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All Journal International Journal of Evaluation and Research in Education (IJERE)
Chung Xuan Le
Southern Taiwan University of Science and Technology
Education

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Reshaping the doctoral journey in the AI era Chung Xuan Le; Wurong Shih
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.40091

Abstract

This article systematically reviews how artificial intelligence (AI) systems, particularly generative AI (GenAI), are reshaping the doctoral journey. Unlike existing reviews that examine AI in higher education broadly, this review positions doctoral candidates as emerging scholars whose AI use intersects with learning, research, academic writing, authorship, and early knowledge production. Drawing on Web of Science Core Collection records from 1998 to 2026, the study followed preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 guidelines and retained 28 studies from an initial pool of 185 records. VOSviewer-based co-occurrence and co-citation analyses were integrated with full-text reading to identify five synthesized themes: AI as academic infrastructure, AI-mediated restructuring of doctoral practices, technology acceptance and negotiation, ethical risks and academic integrity, and wellbeing, adaptation, and support. The findings suggest that AI is intertwined with doctoral education not only as a tool for efficiency but also as part of a broader socio-technical and identity-forming process. The review contributes a doctoral identity-centered synthesis of how AI intersects with research practices, authorship, academic voice, supervision, academic integrity, wellbeing, and doctoral support.
Work readiness, internship quality, and employability in logistics education: a PLS-SEM study Anh Lan Nguyen; Chung Xuan Le
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39982

Abstract

This study examines how logistics and supply chain management education supports students’ transition from university to employment. It addresses a key issue in application-oriented programs: coursework and internships do not automatically translate into work readiness, perceived employability, or transition confidence. Drawing on employability and career development research, the study tests an integrated model linking career adaptability, career decision clarity, career support perception, work readiness, internship effectiveness, perceived employability, and transition outcome perception. Data were collected from 1,080 students through an anonymous online survey conducted from 23 March to 10 April 2026. Partial least squares structural equation modeling was applied. Results show that career support perception, career adaptability, and career decision clarity enhance work readiness, while work readiness and internship effectiveness improve perceived employability. Perceived employability is the strongest predictor of transition outcome perception, whereas internship effectiveness contributes mainly through employability beliefs rather than direct effects.
Co-Authors Anh Lan Nguyen Wurong Shih