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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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Mapping global research trends in socioemotional skills interventions: a bibliometric analysis (1970–2025) Richard Rickie Akat; Suziyani Mohamed; Nurul Khairani Ismail
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.v15i3.39200

Abstract

This study examines global research trends in socioemotional skills interventions through a bibliometric analysis of 687 Scopus-indexed publications (1970–2025). Using Bibliometrix and VOSviewer, the study analyses publication growth, influential contributors, and thematic structures. Results show a sharp increase in publications after 2015, with the United States dominating research output and citation impact. Keyword co-occurrence analysis identifies “social emotional learning” and “socioemotional skills” as the conceptual core, while early childhood and autism-related interventions remain underrepresented. The results reveal a core–periphery knowledge structure dominated by universal school-based frameworks, highlighting critical gaps in population-specific socioemotional intervention research.
Modeling academic leadership in secondary schools: evidence from northeastern Thailand Dusadee Butburee; Nawee Udorn; Paitoon Puangyod
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.v15i3.39185

Abstract

This study aimed to develop and empirically test a structural equation model of academic leadership among secondary school administrators in northeastern Thailand. Data were collected from 480 administrators using a structured questionnaire and analyzed through confirmatory factor analysis (CFA) and structural equation modeling (SEM). The results indicate that leadership personality and organizational context significantly influence curriculum leadership and innovation culture, which subsequently shape academic leadership outcomes. The proposed model explains 73.8% of the variance in academic leadership, demonstrating strong explanatory power. These findings contribute to the literature by providing an integrated structural framework that highlights the interplay between leadership capacity and contextual support in enhancing instructional quality and school effectiveness. However, the findings should be interpreted with caution due to the cross-sectional design and reliance on self-reported data.
The impact of design factors of virtual and augmented reality on tertiary students’ user experience in Metaverse Julius G. Garcia; Alvie Simonette Q. Alip
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.v15i3.37530

Abstract

The Metaverse is a convergent space integrating virtual reality (VR) and augmented reality (AR) technologies, with market projections rising from $65.5 billion in 2022 to $1.3 trillion by 2030. Despite rapid adoption in education, the specific contributions of visual elements, environmental design, and communication features to user experience (UX) remain underexplored, limiting evidence-based design and resource allocation. This study examined how these design factors in VR and AR environments influence UX in Metaverse platforms. Using a correlational research design, data were collected from 321 purposively sampled tertiary students from engineering and computer science departments across four higher education institutions, all familiar with Metaverse platforms. A structured questionnaire with validated 5-point Likert scales measured UX; visual elements (field of view, resolution, color, complexity, and style); environmental design (interactivity, cohesiveness, naturalness, and complexity); and communication features (text/audio/video tools, avatar interaction, and spatial audio). Multiple regression analysis assessed the independent and combined effects of these factors on UX. Results show that environmental design (β=0.424, p<0.001) and visual elements (β=0.298, p<0.001) are the primary predictors of UX, jointly explaining 47.3% of its variance, with a strong correlation between them (r=0.792). Communication features did not significantly influence UX (β=0.053, p=0.196), challenging assumptions about virtual connectedness and indicating that communication design should better support social interaction. These findings highlight the importance of well-designed, interactive virtual spaces and suggest that developers and educational institutions prioritize environmental design to advance immersive learning and broader Metaverse applications.
Beyond procedural mastery: a semiotic analysis of students’ understanding of the first derivative definition Beni Asyhar; Ummu Sholihah; Elva Yohana; Anwaril Hamidy
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.v15i3.39348

Abstract

In calculus learning, students often rely on procedural methods when studying the first derivative, which limits their ability to grasp its deeper conceptual meaning. This procedural focus represents a significant learning challenge that needs to be addressed. This study aims to analyze students’ semiotic processes in interpreting or expressing the definition of the first derivative using Peirce’s triadic framework, which emphasizes the interrelation among the representamen, the object, and the interpretant. A qualitative case study approach was employed with 21 mathematics education students, using written tests and in-depth interviews with three students who demonstrated the most complete semiotic competence. Thematic analysis identified three categories of understanding: comprehensive, partial, and pseudo. Results indicate that students with comprehensive understanding can coordinate symbolic, visual, and verbal representations, forming stable interpretants that conceive the derivative as the slope of a tangent line or an instantaneous rate of change. In contrast, students with partial or pseudo understanding exhibit fragmented semiotic processes and a dominance of procedural approaches. These findings provide important educational value by offering diagnostic insight into students’ conceptual difficulties, informing instructional design that integrates multiple representations, and supporting the development of more valid assessment strategies that capture students’ conceptual understanding beyond procedural performance.
Pre-service early childhood educators’ attitudes toward supporting digital safety of preschool children Zhanna Assankhanova; Assem Bulshekbayeva; Ulbossyn Kyyakbayeva; Kaliya Akhataeva; Nazira Atemkulova
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.v15i3.38841

Abstract

The readiness of preschool teachers to ensure children’s digital safety (DS) is currently one of the overarching challenges for early childhood education (ECE) systems. Unfortunately, developing countries, particularly Kazakhstan, do not necessarily possess the required resources to run preschool educational programs to ensure children’s DS. This study explores pre-service early childhood educators’ (PSECEs) cognitive, affective, and behavioral attitudes toward supporting DS of preschool children. It also considered PSECEs perceptions of their role and responsibility in supporting preschool children’s DS and their readiness to address these issues in their future professional practice. The research adopted a cross-sectional mixed-methods design without instructional intervention. The study was carried out at the Abai Kazakh National Pedagogical University in Almaty, Kazakhstan, with 344 participants in the experiment. The findings highlight the interrelated nature of cognitive, affective, and behavioral components of study participants’ attitudes. Study participants had strong affective engagement. However, the results revealed a noticeable imbalance between emotional concern and practical readiness. This research highlighted that DS content in preschool teacher education programs has not kept up to date with global digital advances. Consequently, there is a need to adopt coherent content of practice-oriented approaches to DS in preschool teacher education programs. This paper further extends the body of theory on PSECEs attitudes toward supporting DS of preschool children and provides new insights into the educator candidates’ cognitive, affective, and behavioral attitudes.
Examination of social studies teacher candidates’ views on digital citizenship Ayşegül Çelik Geldi; Ebru Kamiş
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.v15i3.38957

Abstract

This research aims to reveal prospective teachers’ understanding of the concept of digital citizenship. This study utilized a qualitative research model, employing phenomenological design to identify pre-service teachers’ understanding of digital citizenship. The study group consisted of 100 prospective teachers enrolled in the Social Studies Education Department of the Faculty of Education at a university in Türkiye during the 2025-2026 academic year, selected according to convenient sampling. A semi-structured interview form consisting of five questions was prepared. Content analysis was used in the analysis of the study’s data. Based on the research findings, it was determined that prospective teachers defined digital citizenship, digital ethics, digital security, digital bullying, and digital literacy. Finding reveal that participants defined digital citizenship across dimensions such as digital literacy, ethics, security, bullying and identity, though often superficially. Results indicate partial awareness but limited competencies, highlighting the need to strengthen teacher education programs in digital citizenship.
Vietnamese gender paradox: human rights education policy for sustainable development goal 4.7 Xiem Nguyen Thi; Chu Thi Mai Huong; Tran Hanh Linh
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.v15i3.38742

Abstract

The research evaluates whether gender predicts teachers’ perceived gender inequality (PGI) and whether employee experience (EX) mediates this association in Vietnam’s feminized teaching workforce. An online cross-sectional survey involved 283 in-service teachers nationwide, administered between March and August 2025. Sample adequacy was confirmed before data collection using a root mean square error of approximation (RMSEA-based) structural equation modeling (SEM) power approach. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with 5,000-resample bootstrapping to test direct and indirect effects. Findings indicate that female teachers report higher PGI and less favorable EX than male teachers. EX strongly predicts perceived inequality and partially mediates the gender inequality relationship. The mediation pattern highlights practical evaluation targets in workload allocation, professional voice climate, and promotion feasibility. These results support substantive-equality reforms in school governance and institutionalized human rights education aligned with sustainable development goal (SDG) 4.7.
A structural model of factors influencing the practicum effectiveness of mathematics pre-service teachers in Vietnam Le Thi Tuyet Hanh; Nguyen Thi My Hang
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.v15i3.38795

Abstract

Teacher education in Vietnam has undergone significant transformation following the implementation of the 2018 General Education Reform. Within this reform context, the teaching practicum plays a crucial role in enabling pre-service teachers to connect pedagogical knowledge acquired at universities with authentic classroom practice. This study developed and validated a structural model examining the factors influencing the practicum effectiveness (PE) of mathematics pre-service teachers in Vietnam. Using a quantitative research design, data were collected from 290 final-year pre-service teachers through a 25-item survey instrument representing six latent constructs: student characteristics (SC), training curriculum and practicum management (TCM), mentor teachers at partner schools (MT), university-based teacher educators (UTE), practicum conditions and innovations (PCI), and PE. The sample size satisfied the requirements for structural equation modeling (SEM) based on recommended minimum ratios of observations to estimated parameters. Confirmatory factor analysis (CFA) and SEM were conducted using SPSS 26 and AMOS 24 to examine the reliability and validity of the measurement model and the structural relationships among the constructs. The findings indicate that mentor teachers and SC exert significant direct effects on PE, whereas institutional and structural factors do not demonstrate significant direct effects in the structural model. These results highlight the critical role of relational and human factors in shaping practicum outcomes within authentic teaching contexts, particularly in the Vietnam’s ongoing educational reform.
Teachers’ perceptions on continuous professional development programs in international schools in Klang Valley Edward Devadason; Babu Vengadasalam; Ng Yu Jin
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.v15i3.31799

Abstract

This study explores teachers’ perceptions of continuous professional development (CPD) initiatives in international schools within the vibrant educational landscape of Klang Valley. Through qualitative research methods, including interviews and observations, this paper investigates the factors influencing teachers’ engagement and the impact of CPD on teaching quality. The study involves nine teachers and two principals, offering diverse perspectives on their CPD experiences. Findings reveal that CPD programs are generally well-received, contributing to teachers’ ongoing growth, enhanced teaching skills, and improved classroom management in diverse settings. Key factors affecting CPD participation include time constraints and workload, program relevance, leadership support, financial limitations, and mismatched group dynamics, with time constraints and workload being particularly significant. Observations during CPD sessions demonstrate active teacher involvement. This research enriches existing knowledge by providing a comprehensive understanding of teacher perceptions of CPD in Klang Valley’s international schools. This study highlighted that the provision of CPD opportunities should be proposed and provided with teachers’ professional needs taken into consideration, and leadership should ensure these needs are met for maximum effectiveness. These findings have great implications for policymakers, school administrators, and educators with an interest in developing better CPD practices in international settings.
Rural students’ perspectives of blended learning educational reform in Malaysia Soo Kum Yoke; Nur Izzah Jamil; Faizah Abd Majid; Cuong Huy Pham; Siti Nur Aleesah Mohd Rosley
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.v15i3.37114

Abstract

Blended learning has become increasingly important in education reform, especially after the COVID-19 pandemic. This case study examines how rural students perceive blended learning towards education reform in Malaysia through a semi-structured interview with 20 students from a selected rural school in Malaysia. Thematic analysis applied to the research found that students had positive views of blended learning, appreciating its flexibility, potential to ensure equitable education, and ability to motivate learning, besides contributing to better educational outcomes and supporting government efforts to reform education. However, students identified several challenges to the implementation of blended learning, such as difficulty focusing on online lessons, unstable internet, and limited comprehension of blended learning. There were mixed responses to the necessity of education reform, with the majority opting for unnecessary or unsure. Hence, this study recommends a versatile learning model integrating online and face-to-face education to better support rural students and ensure an inclusive, equitable, and effective education system.

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