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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 2,123 Documents
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An improved internal and external resilience framework for new high school teachers Mat Yamin, Wan Mohd Agil; Hooi Lian, Lim
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.v14i3.31186

Abstract

The concept of resilience gained widespread recognition in the teaching profession as some new high school teachers are confronted with various challenges and pressures, which cause some of them to leave the profession during the first four to five years of their employment. By considering the guidance new high school teachers need to survive and retain their profession, this qualitative study aimed to identify resilient strategies used by new high school teachers. This study focuses on semi-structured interviews with twelve new high school teachers. After performing a thematic analysis, this study found internal and external resilience, with five strategies new high school teachers use to overcome challenges and pressures (internal: professional, emotional, and motivational; external: social and spiritual). This study validates the applicability of Mansfield’s four-dimensional teacher resilience frameworks (professional, emotional, motivational, and social resilience) to the resistance of new high school teachers in Malaysia. This study also improved Mansfield’s framework through its findings by considering a new dimension, spiritual resilience. The Malaysian Ministry of Education, specifically through public universities that train future high school teachers, can use these resilient strategies to develop intervention programs that enhance their resilience, thereby fulfilling the objectives of the Malaysia Education Development Plan (MEDP) 2013–2025.
Assessing Saudi learners’ engagement with social media in English classrooms Jamshed, Mohammad; Alam, Iftikhar; Almashy, Abduh; Warda, Wahaj Unnisa
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.v14i3.28509

Abstract

The study assessed Saudi English as a foreign language (EFL) learners’ perspectives on utilizing social media for educational and instructional activities, their experience with learning and teaching on social media, and how frequently they utilize these platforms to improve their language skills. The researcher randomly selected 288 EFL students from male and female campuses of College of Science and College of Business Administration, Prince Sattam bin Abdulaziz University. Respondents answered a questionnaire containing modified items from earlier studies. The data collected was examined using quantitative methods. The findings of the study revealed that tech-savvy Saudi EFL learners held exceptionally positive attitudes toward social media utilization as an effective language learning tool. It was also revealed that both learners and instructors had a very positive experiences utilizing social media for educational purposes, commonly employing it for different academic and educational activities in EFL classes. The study has implications for students and instructors because social networking sites and social media may be tailored to meet the demands of tech-savvy Saudi learners when conventional instruction no longer conforms to the taste of modern learners.
Active online learning with remote sensing data in higher education Moldamurat, Khuralay; Atanov, Sabyrzhan; Nagymzhanova, Karakat; Spada, Luigi La; Kalmanova, Dinara; Tazhikenova, Sapiya; Zhanzhigitov, Syrym; Zhakupov, Altynbek; Yessilov, Assylkhan; Bakyt, Makhabbat
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.v14i3.30096

Abstract

The increasing popularity of online learning has created a need for effective methods to enhance educational quality. This study addresses this need by developing and evaluating an active online learning model incorporating remote sensing data (RSD). The study included a pedagogical experiment with 181 students divided into control and experimental groups. The model included an interactive database, a web portal with tools for processing and visualizing RSD, and the implementation of active learning methods. Data were collected through testing, analysis of completed projects, and questionnaires. Quantitative and qualitative analysis methods were used to process the data. The pedagogical experiment showed that the model improved students’ average scores, increased the number of students with high levels of knowledge acquisition, and enhanced motivation. Thus, the use of RSD and active learning methods in online education is a promising approach to improve the quality of the educational process and foster students’ digital competence.
Higher education instructors’ and students’ attitudes toward distance learning Arouri, Yousef M.; Alshaboul, Yousef M.; Hamaidi, Diala A.; Alshaboul, Asia Y.
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.v14i3.29383

Abstract

This study aimed at exploring the attitudes of higher education instructors and university students regarding distant learning during the COVID-19 epidemic. It took place at a higher education institution of Jordan. Using a mixed method approach, the researchers developed a two-part questionnaire and a semi-structured interview. The questionnaire was distributed questionnaire to 167 instructors and 349 students from the University of Jordan (UJ). The findings showed that the participants have a moderately favorable attitude toward distant learning. Additionally, the findings revealed no statistically significant differences (α=.05) in the attitudes of UJ instructors and students toward distance learning during the COVID-19 pandemic attributedto the study variables. Furthermore, the interviews revealed several themes that the university instructors and students identified as influencing the general effectiveness of their distance learning experience, including access to online platforms and professional training, offering electronic equipment, and protecting the integrity of exams. The study recommends that higher education institutions reconsider the concept of distance learning, considering lessons acquired from the era of compulsory distance learning.
TPACK-universal design for learning for Malaysian intellectual disability education: low-high tech integration Saini, Rosnani; Nordin, Zaimuariffudin Shukri; Hashim, Mohd Hafizan; Abol, Mohamad Taha
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.v14i3.31801

Abstract

The integration of technological pedagogical content knowledge (TPACK) and universal design for learning (UDL) in special education remains challenging, particularly for intellectual disabilities (ID) learners in East Malaysia. This study investigated how special education teachers utilize technology tools and integrate UDL principles with TPACK frameworks to support ID learners, addressing the need for inclusive education aligned with sustainable development goal 4 (SDG 4). Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis from four purposively selected special education teachers in two East Malaysian secondary schools offering special education integration programs (SEIP). Thematic analysis revealed three key findings: i) low technology supports for accessibility and engagement; ii) high technology integration for personalization and empowerment; and iii) integrating of TPACK and UDL principles challenges due to limited understanding and resource constraints. The study concluded that while teachers show commitment to technology use, there is a pressing need for targeted professional development to enhance TPACK and UDL competencies. These findings align with SDG 4’s focus on quality education for all, emphasizing how enhanced teacher training and effective technology integration can significantly improve the quality and inclusivity of education for ID learners.
Impact of immersive learning environments on the development of technological competencies in students Mamani-Choque, Marily Yenifer; Machaca-Casani, Javier Ignacio; Maraza-Quispe, Benjamín
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.v14i3.33034

Abstract

This research identifies the need to enhance students’ technological competencies in designing and building technological solutions through immersive learning environments. The study proposes the use of immersive technologies, such as virtual and augmented reality (AR), to foster creativity and improve students’ ability to develop effective solutions. The aim was to evaluate the impact of immersive learning on the competence of “designing and building technological solutions” in higher education students, focusing on four specific capacities: determining, designing, implementing, and validating solutions, as well as promoting innovation. Using a quantitative, descriptive cross-sectional experimental design, structured questionnaires were administered to 35 students engaged in an immersive technology program. Data were analyzed using descriptive and comparative techniques, revealing a significant positive impact on technological competencies. Students found these experiences to be relevant, engaging, and conducive to creativity, improving their ability to design and test solutions. However, challenges such as resource availability and the need for continuous teacher training were noted. The study concludes that immersive technologies are effective in enhancing academic performance and practical skills, emphasizing their integration in various educational contexts to strengthen key competencies essential for the 21st century.
Local knowledge in inclusive education: a systematic literature review Ady Dharma, Dwitya Sobat; Mumpuniarti, Mumpuniarti; Efianingrum, Ariefa; Syamsi, Ibnu
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.v14i3.30218

Abstract

This article presents a comprehensive literature review on the role of local knowledge in inclusive education. Employing a systematic review methodology, the study involved goal setting, article selection through abstract and keyword analysis, thorough reading, data abstraction, and subsequent analysis using Publish or Perish 8, Mendeley, and VOSviewer. The review focused on articles published in Scopus-indexed journals between 2020 and 2023. Initial searches identified 259 articles, which were refined to 68 based on their relevance to the research questions. The analysis of these 68 articles revealed three principal findings: i) the diversity of local knowledge in the implementation of inclusive education; ii) global support for integrating local knowledge within inclusive education frameworks; and iii) strategies for incorporating local knowledge into educational practices. These findings underscore the potential of local knowledge to enhance inclusive education through culturally relevant and contextually sensitive approaches, fostering more holistic and responsive educational practices. The review emphasizes the necessity of adapting educational strategies to local contexts to better meet the needs of diverse student populations. It advocates for further research to explore local knowledge in greater depth, aiming to develop more effective and contextually appropriate strategies to improve inclusivity and responsiveness in education globally.
The practical reality of learning assessment in initial teacher training from the perspective of students vs teachers Gallardo-Fuentes, Francisco; Carter-Thuillier, Bastian; Peña-Troncoso, Sebastian; Añazco-Martínez, Luis; Gallardo-Fuentes, Jorge
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.v14i3.32957

Abstract

A central issue in the initial training of physical education teachers lies in the dominance of traditional assessment systems that fail to fully support student learning and engagement. This study addresses this issue by identifying the assessment systems used in four university campuses in the southernmost region of Chile, comparing the perspectives of teachers and students. A sample of 538 students (M=21.8, SD=2.9) and 60 teachers (M=42.9, SD=12.3) was surveyed using the “Questionnaire for the study of the assessment system in the initial training of physical education teachers”. The results revealed significant differences between students and teachers in their perception of the importance of cognitive abilities and the coherence of syllabus elements. Traditional assessment tools were used more frequently, and students attributed failed assessments to issues with teaching methods. Additionally, students perceived having less influence on grading processes. These findings suggest a need for reform in assessment practices, emphasizing more formative and participatory approaches to better align with student needs and improve the learning process in physical education teacher training. The practical applications of the study facilitate implementing formative assessment in physical education with active feedback and training teachers in shared assessment.
Challenges and opportunities in strategic educational planning: a systematic literature review Endo, Semail; Busari, Abdul Halim; Abang Ibrahim, Dayang Kartini
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.v14i3.32750

Abstract

Strategic educational planning is essential for adapting to the evolving landscape of education, driven by socio-economic, technological and exceptional global health crisis. This systematic literature review explores the complex challenges and opportunities in strategic educational planning, synthesizing insights from diverse studies to provide a comprehensive understanding. The problem statement addresses the necessity for effective strategic planning to ensure educational resilience, quality and inclusivity amidst changing external conditions. To achieve this, we conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published between 2020 and 2024. The flow of study based on preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework. The database found (n=33) final primary data was analyzed. The finding was divided into three themes which is: i) educational strategies and innovations; ii) organizational and strategic management in education; and iii) impact and adaptation to external challenges in education. The review indicate that strategic educational planning must prioritize flexibility, stakeholder engagement and continuous improvement to navigate future challenges effectively. This review underscores the fundamental role of strategic planning in transforming educational systems to be more adaptive, inclusive and forward-thinking, ultimately enhancing their capacity to meet the diverse needs of learners in an ever-changing global context.
Enhancing educational outcomes using AlAfnan taxonomy: integrating cognitive, affective, and psychomotor domains AlAfnan, Mohammad Awad
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.v14i3.33147

Abstract

Following the introduction of AlAfnan’s taxonomy of educational objectives, this study offers a framework for educational development encompassing cognitive, affective, and psychomotor domains essential for nurturing well-rounded learners. The cognitive domain emphasizes knowledge acquisition, critical thinking, ethical reasoning, practical application, creativity, and lifelong learning skills. It prepares students to analyze, synthesize, and evaluate information effectively, fostering intellectual depth and adaptability in navigating complex challenges. The affective domain focuses on emotional intelligence, creativity, resilience, collaboration, and visionary thinking. By cultivating these attributes, educators create a supportive environment that encourages self-awareness, empathy, and ethical decision-making. This domain prepares students to excel academically and contribute meaningfully to society, emphasizing holistic personal development alongside academic achievement. The psychomotor domain enhances sensory perception, cognitive-motor integration, feedback responsiveness, creative motor expression, precision, and leadership through physical action. It equips learners with practical skills and dexterity, enabling them to effectively apply theoretical knowledge in real-world contexts. This domain emphasizes hands-on learning experiences that promote mastery, innovation, and leadership in various fields. The study emphasizes that integrating AlAfnan’s taxonomy into educational practices requires strategic alignment of instructional methods and assessment approaches tailored to each domain’s objectives. Educators are encouraged to utilize inquiry-based learning, collaborative projects, experiential activities, and reflective practices to foster comprehensive skill development across all learning styles. This shall foster students’ intellectual curiosity, emotional resilience, and practical competence. This framework promotes a balanced educational approach that prepares learners to thrive in diverse professional settings and contribute actively to global challenges.

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