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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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Information and communication technology in higher music education: systematic review Yangyang Wang; Aidah Abdul Karim; Intan Farahana Kamsin
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.v15i4.38319

Abstract

Technological advances have facilitated the integration of information and communication technology (ICT) into higher music education over the past decade. However, existing literature remains fragmented and lacks an integrated understandingof this field. This study addresses four research questions concerning developmental trends, types of ICT use and their characteristics, advantages, and challenges of ICT integration in higher music education. Based on 40 articles retrieved from EBSCO, Scopus, and Web of Science (WoS), this review analyses ICT use in higher music education. The findings show that the reviewed articles are unevenly distributed geographically, with a substantial proportion originating from China. Quantitative research designs dominated the reviewed articles. Thematic analysis identified four primary categories of ICT use: network-based and distance learning technologies, digital platforms and tools, artificial intelligence (AI)-powered educational technologies, and immersive and sensor-based ICT applications. ICT can enhance teaching quality, student motivation, personalized learning, flexibility, instructional innovation, and interdisciplinary integration, while challenges include limited emotional interaction, technical barriers, unequal resource allocation, privacy concerns, and ethical risks. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) framework, this study proposes an integrative framework to guide teachers and institutions in designing pedagogically meaningful, technically feasible, and context-sensitive ICT-enhanced music education practices.
Image-native automated scoring of handwritten mathematical responses: reliability evidence and teacher–AI collaboration JiEun Janet Song; Young-seok Oh; Dong Joong Kim
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.v15i4.38456

Abstract

This study examines the reliability of an image-native multimodal AI system for automated scoring of handwritten responses to Advanced Placement (AP) Calculus free-response items without requiring optical character recognition (OCR) preprocessing. Using inter-rater agreement indices and test–retest reliability analyses, we found substantial to almost perfect agreement between artificial intelligence (AI)-generated scores and calibrated human ratings, as well as almost perfect stability across repeated scoring sessions. These results suggest that the observed reliability of the AI scoring system warrants further investigation of validity-related evidence and inferences. As a practical implication for assessment practice, we propose a human-in-the-loop teacher–AI collaborative (TAC) framework in which automated scoring operates under teacher oversight. Taken together, these findings provide initial evidence of reliability supporting the responsible use of AI-based scoring as a measurement instrument in high-stakes educational assessment.
Integration of phenomenon-based and play-based learning in primary science Prapatchit Techa; Sakda Swathanan; Wichaya Pewkam; Natad Assapaporn
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.v15i4.39040

Abstract

Primary school students in Thailand continue to struggle with science process skills and creative thinking, a challenge underscored by Thailand’s lowest Programme for International Student Assessment (PISA) science scores in 20 years. Traditional instruction emphasizing content memorization while neglecting real-world application has been identified as a major contributing factor. Addressing this issue is critical, as both competencies are foundational for 21st-century learning. This study examined the effects of an integrated phenomenon-based learning and play-based learning (PhBL-PBL) innovation on Grade 2 students’ science process skills and creative thinking skills. A one-group posttest-only design was adopted with 41 students in an authentic Thai primary classroom. Data were collected using validated instruments and analyzed through descriptive statistics and one-sample t-tests against predefined performance criteria. Results showed that 92.68% of students achieved creative thinking skills at a good level or above, and 85.37% reached the same threshold for science process skills, with mean scores for both domains significantly exceeding the criterion level (p
Galperian epistemology, human thought, and artificial intelligence in education Querubín Patricio Flores Núñez; Tiago Felipe Vera-Assaoka; Juan Carlos Huircalaf Diez
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.v15i4.39338

Abstract

This theoretical review examines the relationship between Piotr Galperin’s epistemology, the development of human thought, and the incorporation of artificial intelligence (AI) in education. The analysis is organized around five issues: the stage-by-stage formation of mental actions, the zone of proximal development as oriented mediation, the pedagogical role of AI, the ethical and cultural risks of automation, and practical principles for educational design and regulation. The review synthesizes contributions from historical-cultural psychology, activity theory, neuroeducation, ethics of technology, and recent AI-in-education studies in order to argue that AI should not be understood as a substitute for human thinking but as a mediated resource whose value depends on pedagogical intentionality, transparency, and cultural grounding. The paper’s explicit novelty lies in articulating Galperin’s orienting basis of action with current debates on AI design, educational policy, and ethical regulation, thereby moving from philosophical interpretation to concrete pedagogical criteria for practice. From this perspective, the teacher remains a reflective mediator, and education retains its formative responsibility to cultivate autonomy, critical judgment, and consciously regulated action.
AI literacy and academic engagement in higher education: the mediating role of foreign language anxiety Ashraf Ragab Ibrahim; Mohamed Megahed Nasreldeen; Hesham Hussein Yakout; Hanan Mohamed Elsied; Mohammed Saad Eltawela; Mohamed Ali Nemt-allah
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.v15i4.38082

Abstract

The rapid integration of artificial intelligence (AI) in higher education has raised questions about how technological competencies influence student outcomes, particularly in foreign language learning where anxiety significantly affects performance. This study investigated whether foreign language anxiety (FLA) mediates the relationship between AI literacy (AIL) and academic engagement (AE) among 1,052 English as a foreign language (EFL) learners enrolled in foreign language programs at Al-Azhar University, Egypt. Participants completed three validated instruments: the artificial intelligence literacy scale (AILS), the short-form foreign language classroom anxiety scale (S-FLCAS), and the academic engagement scale (AES). Mediation analysis was conducted using PROCESS Model 4 with 5,000 bootstrap iterations to generate bias-corrected confidence intervals (CI). Correlation analyses revealed that AIL positively correlated with AE (r=.31, p
The textual dimension of didactics: formation of future teachers’ philological competence Moldir E. Toiganbekova; Gulmira A. Kazhigaliyeva; Ainur A. Bizhanova
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.v15i4.38346

Abstract

This study provides a theoretical and conceptual evaluation of text as an integrative didactic resource essential for developing the professional readiness of future teachers. Addressing the need for structured didactic tools in competence-based teacher education, the research aims to theoretically substantiate and evaluate the didactic role of text in developing philological competence. The methodology adopts a theoretical evaluative approach, combining structural-functional text analysis with a systematic analysis of competence components. By utilizing literature analysis, content analysis, and interpretive analysis, the study evaluates the educational functions of text without empirical data collection from participants. The analytical findings indicate that text functions as a system-forming didactic factor, supporting the integrated development of linguistic, speech, textual, communicative, cultural, and reflective components. The evaluation suggests that diverse text practices, including popular science and case studies, provide conditions for facilitating critical thinking and productive writing skills through analysis, interpretation, and reconstruction. This study contributes a theoretically grounded “text→philological competence→professional readiness” model that evaluates how text-centric activity facilitates holistic professional readiness. The findings offer a transferable framework for informing curriculum design and supporting the development of text-centered instructional strategies in modern teacher education.
Development of emotional empathy in future educators during the process of professional formation Maksat Aitzhanov; Ulzharkyn Abdigapbarova; Symbat Bekmuratova; Raissa Izmagambetova; Nazgul Kozhamkulova; Nadezhda Zhiyenbayeva
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.v15i4.38074

Abstract

The aim of this study is to analyze the structural components of empathy among students majoring in pedagogical disciplines and to evaluate the effectiveness of an educational program designed to foster empathy during their professional training. The study involved 120 undergraduate students from two Kazakhstani universities enrolled in creative fields. An experimental approach was adopted in the research. To assess empathy levels, validated questionnaires and psychodiagnostics scales were used. The results of statistical analysis indicated that empathy levels did not significantly change following the completion of the empathy enhancement program. The mean scores across all measurement tools shifted only marginally, and the t-statistics and p-values (p>0.05) pointed to a lack of statistically significant differences. Additionally, analysis of variance (ANOVA) did not reveal any significant differences in the cognitive (F=0.42, p=0.53), emotional (F=0.38, p=0.54), or behavioral (F=0.31, p=0.58) dimensions of empathy. These findings may be attributed to senior students already possessing a relatively high level of empathy, making further development within a short-term program more challenging. The practical significance of the study lies in its in-depth analysis of students’ empathy levels.
Moral disengagement, character strengths, and maladaptive behavior among university students: a structural equation modeling approach Akhmad Syahri; Nimatul Dinawisda; Sri Afsinatun
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.v15i4.38470

Abstract

The increasing integration of digital technology in higher education has raised concerns about students’ maladaptive behaviors (MB), including academic dishonesty and cyber aggression. This study aims to examine the structural relationships among moral disengagement (MD), character strengths (CS), and MB, as well as the mediating role of CS in digitally mediated learning environments. A cross-sectional quantitative design was employed using data collected from 500 undergraduate students at a State Islamic University in Indonesia through purposive sampling. Data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that MD significantly predicts MB (β=0.830, p
A model for flexible learning in graduate teacher education programs Marilyn U. Balagtas; Adonis P. David; Erminda C. Fortes; Arceli M. Amarles; Alvin B. Barcelona; Marla C. Pampango; Marjorie Naquita
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.v15i4.39252

Abstract

This study aimed to develop a model for flexible learning (FL) appropriate to graduate teacher education programs (GTEP) based on the different practices of the graduate faculty and students in a teacher education institution (TEI) before and during the COVID-19 pandemic. A multimethods approach was employed, utilizing survey questionnaires, semi-structured interviews, and focus group discussions (FGD). Data were collected from 215 graduate students and 43 graduate faculty members who were selected through convenience sampling. The study resulted in the development of a model of FL for GTEP (MFL-GTEP), reflected in an outcome-based syllabus that highlights 10 areas of FL, all beginning with P: purpose, process, pedagogy, platform, people, place, pace, performance, product, and policy of learning. The MFL-GTEP promotes self-agency, self-regulation, and self-determination among education professionals pursuing GTEP. The challenges that graduate faculty and students experience in the implementation of FL are addressed in the (MFL-GTEP) to make the model more relevant, inclusive, and sustainable in a graduate teacher education program.
Mapping influential CLIL research in English language teaching: a bibliometric SWOT analysis Lim Seong Pek; Fatin Syamilah Che Yob; Azie Azlina Azmi; Desmond Sandum; Gilbert C. Magulod Jr.; Choiril Anwar
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.v15i4.38986

Abstract

Content and language integrated learning (CLIL) has gained increasing attention in English language teaching (ELT); however, existing reviews often describe trends without critically examining both research impact and developmental challenges. This study addresses this gap by investigating the question: what directions and challenges characterize influential CLIL research in ELT? An integrative approach combining document-level bibliometric performance analysis and strengths, weaknesses, opportunities and threats (SWOT) analysis was employed. Using the Scopus database, the ten most-cited CLIL-related studies published between 2021 and 2025 were identified and systematically analyzed. The findings indicate that influential CLIL scholarship centers on pedagogical scaffolding, teacher cognition, learner motivation, and technology-enhanced learning environments. At the same time, recurring challenges include role ambiguity between content and language teachers, policy-practice misalignment in English-medium instruction (EMI) contexts, and limited longitudinal evidence of language outcomes. The study concludes that while CLIL research is increasingly shaped by digital innovation, sustainable implementation depends on pedagogical clarity, teacher preparation, and institutional alignment. By integrating bibliometric evidence with critical qualitative synthesis, this study provides theoretical and practical insights to guide future research, teacher education, and policy development aligned with sustainable development goal 4 (quality education).

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