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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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Teacher readiness and blended learning implementation in Chinese vocational colleges: a quantitative survey study Ding Ge; Mohamad Zuber Abd Majid
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.v15i5.38761

Abstract

Teacher readiness remains a key constraint on blended learning adoption in vocational education, yet limited research has examined how multiple readiness dimensions jointly shape implementation among vocational economics educators in China. This study investigated how technological literacy (TL), attitudes toward technology (AT), educational service quality (ES), and knowledge to create content (KC) predict teacher readiness for blended learning (RL), and how readiness influences actual practice among 390 economics teachers in vocational colleges in Hunan Province, China. A quantitative cross-sectional survey design was employed. Path analysis showed that all four antecedent variables significantly predicted readiness (R²=37.0%), while readiness significantly predicted blended learning practice (β=0.322, p
Interprofessional attitudes, empathy, communication skills, and patient safety competency in traditional Korean medicine and nursing students Mikyoung Lee; Hunpyeong Park
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.v15i5.39879

Abstract

Patient safety competency is an essential part of health professions education and may be influenced by learners’ interprofessional attitudes, empathy, and communication skills. This study investigated the relationships among these variables and identified factors influencing patient safety competency among traditional Korean medicine and nursing students. A cross-sectional correlational study was conducted among 238 students at a university in South Korea, consisting of 150 nursing students and 88 traditional Korean medicine students. Data were collected using questionnaires assessing interprofessional attitudes, empathy, communication skills, and patient safety competency. Data were analyzed using descriptive statistics, t-tests, analysis of variance (ANOVA), Pearson’s correlation coefficients, and multiple regression analysis. Patient safety competency varied by academic year, patient safety education (PSE) experience, college life satisfaction, and major satisfaction. Students with clinical practicum (CP) experience demonstrated significantly higher interprofessional attitudes and patient safety competency than those without practicum experience. Patient safety competency was positively associated with interprofessional attitudes, empathy, and communication skills. Furthermore, PSE experience, major satisfaction, interprofessional attitudes, empathy, and communication skills were significant predictors of patient safety competency, with interprofessional attitudes identified as the strongest predictor. Patient safety competency among traditional Korean medicine and nursing students was influenced more by modifiable educational and interpersonal factors than by fixed background characteristics. These findings support the development of interprofessional, communication-centered, and empathy-informed patient safety curricula to enhance collaborative readiness and safe practice prior to entry into clinical settings.
Developing communicative and intercultural competence through integrating art in language teaching Zhanel Mangazina; Shynar Tazhibayeva; Magira Moldabayeva; Ardak Nurgaliyeva; Aliya Zhakupova
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.v15i5.39794

Abstract

The article explores the development of communicative and intercultural communicative competencies in language education with the help of the integration of artistic practices. In the context of the sociocultural theory of language education, the development of communicative competence is an operational language construct, while the development of intercultural communicative competence is a meta-construct that regulates language use. The integration of art is understood not as a supplementary teaching tool, but as a pedagogical mediator that transforms learning processes through experiential engagement, symbolic interpretation, emotional involvement, and reflective dialogue. The article is based on a mixed-methods approach that incorporates a quasi-experiment, control group, and experimental group of students. The results of the study suggest that there is a correlation between the art-based instruction and an increase in communicative activity, intercultural competence, and students’ own reflective capacity. However, the results are seen as indicative rather than causal. The results of the study support the pedagogical value of instruction that is oriented towards art as a means of creating a culturally rich and dialogic learning environment. However, the results also highlight the need for future research into how different art forms influence the development of competence.
Opening the black box of students’ economic behavior in higher education: do formal and informal education really matter? Mohamad Arief Rafsanjani; Waspodo Tjipto Subroto; Luqman Hakim; Handri Dian Wahyudi; Prattana Srisuk
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.v15i5.39135

Abstract

Poor economic behavior and low levels of economic literacy (EL) among university students remain persistent concerns in developing countries, where young adults must navigate increasingly complex economic decisions. Previous studies often conceptualize education as a single construct or examine formal education and family-based learning separately, leaving the psychological mechanisms linking these educational experiences to economic behavior insufficiently understood. Drawing on social cognitive theory (SCT), this study examines the influence of instructional quality as a form of formal education and parental economic socialization as a form of informal education on students’ economic behavior, while investigating the mediating roles of EL and self-efficacy (SE). Data were collected from 291 undergraduate students from faculties of economics and business in East Java, Indonesia, and analyzed using partial least squares structural equation modeling (PLS-SEM). The results show that instructional quality and parental economic socialization significantly influence students’ economic behavior both directly and indirectly through EL and SE. These findings indicate that students’ economic behavior is shaped not only by educational environments but also by cognitive and psychological processes. The study highlights the importance of strengthening collaboration between universities and families to foster EL, SE, and responsible economic decision-making among students.
Alone but not lonely: a hermeneutic phenomenology of peer relationships and academic resilience Robert John D. Gipal; Czianel Jedd R. Bacquial; Charlize Joanne G. Tabile; Christine Mae L. Gimena; Leonard John V. Carrillo
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.v15i5.39260

Abstract

Academic resilience is frequently conceptualized as an individual trait, with limited attention to its relational dimensions, particularly in the Philippine secondary school context. This study examines how academic resilience is experienced and interpreted within peer contexts among secondary school students in a public university-affiliated laboratory school in the Philippines. Using a hermeneutic phenomenology (Heideggerian–Gadamerian) design, the research moves beyond trait-based models to explore lived relational experience. Six students (n=6) participated in in-depth, face-to-face interviews. Data were analyzed through iterative interpretation consistent with the hermeneutic circle. Findings indicate that resilience emerged through relational processes rather than as a purely individual attribute. Belonging functioned as emotional support during academic transitions, while academic pressure was often normalized within structured school expectations. Peers provided encouragement, academic guidance, and role modeling, but also introduced tensions that required negotiation. Participants described resilience not as the absence of difficulty, but as continued engagement in academic life supported by shared experiences and mutual recognition. The study contributes to resilience scholarship by situating resilience within peer dynamics in a Philippine secondary school setting and by highlighting it is relational dimensions. Implications emphasize the importance of cultivating inclusive peer climates that sustain students’ academic participation.
The relationship between creativity and programming skills among lower secondary school students Rattanawadee Muensripoom; Mana Sopa
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.v15i5.39518

Abstract

This study addresses the limited emphasis on creativity in lower secondary programming classrooms, where instruction often relies on imitation-based coding practices. To address this issue, the Synectics instructional model was applied to enhance students’ creativity and programming skills. A quasi-experimental design was conducted with 60 students divided into experimental and control groups. Data were collected using creativity and programming skill assessments and analyzed using independent samples t-test and Pearson correlation. The results showed that the experimental group achieved significantly higher scores in creativity (M=9.91, SD=0.95) and programming skills (M=34.67, SD=1.83) than the control group (p
Transformational leadership and crisis resilience in K-12 schools: a review Rayner Robert Kenneth; Aida Hanim A. Hamid; Mohamed Yusoff Mohd Nor
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.v15i5.40085

Abstract

Global disruptions, particularly the COVID-19 pandemic, have intensified the need to understand how school leadership supports crisis response and organizational resilience. Although transformational leadership (TL) is widely associated with positive educational outcomes, it is role in crisis contexts remains fragmented and requires clearer synthesis. This systematic literature review examined the relationship between TL, crisis response, and organizational resilience in K–12 schools. Guided by the PRISMA framework, searches were conducted in Scopus, Web of Science, and ERIC. A total of 251 records were identified, of which 21 empirical studies met the final inclusion criteria. Methodological quality was assessed using the mixed methods appraisal tool (2018), and the findings were synthesized thematically. The review found that TL supports crisis response by strengthening direction, trust, communication, teacher commitment, and collective mobilization. However, it is influence is neither direct nor sufficient on its own. Rather, TL contributes to crisis resilience through psychological, organizational, and digital pathways, including teacher self-efficacy, emotional well-being, collective efficacy, organizational learning, relational coordination, and digital adaptation. The findings further indicate that leadership effectiveness is shaped by contextual conditions, including digital infrastructure, workload, organizational support, policy flexibility, and socio-cultural context. This review contributes a critical, mechanism-based explanation of how and under what conditions TL supports crisis resilience in K–12 schools.
Evaluating the effectiveness, structure, and influencing factors of legal awareness education activities in higher education institutions Hiep Ho Duc; Long Nguyen Trong; Van Vu Hong
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.v15i5.39776

Abstract

This study evaluates the effectiveness, structure, and influencing factors of legal awareness education activities in higher education institutions in Vietnam. Using a convergent mixed-methods design, the research surveyed 375 administrators, lecturers, and students and conducted 15 semi-structured interviews to integrate statistical evidence with contextual interpretation. The results show that structural components were rated fairly high, but experiential methods and updated legal content remained weaker than lecturer competence and content relevance. Legal attitude received the highest outcome score, whereas lawful behavior, particularly in cyberspace, was less consistent. Reliability, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) results confirmed acceptable measurement quality, and regression analysis explained 46.2% of the variance in legal awareness outcomes. Educational content and methods were the strongest predictors, followed by environment and educational actors. The study contributes a systemic evaluation framework and highlights the awareness-attitude-behavior gap in digital legal education.
The impact of digital comics as a teaching and learning tool in economics education on future-ready talent development: the mediating role of attitude Hainnuraqma Rahim; Abd Hadi Mustaffa; Norashida Othman; Putri Aliah Mohd Hidzir
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.v15i5.37622

Abstract

Economics education at the tertiary level dominated by text-heavy materials that often disengage students. At the same time, the potential of digital comics as an innovative pedagogical alternative are insufficiently examine. Hence, this study examines the impact of digital comics (IMP) on students’ learning in economic subjects at Universiti Teknologi MARA (UiTM) Melaka, with particular focus on the mediating role of attitude (ATT). A quantitative design was employed using structured questionnaires distributed to 146 diploma and degree students to measure the determinants of perceived IMP. Data were analyzed using the partial least squares– structural equation modeling (PLS-SEM). The findings show that ATT and subjective norms (SN) significantly influence the IMP, while digital literacy (DL) and perceived behavioral control (PBC) exhibit no direct effects. In addition, ATT significantly mediates the relationships with SN, PBC and the IMP. Practically, the findings suggest that lecturers can embed digital comics into case-based class activities to enhance engagement and conceptual understanding. The novelty of the study indicated that this is the first studies applying theory of planned behavior (TPB) to digital comics in economic education. This study also offers future research which can be extend the studies into experimental, longitudinal and cross-sectional.
Gamification and MOOC persistence: an integrated UTAUT2–SDT–engagement model Waraporn Jirapanthong; Siwakorn Banluesapy
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.v15i5.37547

Abstract

Massive open online courses (MOOC) completion rates remain low despite the continued growth of online learning platforms. This study examined the factors influencing learning persistence (PERS) in gamified MOOCs using an integrated unified theory of acceptance and use of technology 2-self-determination theory (UTAUT2–SDT)–engagement (ENG) model. A cross-sectional survey was conducted with 200 MOOC learners in Thailand, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results showed that student ENG significantly predicted behavioral intention (BI) (β=0.352,p

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