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30,938 Article Results

Teacher competency development in the digital age: promoting underprivileged students’ vocational skills

10.11591/ijere.v15i2.34971
Suban Pornwiang , Monnapat Manokarn , Prajob Khwanmun
Vocational skills are essential for underprivileged students, providing practical job training that enables self-sufficiency, breaks the cycle of poverty, and improves job opportunities. The study addresses a critical gap, focusing on teacher competency for underprivileged students in urban communities of Chiang Mai, ethnic minority or stateless individuals, facing complex barriers to accessing fundamental rights and services. The concept of novel transdisciplinary research, comprising 10 vocational experts, 10 academic professionals from Chiang Mai-based universities, 35 school leaders and educators, and 261 parents, selected via purposive sampling. Data were collected through focus group discussions, field observations, workshops, and structured questionnaires, and were analyzed using descriptive statistics (mean, standard deviation) and qualitative content analysis. Public participation was crucial in developing guidelines for enhancing teacher competencies. The resulting framework consists of three components: challenges encountered by teachers; teacher development curriculum covering content, developmental approaches, and collaborative development networks; and development outcomes, including eight fundamental and eight specific outputs, and outcomes for improved student quality of life, competencies, and vocational skills across defined aspects. These guidelines provide a novel framework (outputs and outcomes) that integrates socio-legal knowledge and vocational training to sustainably improve the educational experiences and quality of life of this specific target group.     
Volume: 15
Issue: 2
Page: 1587-1597
Publish at: 2026-04-23

Mediating role of service quality between university social responsibility and student satisfaction in Peru

10.11591/ijere.v15i2.36750
Isac Fernando Espinoza Montes , Nérida Pilar Zevallos Cárhuaz , Martin Romeo Yurivilca Oscanoa
This study analyzed the influence of university social responsibility (USR) on student satisfaction (SS), mediated by service quality (SQ). It is relevant because it provides empirical evidence of how socially responsible practices strengthen educational quality and student well-being in a Latin American context that remains underexplored through structural equation modeling (SEM). The objective was to explain how USR affects SS through SQ, using SEM. Specifically, the study examined the direct effect of USR on SS, its influence on SQ, the impact of SQ on satisfaction, and the mediating role it plays in this relationship. A quantitative, non-experimental, cross-sectional design was employed with a sample of 505 undergraduate students from five Peruvian public and private universities, selected through non-probability convenience sampling. Data were collected using three validated and reliable Likert-type scales. The results showed that USR significantly influenced SQ (R²=0.60) and that SQ predicted SS (R²=0.67), confirming a partial mediation effect. The findings provide practical implications for strengthening institutional policies to enhance SQ and increase SS.
Volume: 15
Issue: 2
Page: 1142-1150
Publish at: 2026-04-23

A pedagogical model for teaching action research in Kazakhstan’s EFL teacher education

10.11591/ijere.v15i2.38372
Marina Zhambylkyzy , Tolkyn Baibossynova , Anar Yessenbay , Makhabbat Adilkhan
This article examines the pedagogical use of action research (AR) in enhancing professional and problem-solving skills of prospective teachers in Kazakhstani secondary schools. The study involved twenty-seven pre-service and novice English as a foreign language (EFL) teachers, all of whom were master’s students at Kazakh National University. The study was implemented within the AR course integrated into the master’s program curriculum. To support participants’ understanding and practical application of AR, we designed “AR tree” model, a visual, cognitive and pedagogical scaffold. It was introduced to make the stages of AR more accessible for novice teachers. After presenting the model, semi-structured interviews were conducted with pre-service teachers to explore its pedagogical value for professional learning. The results indicate that the model strengthened connections between theory and practice, promoted reflective professional thinking, and enable novice teachers to systematically identify classroom challenges and develop pedagogically informed solutions. The study does not propose a new form of AR, instead, the model guided pre-service teachers through each phase, from finding a problem to developing interventions, reflecting with learners, and sharing results.
Volume: 15
Issue: 2
Page: 1253-1263
Publish at: 2026-04-23

Evaluating the knowledge ability of students by inquiry-based learning technique

10.11591/ijere.v15i2.31593
Wesam Salah Alaloul , Khalid Mhmoud Alzu’bi , Muhammad Ali Musarat
Inquiry-based learning (IBL) as an instructional approach has been popular amongst science, technology, engineering, mathematics disciplines, but the practice specifically in engineering education deserves further exploration. This study explores the impact of IBL on student engagement and learning within an engineering project management course. Using a case-study methodology, engineering students engaged in real-world problem-solving activities and provided feedback through a questionnaire assessing lecturer deliverables and IBL effectiveness. For this study, a questionnaire approach was adopted comprised of 34 questions compressed under two main groups. The distribution was made among engineering students of various disciplines. The descriptive and reliability analysis of the responses revealed that IBL positively influenced students’ engagement and problem-solving abilities, fostering a collaborative learning environment. However, students noted a high workload associated with IBL tasks, suggesting the need for careful assignment structuring. Overall, the study highlights IBL’s potential to enrich engineering education by aligning learning outcomes with industry demands, recommending that future implementations consider workload optimization to maintain balance. This research contributes to understanding effective pedagogical approaches in engineering, promoting student-centered learning that prepares students for professional challenges.
Volume: 15
Issue: 2
Page: 1343-1352
Publish at: 2026-04-23

Socioscientific issue and digital comic in problem based learning enhances student ecoliteracy toward UNESCO Global Geopark conservation

10.11591/ijere.v15i2.37812
Erika Rosdiana , Retno Dwi Suyanti , Binari Manurung
The Toba Caldera region, designated as a UNESCO Global Geopark, requires continuous efforts to preserve its environment and strengthen the ecoliteracy of its community. This study investigated improvements in students’ ecoliteracy, including knowledge, environmental caring attitudes, and pro-environmental behaviors, through the use of problem based learning (PBL) integrated with geopark socioscientific issues (GSSI) presented in a digital comic (Comdigi) format. A total of 156 junior high school students in the Toba Caldera area participated in the study. A total of 78 students learned through direct instruction (DI), and 78 received PBL with GSSI in Comdigi. Ecoliteracy knowledge was measured using a 30-item test, while caring attitude and pro-environmental behavior were assessed using questionnaires with 15 items each. The results showed that PBL integrated with GSSI in Comdigi significantly outperformed DI in enhancing ecoliteracy knowledge 39.80%, caring attitudes 49.8% and in pro-environmental behaviors 12.50% with N-gain score of 0.71. These findings confirm that incorporating GSSI in a Comdigi based PBL model effectively strengthens students’ ecoliteracy related to the Toba Caldera UNESCO Global Geopark (TCUGGp).
Volume: 15
Issue: 2
Page: 1575-1586
Publish at: 2026-04-23

Integrating generative AI in higher education for lifelong learning

10.11591/ijere.v15i2.36796
Mozaffar Alam Chowdhury , Toong Hai Sam , Md. Sohel Rana , Khan Sarfaraz Ali , Whee Yen Wong , Hasanuzzaman Tushar
This study investigates the impact of generative artificial intelligence (GenAI) on learning outcomes (LO) and lifelong skills (LLS) within higher education, emphasizing ethical considerations. Employing a quantitative approach, data was collected from 180 students via a questionnaire, examining their AI usage in education. Structural equation modeling (SEM) using SmartPLS 4.1.0.9 was used to analyze the relationship between GenAI use, LO, and LLS. Findings reveal that GenAI can enhance LO, personalize learning experiences, and contribute to developing crucial LLS. However, the study highlights the importance of ethical guidelines to prevent academic dishonesty. This research contributes to the existing literature by exploring the link between GenAI use, LO, and the development of LLS. Practically, it demonstrates that ethical GenAI use promotes both LO and LLS among higher education students, aligning with the sustainable development goals (SDGs) of inclusive and equitable quality education and lifelong learning opportunities.
Volume: 15
Issue: 2
Page: 1415-1425
Publish at: 2026-04-23

English for specific purposes culture in Moroccan higher education: realities and challenges

10.11591/ijere.v15i2.35296
Ayoub Ismaili Alaoui , Jihane El Moussaddar , Driss Marjane
In some educational contexts, English for specific purposes (ESP) is perceived to better align with learners’ specific goals compared to general English (GE). In Morocco, higher education institutions have been increasingly offering ESP courses despite the little research on the extent to which those courses actually reflect an ESP culture. This research has so far focused only on individual initiatives or particular institutions. This study, however, set itself the more ambitious aim of investigating the existence of an ESP culture in six different Moroccan higher education institutions and identifying the constraints that hindered the development of this culture. The study used document analysis and semi-structured interviews as data collection instruments. A total of 63 English course documents from students were subjected to qualitative content analysis, followed by a thematic analysis of data collected from six interviews with English instructors. The data identified both ESP and GE approaches across the institutions in the study. However, ESP seemed to be higher in highly competitive and interdisciplinary institutions, whereas GE was higher in less competitive institutions with similar majors. GE practices persisted due to revealed challenges that hamper effective ESP implementation. These findings suggest that Moroccan higher education institutions generally lack a strong ESP culture. The apparent importance of ESP in Morocco does not extend to the level of adopting an explicitly articulated ESP curriculum.
Volume: 15
Issue: 2
Page: 1804-1815
Publish at: 2026-04-23

Development and psychometric validation of the student mathematical commitment scale

10.11591/ijere.v15i2.37210
Retchelle P. Sangco , Leorence C. Tandog , Jonald L. Pimentel
Commitment plays a significant role in shaping engagement and self-regulation in learning, yet no standard tool exists to measure students’ learning commitment, especially in mathematics. This study aimed to develop the first validated scale for mathematical commitment. Using an exploratory-sequential mixed methods design, the study began with qualitative in-depth interviews (IDIs) to create the first version of the student mathematical commitment scale (SMCS) with 79 items. The quantitative phase employed exploratory and confirmatory factor analyses to establish the scale’s validity and reliability, resulting in a refined 24-item version, with four confirmed dimensions. These dimensions: strategic learning engagement (SLE), affective learning engagement (ALE), learning engagement resilience (LER), and positive learning mindset (PLM) provide a holistic view of mathematical commitment, encompassing the cognitive, emotional, and psychological aspects of students’ learning behavior. The findings provide a foundational understanding of mathematical commitment, suggesting the practical use of the scale in curriculum design, interventions, and student support with the goal of improving student learning outcomes.
Volume: 15
Issue: 2
Page: 1279-1289
Publish at: 2026-04-23

Effectiveness of systematic didactic workshops in improving university students’ communicative competencies

10.11591/ijere.v15i2.38440
Teófilo F. Valentín Melgarejo , Daniel J. Pariona Cervantes , Isabel A. Delzo Calderón , Nora E. Hinostroza Campos , Dionicio L. Basilio , Pablo L. Valentín Melgarejo , Víctor L. Albornoz Dávila , Raúl M. Lovatón , Pablo L. La Madrid Vivar , Josué C. Leandro , Shuffer G. Rojas , Flaviano A. Zenteno Ruiz
The study examined the effectiveness of structured didactic methods in improving communicative competence among 26 undergraduate university students using a pretest–posttest experimental design. The intervention consisted of guided oral presentations, structured debates, dialogic interaction, guided writing with drafting–revision cycles, and scaffolded reading activities based on inferential and critical questioning. These techniques were implemented through a sequence of instructional workshops organized into baseline assessment, didactic intervention, and post-intervention evaluation phases. Data was analyzed using descriptive and inferential statistics, including paired-sample t-tests, effect size estimation (Cohen’s d), normalized gain (Hake’s g), and 95% confidence intervals (CI) to determine the magnitude and reliability of learning outcomes. The results revealed substantial improvements across all communicative domains after the intervention. At baseline, performance was low to moderate across competencies. In particular, 0.0% in writing indicates that no student met the predefined proficiency threshold at pretest, while reading comprehension showed 11.5% proficiency, and oral expression 19.2%. The performance increased markedly followed by intervention, with posttest scores were 80.8% in oral expression, 69.3% in writing, and 73.1% in reading. Such gains were statistically significant (p<0.001) and had high effect sizes (Cohen’s d=2.17 to 2.31). Normalized gain scores (g=0.56-0.62) reflected medium-to high-level instructional effectiveness on all competencies. The overlap of statistical results, effect sizes, and learning patterns prove that the intervention is pedagogically effective, and it is relevant to be used in the context of higher education to reinforce the oral, written, and reading abilities with the help of evidence-based teaching methods.
Volume: 15
Issue: 2
Page: 1761-1775
Publish at: 2026-04-23

Theoretical models of AI in student-centered education: a systematic literature review

10.11591/ijere.v15i2.36250
Meiyu Zeng , Zuraidah Abdullah , Kenny S. L. Cheah
The use of artificial intelligence (AI) in education has garnered heightened interest, particularly in facilitating student-centered learning. This research conducts a thorough evaluation of theoretical models and empirical investigations about the implementation of AI in secondary education from 2020 to 2025. The 15 high-quality publications were selected from the Scopus and Web of Science (WoS) databases according to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) procedure and analyzed thematically. The findings indicated that the present incorporation of AI in education predominantly depends on 11 fundamental theoretical frameworks, such as self-determination theory (SDT), theory of planned behavior (TPB), technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), and sociocultural theory (SCT). For example, SDT emphasizes students’ motivation and psychological needs, the TPB explains behavioral intentions for using AI, and TAM/UTAUT is used to explain students’ willingness and behavior in using AI tools. However, the application of AI still faces numerous challenges, including anxiety and ethical dilemmas. This study clarifies the correspondence between theory and practice, providing a theoretical foundation for educators to conduct instructional design and support work, and offering a reference for policymakers to develop AI education standards and allocate resources.
Volume: 15
Issue: 2
Page: 1319-1331
Publish at: 2026-04-23

Teaching queer literature to foster gender diversity awareness

10.11591/ijere.v15i2.38210
Richard M. Bañez , Aimee M. Guia
This qualitative study explores how literature educators in higher education design and implement pedagogical practices for teaching queer literature to foster gender diversity awareness in a Philippine state university context. Drawing on focus group discussions (FGDs) with 22 educators across multiple campuses, guided by data saturation and reflexive practices, the study identifies a framework comprising four interrelated domains: literary selection, teaching model integration, learning activities, and assessment strategies. Educators purposefully select authentic and culturally relevant queer texts, employ integrative language, cultural, and personal growth models, and design aesthetic, analytical, and reflective learning tasks that engage students cognitively, affectively, and performatively. Teaching through this framework supports students’ critical interrogation of norms, reflexive meaning-making, and negotiation of identity and difference, operationalizing queer theoretical concepts such as heteronormativity, performativity, and power dynamics. The study advances queer pedagogy by positioning literature as a transformative mechanism for critical consciousness, inclusivity, and identity awareness. Implications are discussed for curriculum design, teacher education, and inclusive policy in culturally conservative contexts.
Volume: 15
Issue: 2
Page: 1618-1628
Publish at: 2026-04-23

Inclusive education journey: comparative insights from gifted and differently abled learners

10.11591/ijere.v15i2.37782
Ramil B. Arante , John O. Estillore
This study aimed to comparatively examine the educational needs of learners with disabilities (LWDs) and potentially gifted learners (PGLs) within higher education institutions, highlighting their distinct yet overlapping requirements for inclusive learning. Using a qualitative-comparative research design, 20 participants, 10 from each group, were selected through purposive sampling. Semi-structured interviews were conducted and analyzed using Braun and Clarke’s thematic framework to identify convergent and divergent themes. Results revealed that both groups face systemic and pedagogical barriers, including rigid curricula, limited institutional support, and insufficient guidance in developing social-emotional skills. While LWDs emphasized accessibility, assistive technologies, and equitable participation, PGLs highlighted the need for enrichment, mentorship, and intellectual challenge. Despite differing emphases, both groups shared the need for inclusive policies, emotional support, and a sense of belonging. The study proposes an integrated model of inclusivity that unites adaptive pedagogy, personalized mentorship, and wellness programs under coherent institutional policies. This framework reframes inclusion from fragmented interventions toward a holistic, equity-driven approach that values diversity as a resource for learning. Findings contribute to the global discourse on inclusive education by demonstrating that authentic inclusivity in higher education emerges when accessibility and excellence are addressed through a unified, transformative educational system.
Volume: 15
Issue: 2
Page: 1185-1195
Publish at: 2026-04-23

Teachers’ persistence in resource-constrained and conflict-affected communities in the Philippines

10.11591/ijere.v15i2.37120
Joseph Dave M. Pregoner , Mark M. Alipio , Grace Meroflor A. Lantajo , Ivy Joy D. Ganancial , Flordelis A. Sedo , Maria Rizalie S. Lindo , Mildred P. Galvez , Lilibeth R. Lozada , Reanne Leopardas
This study interrogates why teachers persist in the Philippines’ resource-constrained, conflict-affected “last-mile” schools, reframing retention beyond deficit narratives of burnout and attrition. Using a descriptive phenomenological design guided by Colaizzi, we conducted semi-structured Zoom interviews with 15 public-school teachers in geographically isolated municipalities of Lanao del Norte and Lanao del Sur between September and November 2024, supplemented by brief reflective journals and supported by member checking and an audit trail to secure trustworthiness. Analysis reveals persistence as a moral-relational practice braided from duty to students’ futures, faith-inflected vocation, thick bonds of belonging with colleagues and communities, and a professional identity sustained by visible learner impact and craft growth, continually negotiated against material scarcity, bureaucratic load, and ambient insecurity through pragmatic coping and family responsibility. These findings challenge rational-choice explanations by showing that staying endures less through marginal incentives than through reinforced meaning infrastructures and everyday dignifying leadership. The study contributes a humanistic account of professional endurance in fragile settings and suggests policy directions that prioritize localized psychosocial support, recognition, and paperwork rationalization to strengthen the ecologies that already hold teachers in place.
Volume: 15
Issue: 2
Page: 1629-1641
Publish at: 2026-04-23

Prototype development of an AI-powered conversational coaching system for graduate research supervision

10.11591/ijere.v15i2.37032
Unyaparn Sinlapaninman , Wannatida Yonwilad
This study developed a prototype of an AI-powered conversational coaching system to address recurring challenges in graduate research supervision. Using a design-based research approach integrated with design thinking, the study engaged 49 stakeholders—comprising students, faculty, and alumni—to pinpoint critical pain points and pedagogical requirements. These insights were distilled into a robust design framework centered on three core dimensions: problems, contexts, and learner needs (P-Q-R), integrated with the goal, reality, options, will (GROW) coaching model to facilitate goal setting and reflective practice. Expert evaluations underscored the system’s high utility, pedagogical relevance, and adaptability for resource-constrained academic environments. Beyond technical implementation, this study contributes empirically grounded design principles for AI-supported graduate supervision and offers a scalable evaluation framework for early-stage educational AI interventions.
Volume: 15
Issue: 2
Page: 1398-1406
Publish at: 2026-04-23

Belonging mediates the relationship between emotional contagion and digital competence among university students

10.11591/ijere.v15i2.37371
Mohamed Ali Nemt-allah , Ghada Mahros Abdelhafiez , Randa Rabie Abdelbadie , Soma Abdelrazek Elfeshawy , Sara Awadallah Mohammed , Ashraf Ragab Ibrahim
Emotional contagion (EC) significantly influences student experiences in university settings, yet its relationship with digital competence—a key requirement for contemporary academic success—remains unclear. This study examined the mediating role of sense of belonging in the relationship between EC and digital competence among Egyptian university students. Two samples from Al-Azhar University were recruited: a psychometric validation sample (N=486) and a main study sample (N=737). Participants completed validated Arabic versions of the sense of belonging inventory, the susceptibility to emotional contagion (SEC) scale, and the digital competence scale for university students. Data were analyzed using correlation analyses and structural equation modeling (SEM) with bootstrap testing. Results showed that sense of belonging partially mediated relationships between both types of EC and digital competence. Positive EC had significant direct effects on belonging (β=.354) and digital competence (β=.195), with 39.4% of its total effect mediated through belonging. Negative EC also had significant direct effects on belonging (β=-.119) and digital competence (β=-.141), with 23.4% mediated through belonging. These findings suggest that higher education institutions should implement belonging-enhancement initiatives to strengthen digital competence and maximize the benefits of positive EC while mitigating negative emotional influences.
Volume: 15
Issue: 2
Page: 1103-1113
Publish at: 2026-04-23
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