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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 2,276 Documents
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Expert-derived indicators for evaluating design thinking prototypes in teacher education Mary Cris J. Go; Jovelyn G. Delosa; Christine C. Royo
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38476

Abstract

Evaluating design thinking prototypes in teacher education remains challenging due to the absence of standardized and theory-aligned evaluation criteria. Existing assessment practices are often inconsistent and insufficiently aligned with the process-oriented nature of design thinking–based research. This study aimed to develop expert-derived indicators to inform the construction of a prototype evaluation instrument for teacher education research. Using a qualitative instrument development approach, a focus group discussion (FGD) was conducted with research advisors and panel members experienced in evaluating undergraduate and graduate research outputs. Data were analyzed using Braun and Clarke’s reflexive thematic analysis, resulting in six evaluation domains: problem alignment and functional relevance, novelty and intellectual property integrity, standardization of evaluation practices, alignment with design thinking processes, feasibility and sustainability, and demonstration of research and professional competencies. These domains were operationalized into a pool of observable indicators representing key dimensions of prototype quality. The resulting domains provide initial content validity evidence for the development of a standardized prototype evaluation instrument, supporting subsequent content validation and psychometric testing. The findings offer an expert-informed evaluation framework that contributes to more rigorous, transparent, and consistent assessment of design thinking prototypes in teacher education and higher education research.
Teachers’ attitudes toward ICT integration in higher secondary education: evidence from Manipur, India Ningchuiliu Gangmei; Kennedy Andrew Thomas
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38730

Abstract

One of the most basic imperatives in the current education system is the integration of information and communication technology (ICT) in education, and the teachers’ attitude is an important component for the successful integration of ICT. The aim of this study is to investigate the attitudes exhibited by the higher secondary school teachers with respect to the integration of ICT in the state of Manipur, India, and to examine the results with selected demographic variables. The study adopted a quantitative approach with a sample size of 1,100 teachers selected through proportionate stratified random sampling from government and private schools in Manipur using the attitude toward ICT scale (ATICT). The results show the positive existence of affective, cognitive, and behavioral attitudes among teachers towards the integration of ICT, and the results proved to be significantly valid among teachers from government schools, teachers with professional degrees, and mid-career teachers.
Understanding digital competence profiles among in-service and prospective art teachers in Kazakhstan Masoumeh Shiri; Aidar Kuzdeubayev; Aidyn Kozhagulov; Zhazira Stambekova; Rakhat Berikbol; Nurgul Koshkinbayeva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38698

Abstract

This study investigates digital competence profiles between in-service art teachers and prospective art teachers (students in art teacher education programs) across three universities in Kazakhstan. Addressing a notable gap in understanding how digital skills are distributed in art education, the research employs a comparative descriptive design with a mixed-methods approach, combining a structured survey based on the European DigCompEdu framework and semi-structured interviews. Teachers were measured in the six domains of digital competence: professional engagement, digital resources, teaching and learning, assessment, empowering learners and enabling learners’ digital competence. Data from 197 participants (41 teachers, 156 prospective) showed following profiles: prospective fare better in creative and communication competencies; in-service performances are good on professional engagement and structured pedagogical activities. Face-to-face interviews triangulated findings across the survey and revealed how teacher use of digital tools in teaching and learning is shaped by generational differences prior training, as well as professional experience. These results highlight a necessity to develop role-sensitive digital skills in the field of art education. By triangulating quantitative and qualitative evidence, the study provides a nuanced understanding of digital competence across career stages and supports targeted training initiatives. It also lays the groundwork for future research using performance-based assessments and broader comparative contexts.
Cognitive barriers in learning: impact of digitalization and global competencies on stress resilience and attention Nurzhanat Shakirova; Nursultan Bakanov; Karlygash Muzdybayeva; Gulnara Rizakhojayeva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.33700

Abstract

One of the key cornerstones for educators is addressing various communicative barriers in student learning. The aim of this study was to determine the impact of a virtual reality (VR)-based model on several cognitive barriers, specifically focusing on students’ stress resilience and attention levels. A sample from two universities was utilized: Abai Kazakh National Pedagogical University and First Moscow State Medical University named after I.M. Sechenov, comprising a total of 138 students. The experimental component involved the VR program “sustainable development and cognitive barriers” (SDCB). The study examined changes in two barriers related to stress and inattention. The results indicate a positive impact. The pre-intervention stress resilience level (43.56) and the post-intervention level (9.02) show a significant difference with a positive trend at p=0.001. A similar trend is observed in the context of attentiveness characteristics: p=0.000. Considering the stratification approach, differences within the experimental group before and after the intervention were also analyzed based on specific characteristics. No significant relationships were found between the strata and the variable. This article will be valuable for educators, psychologists, policymakers, and other interested parties.
Artificial intelligence acceptance and procrastination: metacognitive listening awareness mediation in foreign language students Mohamed Ali Nemt-allah; Mohammed Hassanin AbuAl-Saoud; Ahmed Hamed Soliman; Ahmed Abdelsalam Kelany; Abdelsatar AbdelHakim Mohamed; Ashraf Ragab Ibrahim
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37246

Abstract

This study aimed to investigate the mediating role of metacognitive listening awareness in the relationship between artificial intelligence (AI) acceptance and academic procrastination among university students learning foreign languages, specifically examining whether metacognitive processes explain how AI acceptance influences procrastination behaviors. A sample of 646 undergraduate students (378 males, 268 females; M age=20.49 years, SD=1.01) from Al-Azhar University, Egypt, completed the AI acceptance scale, metacognitive awareness listening questionnaire (MALQ), and academic procrastination scale during the second semester of the 2024/2025 academic year. Mediation analysis using Hayes’ PROCESS macro with 5,000 bootstrap resamples revealed that AI acceptance negatively predicted academic procrastination (β=-.196, p<.001), with metacognitive listening awareness serving as a significant partial mediator, accounting for 14.98% of the total effect. This study represents the first empirical examination of metacognitive listening awareness as a mediating mechanism in the relationship between AI acceptance and procrastination, addressing a critical gap in technology-enhanced language learning research. Educators should implement AI literacy modules within language courses that explicitly teach students to monitor their comprehension strategies while using AI tools, coupling technology training with reflective listening tasks that develop metacognitive awareness. Future research should employ longitudinal designs and examine additional mediators including self-efficacy, intrinsic motivation, and effort regulation.
Research competencies in Peruvian higher education: a mixed-methods evaluation Carmen Lily Winchez Aylas; Patricia Bejarano Álvarez
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.35915

Abstract

Research participation among Peruvian university students remains low, which limits the systematic development of research competencies needed for academic and professional training. This review identifies effective pedagogical strategies to strengthen research skills in Peruvian higher education and compares them with international trends. Following preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, we analyzed 52 peer-reviewed studies published between 2017 and 2024. The evidence shows that flipped learning, collaborative learning, research workshops and seedbeds, project-based learning (PBL), and academic mentoring consistently improve students’ research competencies, including critical thinking, methodological rigor, and scientific communication. These approaches also increase autonomy, engagement, and sustained work on authentic research problems. Overall, student-centered and practice-oriented strategies can strengthen research training and support a sustainable research culture in Peruvian universities.
Vietnamese EFL teachers’ cultural integration in business English classes: an ecological perspective Pham Thi Minh Thuy; Truong Minh Hoa
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37919

Abstract

Cultural integration in English as a Foreign Language (EFL) instruction has become an important focus in Vietnamese universities, particularly in business and finance programs preparing students to navigate intercultural communication in global professional environments. While existing research has explored how language teachers include cultural elements in their instruction, limited attention has been given to understanding how these practices are shaped by the complex ecological systems where personal beliefs, institutional structures, resources, and sociocultural conditions interact dynamically. Addressing this gap, the present study investigates how EFL teachers at a Vietnamese public university integrate cultural content into their instruction. Guided by an ecological framework, the research employed a sequential mixed-methods design, collecting data through 67 questionnaires and 10 semi-structured interviews. Findings indicate that teachers prioritized international and target cultures, while local Vietnamese cultural content was largely underrepresented. Though teachers expressed strong commitment to fostering students’ intercultural competence for international business communication, their pedagogical practices were constrained by ecological factors like limited instructional time, rigid curricula, and a lack of localized, business-relevant resources. In response, several teachers leveraged personal agency and digital tools to adapt cultural content despite structural limitations. The study highlights the need for ecologically responsive cultural instruction in Business English classrooms. 
Counteracting fake news as a factor in the development of professional competencies of future journalism students Rufina Torpichsheva; Elena Burdina; Albina Anesova; Nataliia Fominykh; Maiya Kayumova
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.35661

Abstract

The purpose of this study is to assess the impact of training in countering fake news on the development of professional competencies among journalism students. This research provides a structured pedagogical framework for teaching fact-checking and critical thinking. Using a quasi-experimental design at Toraighyrov University (n=190), the study compared an experimental group (EG) with a control group (CG) across three phases: diagnostic, instructional, and evaluative. Results from the 2024 final testing demonstrate significant efficacy: the EG showed a 64% increase in critical thinking, news analysis, fact-checking, vastly outperforming the 11% growth in the CG. Qualitative data further confirmed a marked reduction in trust toward unverified sources. These findings offer a scalable model for journalism education, proving that targeted instructional interventions are highly effective for developing professional competencies in media content evaluation.
Investigating determinants of effective game-based learning implementation in primary education Dao Thi Thai; Chi Thi Diep Nguyen; Tuan Anh Phan; Dung Tien Nguyen; Giang Thi Chau Nguyen
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39196

Abstract

The purpose of this study is to identify the factors influencing the organization of game-based learning (GBL) activities in primary schools and to validate the reliability, validity of these factors. The research sample consisted of 621 primary school teachers, randomly divided into two groups: 311 samples were used for exploratory factor analysis (EFA), and 310 samples for confirmatory factor analysis (CFA). The EFA results uncovered seven latent factors, accumulating for over 68.995% of the data variance. The CFA validated the seven-factor model, with model fit indices passing acceptable standards, implying high reliability and validity of the measurement structure. The primary factors influencing the organization of GBL activities in primary schools include confirmation, teaching environment, students, belief, motivation, perception, and competence. The findings affirm that this seven-factor model accurately reflects critical dimensions of organizing GBL activities in our current context. Thus, these results provide a scientific foundation for teachers, educational administrators, and researchers to enhance and promote GBL activities in primary education effectively.
Quality of life and well-being in university students with intellectual disabilities Nerea Felgueras Custodio; José María López-Díaz; José David Carnicero Pérez
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38715

Abstract

This study examined the impact of an intervention applied through the module ‘emotional competencies and personal development’, aimed at university students with intellectual disabilities and autism, with the goal of improving their well-being and self-perceived quality of life. To this end, the INICO-FEAPS scale was used, designed for the multidimensional assessment of quality of life in people with intellectual disabilities. The results showed an improvement in perceived quality of life after the intervention, regardless of the degree of disability, the presence of autism, age or gender. This shows that individualized interventions focused on personal development can promote the well-being of participants, highlighting the importance of programs that strengthen socio-emotional skills and pre-employment preparation. A quasi-experimental design of repeated measures without a control group was used with 14 participants. Pre-post differences were analyzed using the Wilcoxon signed-rank test, estimating effect sizes. Significant improvements were observed in social inclusion, interpersonal relationships, and physical well-being, with high-magnitude effects on overall quality of life indices. Although the findings are preliminary, they provide evidence on the feasibility and potential impact of social-emotional interventions in understudied university contexts.

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