a multi-group setting through structural equation model (SEM) on SmartPLS 3 application. Importance-performance map analysis (IPMA) method was also used to assess the functionality of variables in the study. The results showed that positive psychological attributes interact, relate, and have a role in the TE of vocational students, including in the evaluation of gender analysis. The results of the study can be a reference to reduce the impact of TE for vocational students, especially by gender-specific vocational schools. For future research, TE can be studied with other positive psychological attribute variables over a longer period of time.
Volume: 14
Issue: 4
Page: 2686-2697
Publish at: 2025-08-01

Advancing practice-oriented education in the training of future pedagogic psychologists

10.11591/ijere.v14i4.32905
Gulmira Manashova , Natalya Mirza , Gulmira Beisenbekova , Saule Nurgaliyeva , Maral Korzhumbayeva
This research aims to explore the characteristics of practice-oriented training within universities and identify the psychological and pedagogical factors that influence the development of professional competencies in future specialists. A comprehensive combination of content analysis of training conditions for future professionals in higher education and an analytical review of the formation of professional competencies among teacher-psychologists in the context of educational system modernization were applied. The conclusions highlight the challenges of implementing practice-oriented training in Kazakhstan’s higher education system, detailing its forms and methods in preparing competitive and competent specialists. Additionally, the study addresses strategies for effectively organizing pedagogical conditions that foster the development of core competencies in future professionals within social and psychological fields. The findings are critical for educators educating future teacher-psychologists, as they emphasize practice-oriented methods during educational modernization.
Volume: 14
Issue: 4
Page: 3162-3170
Publish at: 2025-08-01
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