Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Rafiza Abdul Razak
Universiti Malaya
Education

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Generative AI in teacher education: a systematic review Longfa Yuan; Rafiza Abdul Razak; Amirrudin Kamsin; Siti-Soraya Abdul-Rahman
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37225

Abstract

This study addresses a critical gap in the literature by conducting one of the earliest systematic reviews (2021-2025) on generative artificial intelligence (GenAI) in teacher education. Using a structured screening and coding process, 35 peer-reviewed articles from Scopus and Web of Science (WoS) were analyzed to examine methodological trends, geographical disparities, and cross-cultural adaptability. The review identifies four major application areas, including stakeholder perception analysis, instructional resource generation, curriculum design, and student-AI collaborative learning, and synthesizes their underlying pedagogical mechanisms. Key findings reveal pronounced geographical imbalance (with no studies from Africa or Latin America), heavy reliance on short-term qualitative designs, and limited empirical or longitudinal validation. Based on these insights, the study proposes a conceptual framework linking GenAI applications, challenges, and future research pathways. This work contributes a structured evidence base and offers guidance for advancing GenAI-integrated teacher education through more rigorous, inclusive, and context-sensitive research.
Integration of information and communication technology in teaching English among in-service teachers Peng Ran; Rafiza Abdul Razak; Siti Hajar Halili
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26347

Abstract

The widespread application of information and communications technology (ICT) in the field of education has drawn criticism. This investigation was to discover factors influencing English language teaching (ELT) in-service teachers’ integration of ICT. The sample consists of 1216 in-service teachers who teach English language in China. Four factors are found to influence ELT in-service teachers’ integration of ICT: attitudes, self-efficacy, digital competence, and digital tools use. The findings of the research utilizing the partial least squares structural equation modeling (PLS-SEM) approach demonstrated that all four criteria have a substantial impact on how ICT is integrated by ELT in-service teachers. By considering all the variables that affect ELT in-service instructors, this research offered helpful insights for an effective designs of English language teaching with ICT.
Co-Authors Amirrudin Kamsin Longfa Yuan Peng Ran Siti Hajar Halili Siti-Soraya Abdul-Rahman