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29,905 Article Results

Psychometric validation of an organizational citizenship scale in Colombian university teachers

10.11591/ijere.v15i2.37587
Mabel Ibarra Luna , Pablo Erazo-Muñoz , Braian López Ossa
Many assessment scales used to study organizational citizenship behavior (OCB) in Latin American countries are adaptations of instruments developed in other cultural settings. In this regard, the objective of this study was to evaluate the structural validity and reliability of the organizational citizenship behavior scale for coworkers (ECCOCT) in Colombian university teachers. An exploratory factor analysis (EFA) with principal axis extraction and Oblimin rotation was used, followed by a confirmatory factor analysis (CFA) with robust maximum likelihood (MLR). Omega, average variance extracted (AVE), and heterotrait–monotrait ratio (HTMT) were calculated. Participants included 113 university teachers from the city of Manizales, Colombia. The EFA showed that of the five dimensions proposed by the theory, two accurately reflect OCB (OCB directed toward individuals (OCB-I) and OCB directed toward the organization (OCB-O)), explaining 64.2% of the variance. The two-dimensional model showed an excellent fit (χ²/gl=1.24; comparative fit index (CFI)=.977; root mean square error of approximation (RMSEA)=.046). The reliability of the factors was ω=.90 and ω=.84. Convergent validity (AVE>.50) and discriminant validity (HTMT<.85) were corroborated. The ECCOCT in its two dimensions shows solid psychometric properties and constitutes a brief and valid instrument for assessing organizational citizenship in Latin American contexts.
Volume: 15
Issue: 2
Page: 1175-1184
Publish at: 2026-04-23

Justification for a self-regulated learning training program for higher education students in massive open online courses

10.11591/ijere.v15i2.30648
Cao-Tuong Dinh , Hoang-Yen Phuong
Self-regulated learning (SRL) has been well documented in the literature for its benefits for students’ learning success. However, there is still a dearth of imperial intervention that helps promote students’ self-regulation, and a theoretical justification for such a program is essential. To date, literature has shown three prominent theories: social cognitive, social-cultural, and cognitive constructivist. The goal is to explore the conceptualization of SRL, which, despite it is long history, lacks a universally accepted definition. We analyze these theories and their models to determine which best supports the design of a SRL strategy intervention for university students in massive open online course (MOOC) environments. Based on this analysis, we propose a working definition of SRL that fits the unique demands of MOOCs. The results suggest that the social-cognitive theory offers the most suitable framework, as it integrates cognitive, metacognitive, motivational, and social aspects of learning. Additionally, it provides a practical model of strategies that can be implemented in MOOC-based learning environments.
Volume: 15
Issue: 2
Page: 1607-1617
Publish at: 2026-04-23

Sequential exploration of strategies and challenges in implementing culturally responsive pedagogy

10.11591/ijere.v15i2.34550
Genalyn Panganiban-Lualhati , Teodoro B. Panganiban
The implementation of culturally responsive pedagogy (CRP) in higher education is essential for fostering inclusive and equitable learning environments. However, faculty members often face challenges such as addressing biases and ensuring inclusivity. This study examines the strategies and challenges of CRP implementation at a state university in the Philippines using an exploratory sequential mixed methods approach. The qualitative phase involves in-depth interviews with 10 faculty members to identify key CRP strategies and challenges. The quantitative phase surveys 116 faculty members to assess the effectiveness of these strategies and measure the difficulty of encountered challenges. Thematic analysis and descriptive statistics provide a comprehensive understanding of CRP implementation. Findings reveal that CRP enhances student engagement and learning outcomes but is hindered by challenges related to bias, institutional support, and creating inclusive environments. The study calls for professional development programs and policy reforms to help faculty adopt culturally responsive teaching (CRT) and gain stronger institutional support. It also highlights the need for collaboration among educators, administrators, and policymakers to ensure CRP is effectively and sustainably implemented.
Volume: 15
Issue: 2
Page: 1687-1697
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

Beyond the score: a sequential study on the predictors of student resilience in mathematics problem-solving

10.11591/ijere.v15i2.37816
Roar A. Callaman , Amelia M. Bonotan
This sequential explanatory study aims to probe on the influences of cognitive, psychological, and social factors on mathematics resilience in problem solving. Anchored on three-dimensional resilience theory in problem solving, stratified sampling and purposive sampling were used to determine the respondents of the study coming from the six large-categorized senior high schools in Davao City (Philippines), school year 2023-2024. Data gathering was administered using the researcher-made questionnaire and interview guide, and content validated by experts. The quantitative findings, through the multiple regression test, revealed that problem-solving skills (PSS), growth mindset (GM), and teacher scaffoldings (TS) significantly predict students’ resiliency in mathematics. For the qualitative data, following Colaizzi’s data analysis, the following themes surfaced: i) GM and positive learning attitudes; ii) active problem-solving strategies; and iii) supportive learning environment (SLE) and TS. The results confirmed that cognitive, psychological, and social factors are significantly related to students’ resiliency in solving mathematics problems and that developing a growth attitude, fostering a SLE, and providing appropriate TS, can help build students’ mathematical resilience and PSS.
Volume: 15
Issue: 2
Page: 1376-1387
Publish at: 2026-04-23

Enhancing reading skills among pre-service primary school teachers in Kazakhstan

10.11591/ijere.v15i2.38719
Lazzat Sapartayeva , Sharban Maigeldiyeva
Educators rely heavily on reading proficiency, but the reading habits of prospective teachers and their preparedness in teaching methods are frequently disregarded. In Kazakhstan, the preparedness of pre-service teachers to promote reading is still not fully understood despite the current educational reforms. This study fills the gap by offering Kazakhstan-focused knowledge on pre-service teachers’ reading habits and structural obstacles via a thorough mixed-methods approach. An explanatory sequential design was utilized. Data from 205 female pre-service primary school teachers at four universities in regions including Pavlodar, Karaganda, Shymkent, and Almaty were analyzed with the aid of descriptive statistics and analysis of variance (ANOVA). Data from 27 semi-structured interviews were evaluated through thematic analysis. The quantitative data showed a mix of opinions about leisure reading (mean (M)=3.09, standard deviation (SD)=1.44) and inadequate university preparation for teaching reading (M=3.05, SD=1.37). Participants reported digital reading fatigue with an average score of 3.07 and SD of 1.38, despite having frequent access to digital text. The qualitative data showed that time constraints (68%), academic overload (52%), and limited inclusion of practical applications in coursework were the primary obstacles. For Kazakhstani universities to develop effective future literacy role models, they must shift from purely theoretical instruction. Updating curricula with contemporary, culturally relevant texts and incorporating hands-on, peer-facilitated reading exercises is strongly advised to foster teacher confidence in instructional methods.
Volume: 15
Issue: 2
Page: 1728-1736
Publish at: 2026-04-23

An evaluation of student personality program in secondary schools: a systematic literature review

10.11591/ijere.v15i2.33651
Mohd Shaleh Mislan , Mohd Isa Hamzah , Khadijah Abdul Razak
The purpose of education is to uplift and develop human personality, morals, behavior, and character. Despite various initiatives and plans, the efforts to cultivate good values and character among students are increasingly challenging due to the negative influence of the local environment as well as the borderless social media. This issue called many researchers to conduct studies to evaluate the implementation of student personality programs in secondary schools, but systematic literature reviews (SLR) on this topic are still limited. Therefore, this study aims to conduct a SLR to evaluate past studies related to the assessment of student character programs. The SLR writing process was according to the preferred reporting items for systematic review and meta-analysis (PRISMA). Two main databases, namely Web of Science (WoS) and Scopus, were used to identify relevant articles and sources. Based on the thematic analysis, four main themes were found, which were behavioral, emotional, cognitive, and social. This study provides a comprehensive overview of the implementation of student character programs, which can serve as an important reference for educators to strengthen character development among secondary school students. These findings are expected to contribute to the development of more effective programs in addressing the challenges of nurturing character among the younger generation in the modern era.
Volume: 15
Issue: 2
Page: 989-1002
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

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

Enhancing students’ intercultural communication competence: evidence from an Indonesia–Malaysia partnership program

10.11591/ijere.v15i2.38605
Athok Fu’adi , Afif Syaiful Mahmudin , Esti Yuli Widayanti , Beta Pujangga Mukti
International community service (ICS) is increasingly recognized as an effective approach for strengthening students’ global and intercultural competence. This study examined the impact of an ICS program conducted between State Islamic University of Kiai Ageng Muhammad Besari Ponorogo and Madrasah Utsmaniyah ABIM Penang, Malaysia, on students’ intercultural communication competence (ICC) and soft skills. Employing a mixed-methods convergent design, the study involved 12 participating students, faculty supervisors, ABIM coordinators, and local community leaders. Quantitative data were obtained through pre–post assessments using validated ICC and soft-skill scales, while qualitative data were collected through interviews, participant observation, and reflective journals. The findings indicate significant improvement across all ICC dimensions, including cultural awareness, sensitivity, communication skills, and reflective competence. Students also demonstrated notable enhancement in soft skills such as leadership, teamwork, adaptability, and empathy, supported by qualitative evidence of increased confidence, communicative flexibility, and ethical awareness during community engagement. Perspectives from supervisors and community stakeholders further corroborated the program’s effectiveness. Overall, the study highlights the value of culturally proximate international service-learning in fostering global competence within Islamic higher education and offers implications for developing sustainable cross-border community service initiatives in the ASEAN context.
Volume: 15
Issue: 2
Page: 1488-1495
Publish at: 2026-04-23

Percipience of leadership characteristics in identifying emergent leader

10.11591/ijere.v15i2.38343
Reynaldo V. Ruga , Emelyn R. Villanueva , Emelia B. Ramos
This study examined the leadership characteristics associated with emergent leaders and explored how these characteristics are perceived by administrators and faculty members within an academic context. Guided by a convergent parallel mixed-methods approach, data were gathered from 189 respondents drawn from nine satellite campuses of a state university, comprising 54 administrators and 135 faculty members. Quantitative data were collected using a structured survey questionnaire measuring percipience across leadership domains, while qualitative data were obtained through written narrative reflections. Descriptive statistics and independent samples t-tests were employed to determine levels of percipience and significant differences between groups, and thematic analysis was used to analyze qualitative narratives. The study aimed to describe leadership traits expressed through participants’ accounts, determine the level of percipience across key leadership domains, compare perceptions between administrators and faculty members, and identify significant differences in their assessments. Findings revealed that emergent leadership is recognized through consistent ethical conduct, effective communication, relational engagement, and adaptive decision-making rather than formal position alone. Although both groups shared similar views on core leadership attributes, variations emerged in the emphasis placed on delegation, adaptability, and change-oriented behaviors, reflecting differences in professional roles and responsibilities. Integrating quantitative and qualitative findings, the study developed the LEADWISE integrated leadership framework, which explains leadership emergence as a dynamic and relational process shaped by leader-ship traits, wisdom, integrity, social engagement, and ethical awareness. The study contributes to leadership research by offering an empirically grounded framework that supports leadership identification and development in complex organizational settings, particularly within higher education institutions.
Volume: 15
Issue: 2
Page: 1551-1561
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

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

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

Smart hydroponic greenhouse with solar energy for urban agriculture

10.12928/telkomnika.v24i2.27630
Zeluyvenca; Takumi Polytechnic Avista , Muhammad Asep; Takumi Polytechnic Rizkiawan , Yudha; Takumi Polytechnic Witanto
Increased industrial activity in South Cikarang has limited the availability of agricultural land, encouraging the adoption of controlled environment agriculture systems. This study describes the design and implementation of a smart hydroponic greenhouse that is fully supported by a 600 Wp solar photovoltaic (PV) system and controlled using an industrial-grade programmable logic controller (PLC). This system automatically regulates temperature and humidity through exhaust fans and sprayers based on real-time sensor feedback. Experimental results show that when the internal temperature exceeds 31 °C, the control system recovers to 29.7 °C within 15 minutes and maintains a temperature range of 24–30 °C. Relative humidity is maintained within the optimal range of 75–90%. The PV system produces an average daily energy output of approximately 2.0 kWh, resulting in an energy self-sufficiency ratio (ESR) of 138%, which indicates excess energy production compared to system demand. These results prove that the integration of industrial automation with renewable energy provides reliable environmental control, high energy efficiency, and operational stability for hydroponic greenhouse applications in urban industrial areas.
Volume: 24
Issue: 2
Page: 727-736
Publish at: 2026-04-01
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