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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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3D modeling knowledge, perceived usefulness, and intention to use Shapr3D in vocational teacher education Basyirun Basyirun; Andri Setiyawan; Soeharto Soeharto; Daniel Jarvis; Jan Vaněk; Zsolt Lavicza
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.v15i5.39294

Abstract

Although 3D modeling is increasingly promoted in technical and vocational education and training (TVET) teacher education, evidence on vocational pre-service teachers’ 3D modeling knowledge remains limited. Evidence on how this knowledge shapes their intention to use the tools in future teaching is also scarce. This study examined the relationships among 3D modeling knowledge (K3DM), perceived usefulness (PU), and behavioral intention (BI) to use the technology in vocational teacher education. Survey data were collected through purposive sampling from 157 vocational pre-service teachers across 13 teacher education institutions in Indonesia. The data were analyzed using descriptive statistics and covariance-based structural equation modeling (CB-SEM). Confirmatory factor analysis (CFA) indicated acceptable measurement properties, Chi-square (χ²) (101)=191.081, p
Student perspectives on effective teaching in online and hybrid physical education Vanessa B. Sibug; Emerson Q. Fernando; Jumel C. Miller; Jan Henry B. Sunga; Joseph A. Bansil; John Paul P. Miranda
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.v15i5.39669

Abstract

Online and hybrid physical education (OPE) has become a recurring instructional reality in many schools and universities, yet little is known about how students experience teaching quality in these settings. This study investigates how tertiary students characterize effective and ineffective teaching in OPE within a hybrid learning context, offering student-centered qualitative insights that remain underrepresented in the literature. Structured virtual interviews were conducted with 69 students from a State University in Pampanga, Philippines, all of whom had completed at least one semester of online or hybrid physical education (PE). Data were analyzed using inductive thematic analysis with independent dual coding and third-coder adjudication. Two dimensions consistently shaped student accounts across all thematic categories: instructional clarity and affective teacher presence. Students treated clear, step-by-step instruction not merely as a preference but as a basic condition for participation, while unclear directions were the most frequently cited undesirable trait. Similarly, teacher encouragement, energetic delivery, and supportive behavior were closely linked to motivation and engagement, while strictness and pressure were associated with withdrawal. Contextual barriers such as limited equipment, unstable internet, and emotional fatigue were also reported, though they appeared less often than teacher-related factors across student responses. These findings suggest that instructional clarity and affective teacher presence are the two central conditions for sustaining student participation in hybrid PE environments, and that OPE teachers who prioritize these qualities are better positioned to maintain engagement even in resource-constrained settings.
Evaluating integrity and governance efficiency in blockchain-supported online assessment Aivar Sakhipov; Laura Smagulova; Aigul Yelepbergenova; Alexey Fedenko
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.v15i5.39221

Abstract

With the increasing deployment of remote proctoring systems, there is a noticeable gap in online testing governance due to the lack of credible evidence, which might have adverse implications in terms of trust between the testing platform and its participants. This study, therefore, examines the potential impact of blockchain-powered evidence management on auditability and audit process efficiency in the context of online examinations. In our study, we used an experimental research method and examined the impact of tamper-proof distributed ledger technology on auditability and audit time using a sample of 160 exam sessions divided equally into two groups: a control group (CG, n=80) and an experimental group (EG, n=80). The findings suggest a positive and statistically significant influence of blockchain adoption on auditability (12.5% higher), reaching 96.3% compared to 83.8% in the CG, as well as a 37% reduction in audit time. Furthermore, the inter-rater agreement level reached 0.846. Notably, based on our surveys, test-takers find the process more credible and legitimate without any increased privacy concerns.
Educational responsiveness to industrial upgrading: a longitudinal evaluation of higher vocational education in Shandong Qiushi Wang; Norazlinda Saad
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.v15i5.40038

Abstract

Shandong provides a concrete case for examining whether higher vocational education (HVE) can keep pace with industrial upgrading. Since the new and old kinetic energy conversion (NOKEC) strategy began in 2018, provincial policy has prioritized high-tech manufacturing and the “ten strong industries,” while HVE program structures have adjusted more slowly. This study evaluates the coordination between industrial upgrading and HVE program structure across 16 prefecture-level cities from 2016 to 2023. A dual-system indicator framework was built from official statistical yearbooks, education quality reports, and provincial bulletins. After min-max standardization, the entropy weight method (EWM), coupling coordination degree (CCD) model, and obstacle degree model were used to measure temporal evolution, spatial variation, and main constraints. The results show that coordination improved from marginal to good, but the HVE subsystem remained below the industrial subsystem throughout the period. Qingdao, Jinan, and Yantai reached high-quality coordination, while Heze remained relatively constrained. Graduate employment in strategic industries was the leading obstacle factor. The findings suggest that curriculum renewal, teacher development, enterprise co-designed modules, and graduate tracking should be strengthened to improve HVE responsiveness to regional industrial change.
A capabilities approach to examining mathematics and science teachers’ reported experiences of lesson study professional development Mzamo Wilson Jacobs; Thuthukile Jita; Loyiso Currell Jita; Thumah Mapulanga
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.v15i5.39877

Abstract

This study examined teachers’ reported experiences of lesson study (LS) professional development (PD). A qualitative phenomenological design was employed, using face-to-face interviews conducted in 2018 with 15 mathematics and science teachers from several secondary schools in the Mangaung District, South Africa. Interviewees had participated in a university-facilitated LS program between 2012 and 2014. Data were analyzed using inductive and deductive thematic content analysis through the capabilities approach. The findings suggest that LS potentially expands teachers’ capabilities for collaborative learning, reflective practice, and the development of pedagogical content knowledge, while also strengthening their professional agency, confidence, and engagement in practice. However, there were variations in the reported depth and nature of pedagogical change, ranging from procedural improvement to substantive shifts in teaching orientations. Furthermore, time limitations, heavy workloads, limited resources, and uneven participation shaped the realization of capabilities. LS is positioned as a PD model and a capability-enhancing practice that creates opportunities for teachers to exercise agency and engage in meaningful professional learning. Nonetheless, its effectiveness depends on conditions that support converting opportunities into sustained practical improvements. This study argues for a shift beyond access-based PD models. It recommends embedding LS within school structures that ensure its sustainability and impact.
Virtual laboratories and online learning in engineering education: a review Hamza Abu Owida; Areen Arabiat
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.v15i5.39538

Abstract

The rapid expansion of virtual laboratories and online learning in engineering education, accelerated by the COVID-19 pandemic, has created an urgent need for clearer pedagogical guidance on how digital laboratory modalities should be used. This review addresses the unresolved educational problem of ensuring that virtual and remote laboratory environments support not only conceptual understanding but also practical laboratory skills and broader professional competencies. Using a structured review of recent empirical studies, systematic reviews, and meta-analyses, the paper synthesizes evidence on simulation-based laboratories, remote laboratories, immersive environments, and the wider online learning conditions that shape their effectiveness. The review finds that virtual laboratories are consistently effective for conceptual learning, visualization, flexibility, and access, while remote and immersive environments can strengthen authenticity and practical skill development when combined with active learning, multimodal assessment, and strong instructional support. However, persistent limitations remain in psychomotor skill development, assessment validity, accessibility, and institutional readiness. The review concludes that no single modality is sufficient on its own; rather, a hybrid model that pedagogically integrates virtual, remote, immersive, and physical laboratory experiences offers the most defensible pathway for meaningful and sustainable engineering laboratory education.
The STUDIES model: validating a human-centric framework for Education 5.0 Phichittra Thongpanit; Pratya Thongpanit; Sutep Uamcharoen
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.v15i5.39645

Abstract

This study addresses the gap in teacher education frameworks that integrate Education 5.0 principles with empirically validated metacognitive development. The purpose was to develop and validate a seven-stage human-centric instructional framework, the setting goals, task analysis, universal design, digital learning, integrated knowledge, evaluation, standards-based assessment (STUDIES) model, grounded in constructivism, self-determination theory, and digital humanism, and to evaluate its effectiveness across three sequential phases with pre-service teachers. Three published phases employed one-group pretest–posttest designs. Phase I (N=24, English education) achieved efficiency ratios E1/E2 of 80.56/80.68 (t(23)=26.17, p
Enhancing educators’ digital literacy through digital leadership and organizational culture Sugiarto Sutomo; Heni Rochimah
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.v15i5.39153

Abstract

Despite rapid advances in digital technology and online learning, educators at the education and training center face limited digital access, low information and communication technology (ICT) proficiency, and difficulty integrating technology, reflecting the slow national rise in digital literacy. This study tests whether strengthening digital leadership and aligning organizational culture can improve educators’ digital competencies. A cross-sectional survey of 120 educators was analyzed using path analysis in JASP. Findings indicate that digital leadership strongly predicts organizational culture (β=0.869, z=28.834, p
Teacher readiness for curriculum reform in Vietnam: understanding, attitudes, and self-efficacy Duc Dat Nguyen; Pham Thi Binh; Thao Phuong Nguyen; Bien Van Nguyen; Nguyen Thi To Khuyen
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.v15i5.39802

Abstract

In the context of the 2018 General Education Curriculum (GEC 2018) implementation in Vietnam, this study investigates lower secondary school teachers’ understanding (UND), attitudes (ATT), and self-efficacy (SE). The research developed a survey instrument grounded in social cognitive theory (SCT). Drawing from a large-scale survey of 1,444 teachers, descriptive statistics indicate that levels of UND, ATT, and SE all significantly exceed the theoretical midpoint (M>2.5). While teachers demonstrate the highest confidence in UND of periodic assessment techniques (M=3.98, SD=1.17), they exhibit the lowest UND of foundational legal documents (M=3.74, SD=1.31). Geographically, teachers in mountainous and Northern regions demonstrated a higher self-perceived UND and more positive ATT than their urban and Southern counterparts. Additionally, multiple linear regression analysis finds that UND and ATT are significant positive predictors, jointly explaining 37.2% of the variance in teachers’ SE. Notably, UND emerged as the stronger predictor (β=0.371) compared to ATT (β=0.268). These findings suggest the importance of pivoting pedagogical transformation from technical training only toward aligning with the curriculum’s core philosophy. Simultaneously, synchronized infrastructure investment is required to bridge the implementation gap between intended curriculum expectations and enacted curriculum realities.
AI-supported pedagogical pipeline for computing students’ research competence Kazimova Dinara; Aliyeva Dinara; Kultan Jaroslav; Janabayev Dauren; Kopbalina Saltanat
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.v15i5.39313

Abstract

This study evaluates an artificial intelligence (AI)-enabled co-curricular student club model implemented at two regional universities, organized as a staged four-part pipeline comprising competitive programming, hackathon prototyping, startup/project development, and final project defense. A matched pre/post design was used to assess changes in students’ objective computing knowledge, measured through a supervised computing skills test, and self-reported constructs, measured through an AI literacy and learning disposition survey. Outputs from club activities were also documented and combined into an OutputsIndex. The analyses showed statistically significant improvements in both computing knowledge and survey-based constructs, indicating that the intervention strengthened both foundational technical competence and students’ readiness for applied, performance-based work. AI literacy was also significantly associated with both knowledge scores and real-life outcomes, even after controlling for site and baseline differences, indicating that students with stronger AI-related competencies applied their learning more effectively to performance-based outputs. The findings support the potential of scalable, evidence-based IT student pipelines in Kazakhstan’s higher education context, and suggest that structured, AI-supported pathways can align skill development with responsible AI use, stronger learning outcomes, and measurable real-world performance.

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