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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 81 Documents
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Search results for , issue "vol 15, no 5: october 2026" : 81 Documents clear
Reshaping the doctoral journey in the AI era Chung Xuan Le; Wurong Shih
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.40091

Abstract

This article systematically reviews how artificial intelligence (AI) systems, particularly generative AI (GenAI), are reshaping the doctoral journey. Unlike existing reviews that examine AI in higher education broadly, this review positions doctoral candidates as emerging scholars whose AI use intersects with learning, research, academic writing, authorship, and early knowledge production. Drawing on Web of Science Core Collection records from 1998 to 2026, the study followed preferred reporting items for systematic reviews and meta-analyses (PRISMA) 2020 guidelines and retained 28 studies from an initial pool of 185 records. VOSviewer-based co-occurrence and co-citation analyses were integrated with full-text reading to identify five synthesized themes: AI as academic infrastructure, AI-mediated restructuring of doctoral practices, technology acceptance and negotiation, ethical risks and academic integrity, and wellbeing, adaptation, and support. The findings suggest that AI is intertwined with doctoral education not only as a tool for efficiency but also as part of a broader socio-technical and identity-forming process. The review contributes a doctoral identity-centered synthesis of how AI intersects with research practices, authorship, academic voice, supervision, academic integrity, wellbeing, and doctoral support.
Rasch validation of constructivist learning environment in Indonesian primary school mathematics Indah Mustika Rini; Awaluddin Tjalla; Muchlas Suseno
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39902

Abstract

Despite widespread use of the constructivist learning environment survey (CLES), there is limited evidence regarding its validity in primary mathematics classrooms in Indonesia. This gap raises concerns about the accuracy of measuring students’ perceptions of constructivist practices in this specific context. This study aims to examine the psychometric properties of the Indonesian version of the CLES using the Rasch measurement model. A total of 246 fifth- and sixth-grade students from four districts participated in the study. The results indicate that the instrument demonstrates adequate psychometric quality, including good reliability (Cronbach’s α=0.83), strong person reliability (0.81), and excellent item reliability (0.97). The scale also satisfies unidimensionality assumptions, and the 5-point Likert response format functions effectively. These findings suggest that the instrument consistently captures students’ perceptions and the items are well-targeted to the sample. However, differential item functioning (DIF) was identified across gender and district groups, indicating potential bias in several items. Overall, the Indonesian CLES is a reliable and valid tool, with minor refinements needed to improve measurement invariance across groups. This study contributes to both theory and practice by providing a context-sensitive, Rasch-validated instrument that supports accurate evaluation and improvement of constructivist mathematics teaching in Indonesian primary schools.
Supporting learner autonomy through interactive H5P content: evidence from an EMI vocational higher education context Hilda Cahyani; Nadia Hanayeen; Alvin Nouval; Achmad Suyono; Vhirell Bextor Mahtya Setiawan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39732

Abstract

The integration of interactive digital content has become increasingly important in supporting autonomous learning in higher education, particularly in vocational contexts where practical language competence is essential. This study aims to examine the role of interactive H5P (HTML5 package)-based content embedded in a learning management system (LMS) in supporting autonomous English learning among students enrolled in an international class at a vocational higher education institution in Indonesia. Employing a qualitative-dominant mixed-method approach, data were collected through student questionnaires, reflective feedback, and observations of learning activities within the online learning environment. The findings indicate that H5P interactive content effectively supports learner autonomy by enabling self-paced learning, providing immediate feedback, and increasing student engagement in independent English practice. Quantitative results show a high level of student satisfaction, with a mean score of 4.23, indicating that learners perceived the materials as accessible, motivating, and aligned with their individual learning needs. However, challenges related to technical familiarity and varying levels of learner readiness were also identified. This study provides empirical evidence that H5P-based interactive content enhances learner autonomy through measurable engagement and repeated task interaction.
From theory to practice: examining legal literacy among pre-service teachers in Kazakhstan Raushan Kanagatova; Nazigul Gazizova; Aray Amanova; Perizat Seiitkazy; Sayan Zhangazin
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39508

Abstract

Pre-service teachers in Kazakhstan are expected to operate within a complex legal framework that governs student rights, inclusion, and teacher accountability, yet legal education in teacher training programs remains critically underdeveloped. This study investigated the current state of legal literacy among pre-service teachers in Kazakhstan, examining knowledge levels, pedagogical approaches, and students’ perceptions of relevance. Using a convergent mixed-methods design, data were collected from 189 pre-service teachers via survey and 20 semi-structured interviews across five public universities. Findings revealed severely limited factual legal knowledge, low situational confidence, and strong dissatisfaction with the existing “fundamental law” course. Qualitatively, participants described legal training as exclusively lecture-based and disconnected from classroom realities. Applying Nonaka’s knowledge management framework, the study identifies a systemic failure in converting explicit legal knowledge into tacit professional competence. Despite these gaps, students expressed strong motivation for practical legal training (92% rated legal knowledge as essential). The study concludes with recommendations for curriculum reform, including case-based modules, practicum integration, and interdisciplinary collaboration between law and education faculties.
Social emotional learning in artificial intelligence-driven education: a bibliometric and strengths, weaknesses, opportunities, and threats analysis Fatin Syamilah Che Yob; Rita Wong Mee Mee; Emily Abd Rahman; Lim Seong Pek; Wong Yee Von; Cathy Mae Toquero; Karen Joy B. Talidong
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39318

Abstract

The rapid integration of artificial intelligence (AI) into education has transformed how social emotional learning (SEL) is conceptualized, yet a comprehensive understanding of it is research trajectory and strategic implications remains limited. This study addresses this gap by examining influential SEL research within AI-driven educational contexts. A mixed analytical approach was employed, combining bibliometric performance analysis and strengths, weaknesses, opportunities, threats (SWOT) analysis. Using the Scopus database, publications from 2016-2025 were systematically identified according to PRISMA procedures, and the 10 most-cited articles were selected for in-depth evaluation. The findings reveal three dominant research orientations: critical policy discourse, pedagogical integration of SEL, and emerging AI-driven innovations. The SWOT analysis highlights strengths in AI-enabled personalization and engagement, as well as opportunities for adaptive emotional learning environments. However, weaknesses related to limited empirical validation and threats concerning ethical risks, emotional surveillance, and algorithmic bias persist. The study concludes that while AI presents transformative potential for SEL, its implementation must remain human-centered and ethically grounded. These findings offer important implications for educators, policymakers, and future research in developing responsible AI-supported SEL frameworks.
“There was no learning”: a phenomenon in mathematics education after modular distance learning Fresan R. Magnate; June Rey S. Sulatra
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39701

Abstract

Modular instruction, limited scaffolding, reduced monitoring, and heavy reliance on home support contributed to what many teachers described as a period where “there was no learning,” resulting in compounded academic and motivational deficits. This study investigated the challenges mathematics teachers faced while transitioning from modular distance learning to face-to-face instruction, particularly the persistent disruptions in classes and the interventions they implemented in response. Using a phenomenological case study design, qualitative data were collected from eighteen elementary and secondary mathematics teachers through interviews, focus group discussions, and classroom observations. Findings revealed that foundational learning gaps, pre-emptive resistance to mathematics, delayed curriculum pacing, teacher overload, and resource scarcity are the products of modular instructions and learning disruptions. Many students lacked mastery of basic operations, struggled with comprehension, and exhibited low confidence, making grade-level instruction difficult to sustain. In response, teachers implemented structured remediation, peer tutoring programs (e.g., math aiders), community-based support mechanisms (e.g., Mobile Learning Hub and Distance Learning Center), localized materials, and extended instructional time. The findings suggest that mathematics learning recovery requires more than content delivery; it demands systematic rebuilding of foundational skills and student engagement. The study stressed the need for structured bridging curricula, flexible pacing policies, sustained remediation programs, and stronger school–community partnerships to ensure resilient and equitable mathematics education.
Strategies of academic writing as a tool for developing research-oriented learning in geography teacher education Aigerim Yespenova; Meruyert Tasbolatova; Gulnur Berkenova; Shalkar Turganov; Viktor Trofimov; Daulet Sartayev
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.40173

Abstract

In contemporary teacher education, academic writing is regarded as a key meta-competence reflecting students’ analytical thinking and readiness for research. However, in geography teacher education, writing often remains descriptive and provides limited support for interpreting spatial processes and developing research-oriented thinking. This is problematic because future geography teachers must analyze spatial, cartographic, field-based, and socio-cultural data. The study aims to determine whether architectural terminology can serve as an interdisciplinary cognitive framework for developing research-oriented academic writing among future geography teachers. Its originality lies in integrating architectural conceptual terminology with geographic information systems (GIS)-supported academic writing instruction within a unified pedagogical framework. A mixed-methods approach combined quantitative and qualitative analyses of students’ written work before and after the intervention, alongside field observations, GIS-based spatial analysis, expert evaluation, and comparative text coding. The results indicate a shift from descriptive to analytical writing, demonstrated by increased use of interdisciplinary concepts such as “structure,” “scale,” and “composition,” stronger argumentation, and deeper interpretation of spatial processes. Expert evaluation confirmed improvements in critical reasoning and visual data presentation. The findings suggest that architectural vocabulary can function as a cognitive scaffold for higher-order thinking and research-oriented learning, contributing to the modernization of geography teacher education and competency-based academic writing instruction.
Performance evaluation of school principals in Kosovo Selim Mehmeti; Luljeta Shala; Arafat Shabani
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39899

Abstract

This study examines the performance evaluation practices of school principals in Kosovo’s public education system. Despite the existence of a formal evaluation framework based on professional standards, its implementation remains inconsistent and challenging. The study aims to explore how evaluation practices are implemented, how they are perceived by principals and evaluators, and what challenges affect their effectiveness. A qualitative research approach was employed using a case study design. Data were collected through document analysis and semi-structured interviews with 10 school principals and 5 evaluators. Thematic analysis was used to identify key patterns and themes. The findings reveal that evaluation practices are characterized by limited use of professional standards, inconsistencies in procedures, and differences in evaluator capacities. The evaluation process is often focused more on documentation than on actual leadership practices. Participants reported unclear procedures, insufficient preparation, and limited impact on professional development. The study concludes that although the evaluation system has potential to improve school leadership, its effectiveness is constrained by structural and professional limitations. Strengthening evaluator capacities, improving the use of standards, and ensuring consistent implementation are essential for enhancing evaluation process.
Trachtenberg speed math and multiplication performance of Danao learners: a quasi-experimental pilot study Rose Mary L. Almacen; Ronnel Victor B. Kilat; Lislee C. Valle; Romel C. Mutya; Dawn Iris Calibo-Senit; Margarito B. Callao; Jennifer B. Carillo; Rowena P. Dato-on; Adrian P. Ybañez
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.40084

Abstract

Multiplication fluency remains a persistent challenge for many Filipino learners, yet community-based evidence on low-cost supplementary interventions is limited. This study examined whether a six-week Trachtenberg speed math intervention was associated with improved multiplication performance among learners aged 8 to 13 years in three local communities in Danao City, Philippines. The study used a one-group pretest-posttest quasi-experimental pilot design conducted during a community-based numeracy intervention. Paired scores from 135 participants were analyzed using paired-samples t-tests, mean gains, 95% confidence intervals (95% CI), and within-subject effect sizes (dz). Scores increased significantly in Maslog from 27.31 to 49.82, in Sabang from 32.68 to 49.84, and in Taytay from 31.91 to 48.78 (all p
Academic burnout in multicultural pre-service teacher education: a conceptual model Kriangsak Rattakul; Lanlalit Seubpradit
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39936

Abstract

Academic burnout among pre-service teachers in multicultural contexts is a critical issue that negatively impacts teaching quality, teacher retention, and educational equity. While existing psychological models successfully explain general academic stress, a critical research gap persists regarding how the intersection of standard academic demands and acculturative stress accelerates burnout among minority teacher candidates. To address this gap through an integrative literature review, this article proposes the integrative multicultural burnout framework (IMBF). The IMBF seeks to extend existing burnout literature through three interconnected theoretical propositions: i) treating cultural dissonance as an intersecting academic demand within multicultural learning environments; ii) conceptualizing burnout as a recursive resource-depletion process consistent with the conservation of resources (COR) “loss spiral” perspective; and iii) recognizing institutional intercultural competency as a contextual factor that may moderate these relationships. Ultimately, this framework generates testable propositions for future empirical research and highlights specific practical implications for teacher education policy, notably advocating for culturally responsive practicum evaluation rubrics and proactive mental health training programs.

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