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[Technology of adaptive physical education for children aged 7-9 years with autism spectrum disorder ]]>
<![CDATA[Botagariyev, Tulegen]]>;
<![CDATA[Кubiyeva, Svetlana]]>;
<![CDATA[Mambetov, Nurolla]]>;
<![CDATA[Aralbayev, Alpysbay]]>;
<![CDATA[Syzdykov, Amangazy]]>;
<![CDATA[Konisbaeva, 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.v14i4.33185
<![CDATA[Analysis of the scientific and methodological literature indicates that the issue of scientific and methodological support for children with autism spectrum disorder (ASD) is insufficiently addressed, particularly for the age group of 7-9 years, which is the focus of this study. The aim of the research is to develop and empirically demonstrate a method for adaptive physical education for children with autism aged 7-9 years. The study involved 20 children attending a neurological rehabilitation center and a general education school. The methodology included the use of paired t-tests to compare indicators before and after the intervention. Key findings included significant improvements in physical indicators such as lung vital capacity (LVC), hand strength, and motor coordination. The practical significance of this research lies in the development of an effective adaptive physical education program that can be implemented in educational and rehabilitation institutions to support children with ASD. Future research prospects include increasing the sample size and conducting long-term observations to examine the sustainability of the obtained results.]]>
<![CDATA[Effect of learning centered on emotional management on the appreciation towards mathematics in university students ]]>
<![CDATA[Vidaurre García, Wilmer Enrique]]>;
<![CDATA[Santisteban Salazar, Mirtha Yvis]]>;
<![CDATA[Santisteban Salazar, Nelson César]]>
<![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.v14i4.31991
<![CDATA[Emotions are related to the motivation to learn, being necessary the development of courses designed to improve the appreciation for mathematics. The study determined the effect of a learning program focused on the management of emotions on the appreciation of mathematics in students of a private university in northeastern Peru. A quasi-experimental design study was planned in which 108 students of the first cycle of psychology, initial and elementary education careers who were taking the subject of logical thinking during the first academic semester of 2019 participated. Data were collected through a pre- and post-intervention survey, using a questionnaire consisting of 39 items evaluated by experts and with a Cronbach’s coefficient of 0.95 and were analyzed using descriptive statistics and paired samples t-test. The program consisted of 15 learning sessions that included pedagogical strategies to activate students’ thoughts of interest in mathematics. After the application of the program, the level of appreciation in each of the groups increased significantly from pretest to posttest (p<0.000). The intervention positively influenced students’ appreciation in mathematics. Thus, emotional management can be an effective strategy to improve attitudes in higher education, and this approach can be replicated in other educational levels and disciplines.]]>
<![CDATA[Evaluating electronic training programs in Jordanian universities in light of the Corona pandemic: a comparative study between public and private universities ]]>
<![CDATA[Abdelrahman, Eman Jamil]]>
<![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.v14i4.32474
<![CDATA[This study aimed to evaluate the effectiveness of e-training programs in Jordanian universities during the COVID-19 pandemic, comparing public and private institutions. A descriptive-analytical approach was employed, utilizing both interviews and a questionnaire. The researcher developed a 20-item questionnaire and conducted interviews with faculty members to identify obstacles to e-training and suggest potential improvements. The study sample comprised 1,070 faculty members, with 765 from public universities and 305 from private universities. Additionally, intentional interviews were conducted with 50 faculty members. The results indicated that the overall effectiveness of e-training programs was rated as moderate, with no significant differences observed between public and private universities. The primary obstacle identified was insufficient funding for e-training, particularly during the pandemic. This study aims to assist university administrations in considering e-learning systems as effective alternative training methods. Furthermore, it seeks to explore new dimensions and skill sets for faculty members. Based on these findings, the research proposes strategies to enhance e-training, including improved budgeting and evaluation methods.]]>
<![CDATA[Transforming early childhood education in Saudi Arabia: AI’s impact on emotional recognition and personalized learning ]]>
<![CDATA[Aldhilan, Dalal]]>;
<![CDATA[Rafiq, Shahid]]>
<![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.v14i4.32660
<![CDATA[Artificial intelligence (AI) technologies are increasingly integrated into early childhood education (ECE) worldwide, promising to revolutionize learning experiences for young children. ECE in Saudi Arabia faces challenges in addressing diverse learning needs and fostering socio-emotional development. This qualitative study investigates the role of AI in enhancing emotional recognition, promoting socio-emotional development, and addressing associated challenges in the context of Saudi Arabian schools. A total of 55 ECE teachers in Jeddah were interviewed using purposive sampling, with data saturation achieved at 50 interviews. Themes emerging from the data highlight AI’s effectiveness in personalizing learning experiences based on individual needs and learning styles, fostering empathy and social interaction among children, and enhancing classroom management. Challenges identified include data privacy concerns, cultural adaptation of AI tools, and ensuring equitable access to technology. The study highlights the importance of comprehensive teacher training, ethical guidelines, and robust policy frameworks to support responsible AI integration in Saudi Arabian education. Implications for practice include enhancing educational practices through AI while emphasizing the human role of educators, and the need for ongoing research to inform future innovations in ECE.]]>
<![CDATA[Artificial intelligence competencies of vocational teachers using for the design of learning activities ]]>
<![CDATA[Rattanakha, Raweewarn]]>;
<![CDATA[Hinon, Kanitta]]>;
<![CDATA[Wannapiroon, Panita]]>;
<![CDATA[Wannapiroon, Naphong]]>;
<![CDATA[Jitsupa, Jira]]>;
<![CDATA[Sookpreedee, Nipone]]>
<![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.v14i4.32334
<![CDATA[Currently, information technology used in teaching and learning management is constantly evolving. Therefore, the development of vocational teachers’ artificial intelligence competencies (AIC) of vocational teachers using artificial intelligence (AI) for the design of learning activities using questions is to develop the ability to use information technology in teaching and learning management with an emphasis on the use of AI for education. Teachers in the college received practical training on the application of AI in teaching and learning management. In using AI, which creates knowledge and understanding for teachers, it can be applied in the design of learning activities. From allowing teachers to practice, this has a positive effect on the increase in AI skills of teachers from before attending the training. Overall, vocational teachers have a great level of AIC; the average score is 21.72 points and from the assessment of overall satisfaction at the highest level. The training content is suitable for the current situation. The knowledge gained can be used to benefit in organizing teaching activities. The speakers have interesting teaching techniques.]]>
<![CDATA[Playing catch-up: Vietnamese rural student voices on bridging academic marginalization ]]>
<![CDATA[Cong Vu, Danh]]>;
<![CDATA[Thanh Nguyen, Phuong]]>
<![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.v14i4.32663
<![CDATA[The increasing adoption of English as the instructional language in Vietnamese higher education has created significant learning barriers for rural students. Their under-resourced schools and a communicative English-neglected curriculum provided limited foundations prior to engaging in lectures, presentations, and discussions now conducted exclusively in academic English. Rural students often face significant challenges when transitioning into this demanding academic environment due to their limited prior exposure to English and the disparities in educational resources between rural and urban areas, yet there is limited understanding of their experiences and coping mechanisms. This study examines the challenges faced by rural Vietnamese undergraduate English majors and investigates their coping strategies in achieving academic competency. Using semi-structured interviews, this case study investigated three Vietnamese undergraduate English majors from low-income, rural backgrounds at an urban university. The findings revealed two key dimensions: i) participants initially experienced significant challenges including skill deficits across all language domains and identity struggles manifesting as feelings of inadequacy and isolation and ii) students developed a comprehensive set of coping strategies encompassing language learning, social support, and psychological adaptation. The study highlights the necessity of implementing multi-dimensional support systems that address not only language learning but also social and psychological aspects of academic adaptation. Such comprehensive support, through precision language education, can promote more equitable access and inclusion in language education.]]>
<![CDATA[Soft skills gap: aligning higher education with job market needs in Spain ]]>
<![CDATA[Ojan, Marina-Paola]]>;
<![CDATA[Lara-Navarra, Pablo]]>;
<![CDATA[Sánchez-Navarro, Jordi]]>;
<![CDATA[Clares-Gavilán, Judith]]>
<![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.v14i4.31518
<![CDATA[In the dynamic and complex context surrounding the fourth and fifth industrial revolution, dominated by volatility and uncertainty, the importance of communication training, particularly in developing soft skills, is evident. This study advocates for the inclusion of these competencies in higher education and professional training in communication, ensuring they align with the current needs of the Spanish labor market. The gap between the competencies taught and those required by employers is examined to strengthen the connection between academic training at university level and work adaptability. The research examines the gap between the skills taught and those required by employers, aiming to strengthen the connection between university education and workplace adaptability. It emphasizes the need for greater alignment between academic profiles and job demands, proposing comprehensive search and analysis methods for improvement. Additionally, the study underscores the significance of communication training in preparing students for both present and future challenges. Adaptability and continuous updating of soft skills are essential for maintaining professional competitiveness in today’s era.]]>
<![CDATA[Determinants of artificial intelligence acceptance among undergraduates ]]>
<![CDATA[Kowang, Tan Owee]]>;
<![CDATA[Kim Yew, Lim]]>;
<![CDATA[Chin Fei, Goh]]>;
<![CDATA[Choon Hee, Ong]]>
<![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.v14i4.32565
<![CDATA[Despite the potential benefits of artificial intelligence (AI) brings to education, its extensive use does not automatically guarantee effective integration or consistent improvements in learning. Hence, this research aims to identify the determinants of AI acceptance among undergraduates and examine the relationship between these determinants and AI acceptance. Five determinants of AI acceptance were identified based on the technology acceptance model (TAM) and empirical evidence: perceived effectiveness of AI, user satisfaction, user attitude toward AI technology, attitude toward using AI, and user self-efficacy. This quantitative study focused on 791 undergraduates from a management school in Malaysia. A questionnaire was distributed to 310 undergraduates using a stratified sampling method, and 259 responses were collected. Descriptive analysis results indicated that undergraduates perceive attitudes toward AI technology and using AI as very important determinants of AI acceptance. Pearson correlation analysis also revealed that four determinants (perceived effectiveness of AI, satisfaction in using AI, attitude towards AI technology, attitude towards using AI) significantly correlated with AI acceptance. This finding suggests that, within the context of AI acceptance among management school undergraduates, attitude-related determinants are the primary drivers. The findings from this research could be used by the management school as a reference to enhance undergraduates’ AI acceptance levels and identify areas for inclusive education system improvement.]]>
<![CDATA[Influence of information and communication technologies on academic resilience in vulnerable contexts ]]>
<![CDATA[Macea-Anaya, Mario]]>;
<![CDATA[Vargas-Moreno, Jeny]]>;
<![CDATA[Baena-Navarro, Rubén]]>
<![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.v14i4.31486
<![CDATA[This study investigates how the use of information and communication technologies (ICT) influences the academic resilience of high school students in Soacha, Colombia, an area with significant socioeconomic challenges. The objective of the research is to analyze whether greater access to and proper use of ICT can improve students’ ability to face academic and emotional adversities. A mixed methodology was applied, combining quantitative surveys and qualitative interviews with 300 students from three educational institutions, measuring ICT use and academic resilience through validated scales. The findings revealed a significant positive correlation (r=0.95) between ICT use and academic resilience, demonstrating that students who used ICT more frequently showed higher levels of self-efficacy, better stress management, and more efficient academic organization. These results highlight the importance of integrating ICT into educational policies in vulnerable contexts, given their impact on both academic performance and students’ emotional well-being. It is recommended to prioritize digital competence training in educational institutions to strengthen students' abilities to face academic and emotional challenges.]]>
<![CDATA[Examining stressors’ influence on job satisfaction among engineering college faculty: a cross-sectional study ]]>
<![CDATA[V., Krishnamoorthy]]>;
<![CDATA[Karthikeyan, Parthasarathy]]>;
<![CDATA[J., Rajini]]>;
<![CDATA[V., Anandavel]]>;
<![CDATA[Anandhan, Hariharasudan]]>
<![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.v14i4.30209
<![CDATA[This study explores the various dimensions of stress experienced by engineering college teachers and their impact on job satisfaction. The research specifically examines the relationship between stress factors and job satisfaction among faculty members in engineering colleges in the western region of Tamil Nadu. A cross-sectional research design was used in this study. Data were collected using a structured questionnaire from 210 faculty members between June and December 2023, employing a convenient sampling method. The questionnaire comprised three sections: demographic details, stress dimensions, and job satisfaction variables, which were adapted from previous studies. Reliability testing ensured data consistency and factor analysis identified core stress dimensions. Multiple regression analysis was applied to assess the influence of stress dimensions on job satisfaction, while correlation analysis examined relationships between the variables. The data were analyzed using SPSS version 20. Key findings revealed that organizational climate, role conflict, professional and personal growth, and role ambiguity significantly influence job satisfaction. However, role overload did not show a notable impact. A strong correlation between professional growth and job satisfaction was observed, highlighting a critical area for targeted interventions. These insights provide valuable guidance for policymakers in academic institutions to develop effective strategies to mitigate faculty stress and enhance job satisfaction within the academic environment.]]>
