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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 2,356 Documents
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Enhancing emotional resilience in pre-service early childhood educators through digital learning environments Gulmira Mombiyeva; Ulbossyn Kyyakbayeva; Perizat Dautkaliyeva; Zhanna Zhunisbekova; Zhanar Saduova; Zhaxygul Issayeva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39637

Abstract

Emotional resilience (ER) is a critical competence for pre-service teachers, enabling them to manage stress, adapt to change, and maintain professional functioning. Digital learning (DL) environments present both challenges and opportunities for developing ER, yet empirical studies on structured interventions in these contexts remain limited, particularly in early childhood education (ECE). This study examined the effect of a structured DL intervention on the development of ER among pre-service teachers in ECE contexts in Kazakhstan. A quasi-experimental pretest-posttest design with non-equivalent groups was employed, involving 165 female pre-service teachers. The intervention included scaffolded digital tasks, reflective exercises, and instructor-led feedback. Baseline ER scores were comparable between groups. Following the intervention, participants in the experimental group (EG) demonstrated significantly higher ER compared to those in the control group (CG). These results indicate that structured DL interventions can effectively enhance ER by fostering adaptive coping, self-regulation, and problem-solving skills. Embedding scaffolded digital tasks combined with reflection and feedback into teacher education programs may support the preparation of resilient, reflective, and emotionally competent educators.
Balancing support and bureaucracy: the enabling–constraining dynamics of research funding policies in a Philippine state university John Michael D. Aquino; Rushid Jay S. Sancon
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38882

Abstract

Research funding policies has a critical role in shaping research productivity and governance in higher education institutions (HEIs). However, limited empirical studies have examined how these policies are experienced by faculty members and administrators, particularly in state universities within developing country contexts. This study explores the implementation of research funding and assistance guidelines in a Philippine state university using a phenomenological approach. Data were collected from 34 participants (15 administrators and 19 faculty members) through semi-structured interviews and document analysis and were analyzed thematically. The findings reveal an enabling–constraining dynamic in the implementation of research funding policies. Institutional support, including funding, incentives, and structured processes, enhances faculty motivation, research engagement, and planning quality. Conversely, bureaucratic complexity, procedural rigidity, and delays in fund release constrain efficiency, limit participation, and discourage sustained engagement. Anchored in self-determination theory (SDT) and structuration theory, the study demonstrates how research funding policies simultaneously influence faculty motivation and are shaped by institutional structures. These findings highlight the need for streamlined processes, consistent implementation, and faculty-centered support systems. The study contributes to the literature by providing empirical evidence of the enabling–constraining paradox of research funding policies and offers insights for improving research governance in higher education.
Academic capital and institutional stratification: determinants of graduate success in Moroccan higher education Youness Ezzaaime; Said Maizzou; Ali Raigat; Abdeljabbar Abdouni
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39123

Abstract

In spite of the massification of higher education after the implementation of the licence–master–doctorate (LMD) reform, the graduation rates from open-access faculties stay low (under 30%), and the factors driving these low performance rates are not well understood. This study attempts to explain factors influencing the stratification of academic achievement of students graduating from Hassan I University (2012–2017), through the analysis of the three factors: pre-university academic capital, institutional selectivity, and socioeconomic resources. On the baccalaureate grade, we use ordinary least squares (OLS) regression, analysis of variance (ANOVA), t-tests, and chi-square analyses to find that it is the strongest predictor with β = 0.481 and r = 0.595 (p < 0.001), which is better than international benchmarks. The segregation effect by institution is the highest among the groups’ effects, with selective institutions having an effect of over 2.5 grade points (when controlling for student inputs), indicated by the large group effect (η2 = 0.275). Receipt of scholarships is a positive predictor of performance (β = 0.213 with p = 0.031); the employment in term-time is selected. 45.9% of grade variance is accounted for by the full model. We believe that academic disparities stem from secondary schooling and is exacerbated by disparities in faculty quality in the open market, and therefore secondary faculty preparation and open-access faculty resources must be addressed.
Enhancing higher education quality through strategic human resource planning: evidence from international colleges Tubagus Achmad Darodjat; Supot Rattanapun
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38651

Abstract

This research attempts to improve the quality of education at International College, Rajamangala University of Technology (IC-RMUT), applying qualitative research methods that describe human resources planning (HRP). Interviews, observations, and document review were used to collect data from 27 purposively selected informants at nine RMUT universities- administrators, lecturers, and support staff members of International Colleges. Data collection was conducted through interviews, observation, and review of documentation. The analysis technique uses a qualitative data analysis model with the broadest stages of data collection, analysis, and conclusions. Results of the research relate to preparing HRP and adhering to the vision and mission of the IC-RMUT. Then reviewing and reformulating periodically according to student developments and factors that can influence HRP in its implementation. The paper examines obstacles faced in implementing HRP such as the large number of changes in leadership and lecturers. It also looks at the inconsistent application of the human resources management (HRM) concept and how it affects one target and another activity and ultimately HRP activities become undirected.
A blended learning model for creative thinking development Nuttapong Prasertsung; Alisa Songsriwittaya
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38784

Abstract

Creative thinking is a critical competency in higher education in the industry 5.0 era. Although blended learning (BL) and design thinking (DT) are widely adopted, existing instructional approaches often lack explicit mechanisms for process-level quality regulation across the creative process, leading to inconsistent and insufficiently structured outcomes. To address this gap, this study develops and validates the blended learning design thinking plan-do-check-act (BLDTPDCA) learning model, which embeds the plan-do-check-act (PDCA) cycle as a stage-based quality regulation mechanism within the DT process, rather than as a separate tool. The model incorporates a task–modality alignment linking face-to-face learning with the empathize, define, and ideate stages, and online learning with the prototype and testing stages to support continuous feedback. The study employed a model development and validation design. Five experts evaluated the model using a 19-item index of item-objective congruence (IOC), indicating high content validity (IOC=0.95). The findings demonstrate that the model enables systematic, process-level quality regulation within creative learning activities. This study contributes to the literature by reconceptualizing PDCA as an embedded regulatory mechanism within DT and by providing a structured, theory-informed framework for aligning instructional processes with measurable creative thinking development in higher education.
TikTok as a constructivist platform for ethically and algorithmically literate TESL in the industrial era 5.0 Ninik Suryatiningsih; Dwi Priyo Utomo; Joko Widodo; Masduki Masduki
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.37991

Abstract

This research places the integration of TikTok in teaching English as a second language (TESL) as a directed pedagogic design that combines constructivist engagement, digital ethics, and algorithmic literacy in the context of the industrial era 5.0. This study aims to: i) examine the influence of constructivist engagement on speaking fluency; ii) assess the effectiveness of digital ethics rubrics; and iii) test the mediating role of algorithmic literacy. Using a sequential mixed method, the study involved 130 participants (120 students, 10 lecturers) in a 12-week intervention that included ethics orientation and algorithmic literacy, task modeling, micro-speaking video production, rubric-based peer-lecturer feedback, and reflection and revision. Quantitative data were analyzed by regression, paired t-test, analysis of variance (ANOVA), and mediation analysis, while qualitative data were analyzed thematically and integrated through joint displays. Results showed that constructivist involvement had a significant effect on speaking fluency (β=0.68; R²=0.46; p
Online counseling competences among Thai secondary school advisory teachers: a confirmatory factor analysis Bovornpot Choompunuch; Dussadee Lebkhao; Wipanee Suk-Erb; Phamornpun Yurayat
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.34738

Abstract

The increasing reliance on digital technology in education, accelerated by the COVID-19 pandemic, highlights the urgent need to understand online counseling competencies among secondary school advisory teachers. However, limited empirical evidence exists regarding the structure of these competencies in the Thai educational context. This study aimed to examine the components and validate a model of online counseling competences among secondary school advisory-teachers in Thailand. A total of 400 teachers from the Northeastern region were selected using multistage stratified random sampling. Data were collected through self-reported questionnaires and analyzed using second-order confirmatory factor analysis (CFA). The findings indicate that online counseling competences comprises three components: adaptive online counseling proficiency (AOC), school online counseling ethics (SCE), and secure comprehensive technology-integrated online counseling systems (SCS). The model demonstrated strong fit indices (χ2=76.240, df=70, p-value=0.284, χ2/df=1.089; root mean square error of approximation (RMSEA)=0.015; standardized root mean square residual (SRMR)=0.029; normed fit index (NFI)=0.990; comparative fit index (CFI)=1.000). This model provides a framework to guide training and policy development aimed at enhancing the effectiveness of online counseling services in Thai secondary schools.
ChatGPT as scaffold: quiz performance across session complexity Fatima Ezzahra Kabba; Zouhair Ejbari
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39915

Abstract

Many studies examine the use of ChatGPT in education, but most measure student perceptions, not performance, and few track performance across multiple sessions of different complexity. In particular, no study has tracked whether this association varies across sessions of different cognitive complexity. Using a quasi-experimental design, first-year undergraduates (N=193) at the Higher International Institute of Tourism (ISITT) in Tangier, Morocco were followed across seven introductory statistics sessions. One group had access to ChatGPT during learning activities, while the other followed the same instruction without artificial intelligence (AI) access. Performance was measured through end-of-session quizzes (1,136 observations) and analyzed using a linear mixed-effects model. No consistent overall advantage was associated with either condition. However, a significant interaction between condition and session was identified (χ²(6)=61.50, p
Formation of professional competencies of future biology teachers based on STEM technologies Symbat Ibadulla; Kalampyr Zhumagulova; Gulmira Zhussipova; Makhabbat Amanbayeva; Gani Issayev; Ardak Bostanova
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.38133

Abstract

This study developed an integrated pedagogical model incorporating Python programming, Arduino biosensors, and virtual reality (VR) applications aimed at biology teacher training. The 20-week study involved 124 participants (62 in the experimental group (EG) and 62 in the control group (CG)), with baseline competency levels assessed at the outset. Through collaborative projects, participants created technological applications integrated with biological content. Subject knowledge scores in the EG increased by 42.2% (from 22.3 ± 4.1 to 31.7 ± 3.2), compared to a 14.9% increase in the CG (from 22.1 ± 3.9 to 25.4 ± 3.7) (p 
Digital divide and fairness perceptions of computer-based testing in Vietnam Tran Thi Hoa Tien; Phan Thi Thuy An; Do Huy Duc; Le Ha Giang; Ngo Thi Minh Hanh; Tran Thi Ngoc Anh
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.37322

Abstract

Equity concerns are central to large-scale shifts toward computer-based testing (CBT), yet evidence from developing systems remains limited on whether institutional supports can offset household digital inequalities. This study surveyed 1,197 Vietnamese high school students (grades 10–12) using a 20-item CBT acceptance scale (α=.94) and two single-item fairness indicators. Overall acceptance was moderately positive (M=3.54, SD=0.74), whereas fairness perceptions were markedly weaker: only 31.7%–38.2% agreed that CBT ensures fair scoring and 55.1%–66.7% worried that CBT could create inequality, reflecting unequal fairness perceptions across areas, with concerns strongest in rural settings. Group comparisons showed small but consistent advantages in acceptance for students with prior CBT experience and school-level computer access (g≈.16–.20), while home computer ownership had negligible association (g≈.01). Acceptance did not differ by residential area (η²≈.001), but fairness concerns varied across areas. These findings suggest that institutional exposure and governance practices—rather than household device ownership—are the most actionable levers for equitable CBT implementation. Practical implications include strengthening school-based access and practice opportunities, transparent proctoring and contingency procedures, and integrating fairness monitoring into CBT dashboards.

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