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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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Human-centered higher education reform in Vietnam Dung Huy Nguyen; AnLong Dang 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.v15i3.38664

Abstract

This study uses an explanatory sequential mixed-methods design to assess the level of implementation and effectiveness of human-centered higher education innovation in Vietnam in the context of digital transformation and international integration. Instead of just analyzing policy directions, the study focuses on evaluating: i) the level of awareness of educational stakeholders regarding four content groups (technology, culture-humanities, integration, and humanities); ii) the implementation gap between direction and practice; and iii) the relative weight of each group of factors in educational innovation. Quantitative data were collected from 247 survey responses and analyzed using repeated measures ANOVA. The results showed statistically significant differences between the content groups (F(3,247)=15.32; p<0.001; η²=0.24), with the “human-centered” group having a significantly higher average score than the technology and integration group. The statistically insignificant difference between the human group and the culture group suggests a complementary relationship between these two factors. The research results provide empirical evidence that human-centered indicators can be used as evaluative benchmarks for educational innovation in the context of developing countries.
Critical literacy and curriculum reform in the digital age: a pedagogical framework for artificial intelligence-integrated education Pablo Agustin Artero Abellan; Maria Abellan
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.v15i3.36952

Abstract

Artificial intelligence (AI) is reshaping education and challenging traditional curriculum models, prompting new attention to critical literacy. However, most current approaches emphasize technical proficiency while neglecting ethical, epistemological, and civic dimensions. This article addresses this gap by proposing a conceptual framework for integrating AI into curriculum design through critical pedagogy and advanced learning theory. Using a theory-driven literature review, the study synthesizes global policy frameworks and educational innovations to develop a four-part model for AI-informed critical literacy. The guiding principles include: i) interrogation of AI outputs and logics; ii) development of multiliteracies and digital semiotics; iii) promotion of democratic dialogue and participatory ethics; and iv) design of adaptive, inquiry-based learning environments. Grounded in constructivist, connectivist, and Freirean theories, the framework positions AI as a context for critical inquiry and educational transformation. The article concludes with strategies for educators and policymakers to foster equity, agency, and ethical reflection in AI-integrated learning environments, and proposes directions for future empirical research.
AI-assisted speaking instruction and English as a foreign language learners’ oral accuracy and fluency: a quasi-experimental study Xiaolin Wang; Malini Ganapathy
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.v15i3.38907

Abstract

This study investigated the effects of artificial intelligence (AI)-assisted speaking instruction using a generative AI (GenAI) chatbot on Chinese vocational college English as a foreign language (EFL) learners’ oral accuracy and fluency. A quasi-experimental pretest-posttest control group design was adopted with 80 students. The experimental group engaged in AI-mediated speaking activities, while the control group received conventional instruction. Oral performance was assessed using analytic rubrics adapted from international English language testing system (IELTS) criteria. Results showed significant improvement in oral fluency for the experimental group, while gains in accuracy were not statistically significant. These findings suggest that GenAI chatbots provide interaction-rich environments that enhance fluency development but require complementary form-focused support to improve accuracy. Implications are discussed for integrating AI tools into vocational EFL speaking instruction.
Pakistan English language policy alignment with IDLE-informed policy model Waqas Ahmad; Muhammad Taufiq Al Makmun
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.v15i3.38739

Abstract

English controls academic and professional access in Pakistan, yet the National Education Policy Development Framework (NEPDF) 2024 completely ignores informal digital learning of English (IDLE), which refers to self-directed learning through digital tools: WhatsApp, YouTube, and chatbots. No prior study has examined this policy-practice gap within Pakistan’s post-2024 framework, particularly across urban and rural communities in Khyber Pakhtunkhwa, Punjab, and Sindh. This qualitative case study gathered perspectives from 20 undergraduate students, 10 teachers, and 5 policymakers through semi-structured interviews, focus groups, and content analysis of NEPDF 2024 and provincial policy texts, analyzed using NVivo-facilitated STAP thematic analysis. Findings show that students and teachers actively use IDLE tools while policymakers remain largely unaware. The IDLE-informed policy model (IIPM), grounded in connectivism, sociocultural theory (SCT), and learner autonomy, is proposed as a practical policy framework that incorporates low-bandwidth tools like WhatsApp to expand access for under-resourced learners. This study contributes to educational evaluation by assessing the alignment between Pakistan’s national language policy and grassroots IDLE practices, producing a transferable policy evaluation model for global south English as a foreign language (EFL) context.
Expert validation of a causal model of 21st-century academic leadership in 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.v15i3.39095

Abstract

This study aimed to validate and refine a causal model of factors influencing 21st-century academic leadership among secondary school administrators in northeastern Thailand. The study addresses the growing need for an integrative leadership framework that reflects digital transformation, instructional demands, and contextual constraints in contemporary educational reform. A qualitative expert validation design was employed. A total 10 experts in educational leadership, curriculum administration, and organizational development were purposively selected to participate in semi-structured in-depth interviews. Data were analyzed using thematic content analysis and cross-expert validation to ensure conceptual clarity and contextual relevance. The findings confirmed four interrelated causal domains: leadership personality and identity; contextual and organizational support systems; proactive instructional and curriculum leadership; and innovation-oriented professional learning culture. Instructional leadership emerged as a central mediating mechanism linking internal leadership capacity and external organizational conditions to academic leadership outcomes. A refined causal model with validated indicators was synthesized, providing a theoretically grounded foundation for future instrument development and structural equation modeling (SEM). The findings offer practical and policy implications for leadership development and sustainable school improvement in rapidly changing educational environments.
Using Python programming to foster students’ scientific thinking Nadezhda Gallini; Anatoliy Kazak; Nataliya Gorbunova; Victor Gallini; Anisa Atik; Elena Sergeeva
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.v15i3.35421

Abstract

This paper explores the role of programming not only as a technical skill but also as a method for developing students’ scientific thinking. The study is based on an experiment involving 258 university students who completed a course designed to foster logical, analytical, and project-based cognitive strategies. The experiment was conducted at V.I. Vernadsky Crimean Federal University, Humanities and Education Science Branch, Yalta, Russia. The proposed model integrates elements of the technological pedagogical content knowledge (TPACK) framework with a custom-designed pedagogical approach, treating programming as a universal structure for processing and representing information. The data suggest that systematic engagement with programming enhances students’ ability to solve complex problems, conceptualize, decompose tasks, and apply reflective design. The findings emphasize the need to rethink the role of programming in higher education curricula across disciplines, beyond purely technical training.
Instructional scaffolding in dialogue-based programming tutoring Julieto Perez; January Naga; Salma Naga-Marohombsar
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.v15i3.38919

Abstract

This study examines how instructional scaffolding is enacted in dialogue-based artificial intelligence (AI) tutoring systems for programming education and evaluates the levels of cognitive demand they support. While AI tutors can guide novice learners through programming tasks, it remains unclear whether they promote meaningful higher-order thinking or primarily support procedural task completion. Using a mixed-methods approach, 1,255 tutor utterances from 36 tutoring sessions were analyzed using a dual-layer coding framework grounded in instructional scaffolding theory and Bloom’s revised taxonomy. Results show that instructional support is concentrated at the understanding and applying levels, with prompting and explaining as dominant strategies. Higher-order cognitive scaffolding (analyzing, evaluating, creating) was rare or absent. Sequential patterns revealed repetitive prompting–explaining cycles with limited scaffold progression. These findings indicate that AI tutoring effectively supports foundational learning but lacks mechanisms for deeper cognitive engagement. This study highlights the need for pedagogically informed AI tutor design and provides actionable insights for educators and system developers to integrate AI tools in ways that promote higher-order thinking and independent problem-solving.
Practices and strategies of informal assessments on grammar rules among second language learners Jason V. Chavez; Rolly G. Salveleon; Ma. Theresa L. Eustaquio; Haydee G. Adalia; Ma. Pilar T. Rosaldo; Joseph B. Quinto; Salita D. Dimzon; Sar-Ana M. Abdurasul; Rasmil T. Abdurasul; Ivy M. Nazareth
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.v15i3.37717

Abstract

While informal assessment offers authentic insights into second language (L2) grammar acquisition, the specific strategies and implementation challenges remain underexplored. This study investigated the practices employed by L2 educators in conducting informal grammar assessments and the obstacles they encounter. Using a qualitative exploratory design, 20 purposively selected language educators from diverse linguistic regions in the Philippines participated in semi-structured interviews. Data were analyzed using reflexive thematic analysis. The findings revealed a pedagogical shift from static testing to stealth monitoring, characterized by contextualized micro-checks, gamified strategies to lower affective filters, and peer-scaffolded evaluation. However, significant challenges emerged, specifically the tension between assessment validity and reliability, as well as cognitive overload due to the dual burden of instruction and real-time data recording. The study concluded that while educators prioritize the authenticity of low-stakes assessment, effective implementation requires enhanced assessment literacy and structural support to mitigate subjectivity and operational fatigue.
Student satisfaction in student affairs management: the role of cross-functional cooperation in Hainan, China Erlin Tian; Supot Rattanapun
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.v15i3.39033

Abstract

Student affairs management (SAM) is increasingly expected to deliver timely, coherent, and student-centered services, yet satisfaction remains uneven in Chinese universities because students experience SAM as an integrated system rather than isolated units. This study asks whether cross-functional cooperation (CFC) explains how service quality, service gaps, and students’ psychological and engagement factors translate into satisfaction with SAM in Hainan Province, China. Using a cross-sectional survey of 250 undergraduate and postgraduate students from ten public and private universities, the study applies partial least squares–structural equation modeling (PLS-SEM) with 5,000-sample bootstrapping to test direct and mediating effects. Results show that CFC is the strongest predictor of satisfaction (β=0.419, p<0.001). Service gaps reduce satisfaction (β=−0.217, p<0.001), while psychological and engagement factors increase satisfaction (β=0.206, p<0.001). Service quality has no direct effect but operates through CFC, indicating that coordination is required to convert service inputs into positive experiences. The findings highlight governance reforms that institutionalize cross-department coordination, shared case management, and gap monitoring to improve SAM effectiveness under Hainan’s reform context.
ChatGPT in the university classroom: perceptions, perceived usefulness and use intentions among undergraduate students Vidnay Noel Valero-Ancco; Yolanda Lujano-Ortega
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.v15i3.38709

Abstract

The objectives of the present study are to analyze university students’ perceptions of and attitudes toward ChatGPT as a support tool for learning, as well as the user profiles derived from their technological acceptance, were analyzed. A quantitative, nonexperimental and cross-sectional design was applied to a non-probabilistic convenience sample of 438 undergraduate students, and a validated questionnaire composed of three dimensions compatibility with learning styles, ease of use and perceived usefulness, and continued use intentions was used. The data were analyzed with hierarchical cluster analysis (Ward method). The results reveal three groups of users: i) enthusiasts, with highly favorable perceptions and high use intentions; ii) moderate users, who exhibit partial acceptance; and iii) critical or disconnected users, who have a negative view of the tool. Taken together, the findings confirm that perceived usefulness, ease of use and trust are determining factors in the intention to use ChatGPT. This study provides empirical evidence on the diversity of attitudes toward generative artificial intelligence (GenAI) in university contexts and highlights the need to promote institutional strategies of critical digital literacy and teacher training for its ethical and pedagogical integration.

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