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International Journal of Evaluation and Research in Education (IJERE)
Published by Institute of Advanced Engineering and Science
ISSN : 22528822     EISSN : 26205440     DOI : -
Core Subject : Education,
Education
The International Journal of Evaluation and Research in Education (IJERE) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The IJERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : -
Articles 78 Documents
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Search results for , issue "Vol 14, No 3: June 2025" : 78 Documents clear
Systematic review of teaching methods in language education: trends and innovation Mohd Noor, Nur Atikah; Mahamod, Zamri; Nasri, Nurfaradilla Mohamad
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31774

Abstract

This systematic literature review (SLR) examines the developing pedagogical methods in language instruction, emphasizing modern practices, technological advancements, and cultural diversity. The research seeks to fill significant gaps in the literature by examining effective pedagogical strategies that improve language acquisition results. In accordance with the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, a systematic search of the Scopus and Web of Science (WoS) databases was performed, focusing on publications published from 2022 to 2024. 30 primary studies were examined through topic synthesis and integrative analysis. The findings are categorized into three themes: i) contextualized and adaptive teaching methods in language education: balancing traditional approach and innovation; ii) impact of innovative teaching on language learning: technology and student engagement; and iii) cultural diversity’s impact on language education and engagement. The results underscore the imperative of modifying teaching strategies according to different situations and incorporating technology to enhance engagement and results. Furthermore, culturally sensitive techniques were demonstrated to improve inclusivity in multilingual classrooms. These insights are pertinent to academic and professional settings, indicating widespread significance for enhancing communication and cross-cultural skills. Future research should investigate the long-term effects of these initiatives and ensure equal access to educational resources and teacher training.
Exploring the factors influencing innovative teaching practices in Moroccan primary schools: an exploratory study Lkamel, Karim; Assermouh, Jalal
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32917

Abstract

In education, pedagogical innovation is crucial for improving student learning outcomes, but teachers’ adoption of innovative practices is influenced by various sociodemographic factors, which remain underexplored. This study aims to investigate how factors such as age, gender, education level, and prior training shape teachers’ engagement with innovative teaching methods. A quantitative analysis of 110 teachers from multiple schools was conducted, utilizing multiple correspondence analysis (MCA) to identify distinct teacher profiles based on their innovation practices. The findings revealed four key profiles: non-innovative teachers, who rely on traditional methods; active teachers, who adopt active learning strategies; untrained teachers, who work without formal training; and innovative teachers, who integrate information and communication technologies (ICT) and blended learning techniques. The study concludes that sociodemographic factors significantly impact the adoption of pedagogical innovation. To address this, targeted professional development and tailored policies are needed to support teachers in overcoming barriers and adopting innovative practices. By promoting a more inclusive and adaptive approach to teacher training, this research offers valuable insights to improve teaching effectiveness and ultimately enhance student engagement and learning outcomes.
Developing local content-based teaching materials for improving students’ holistic reading Mubarok, Husni; Anif, Sofyan; Prayitno, Harun Joko
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32665

Abstract

Integrating local content into teaching materials greatly aids students in their English learning, but the lack of such materials remains an issue. This study aims to develop teaching materials based on local content. It focuses on four key areas: needs analysis, development, practicality, and effectiveness. Utilizing the ADDIE or analysis, design, development, implementation and evaluation research design, data collection was conducted with seventh-grade students in the Jepara through observation, interview, questionnaire, and test, which were then analyzed using both qualitative and quantitative method. The analysis revealed that both students and teachers required teaching materials that incorporated local content. The validation of teaching materials indicated a score of 3.56 for lecturers and 3.74 for practitioners, categorizing it as very feasible. The practicality of the teaching materials is indicated by an observation score of 3.4 and a questionnaire score of 3.21. Students’ holistic reading skills improved after utilizing teaching materials centered on local content, particularly in relation to their learning experiences, discourses, and reading comprehension. The findings suggest that the government should develop policies focused on utilizing local content in teaching materials.
The importance of international mindedness in promoting intercultural communication within international schools Trisnawati, Diana; Zakaria, Abd Razak; Kamaruddin, Azni Yati
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32135

Abstract

The globalization has led to an increasing number of international schools worldwide, comprising individuals from diverse cultures. This trend presented numerous multicultural challenges, particularly for those who experience difficulties adapting to multicultural environments. International mindedness (IM) is a crucial aspect of the international baccalaureate (IB) curriculum, playing a significant role in promoting intercultural communication at international schools. This study aimed to explore the significance of IM in fostering intercultural communication, with a specific focus on five teachers in the middle year program (MYP) of two IB schools using a phenomenological approach. Data collection was conducted through semi-structured interviews, and the study employed thematic analysis to address research questions systematically. The findings revealed that participants recognize several elements of IM, including open-mindedness, acceptance of different cultures, empathy, and tolerance. Teachers were identified as vital in developing IM, necessitating them to be respected figures accepted by students and to provide effective teaching strategies. The study highlighted the importance of self-awareness and adaptability skills for teachers in fostering intercultural interactions. A cultural training program can be recommended for developing teachers’ IM, particularly to enhance teachers’ knowledge and perspectives in promoting intercultural communications.
Technological leadership in industry 4.0 education: influence of digital transformation and ICT adoption Abdallah, Asma Khaleel; Trifonov, Ivan; Samusenkov, Vadim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30804

Abstract

The objective of this article is a systematic investigation into the effectiveness of information and communication technologies (ICT) usage within the framework of the educational model “industry 4.0”, focusing on the influence of digital transformation on technological leadership in educational institutions. The problem is insufficient technical equipment, uneven distribution of resources, and insufficient support for teachers. The solution lies in systematic innovative training and support for teachers, creating incentives to increase their motivation. The study employs an experimental research design, utilizing survey methods. The subjects of the research include six directors, six teachers, and 120 students from educational institutions in the United Arab Emirates (UAE) and the Russian Federation. According to the survey results, teachers have a positive attitude toward using ICT. A majority of teachers believe that the use of ICT has a positive impact on students’ academic achievements. Responses to open-ended questions indicate a lack or uneven distribution of technical equipment, emphasizing the need for training and support for teachers. One teacher suggesting the “introduction of incentives and rewards” raises the issue of creating a reward system for teachers, which could affect their motivation. Regarding students’ academic performance, the results show that students in educational institutions with active ICT integration demonstrate better results.
The potential impact of generative AI on the future of higher education: a game-changer or a danger to academic integrity Kumar, Pritam; Mastana, Amarjeet Singh; Rungruengarporn, Chainarong; Chantokul, Donyawan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32148

Abstract

Artificial intelligence (AI) has the potential to improve education by substantially modifying knowledge acquisition. While the research on AI’s incorporation into higher education is growing, significant gaps exist in understanding its responsibilities, potential, implications for ethics, and privacy problems in educational settings. This study investigates AI’s transformative impact on higher education using a total of four essential objectives: the ever-growing capabilities of AI within customized instruction, the prospective use of smart tutoring platforms, AI-driven review and input procedures in learning evaluation, and the ethical and privacy issues inherent in these technologies. A systematic review of the literature (SLR) was carried out to answer research questions established utilizing population, intervention, comparison, outcome, and context (PICOC) criteria, resulting in a structured analysis of pertinent articles. To conduct a thorough literature search, the Publish or Perish (version 8) application and an API key were used to systematically access the Scopus database. Initial keyword searches yielded 567 articles, which were reduced to 29 following predetermined relevant screening, restricted access sorting, repetition removal, and content validation. The findings show that AI technologies are increasing personalized education by adapting instructional content to individual needs while also improving decision-making, resources deployment, and administrative duties. However, the integration of AI raises issues such as data privacy, potential redundancies of human educators, and ethical obstacles. These findings highlight AI’s immense potential for higher education, underlining the importance of tackling these problems regarding responsible and inclusive integration, furthering future research, and developing processes for responsible AI use in educational environment.
Modeling English teachers’ intention to use ICT: technology acceptance and TPACK Cao, Li; Rasul, Mohamad Sattar; Omar, Marlissa; Zulnaidi, Hutkemri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30444

Abstract

Teachers’ acceptance of technology in the teaching setting is significantly influenced by their behavioral intention to utilize information and communication technology (ICT). A considerable amount of study has been done on the use of ICT in teaching English as a foreign language (EFL). Nevertheless, there exists a significant lack of deep studies among EFL teachers in Chinese vocational colleges. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) theoretical frameworks, this current study aimed to ascertain whether EFL teachers’ TPACK levels could predict their intention to adopt ICT. A quantitative study was conducted with the participation of 440 EFL instructors from vocational schools in Shandong Province. The seven components met the scale’s validity and reliability requirements and the partial least squares (PLS) approach was utilized to describe the structural model and examine the relationships among significant components. The findings revealed that EFL teachers’ perceived usefulness (PU), perceived ease of use (PEU), and attitudes towards use (ATCU) significantly impacted their behavioral intention to use (BIU) ICT. Moreover, the TPACK framework exerted a substantial influence on their acceptance of ICT. The study’s findings may provide insights and resources for subsequent theoretical research and teaching approaches centered on enhancing the integration of technology in EFL education.
Best practices of effective classroom management strategies supported by digital ICT in higher education Mahmoud, Enaz; Bawaneh, Ali Khaled
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32178

Abstract

In the field of higher education, incorporating digital information and communication technology (ICT) into classroom management has gained significant attention due to its potential benefits in enhancing students’ engagement and learning. One of the significant challenges in higher education is managing students learning in the classroom effectively. Higher education students cannot gain effectively the targeted learning outcomes by using regular classroom management in teaching higher education subjects away from digital ICT. The purpose of this study is to explore the advantages of using digital ICT tools into classroom management in higher education and to discuss the challenges and considerations that are involved in this process. This study uses the descriptive research methodology that does not include or present students during preparing of the suggested framework, because it suggests a well-designed cohesive framework of preparing steps, best digital ICT software programs, and the most suitable practical techniques for ICT effective classroom management. It describes the best practices of using 10 professional ICT digital software tools for effective integration and provides examples of practical techniques at the higher education level using suggested ways of successful implementation. It finds that using these software programs can lead students to engage in classroom activities actively, increase their academic achievement, and maximize their technology communication skills. It recommends that providing instructors with enough ICT digital professional development programs and the availability of most updated digital infrastructure are crucial factors for effective classroom management.
Managing cooperative learning and digital competences in secondary education: a systematic review Samane-Cutipa, Virginia A.; Callacondo Velarde, Juan Carlos; Rucano Paucar, Fabian Hugo; Talavera-Mendoza, Fabiola
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30449

Abstract

The COVID-19 pandemic led most schools to opt for distance education, resulting in challenges in the educational field. However, the increased use of digital technology prompted studies on strategies to help reduce the digital divide concerning two key 21st-century skills: cooperation and digital competencies. This article aims to analyze the study of cooperative learning in relation to the achievement of digital competencies in secondary education. It was developed through a systematic literature review (SLR) using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, retrieving scientific information from the Web of Science (WoS) and ERIC databases, published from 2018 to 2024. The results and findings emphasize the existence of strategies aimed at improving teaching and learning, academic performance, and students’ communication and social skills through task management, the formation of cooperative teams, and conflict resolution with shared leadership. Additionally, it highlights the development of digital competencies such as information retrieval, digital interaction, virtual object creation, digital security, and responsible citizenship. The conclusions focus on using cooperative learning strategies to make the teacher’s role more efficient in interactive spaces.
In the zone or out of bounds? How sports and physical activity anxiety affects life satisfaction among students Mancera, Marlon A.; Sumera, Eduard S.; Tagare, Jr., Ruben L.; Lopez, Gilbert E.; Orgeta, Irish M.; Haji Kasan, Yashier T.; Cristobal, Harold Deo; Aton, Armand G.; Adlaon, Gauvin
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.33530

Abstract

This study aims to explore the relationship between sports and physical anxiety and life satisfaction among college students in a leading Philippine state university. Employing a quantitative research design, specifically descriptive correlation, data were collected from 2,043 respondents using simple random sampling. The research utilized the physical activity and sport anxiety scale and the life satisfaction index to measure the respective constructs, with analyses conducted using Spearman’s rho correlation coefficient to assess relationships between variables. Results indicated a significant relationship between sports and physical anxiety and life satisfaction, revealing that higher levels of anxiety corresponded to lower life satisfaction. These findings highlight the importance of addressing sports and physical anxiety to improve overall well-being. Implications suggest that institutions should implement mental health and wellness initiatives aimed at reducing anxiety and promoting supportive environments in physical education settings. By fostering a culture that prioritizes psychological well-being alongside physical engagement, institutions can enhance students’ life satisfaction and overall quality of life.

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