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29,905 Article Results

Gamified digital exercises to enhance reading literacy in Kazakhstani primary schools

10.11591/ijere.v15i2.39054
Akkalam Zhekeyeva , Aziya Zhumabayeva , Aktoty Akzholova , Gulbanu Saduakas , Magripa Ibrayeva , Dinara Sambet
Recent national and international large-scale assessment results indicate persistent difficulties in higher-order reading comprehension among Kazakhstani primary school students. Although reading literacy (RL) is a strong predictor of academic success, existing instructional practices do not consistently support the development of advanced comprehension skills, and empirical evidence on technology-supported reading instruction in the Kazakh-language context remains limited. This study evaluated a technology-enhanced instructional framework integrating curriculum-aligned gamified digital exercises (GDE) into Grade 4 Kazakh language lessons. A quasi-experimental pre-test/post-test control group (CG) design was employed with 100 fourth-grade students. The experimental group (EG) participated in a six-week intervention implemented under typical classroom information and communication technologies (ICT) constraints, while the CG received traditional instruction. The results demonstrated significantly greater improvements in overall RL in the EG, with large effect sizes, particularly in higher-order comprehension tasks involving inference and information integration. A strong positive correlation was found between gains in RL and reading motivation. These findings suggest that curriculum-aligned gamified digital activities can effectively enhance both cognitive and motivational dimensions of reading development in resource-constrained primary education settings.
Volume: 15
Issue: 2
Page: 1529-1538
Publish at: 2026-04-23

Generative AI in teacher education: a systematic review

10.11591/ijere.v15i2.37225
Longfa Yuan , Rafiza Abdul Razak , Amirrudin Kamsin , Siti-Soraya Abdul-Rahman
This study addresses a critical gap in the literature by conducting one of the earliest systematic reviews (2021-2025) on generative artificial intelligence (GenAI) in teacher education. Using a structured screening and coding process, 35 peer-reviewed articles from Scopus and Web of Science (WoS) were analyzed to examine methodological trends, geographical disparities, and cross-cultural adaptability. The review identifies four major application areas, including stakeholder perception analysis, instructional resource generation, curriculum design, and student-AI collaborative learning, and synthesizes their underlying pedagogical mechanisms. Key findings reveal pronounced geographical imbalance (with no studies from Africa or Latin America), heavy reliance on short-term qualitative designs, and limited empirical or longitudinal validation. Based on these insights, the study proposes a conceptual framework linking GenAI applications, challenges, and future research pathways. This work contributes a structured evidence base and offers guidance for advancing GenAI-integrated teacher education through more rigorous, inclusive, and context-sensitive research.
Volume: 15
Issue: 2
Page: 966-975
Publish at: 2026-04-23

Artificial intelligence in action: enhancing reading and writing proficiency in Chinese English learners

10.11591/ijere.v15i2.33508
Jingdan Liu , Hazrul Abdul Hamid , Xujie Bao
Artificial intelligence (AI) is increasingly adopted in Chinese English as a foreign language (EFL) classrooms, yet its learning benefits remain uncertain in an examination-oriented context where reading and writing proficiency are often constrained. This study employed a quantitative quasi-experimental design with pre- and post-tests, involving 67 non-English-major undergraduates assigned to a control group and an AI-integrated group, to examine AI-supported learning effects on reading and writing within a constructive alignment (CA) framework. Both groups improved after the intervention, while the AI-integrated group demonstrated a notably greater gain in reading performance. The findings suggest that CA can strengthen the effectiveness of AI integration by aligning learning outcomes, activities, and assessment, and that AI use, in turn, can reinforce alignment during the learning process. Pedagogical implications are discussed regarding performance disparity, the extension of CA-guided AI use to other EFL domains, and future instructional research.
Volume: 15
Issue: 2
Page: 1816-1824
Publish at: 2026-04-23

The role of academic procrastination in the occurrence of depression, anxiety, and stress among college students

10.11591/ijere.v15i2.34968
Lawrence Anthony U. Dollente , Armand G. Aton , Jomar B. Esto , Ashley Coleen S. Ortiz , Mary Jane B. Castilla , Eimer M. Estilloso , Girlie D. Batapa , Jr., Ruben L. Tagare , Lara Ivanah C. Nadela , Paul John B. Ongcoy , Donnie M. Tulud , Vibekehh N. D. Bat-og , Altair V. Neri , Maybell S. Martin , Gideon S. Sumayo
Despite growing attention to academic procrastination and student mental health, few studies have examined how procrastination is linked specifically to depression, anxiety, and stress (DAS) among college students in the Southern Philippines—an underrepresented context in the literature. Anchored in the cognitive-behavioral theory, which posits that maladaptive behaviors like procrastination can reinforce negative emotional states, this study investigates the relationship between academic procrastination and psychological distress. Using a quantitative descriptive-correlational design, data were gathered from 796 college students selected through simple random sampling. Instruments included the academic procrastination scale and the DASS-21, both with strong reliability indices. Descriptive statistics were used to identify the severity levels of procrastination and mental health symptoms, while Pearson’s correlation coefficient examined their relationships. Most of students demonstrated moderate levels of academic procrastination. Notably, while depression was significantly correlated with procrastination, anxiety and stress showed no significant association. This suggests that procrastination may particularly intensify depressive tendencies, such as low motivation and self-worth, rather than general stress or anxiety. The high prevalence of extremely severe anxiety and moderate to severe stress signals broader psychosocial challenges among students that may not be directly linked to procrastination but still demand attention. These findings contribute to the academic discourse by contextualizing mental health and behavioral patterns in a regional student population. The study has practical implications for curriculum planners, mental health professionals, and institutional policymakers, particularly in designing support systems that address the psychological and behavioral needs of students within culturally specific frameworks.
Volume: 15
Issue: 2
Page: 1003-1015
Publish at: 2026-04-23

Assessment of scientific competencies in secondary school students: exploring the relationships among inquiry, explanations of the physical world, and the design of technological solutions

10.11591/ijere.v15i2.37351
Angel Edwin Oblitas Silva , Giuliana Orrillo Salazar
Assessing scientific competencies in secondary education requires understanding their structural relationships, yet limited research examines these interrelationships empirically. This study investigated how scientific inquiry, explanation of physical phenomena, and design of technological solutions interact in 165 Peruvian secondary students using partial least squares structural equation modeling (PLS-SEM). Results confirmed that inquiry significantly influences both explanation and design capabilities, while explanation mediates the relationship between inquiry and design. The model demonstrated excellent fit (standardized root mean square residual (SRMR)=0.068, normed fit index (NFI)=0.912)), explaining 67.3% of variance in explanation and 71.8% in design. Findings establish inquiry as the foundational competency for developing explanatory and problem-solving abilities, supporting integrated curriculum design and sequential pedagogical approaches that prioritize inquiry development.
Volume: 15
Issue: 2
Page: 1114-1128
Publish at: 2026-04-23

Preservice primary school teachers’ intention to teach national identity education: evidence from Kazakhstan

10.11591/ijere.v15i2.38988
Nurbek Sabanbayev , Gulsum Ayapbergenova , Almash Turalbayeva , Arman Nurmakhanbetov , Serik Kastayev , Saniya Nurgaliyeva
Fostering national identity (NI) in primary school students is essential for promoting civic awareness and supporting sustainable national development. Early school years are particularly critical for shaping NI, which places additional demands on teachers and the primary education system. Pre-service primary school teachers (PPSTs) often face challenges in translating their intentions to teach national identity (INTNI) into classroom practice. This study investigated the factors influencing these teachers’ intentions and the mechanisms through which these intentions develop. Drawing on the theory of planned behavior (TPB) and social identity theory (SIT), data were collected from 254 pre-service teachers at a Kazakhstani university and analyzed using partial least squares structural equation modeling (PLS-SEM). Results revealed that institutional resources shape teachers’ intentions indirectly by enhancing attitudes toward teaching NI, teaching self-efficacy, and national identity awareness (NIA), while direct effects were not significant. Internalization of national values (INV) had a weaker but meaningful impact. The findings highlight the importance of teacher education programs emphasizing professional confidence, positive attitudes, and identity awareness to prepare teachers effectively for implementing NI education in primary schools.
Volume: 15
Issue: 2
Page: 1506-1515
Publish at: 2026-04-23

Adoption of artificial intelligence tools for academic writing

10.11591/ijere.v15i2.37993
Nguyen Thu Hoai , Lai Thi Thu Thuy
The rapid advancement of artificial intelligence (AI) presents both significant opportunities and challenges for academic writing. This study investigates the factors influencing the adoption of AI writing tools among lecturers in Vietnam by proposing an integrated theoretical framework that combines the unified theory of acceptance and use of technology (UTAUT) with perceived risk theory (PRT). The model incorporates performance risk (PR) and ethical risk (ER) as key inhibitors alongside the core UTAUT constructs. Data were collected through a cross-sectional survey of 404 lecturers from public universities across North, Central, and South Vietnam, including both public and private educational institutions, and analyzed using structural equation modeling (SEM). The results show that the proposed model has strong explanatory power, accounting for 77.9% of the variance in behavioral intention (BI) and 75.3% in use behavior (UB). All seven hypotheses were supported. Performance expectancy (PE) was the most potent predictor of intention, while PR was the strongest deterrent. Facilitating conditions (FC) and BI were found to be critical antecedents of actual use. The study contributes by empirically validating an integrated UTAUT–PRT framework in the context of AI writing tool adoption. The findings suggest that universities should prioritize performance-enhancing support mechanisms and risk-mitigation policies to promote responsible AI adoption.
Volume: 15
Issue: 2
Page: 1737-1748
Publish at: 2026-04-23

Exploring the sustainable teaching and learning in Nigerian schools with focus on emergency remote education

10.11591/ijere.v15i2.28489
Olatunbosun Emmanuel Ogunseemi , Oladele Dennis Omodara , Mercy Adesola Daramola
The global pandemic was a great challenge to delivering education in Nigerian schools. This undoubtedly came with a sudden shift to remote learning when teachers and students alike had to adapt to emergency remote education. Although, the prediction of international organizations on the effect of school closure during pandemic perhaps stimulated the emergent of remote teaching and learning (RTL) globally and particularly, in Nigeria. However, it was observed that the innovation and reformation has provided opportunities for transformation through borderless learning which is actually apt for situations like the COVID-19 pandemic. This article therefore, utilized naturalistic observation strategy to explore the impact of this shift on sustainable teaching and learning in schools in Ekiti State, Nigeria. It discusses the concept of emergency remote education as it relates to Nigerian education system. More importantly, it exposed the technology usage in classroom practices in Ekiti State, Nigeria vis a vis, the experiences of teachers and students in emergency remote education, highlighting the platforms employed, successes recorded and challenges encountered in the process. It was concluded that stake holders in Nigerian education system have been navigating unexplored territory to ensure continuous learning. Recommendations were made on how to improve the practice of remote education in Nigeria.
Volume: 15
Issue: 2
Page: 1642-1649
Publish at: 2026-04-23

University library indoor environment quality and student achievement: mediating role of learning engagement

10.11591/ijere.v15i2.35471
Lingbing Xie , Safial Aqbar Zakaria
This current study investigates how university library indoor environment quality (IEQ) influences academic achievement (AA) through learning engagement (LE), drawing on environmental psychology and learning space theory. Although IEQ has been widely studied in classroom contexts, little empirical evidence exists regarding its academic influence in university libraries, which represent critical yet understudied learning environments. Using survey data from 383 Chinese college students, the study demonstrates that IEQ positively predicts both LE and AA, and that engagement serves as a significant mediating mechanism. These findings highlight the academic value of improving acoustic comfort (AC), visual comfort (VC), thermal comfort (TC), and indoor air quality (IAQ) in library spaces, offering actionable guidance for educational planners seeking to enhance student performance through spatial design. The study contributes novel evidence to the literature on learning environments and suggests future research should incorporate multi-campus samples, broader achievement metrics, and contextual factors to deepen understanding of how environmental conditions shape student learning.
Volume: 15
Issue: 2
Page: 1598-1606
Publish at: 2026-04-23

A multi-group structural equation modelling analysis for the impact of digital art on critical thinking across language contexts

10.11591/ijere.v15i2.37759
Gulvira Togabayeva , Rabilova Zoya , Miyat Janayev , Gulnar Shaizadanova , Anarbek Kozybay
This study investigates the structural relationships among creativity (Crtvt), technological adaptability (TchAd), problem solving (PrblS), analytical thinking (Anlyt), and self-reflection (SlfRf) in the context of digital art education. A total of 249 students from three higher education institutions in Kazakhstan participated in the study. Using a 25-item Likert-scale instrument, data were collected from students instructed in either Kazakh or Russian. Structural equation modeling (SEM) with multi-group analysis was employed to test a theoretically grounded model of critical thinking development through digital art. The results revealed that Crtvt and TchAd significantly predicted students’ problem-solving abilities, which in turn emerged as the strongest predictor of both Anlyt and SlfRf. Crtvt also had moderate direct effects on these higher-order thinking outcomes, while TchAd showed a stronger influence on PrblS and SlfRf than on Anlyt. Multi-group analysis indicated that the measurement and structural models were invariant across language groups.
Volume: 15
Issue: 2
Page: 1676-1686
Publish at: 2026-04-23

Fostering critical AI competency: a structural equation model of pre-service teachers’ trust and actual AI use in higher education

10.11591/ijere.v15i2.38385
Chaiyos Paiwithayasiritham , Kemmanat Mingsiritham , Waraporn Sinthaworn , Chularat Busabong
In recent years, education has experienced rapid change due to the rise of artificial intelligence (AI). This study analyzed how twelve interconnected factors, based on technology acceptance and trust theories, influence trust in AI for learning (TL) and actual AI use (AU) among pre-service teachers in Thailand. Using a quantitative design, with data collected from 260 pre-service teachers through purposive sampling based on prior AI experience. A 60-item, 5-point Likert-scale questionnaire, validated through pilot testing and internal consistency analysis (α=0.82–0.91). Data was analyzed using structural equation modeling (SEM) with maximum likelihood estimation. The model showed very good fit (χ²/df=1.601, root mean square error of approximation (RMSEA)=0.049) and explained 90.80% of behavioral intention (BI) and 71.20% of AU. Results indicated that cognitive load regulation (CLR) was the strongest predictor of TL (β=0.786, p<0.001), while responsible AI awareness (RAA) also showed positive effect. In contrast, AI self-efficacy (ASE) in a negative way (β=-0.159, p=0.009). The primary predictor of AU was BI (β=0.884, p<0.001). These findings highlight the importance of AI education systems, which will reduce teachers’ cognitive load and contribute to an improved ethical AI literacy in teacher training institutions.
Volume: 15
Issue: 2
Page: 1496-1505
Publish at: 2026-04-23

The immediate and delayed impact of a flipped learning-based program on university students’ learned helplessness

10.11591/ijere.v15i2.37217
Mohammad H. Abood , Atef Abuhmaid
Learned helplessness can significantly hinder academic achievement, necessitating effective pedagogical interventions. The current study investigated the impact of flipped learning as an innovative teaching approach on mitigating learned helplessness in higher education context. Forty undergraduate university students were involved in the study and they were randomly assigned to an experimental group (n=20) which received instruction through the flipped learning approach, or a control group (n=20) which received traditional instruction. Data collection was conducted using the learned helplessness scale. The results of the study revealed statistically significant differences between the experimental and control groups on the learned helplessness scale, indicating that the flipped learning group exhibited lower levels of learned helplessness. Students in the experimental group showed significant immediate reduction in their learned helplessness compared to students of the control group. Nevertheless, follow-up testing revealed that these gains significantly declined over time. This highlights a crucial distinction between the immediate and delayed effects of the pedagogical intervention. Practically, the findings suggest that while flipped learning is an effective tool for reducing learned helplessness, its benefits are transient without consistent reinforcement and systematic support rather than relying on one-time intervention.
Volume: 15
Issue: 2
Page: 1666-1675
Publish at: 2026-04-23

Beyond numbers: a path analysis on how educational ecosystem and math interest spark excellence

10.11591/ijere.v15i2.37651
Charmaigne A. Eslabra , Roberto G. Sagge Jr. , Dolly Rose F. Temelo , Danilo M. Parreño , Tedric Dave E. Senosa , Peter Ernie D. Paris , Garry C. Cachuela , Sybel Joy F. Labis , Salvador P. Bacio Jr.
Mathematics achievement reflects a web of social, environmental, and motivational forces. This study examined how parental involvement, peer influence, and school support relate to mathematics interest and academic performance among Philippine Science High School (PSHS)–Western Visayas Campus scholars. Using a quantitative descriptive–correlational design, 251 students were selected through proportionate stratified random sampling. Data were collected through Google Forms using the 30-item mathematics interest inventory (MII) (4-point Likert; expert-validated; α=0.899), the 45-item educational ecosystem inventory (EEI) measuring family, peer, and school support (4-point Likert; expert-validated; α=0.910), and official mathematics grades as the achievement indicator. Descriptive statistics and correlation analyses were computed as prerequisites, then relationships were tested through path analysis in a structural equation modeling (SEM) framework, including estimation of direct, indirect, and mediated effects. Results indicated that parental involvement, peer influence, and school support significantly strengthened mathematics interest and were associated with higher mathematics achievement, with the final SEM demonstrating satisfactory model fit. Mathematics interest emerged as a significant mediator, particularly in the link between school support and performance, underscoring interest as a motivational conduit between context and outcomes. Recommendations include strengthening home–school partnerships, institutionalizing peer mentoring, and expanding interest-based pedagogies and opportunities, with continued program evaluation to sustain high performance in science, technology, engineering, and mathematics (STEM)-focused schools.
Volume: 15
Issue: 2
Page: 1037-1050
Publish at: 2026-04-23

Policies and guidelines for non-formal education retention in the digital age

10.11591/ijere.v15i2.38371
Chuleerat Charoenporn , Montouch Maglumtong , Tanpat Kraiwanit
Centering on the Office of Non-Formal and Informal Education (ONIE) Center in Bangkok, this study examines the multifaceted drivers of student dropout within Thailand’s evolving non-formal education system. Employing binary logistic regression on data collected from 428 learners, the analysis integrates demographic, familial, and psychosocial variables to identify statistically significant predictors of disengagement. Key findings reveal that exposure to violence, gender, educational attainment, and sibling-related responsibilities exert substantial influence on dropout likelihood. Specifically, learners tasked with caregiving duties or who had siblings currently enrolled in school exhibited elevated dropout risks. In contrast, those with siblings engaged in employment showed a comparatively lower propensity to disengage from education, suggesting a protective economic and emotional buffer. Notably, over 70% of participants reported prior experiences of violence—a psychosocial factor that emerged as a salient predictor, underscoring the compounded vulnerabilities faced by marginalized learners in urban settings with limited support infrastructure. The final regression model demonstrated strong sensitivity in identifying high-risk individuals and moderate explanatory power (Nagelkerke R²=0.211). These results underscore the imperative for multi-level intervention strategies that address both academic and emotional constraints. By elucidating the intersecting structural and psychosocial dimensions of dropout behavior, this study offers actionable insights to inform targeted retention policies and enhance learner persistence in Thailand’s non-formal education landscape.
Volume: 15
Issue: 2
Page: 1836-1852
Publish at: 2026-04-23

Technological and digital literacy challenges in implementing flipped learning: insights from Eastern Indonesia

10.11591/ijere.v15i2.37784
Haerazi Haerazi , Lalu Ari Irawan , Rimajon Sotlikova , Moti Alemayehu
This study explores the challenges faced by English as a foreign language (EFL) learners and teachers in Eastern Indonesia when implementing flipped learning, with a focus on technological access and digital literacy. Despite the potential benefits of flipped learning, such as increased learner autonomy and deeper cognitive engagement, these factors significantly hinder its effectiveness in under-resourced regions. The study employs a qualitative research design, utilizing interviews and questionnaires with 199 EFL learners and 10 certified EFL teachers from both West and East Nusa Tenggara. The findings reveal that limited internet access, lack of personal digital devices, and low digital literacy are the primary obstacles to successful engagement with flipped learning. These challenges prevent learners and teachers from adequately preparing for class, leading to reduced participation in interactive activities and ultimately hindering language acquisition for learners. In response, the study proposes strategies such as improving internet and device access, offering digital literacy training, and adopting a blended learning approach that combines both online and face-to-face learning. The study contributes to the existing literature by providing context-specific insights into the barriers faced by EFL learners in Indonesia and offering practical recommendations for overcoming these challenges to improve the efficacy of flipped learning in similar educational settings.
Volume: 15
Issue: 2
Page: 1776-1786
Publish at: 2026-04-23
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