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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 80 Documents
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Search results for , issue "Vol 15, No 1: February 2026" : 80 Documents clear
Inclusive career counseling challenges for students with disabilities in higher education Atiqah Abdullah, Nur; Jayos, Samsiah
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.34889

Abstract

The number of students with disabilities (SWDs) in Malaysian higher education is increasing, yet inclusive career counseling remains underexplored. This study investigates the challenges faced by counselors in supporting SWDs’ career development and highlights practical strategies for improvement. Guided by the planned happenstance theory (PHT), qualitative data were collected through semi-structured interviews with five counselors across different institutions in Sarawak. Thematic analysis revealed four key challenges: communication barriers, limited resources, lack of specialized training, and client dependency. Counselors recommended targeted training, stronger industry collaborations, and improved supervision practices. The study contributes to inclusive education discourse by providing context-specific insights and aligning with sustainable development goal 8 (SDG8), emphasizing the importance of equitable access to career support services for SWDs in higher education.
Factors shaping language learning adversity quotient: the impact of family, self-influence, and educational environment Thi Thuy Linh, Nguyen; Hoang Yen, Phuong; Ngoc Bao Chau, Tran
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35016

Abstract

This study explores the factors shaping the language learning adversity quotient (LLAQ) and examines the interplay between family influence, self-influence, and educational environment influence in fostering resilience in language learning. The research addresses a gap in the existing literature by investigating the factors that are associated with students’ resilience in language learning. A cross-sectional survey was administered to 434 undergraduate students from a university in Vietnam, utilizing a structured questionnaire to assess the impact of these influences. The findings highlight that family influence plays a pivotal role in nurturing resilience, while self-influence is critical in sustaining students’ persistence. Although educational environment influence received a lower rating, it was found to have a significant correlation with self-influence, suggesting an indirect contribution to LLAQ. The study underscores the importance of enhancing familial support and fostering students’ self-agency. Moreover, it suggests that cultivating a supportive educational environment can indirectly bolster resilience by empowering students to take greater responsibility for their learning. The study concludes by advocating for a holistic approach that integrates support from family, personal agency, and institutional structures to strengthen students’ perseverance in language learning.
Classroom learning environment as a determinant of psychological well-being in adolescents Meng, Yicen; Rosila Nik Yaacob, Nik; Othman Mydin, Yasmin
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35642

Abstract

Psychological well-being (PWB) is critical in adolescent development as well as academic success. In terms of self-determination theory, satisfaction of autonomy, competence, and relatedness psychological needs leads to PWB. In schooling contexts, these psychological needs can be satisfied in a supportive classroom learning environment (CLE), which in turn will promote adolescents’ overall well-being. The study examines the predictive impact of CLE on Chinese adolescent PWB as well as which specific dimensions of CLE are effective predictors to PWB. A sample consisting of 918 14- to 19-year-old adolescents participated. What Is Happening In this Class (WIHIC) questionnaire and the Brief Chinese Version of the psychological well-being scale (PWBS) were applied for data collection. Pearson correlation showed a positive correlation between CLE’s seven dimensions and PWB. Meanwhile, structural equation modelling (SEM) analysis identified student cohesiveness, teacher support, involvement, and task orientation, dimensions of CLE, significantly predict PWB. The result indicated CLE plays a crucial role in predicting PWB. The findings inform recommendations for improving adolescents’ PWB and discusses further implications.
Perceptions of educational leaders about creating e-portfolios as part of a leadership upskilling program Hojeij, Zeina; ElSayary, Areej
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.29818

Abstract

The effectiveness of e-portfolios in supporting educator professional development (PD) remains uncertain, particularly in demonstrating leadership skills through reflections and perceptions. This study investigates the utility of e-portfolios by examining the perspectives of educational leaders within a K-12 setting in the United Arab Emirates (UAE). The study involved 17 participants who completed an upskilling program, creating digital portfolios as part of their training. Additionally, 10 participants engaged in semi-structured interviews. The findings revealed three primary themes: genuine professional leadership growth, continuous PD, and an enhanced understanding of the student learning experience. The creation of e-portfolios not only fostered authentic PD but also served as a catalyst for ongoing growth, self-discovery, and continuous learning. This research concludes that e-portfolios are valuable tools for PD, promoting reflective practice and lifelong learning among educational leaders.
Pedagogical strategies for enhancing environmental education in Uzbek primary schools: a mixed-methods study Kuchkinov, Abdumalik; Tilavova, Sayora; Asiah Razak, Nor; Zalina Zulkifli, Che; Jansaitova, Jazira; Artikova, Nargiz; Khudaikulova, Fazilat; Xayridinov, Bekhzod; Otajonova, Dildor
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35558

Abstract

Environmental education is a fundamental component of primary science education, fostering ecological awareness and responsible behavior from an early age. Despite global recognition of its importance, the effective integration of environmental education in Uzbek primary schools faces significant challenges, including insufficient teacher competencies and limited interactive pedagogical approaches. This study investigates strategies to enhance environmental education through a mixed-methods approach involving literature analysis, questionnaires, observations, and experimental lessons. Interactive methods, project-based learning, and educational games were implemented to increase students’ ecological knowledge, practical skills, and engagement. The findings indicate substantial improvements: the proportion of students demonstrating high proficiency in environmental knowledge and practical skills increased from 23.8% to 43.3%, while those with low proficiency decreased from 48.6% to 28%. The study provides actionable insights for curriculum developers, emphasizing the integration of experiential learning and contextually relevant content; for teacher training programs, highlighting the need to strengthen pedagogical competencies in environmental education; and for policy makers, advocating systematic support for resource allocation and digital tools to enhance learning outcomes. Limitations include the regional focus and reliance on self-reported engagement measures. Future research should explore broader geographic contexts, long-term impacts, and the use of multimedia resources to further strengthen environmental literacy.
Assessing students’ global competence using artificial intelligence: experimental research Nikolaeva, Sofiya; Diachkova, Yana; Syzenko, Anastasiia
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.34038

Abstract

This paper addresses the challenge of assessing global competencies in higher education, an essential skill set for students in today’s interconnected world. Despite its importance, current assessment methods struggle to accurately capture the multidimensional nature of global competence, often due to subjective grading systems, cultural biases, and limited resources. This paper proposes using artificial intelligence (AI)-driven assessment tools to streamline and enhance the evaluation of global competencies. Through a literature review and experimental study conducted at T. Shevchenko National University of Kyiv (Ukraine), we examine how AI technologies, such as natural language processing, machine learning, and sentiment analysis, can be applied to assess cultural awareness, communication skills, and critical thinking. The results suggest that AI-driven assessments are more efficient, objective, and capable of providing personalized feedback than traditional methods. This paper concludes that AI has the potential to revolutionize the assessment of global competencies, offering a more inclusive and effective approach to preparing students for global citizenship.
Implementing AI-integrated English writing: university English language learners writing strategies and perceptions Lee, Yong-Jik; Jeong, Seung-Hoon
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35461

Abstract

This study examines the writing strategies and perceptions of Korean university English language learners (ELLs) regarding the integration of generative artificial intelligence (AI) in their writing process. A total of 85 university students participated by completing surveys and participating in in-depth interviews. The findings indicated that ELLs predominantly employed writing strategies such as brainstorming, translating from their first language (Korean), and using digital tools, particularly translation apps, for revision and feedback. Students perceived AI tools positively, noting significant cognitive and emotional benefits, including enhanced vocabulary, grammar learning, and increased writing confidence. However, ELLs expressed concerns regarding ethical issues, potential dependency on AI, and the risk of reduced human interaction. The study advocates for incorporating generative AI as a supplementary instructional resource within English as a foreign language (EFL) writing education, emphasizing the need for careful instructional design to foster independent critical thinking and effective writing practices. The research offers practical insights for English language teaching (ELT) educators who utilize AI technology to support EFL learners while upholding academic integrity and student autonomy.
Deliberate self-harm by gender among adolescents: a comparative analysis study among junior high school students Mega Putri, Rani; Lubis, Khadijah; Wisma, Nur; Nurhaliza, Siti; Setiawati, Putri
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35562

Abstract

Self-harm is an increasingly common phenomenon among adolescents. This can include cutting the skin, hitting oneself, or harming the body in other ways, which is generally done in response to emotional distress or inability to manage stress. This study aims to identify self-harm behavior among adolescents and analyze the differences in self-harm between male and female adolescents. The sample in this study consisted of 600 junior high school students in Palembang City selected using simple random sampling (SRS) techniques. The instrument used is the self-harm inventory (SHI) questionnaire developed by the researcher and has a reliability of 0.93 (very good). Data analysis used descriptive statistics and independent sample t-tests. The results showed that adolescents’ self-harm behavior was in the very low category (mean=42.11, SD=12.70), and there was no significant difference in the self-harm of adolescent boys and adolescent girls (Sig. equal variance=0.711). Nevertheless, counseling teachers in schools must take preventive actions to prevent self-harm behavior in adolescents.
Voices of Chinese private college EFL students: unveiling preferences in written corrective feedback Cai, Mudan; Ramanair, Joseph
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35595

Abstract

Despite the growing body of research on the impact of written corrective feedback (WCF) on intermediate and upper-level students in Chinese public universities, limited attention has been paid to the preferences of lower- and intermediate-level English as a foreign language (EFL) students in Chinese private colleges regarding various types of WCF. To address this gap, the current study examined students’ experiences with and preferences for WCF. A quantitative survey design was adopted, with data collected from 30 EFL students at a private college in Mainland China using an online self-administered questionnaire. The results showed: i) students’ preferences for WCF types were consistent with their feedback experiences; ii) students most commonly received direct feedback focused on content, while spelling gained the least feedback; and iii) students most preferred direct feedback on content and grammar, while indirect feedback on organization and spelling was least favored. The findings suggest that WCF remains valuable for EFL learners and their English as a second language (ESL) counterparts. It is recommended that EFL writing teachers in similar contexts tailor their feedback practices by prioritizing students’ preferences, particularly by emphasizing direct feedback on content and grammar, to boost engagement and learning outcomes.
Evaluating the impact of game development-based learning on programming skill acquisition and student engagement Hazlina Noordin, Nurul; Karunanithi, Gajendran
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35542

Abstract

This study examines the challenge of limited engagement and conceptual understanding among school children in introductory programming education. To address this, the research evaluates the impact of game development-based learning using the slider game module. The objective is to assess how developing a simple game can support programming skill acquisition and enhance learner engagement. A total of 310 participants, aged 11 to 17, were selected through purposive sampling from various schools involved in programming classes. The research design included pre- and post-test assessments, demographic analysis, and Likert-scale surveys to gauge learner perceptions. Quantitative analysis was conducted using paired sample t-tests and descriptive statistics. The results show improvements in learners’ coding abilities and increased confidence and motivation across all age groups. The findings highlight the effectiveness of game development-based learning as a pedagogical approach for teaching programming in an engaging and impactful way.

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