International Journal of Evaluation and Research in Education (IJERE)
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.
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<![CDATA[Work-integrated curriculum transformation and autopedagogical competence in prospective teachers ]]>
<![CDATA[Tynyskhanova, Aiym]]>;
<![CDATA[Yessenova, Kalbike]]>;
<![CDATA[Xoldarova, Irodakhon]]>;
<![CDATA[Ismailova, Fariza]]>;
<![CDATA[Zhunusbekova, Aziza]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.33746
<![CDATA[Despite substantial investments in higher education, many Kazakhstani graduates face challenges in securing employment due to a lack of essential job-related competencies. The predominant discipline-based learning approach in Kazakhstani universities often fails to cultivate autopedagogical competence—a critical skill for applying knowledge in real-world contexts and solving practical problems. This study aims to examine the impact of work-integrated curriculum (WIC) transformation on the development of student autopedagogical competence (SAC). A non-experimental quantitative research design was employed, utilizing survey techniques to collect data from a sample of 180 students in Kazakhstan. The sample was determined through random stratified sampling to ensure representativeness. Data analysis was conducted using structural equation modeling (SEM) to identify relationships between dependent (autopedagogical competence), independent (WIC transformation), and moderating variables. The findings reveal that curriculum transformation has a significant and positive impact on the development of autopedagogical competencies. Students exposed to work-integrated learning (WIL) demonstrate stronger self-directed learning capabilities, enhancing their readiness for workforce integration and lifelong professional development. These insights highlight the necessity of innovative curriculum strategies to bridge the gap between academic learning and practical skill acquisition, offering valuable guidance for educators seeking to improve vocational education outcomes.]]>
<![CDATA[Exploring school resilience in the context of globalizing digital change: the impact on teacher management ]]>
<![CDATA[Abdallah, Asma Khaleel]]>;
<![CDATA[Shagivaleeva, Guzalia]]>;
<![CDATA[Kolomoets, Elena]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.29697
<![CDATA[Administrators in educational institutions will need to implement smart and well-designed changes in teacher management to mitigate the negative effects. Using teacher resilience as an example, the study seeks to assess the level of resilience in schools and analyze its effects on teacher management. The study includes 197 teachers from 31 Russian schools in Kazan, Elabuga, Moscow, and Yekaterinburg, and 100 foreign teachers working in United Arab Emirates. The research design was descriptive transactional and based on a questionnaire. The study yielded the following findings: i) 89.4% of teachers have a high level of stress, 94.2% have a high level of worry, 92.3% have a high level of anxiety, 33.8% have a low level of resilience, and 95.7% were in a difficult emotional state and ii) the inquiry-based stress reduction (IBSR) practice had a positive effect on increasing teacher resilience. This indicated that implementing such changes in teacher management might be successful in boosting teacher resilience, which would affect school resilience generally. Educational researchers have confirmed the effectiveness of the IBSR tool in boosting teacher resiliency, and the results of this study can aid school administrators in developing new management models utilizing this tool.]]>
<![CDATA[Increasing learning innovation through developing teachers’ basic abilities in professional development supervision ]]>
<![CDATA[Rifma, Rifma]]>;
<![CDATA[Meizatri, Ranti]]>;
<![CDATA[Rusdinal, Rudinal]]>;
<![CDATA[Jasrial, Jasrial]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.28913
<![CDATA[Learning innovation is always related to teacher abilities, emphasizing the design and implementation of innovative teaching and learning. This study aimed to assess the effects of professional development-supervised teacher basic abilities on learning innovation. A total of 409 teachers were engaged as participants. In this case, supervision experience was obtained with a teacher basic ability development approach (commitment and abstraction), as data were analyzed using the partial least square structural equation model (PLS-SEM). The results showed that teacher basic abilities significantly affected the success of professional development supervision and learning innovation. This indicated that the influential levels of the basic abilities on learning innovation and professional development supervision emphasized the t-statistics/p-values of 37.535≥1.96/0.000 and 39.492≥1.96/0.000, respectively. The effects of professional development supervision on learning innovation were also characterized by the t-statistics and p-value of 39.492≥1.96 and 0.000, respectively. Meanwhile, the teacher basic abilities significantly impacted the combined activities of professional development supervision and learning innovation through the t-statistic and p-value of 8.283≥1.96 and 0.000, respectively. These results recommended that principals and supervisors should consider teachers basic abilities as a target in the supervision of professional development, to realize sustainable learning innovations.]]>
<![CDATA[English learning perceptions and career implications: insights from tertiary-level students ]]>
<![CDATA[Abu El-Haj, Samia A.]]>;
<![CDATA[El-Haj, Hala Abu]]>;
<![CDATA[Al-Assaf, Nadia Mustafa]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.32836
<![CDATA[This study investigates students’ perceptions of English language learning at the tertiary level, focusing on its importance for academic success and future career opportunities. The problem addressed is the gap in understanding how students perceive the relevance of English proficiency to their professional futures and the challenges they face in achieving proficiency. A descriptive-analytical and correlational research design was employed, using data from 127 students across various majors and years of study at the University of Jordan, with 122 valid responses. The research utilized a structured questionnaire to explore students’ learning goals, perceived importance of English proficiency, and the challenges they face in language classes. Statistical analysis was applied to identify significant relationships between variables. The major findings reveal that students view English proficiency, particularly in speaking, as critical for their professional futures. However, challenges such as inadequate classroom resources and limited opportunities for practice were commonly reported. The proposed solution emphasizes the need for enhanced language instruction that aligns with students’ professional goals, alongside improvements in classroom infrastructure and more practical language engagement opportunities. The study concludes that addressing these challenges could significantly improve students’ English learning outcomes and better prepare them for their future careers.]]>
<![CDATA[Emotional profile of learners in self-isolation period ]]>
<![CDATA[Kurmangaliyeva, Zhanargul]]>;
<![CDATA[Nagymzhanova, Karakat]]>;
<![CDATA[Zhantikeyev, Serik]]>;
<![CDATA[Nuradinov, Almat]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.33006
<![CDATA[The purpose of the study was to identify the main factors affecting the emotional state of students in self-isolation. The study was carried out surveys of students of L.N. Gumilyov Eurasian National University. As a result of the study, it was found that the COVID-19 pandemic significantly affected students, causing them stress, anxiety and loneliness due to forced self-isolation and transition to distance learning. The study found that strong family relationships, friend support, and lecturer attention positively impacted students’ stress levels, loneliness, and emotional well-being. The conducted study also revealed that learning factors such as study load, ways of learning and degree of self-efficacy play an important role in students’ emotional well-being. A survey of students revealed that they used various methods of emotional self-regulation such as meditation, breathing exercises, sports and creative activities.]]>
<![CDATA[Improving preschooler’s adaptation through game-based technologies ]]>
<![CDATA[Kilybaуeva, Gulnur]]>;
<![CDATA[Kyyakbayeva, Ulbossyn]]>;
<![CDATA[Izmagambetova, Raissa]]>;
<![CDATA[Myshbayeva, Gulmira]]>;
<![CDATA[Bekmagambetova, Roza]]>;
<![CDATA[Nurgaliyeva, Saniya]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.31955
<![CDATA[Preschool years are critical for a child’s future learning and development. One of the most important challenges when a child enters kindergarten is adaptation. Negative experiences during this period might affect a child’s adaptation to school and may have long-term consequences. Leveraging game-based technologies can transform early education, making it more engaging, personalized, and effective, thus ensuring better preparedness for formal schooling. This study evaluates the effectiveness of game-based technologies in improving the social, emotional, and cognitive adaptation of young children to preschool settings in Kazakhstan. By employing a comprehensive mixed-methods approach, this research provides robust evidence of the efficiency of game-based technologies in supporting young children's adaptation to preschool environments in Kazakhstan. The study included two groups of children: an experimental group (EG) (n=70) and a control group (CG) (n=70). The positive outcomes suggest that incorporating game-based learning into early childhood education can considerably improve the overall preschool experience, and better prepare children for future academic challenges. The study’s findings provide valuable guidance for educators looking to improve early childhood education.]]>
<![CDATA[Exploring women’s leadership success in inclusive leadership in Islamic higher education: integrating Big Five personality and Islamic values ]]>
<![CDATA[Ghafar, Muhammad]]>;
<![CDATA[Imtihanah, Anis Hidayatul]]>;
<![CDATA[Shiddiq, Jamaluddin]]>;
<![CDATA[Wilujeng, Hestu]]>;
<![CDATA[Hamidah, Noor Zinatul]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.33282
<![CDATA[This study integrates the dimensions of the Big Five personality traits with an Islamic perspective (Shiddiq or truthfulness; Amanah or trustworthiness; Tabligh or conveying; and Fathonah or wisdom) to explore the success of women’s leadership. The main problem underlying this study is the lack of understanding of the influence of Islamic values on personality characteristics that support the success of women’s leadership in Islamic higher education (IHE) through an inclusive leadership approach. The relevance of this study lies in the importance of identifying personality factors and religious values that can improve the effectiveness of women’s leadership in Islamic educational environments. Quantitative research using a survey method with partial least squares-structural equation modelling (PLS-SEM) analysis on 111 respondents consisting of stakeholders in three IHEs in Indonesia using structured questionnaires as a data collection technique. The main findings indicate that Islamic values, such as Shiddiq and Amanah have a significant positive influence on personality characteristics such as conscientiousness (CON) and agreeableness (AGR), which have a direct impact on the success of women’s inclusive leadership. The conclusion of this study underscores the importance of leadership training programs that focus on the integration of Islamic values and personality characteristics to strengthen women's inclusive leadership skills.]]>
<![CDATA[Transition to career for students with disability: lecturers’ readiness ]]>
<![CDATA[Ahmad, Syazwani]]>;
<![CDATA[Khairuddin, Khairul Farhah]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.31798
<![CDATA[Career transition is a process of transition from school education to adulthood that involves various processes of needs, skills and knowledge to prepare students with disabilities to enter the world of work. However, the career transition program is not new, but there are still a few lecturers who do not understand the implementation of the program and lack preparation and knowledge in the management of the transition program. This study explores the readiness of lecturers in the implementation of career transition for students with special needs. A semi-structured interview session was conducted with six northern community college participants under the management of the special education department. Findings show that various factors influence the implementation of career transition management for students with disabilities. The knowledge of lecturers in managing career transition programs is still lacking. In addition, there are challenges in collaboration with stakeholders to understand the importance of the career transition of students with disabilities for future marketability. Finally, this study provides significant findings that need to be followed and used as reference material by other researchers in the future.]]>
<![CDATA[Students’ engagement in Philippine tertiary PE program: a path for enhancing experience and curriculum development ]]>
<![CDATA[L. Tagare, Jr., Ruben]]>;
<![CDATA[A. Vergara, Lordinio]]>;
<![CDATA[A. Porto, Jerome]]>;
<![CDATA[Rosita A. Hernani, Maria]]>;
<![CDATA[Gazali, Novri]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.33027
<![CDATA[This study aims to assess student engagement across several dimensions of the PATH-Fit program and explore the interrelationships among these dimensions to inform curriculum development and enhance students’ experience. Using a quantitative research design, precisely a descriptive correlation approach, the study employed a modified research instrument to measure various aspects of student engagement, including Interest and Motivation, Perceived Benefits, Teaching and Learning Environment, Assessment and Feedback, and Overall Satisfaction. A sample of 633 college students from Southern Philippines was selected using simple random sampling to ensure representative and unbiased data. The results reveal that students exhibit moderate engagement in the PATH-Fit program. Analysis shows significant relationships among all engagement variables, indicating that improvements in one area, such as the teaching and learning environment, can positively influence others, like interest and motivation. The interrelationships highlight the interconnectedness of engagement dimensions, suggesting that a holistic approach is necessary for enhancing overall student involvement. In conclusion, while the PATH-Fit program succeeds in capturing students' interest to some extent, there is considerable potential for increasing engagement. By addressing multiple dimensions of engagement simultaneously, the program can better meet students' needs and improve their overall satisfaction and involvement.]]>
<![CDATA[Principal instructional leadership: a systematic review of China 2014-2024 ]]>
<![CDATA[Shihui, Hua]]>;
<![CDATA[Mansor, Azlin Norhaini]]>;
<![CDATA[Jamaludin, Khairul Azhar]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i4.33641
<![CDATA[The current research on instructional leadership is predominantly focused on European contexts, with limited studies addressing its application in China. This review aims to explore the instructional leadership practices of Chinese principals, focusing on their unique behaviors and strategies in different urban school contexts. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) approach, 483 English-language publications (2014-2024) from five databases: Scopus, Web of Science (WoS), Taylor & Francis, Wiley, and ScienceDirect were analyzed. Deductive thematic analysis focused on three core themes: defining the school mission, managing the instructional program, and developing a positive school climate. The findings reveal that while Chinese principals excel in articulating a clear school mission and vision, they demonstrate limited involvement in curriculum management. These insights underscore the need for targeted professional development to enhance principals’ instructional leadership capacities, particularly in curriculum oversight, to improve teaching quality and student outcomes in China.]]>
