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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 2,437 Documents
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Mechanism-based digital history instruction and student learning processes in Vietnam Vuong Thi Hai Yen; Tran Thi Thu; Nguyen Thi Van Anh
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.40117

Abstract

This study examines how digitally integrated instructional designs in history education co-occur with changes in students’ learning processes through underlying cognitive mechanisms. Rather than comparing the effectiveness of instructional models, the study focuses on identifying the conditions under which such designs operate in classroom contexts. An exploratory mixed-method case study design was employed, drawing on data from a survey of 120 students, classroom observations, and analysis of student-generated learning products. The internal consistency of the survey instrument reached a Cronbach’s alpha of 0.82. The findings indicate that higher levels of student engagement and improved information structuring are associated with tasks that require learners to make decisions about learning approaches, process multiple sources of information, and verify knowledge. These patterns are interpreted as manifestations of activated cognitive mechanisms under specific instructional conditions, rather than direct effects of digital tools. The results suggest that such task designs may be associated with indicators of creative competence, particularly when learners are required to organize, evaluate, and reinterpret historical information. The study proposes a mechanism-based approach to analyzing digital history instruction and contributes to understanding the relationship between instructional design and student learning processes in technology-rich environments.
Relationship between flipped classroom effectiveness and satisfaction: the case of Vietnamese pre-service teachers Hong Tieu Thi My; Thuy Pham Thi Thanh; Anh Bui Xuan
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39448

Abstract

The study examines student satisfaction with the flipped classroom (FC) model in teacher education in Vietnam and investigates the mechanisms through which contextual factors influence satisfaction. The study integrates service performance (SERVPERF) and the technology acceptance model (TAM) to propose a structural model in which perceived learning effectiveness (EFF) serves as a mediating variable linking service quality and technological quality (LMS) to student satisfaction (SA). Data were collected from 871 first-year pre-service teachers and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that students generally report positive satisfaction with FC. EFF emerges as the strongest direct predictor of satisfaction and a key mediating mechanism. Learning materials and facilities show the strongest effects on EFF, followed by the LMS and academic as well as technical support, while instructor quality does not exhibit a significant direct effect. The findings highlight that student satisfaction is primarily driven by perceived learning value rather than isolated contextual factors, offering important implications for optimizing the design of FC in higher education.
Work readiness, internship quality, and employability in logistics education: a PLS-SEM study Anh Lan Nguyen; Chung Xuan Le
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39982

Abstract

This study examines how logistics and supply chain management education supports students’ transition from university to employment. It addresses a key issue in application-oriented programs: coursework and internships do not automatically translate into work readiness, perceived employability, or transition confidence. Drawing on employability and career development research, the study tests an integrated model linking career adaptability, career decision clarity, career support perception, work readiness, internship effectiveness, perceived employability, and transition outcome perception. Data were collected from 1,080 students through an anonymous online survey conducted from 23 March to 10 April 2026. Partial least squares structural equation modeling was applied. Results show that career support perception, career adaptability, and career decision clarity enhance work readiness, while work readiness and internship effectiveness improve perceived employability. Perceived employability is the strongest predictor of transition outcome perception, whereas internship effectiveness contributes mainly through employability beliefs rather than direct effects.
Brilliant resource integration for gifted and high talent: a career optimization system for gifted students Rini Sugiarti; Erwin Erlangga; Saifullah Aldeia; Tatas Transinata; April Firman Daru
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39724

Abstract

Brilliant resource integration for gifted and high talent (BRIGHT) was developed as a technology-based educational management system to help schools identify the potential of gifted and talented students (GTS) and translate it into personalized talent-development and career recommendations. This study employed a research and development (R&D) design using the analysis, design, development, implementation, and evaluation (ADDIE) model and evaluated the system with 392 senior high school students from Central Java, the Special Region of Yogyakarta, and East Java. BRIGHT integrates student-profile assessment with an analytical hierarchy process (AHP)-based decision mechanism to support more objective potential mapping and career planning. The results show that most students were classified in the moderate-to-high categories across all assessed dimensions. Career readiness and planning recorded the highest proportion in the high category (52.0%), followed by career interest (46.2%), learning style and work environment fit (45.7%), and career personality (45.4%). Spearman’s rho analysis also confirmed significant positive relationships between BRIGHT outputs and all career-development dimensions, with coefficients ranging from 0.672 to 0.762 (p
Content and language integrated learning adaptation in teaching geography in higher education: evidence from Kazakhstan Shugyla Aldakhmetova; Sholpan Karbayeva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.37924

Abstract

Content and language integrated learning (CLIL) is essential for internationalizing higher education. However, its adaptation in Central Asia’s trilingual context, specifically in geography teaching, remains under-researched. As one of the first empirical studies on CLIL in Kazakhstani higher education geography, this paper analyzes how instructors adapt CLIL, focusing on the gap between their theoretical awareness and actual practice. The study employed a mixed-methods design. A survey of 150 instructors was followed by 20 in-depth semi-structured interviews to explain the quantitative results. A distinct “knowledge-practice gap” was identified: while instructors show high conceptual awareness (M=4.18), actual implementation is moderate (M=3.76). The primary barriers are institutional and methodological rather than linguistic. Furthermore, translanguaging strategies emerged not as a deficit, but as a vital cognitive resource for decoding complex concepts. Challenging traditional monoglossic models, this study validates the use of plurilingual pedagogies in post-Soviet higher education. Sustainable CLIL adaptation requires systemic support, specifically the establishment of methodological hubs and translanguaging-friendly curricula. Future research implies longitudinal studies, classroom observations, and comparative analyses with other Central Asian contexts.
Evaluating Vietnam’s higher education modernization in the digital era: an Education 5.0–oriented policy review Thuy Nhu Thi Nguyen; Quyet Thi Nguyen
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.38699

Abstract

In the context of rapid digital transformation, widespread adoption of artificial intelligence (AI), and intensifying global knowledge competition, modernizing higher education has emerged as a strategic priority, particularly for developing countries. This study employs a policy-oriented integrative review combined with a comparative evaluation approach to examine the modernization of Vietnamese higher education in the digital era, emphasizing the interaction among data-driven university governance, responsible autonomy, innovation ecosystems, and human-centered education. Drawing on a selective synthesis of international literature and policy documents published between 2020 and 2026—including reports from the OECD, UNESCO, and World Bank alongside key Vietnamese policy instruments—the study analyzes reform experiences in Japan, South Korea, the United States, and Taiwan. The analysis reveals that higher education modernization involves a systemic institutional and cultural transformation that extends beyond technological adoption, requiring coordinated development of ethical AI governance, science, technology, engineering, arts, and mathematics (STEAM)-oriented education, and smart data-driven governance mechanisms. Based on these insights, the study develops a five-dimensional Education 5.0 evaluation framework tailored to the Vietnamese context, providing policy recommendations and a conceptual basis for evaluating higher education reform in digitally transforming education systems.
Exploring barriers to gamification implementation in classrooms: an empirical investigation of pre-service teachers’ experiences Yaggadi Sai Kumar; Ashalatha Shanthipalla; Suresh Anuganti; Chintapalli Sowmya Nakshatram; Gajula Vinodkumar
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39061

Abstract

Gamification has emerged as an effective teaching approach to enhance student engagement and achievement outcomes in the learning process. However, it is implementation remains limited due to challenges faced in classrooms, particularly among pre-service teachers, who face unique, understudied barriers in their teaching internships, compounded by insufficient institutional support and inadequate practical preparation. This study employed a quantitative descriptive survey design to investigate the curriculum, resource, and training barriers perceived by pre-service teachers during their internships. A total of 347 pre-service teachers enrolled in the Bachelor of Education (B.Ed.) program participated in the study, after their 16-week teaching internships in secondary schools. Data were collected using a 25-item Likert scale across three barrier dimensions. Descriptive statistics revealed that insufficient mentor guidance constituted the most critical training barrier (M=3.919, SD=1.031), time constraints dominated resource barriers (M=3.876, SD=1.104), and mentor adherence to traditional approaches represented the foremost curriculum barrier (M=3.885, SD=1.064). The results underscore the need for comprehensive reforms in curriculum policy, strengthening technological infrastructure, and redesigning teacher education programs with practical gamification training. Addressing these systemic barriers is essential for preparing future teachers to leverage gamification as a viable teaching methodology in contemporary classrooms.
Constraints in teaching scientific creativity in K-12 STEM physics classroom Albert Andry E. Panergayo; Cyrell N. Ate; Clarissa F. Gregana
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.38982

Abstract

Scientific creativity is essential to science, technology, engineering, and mathematics (STEM) education; however, students’ creativity remains relatively low as revealed by international large-scale assessments, particularly in K-12 physics classrooms. Despite its importance, limited studies have examined the specific constraints that hinder the development of scientific creativity in the Philippine STEM contexts. This study aimed to identify the underlying constraints affecting teaching and learning of scientific creativity. An exploratory qualitative research design was employed. Semi-structure interviews were conducted with six STEM teachers, and the data were analyzed using thematic analysis. The results from the analysis were substantiated by literature review for triangulation of qualitative findings. Three major themes emerged from the analysis: i) time constraints, which limit opportunities for inquiry, experimentation, and design-based activities; ii) curriculum constraints, characterized by congested and rigid curriculum with limited interdisciplinary integration; and iii) pedagogical and assessment constraints, marked by teacher-centered instruction and assessment practices that prioritize content mastery over creativity. These findings underscore the systemic barriers that restrict the cultivation of scientific creativity in classrooms. Consequently, the study suggests the need for greater curriculum flexibility, creativity-aligned pedagogy, and alternative assessment approaches to better support the development of scientific creativity among STEM learners.
Humanizing online pedagogy with stream: the mediating role of students’ sense of agency within the community of inquiry Nor Asiah Razak; Che Zalina Zulkifli; Yusri Abdullah; Muhammad Akmal Hakim Azammullah; Puteri Zarina Megat Khalid; Harmeet Singh; Sarfraz Aslam; Ng Soo Boon; Umarkhon Mukhamedov
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.37611

Abstract

This study explores whether students’ sense of agency mediates the relationship between stream integration and the three presences of the community of inquiry (CoI) framework, namely, cognitive, social, and teaching presence in online higher education. A cross-sectional survey design was employed to undergraduates (n=107) from four Malaysian universities by validated instruments for data collection, measured stream integration, sense of agency, and CoI presence. PLS-SEM was employed for data analysis using SmartPLS 4 software, adhering to a two-step process. Stream integration significantly predicted cognitive (β=0.573), social (β=0.405), and teaching presence (β=0.433), as well as sense of agency (β=0.497), all p
From knowledge to action: ecotourism as a methodological framework for geographical competence in higher education Akmaral Karabayeva; Akmaral Tazhekova; Imanaly Akbar; Emin Atasoy; Aiman Utemissova
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39832

Abstract

Protected places increasingly serve as informal learning spaces that influence visitors’ environmental understanding and behavior. This study examines the role of geographical knowledge (GK) in fostering sustainable behavior (SB) using educational methods in ecotourism contexts. A dual-path conceptual model is developed to investigate this, wherein educational influence mediates the links between GK and both cognitive (environmental attitude or EA) and affective (place attachment or PA) dimensions. Data were gathered from 340 individuals, comprising university students and visiting tourists at the Aksu-Zhabagly Nature Reserve in Kazakhstan, a UNESCO World Heritage site. The interactions among the constructs were analyzed using structural equation modeling (SEM). The findings demonstrate that GK substantially improves perceived educational impact (EI), subsequently reinforcing EA, PA, and SB. Although both location attachment and EA positively affect SB, emotional attachment proved to be the most significant predictor. The model accounts for 81% of the variance in SB, underscoring the significance of educational experiences in protected areas and illustrating that the development of sustainability encompasses both cognitive and affective processes.

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