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30,938 Article Results

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 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

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

Unlocking academic potential: framework for effective research utilization and commercialization in higher education institutions

10.11591/ijere.v15i2.36233
John Joshua Federis Montañez , Anna Liza Mendrique Mateo
Traditional academic research pathways in higher education institutions (HEIs) often emphasize publication and extension activities, while the utilization and commercialization of research outputs remain underdeveloped. This study aims to assess the institutional readiness, strategies, challenges, and success metrics related to research utilization and technology commercialization in state universities and colleges (SUCs), and to develop a framework to strengthen entrepreneurial and innovation-driven practices in HEIs. A mixed-methods approach was employed, combining case study analysis with a survey of nine SUCs in the Bicol Region, Philippines. The survey instrument was developed through key informant interviews (KIIs) and focus group discussions (FGDs) with experts in technology transfer and intellectual property (IP) management, and demonstrated excellent reliability (Cronbach’s α=0.92). Results indicate that all participating SUCs have dedicated offices for IP management and technology transfer, reflecting a high level of institutional readiness. However, major challenges persist, including limited funding, weak industry linkages, gaps in IP policy implementation, and the absence of sustainable revolving funds. Success in commercialization is primarily measured through patent filings, licensing agreements, and revenue generation, with limited use of qualitative impact indicators. The study concludes that while SUCs exhibit strong structural readiness, strengthening policy coherence, funding mechanisms, industry collaboration, and commercialization culture is essential. The proposed framework provides a practical guide for enhancing research utilization and commercialization in HEIs.
Volume: 15
Issue: 2
Page: 1091-1102
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

How game–project learning enhances creative thinking in elementary geometry?

10.11591/ijere.v15i2.38692
Anton Prayitno , Abdul Hamid , Nanik Sulistiyah
The rapid advancement of technology and the demands of 21st-century competencies require mathematics instruction to move beyond procedural learning toward strengthening students’ creative mathematical thinking. However, elementary students’ creative thinking remains low, particularly in geometry problem solving. Although gamification and project-based learning (PjBL) have shown positive effects, empirical studies integrating both approaches to foster creative mathematical thinking in elementary geometry are still limited. This study examined the effect of game–project-based learning (GPBL) on fifth-grade students’ creative mathematical thinking in geometric problem solving. A quantitative quasi-experimental pretest–post-test control group design was employed involving 84 students assigned to an experimental group and a control group. The experimental group received GPBL supported by game and project activities, while the control group received direct instruction. Data were collected using a creative mathematical thinking test and analyzed using repeated measures analysis of variance (ANOVA). The results showed significantly greater improvement in the experimental group than in the control group, indicated by significant time effects, a significant time×group interaction, and significant between-group differences with medium-to-large effect sizes. These findings suggest that GPBL promotes progressive concept exploration and encourages solution strategies. Therefore, GPBL can be integrated into elementary geometry instruction to foster students’ creative mathematical thinking.
Volume: 15
Issue: 2
Page: 1698-1710
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

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

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

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

Academic self-regulation as a bridge between mindfulness and emotional self-efficacy among undergraduate students

10.11591/ijere.v15i2.38258
Samer Adnan Abdel Hadi , Mahmoud Alquraan
The research investigated the function of academic self-regulation as a mediator in the correlation between mindful attention awareness and emotional self-efficacy. A quantitative questionnaire-based study approach was used. A total 647 undergraduate participants (77.1% female), aged 18–24 (74.5%), completed self-report questionnaires, including the mindful attention awareness scale (MAAS), the academic self-regulation scale (ASRS), and the emotional self-efficacy scale (ESES). The proposed model demonstrated acceptable global fit based on the two-index criteria applied in this study, with RMSEA meeting the ≤0.06 threshold and SRMR meeting the ≤0.09 threshold; based on the data, the model appears to be suitable. The findings indicated statistically significant relationships between mindfulness and the subscales of academic self-regulation: self-instruction and self-evaluation. Academic self-regulation showed significant path coefficients with emotional self-efficacy: self-planning, self-monitoring, and self-reaction were statistically significantly associated with using and managing one’s own emotions and perceiving emotions through facial expressions. Self-planning and self-monitoring were statistically significantly associated with dealing with emotions in others. Self-planning, self-monitoring, self-instruction, and self-reaction were statistically significant in their association with identifying and understanding one’s own emotions. Academic self-regulation elucidates the correlation between mindfulness and emotional self-efficacy. Emotional self-efficacy and well-being can be bolstered by improving mindfulness and self-regulation.
Volume: 15
Issue: 2
Page: 1212-1226
Publish at: 2026-04-01

Exploring the mediating role of mathematics self-efficacy in students’ perceptions and achievement in mathematics

10.11591/ijere.v15i2.36015
John V. de Vera , Jehan Marie T. Aytona , Beverly U. Mamogay , Rogard A. Bardinas , Shella Mary N. Canaricio , Emerson D. Peteros
This study examined the mediating effect of mathematics self-efficacy (MSE) on the relationship between students’ perception of mathematics (SPM) and mathematics achievement (MA) among 544 Grade 9 students from selected public high schools in Mandaue City, Philippines, using a descriptive correlational research design. Participants were selected through simple random sampling. Data were collected using adopted survey questionnaires to measure SPM and MSE, while MA was obtained from first-quarter grades. The data collected were treated using frequency count, percentage, weighted mean (WM), standard deviation (SD), Pearson’s r, and multiple regression. Results indicated that students demonstrated neutral SPM, moderate MSE, and satisfactory MA. Moreover, there was a significant moderate positive relationship between SPM and MSE (r=0.627, p<0.001), while negligible positive correlations were observed between SPM and MA (r=0.216, p<0.001) and between MSE and MA (r=0.205, p<0.001). Furthermore, results also revealed that MSE partially mediated the relationship between SPM and MA, accounting for 33.4% of the total effect (indirect effect β=0.597, p=0.037). These findings suggest that teachers and school administrators should integrate self-efficacy building strategies including supportive feedback, engaging, and inclusive learning environments that enhance students’ perception and achievement in mathematics.
Volume: 15
Issue: 2
Page: 976-988
Publish at: 2026-04-01

Enhancing creative thinking skills through project-based learning and SCAMPER: a study in Vietnam

10.11591/ijere.v15i2.38148
Nguyen Thi Phuong Thanh , Le Huong Hoa
Creative thinking skills (CTS) are essential 21st-century skills for adapting to the rapidly changing world. This study aims to investigate the effectiveness of project-based learning (PBL) and substitute, combine, adapt, modify, put to another use, eliminate, reverse (SCAMPER) in enhancing high school students’ CTS, including fluency, flexibility, originality, and usefulness. This quasi-experimental study involved 120 high school students from three classes at a public high school in Vietnam. The study employed a pretest-posttest control group design with one experimental group (n=40) and all two control groups (n=80). The creative engineering design assessment (CEDA) was used. The 15-week intervention involved students in PBL-SCAMPER, while two control groups (n=40 each) followed traditional instruction. One-way analysis of variance (ANOVA) revealed significant improvements in all CTS indicators for the experimental group (p<0.05), with the largest effect on usefulness (η²=0.27). These findings suggest that the PBL-SCAMPER provides a practical pedagogical framework for developing CTS, warranting broader implementation in high school education.
Volume: 15
Issue: 2
Page: 1407-1414
Publish at: 2026-04-01
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