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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

Influence of the overseas on-the-job training program in the student’s employability

10.11591/ijere.v15i2.27835
Evelyn Q. Alera , Honeylet J. Nicolas , Ryan P. Ceniza , Maria Adela B. Chaves , Cindy S. Cruz , Aisanne Marie S. McNatt
The study investigated the influence of the overseas on-the-job training (OJT) program in the employability of the students of three undergraduate degrees, namely Bachelor of Science in Agriculture (BSA), Bachelor of Animal Science (BAS) and Bachelor of Science in Agribusiness Management (BSAM) in an agricultural state college. A validated instrument was used to survey a sample of 47 trainees. Findings of the study demonstrated a significant positive correlation between the impacts of the overseas OJT and the measured employability skill set. Personal qualities, work attitude and habits, work performance, and professional skills are all construed to be effectively improved by the trainees’ involvement and admission to the overseas OJT program. The perceived effectiveness in the employability skill is also evidenced in the high employment rate of the graduates and the high percentage of them being employed in the field connected to their degrees. The study also strengthened the findings from other internship reports that both soft skills and hard/technical skills are valued greatly when it comes to securing employment. The present study is the first local documentation of the insights of the trainees who participated in the Agrostudies which consolidated their learned skills and raised their concerns on the implementation of the said training program. From here, it is recommended that further studies are to be conducted to validate the present findings and an in-depth review of the underlying issues of the trainees should be addressed to ensure the success and continuity of the program.
Volume: 15
Issue: 2
Page: 1264-1278
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

Examining the ontological and epistemological differences between evaluation and assessment in the education context

10.11591/ijere.v15i2.36369
Chew-Hung Chang , Christina Ratnam-Lim , Wong Hwei Ming , Phoebe Ow , Joshua Wong Jia Hao
In the field of education, assessment and evaluation (AE) are defining strategies for improving school practices with the overall goal of enhancing student outcomes. While AE is understood and considered by educators as two distinctly different domains, they are often used interchangeably among practitioners in the field. The aim of this paper is three-fold: to identify and clarify the epistemological and ontological differences between AE; develop operational definitions of AE that are transferable from research to classroom through a comprehensive literature review; clarify any misconceptions between the two domains, if any. A comprehensive meta-synthesis of literature from articles published in 32 journals between 2014 and 2024 revealed four frames to distinguish assessment from evaluation: i) information gathered; ii) methodology; iii) purposes and outcomes; and iv) stakeholders. To corroborate these conclusions, we also conducted a social lab which is based on the principle of the Delphi method with 11 participants. Additionally, insights from two social lab sessions revealed that apart from the ontological distinctions between AE, there were also epistemological distinctions. Eventually, three frames for exploring the difference between AE emerged from the data: ontology, epistemology, and stakeholders. By refining and developing this area of AE, the research hopes to contribute to a more informed and integrated educational landscape, encouraging further work in areas of AE.
Volume: 15
Issue: 2
Page: 955-965
Publish at: 2026-04-23

Digital assessment formats in higher education: an empirical analysis of the process efficiency of e-assessments compared to paper-pen exams

10.11591/ijere.v15i2.36697
Flavio Di Giusto
Digitalization is reshaping higher education, including the way examinations are designed and administered. Electronic assessments (EA) are widely regarded as promising tools to enhance process efficiency. This article presents the findings of a mixed-methods study conducted at Zurich University of Applied Sciences (ZHAW), comparing traditional paper-pen exams (PPE) and EA across both multiple-choice (MC) and open-question (OQ) formats. Using a process cost analysis across three modules (n>700), supported by interviews and student surveys, the study investigates time, cost, and acceptance outcomes. Results show that EA with MC formats yield substantial efficiency gains—reducing overall costs by up to 85%—primarily due to automation in grading and archiving. However, for OQ formats, digitalization provides only marginal cost benefits, as manual grading remains a major cost driver. The study offers nuanced insights into the process dynamics of digital exams and emphasizes that the economic advantages of EA strongly depend on exam format and institutional implementation strategies.
Volume: 15
Issue: 2
Page: 1151-1162
Publish at: 2026-04-23

Climate change anxiety scale: psychometric validation among university students in environmental sustainability contexts

10.11591/ijere.v15i2.37598
Bassam M. A. Makram , Mohamed Sayed Abdellatif , Ahmed Abdelhalim Elnhal , Mohamed Ali Nemt-allah
This study employed a cross-sectional, two-sample validation design to develop and validate the climate change anxiety scale (CCAS) among Egyptian university students, addressing the critical gap in Arabic-language assessment tools for climate-related psychological distress. Two independent samples from Al-Azhar University participated: 540 students completed exploratory factor analysis (EFA) and 977 students completed confirmatory factor analysis (CFA). Content validity was established through expert review (content validity indices (CVI)=.778-1.000), resulting in an 18-item scale. EFA revealed a three-factor structure explaining 53.981% of variance: cognitive-emotional impairment, functional impairment, and behavioral engagement. CFA confirmed excellent model fit (comparative fit index (CFI)=.944, root mean square error of approximation (RMSEA)=.067), significantly superior to a single-factor model. Internal consistency was robust across subscales (ω=.817-.907, α=.813-.906) and total scale (ω=.910, α=.909). Test-retest reliability demonstrated strong temporal stability (r=.714-.886). Convergent validity was supported through significant inter-dimensional correlations (r=.394-.710). The CCAS provides a psychometrically sound, culturally appropriate instrument for assessing multidimensional climate anxiety, enabling systematic identification of students requiring targeted mental health interventions within Egyptian higher education contexts.
Volume: 15
Issue: 2
Page: 1026-1036
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

Professional development of EFL teachers through constructivist-oriented training programs

10.11591/ijere.v15i2.38654
Pham Thi Kieu Oanh , Nguyen Van Trao , Nguyen Thi Hong Nhung
Despite increasing policy endorsement of constructivist-oriented (CO) teacher training, limited empirical evidence has clarified how such programs reshape English as a foreign language (EFL) teachers’ beliefs and classroom enactment under curriculum reform. This study examines the influence of CO teacher training programs on the professional development (PD) of secondary English teachers in Vietnamese general education. A sequential explanatory mixed-methods design was adopted to capture both general patterns and nuanced forms of change. Quantitative data were collected from 192 secondary English teachers through a questionnaire survey to identify patterns in teachers’ beliefs, reported practices, and perceived contextual constraints, while qualitative data were obtained from 22 teachers through semi-structured interviews, classroom observations, lesson plan analysis, and reflective journals to provide triangulated classroom-based evidence. Findings reveal that belief-level endorsement was more consistent than sustained pedagogical restructuring, particularly in assessment for learning (AfL) practices. Teachers increasingly reconceptualized their roles as facilitators and demonstrated greater attention to learning task design, classroom interaction, and competency-aligned assessment. However, the enactment of constructivist teaching (CT) remained uneven and was shaped by contextual constraints such as large class sizes, limited instructional time, and curriculum-related pressures. The study conceptualizes PD as a non-linear and contextually mediated process. By integrating large-scale survey data with sustained classroom-based qualitative documentation, this research offers triangulated and context-sensitive empirical evidence from a reform-driven EFL system, contributing nuanced insight to international scholarship on teacher PD.
Volume: 15
Issue: 2
Page: 1562-1574
Publish at: 2026-04-23

Development external quality assessment utilization model for improving internal quality assurance system of the child development center

10.11591/ijere.v15i2.34726
Treekom Prommaboon , Siriluck Boongthong , Krit Pinthong , Piyaporn Seesun , Prasart Nuangchalerm
This research focuses on the development of an external quality assessment (EQA) utilization model for enhancing the internal quality assurance system within child development centers. The research employed research and development (R&D) methods along with parallel mixed methods, the study unfolds in three distinct phases. Phase 1 involves a comprehensive survey of current conditions, problems, needs, participation, and the utilization of EQA in developing the internal quality assurance system of child development centers. Phase 2 constitutes a multiple-case study, employing in-depth interviews for data collection. Phase 3 integrates findings from phases 1 and 2 to synthesize a model for utilizing test results. Finally, the study involves the trial and evaluation of practice guidelines employing EQA utilization to improve the internal quality assurance system. The findings indicate that the current conditions of quality assurance operations in child development centers under local administrative organizations are mostly complete but exhibit problems at a low level across all standards. Organizational commitment, participation in internal quality assurance operations, adaptation from external assessment results, and attitude towards quality assurance are crucial contributors. In conclusion, the EQA utilization model for improving the internal quality assurance system of the child development center as a practical and effective tool for enhancing quality assurance processes.
Volume: 15
Issue: 2
Page: 1353-1364
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

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

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

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

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

Cross-cultural competence and professional formation of music educators

10.11591/ijere.v15i2.37024
Saltanat Taspayeva , Laura Kakimova , Narman Peruza , Roza Sydykova
Globalization increased cultural diversity in music education. This required music educators to develop cross-cultural competence (CCC). This study evaluated the impact of CCC on the professional development (PD) of music educators. The research employs a mixed-methods approach, combining surveys with qualitative interviews conducted among music educators from different cultural backgrounds. The study used stratified random sampling to obtain representative participants with primary, secondary, and tertiary music education. The novelty of this study lies in the application of a mixed-methods design within the under-researched context of music education in Kazakhstan. The research included 200 music educators spanning different educational levels for the quantitative phase and 20 music educators for participant observation and interview for the qualitative stage. The results of the study indicated that educators with strong intercultural competence (ICC) may be better prepared to adapt teaching methods with students from different cultural backgrounds. Such educators also had enhanced interpretive abilities across different musical genres. Therefore, when educators have intercultural skills, they become more inclusive and innovative. Additionally, PD initiatives for music educators should include models of ICC to develop pedagogical effectiveness and expand musical literacy.
Volume: 15
Issue: 2
Page: 1454-1468
Publish at: 2026-04-23
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