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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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Factors influencing artificial intelligence tools integration in teaching by Pakistani university lecturers Uranus Saadat; Naheed Haq; Sedigheh Shakib Kotamjani
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.v15i5.37066

Abstract

This study examines the underlying factors influencing artificial intelligence (AI) integration in teaching. It incorporates technological pedagogical content knowledge (TPACK), technology acceptance model (TAM), and perceived organizational support (POS) grounded in organizational support theory (OST). A quantitative, cross-sectional survey design is employed to test six hypotheses. A questionnaire was distributed online to all lecturers at two universities in Peshawar, Pakistan. Of the 317 questionnaires emailed, 192 valid responses were collected. The results were analyzed using partial least squares structural equation modeling (PLS-SEM). The results confirm that TPACK significantly influences lecturers’ perceived usefulness (PU) (β=0.52) and perceived ease of use (PEU) of AI (β=0.47), which in turn predict their behavioral intention (BI) to adopt AI. BI positively influences actual use (AU) (β=0.45), with POS strengthening this relationship (β=0.21). The findings underscore the critical role of individual competencies and institutional support in driving sustainable AI integration, offering theoretical contributions to extended TAM models and practical insights for achieving inclusive and quality education sustainable development goal 4 (SDG 4). The findings suggest that Pakistani higher education institutions should prioritize TPACK-focused professional development and strengthen organizational support mechanisms to enhance effective and sustained AI adoption among lecturers.
Validating a hierarchical model of design thinking-based innovation readiness in vocational education Ika Maryani; Mustofa Ahda; Amalya Nurul Khairi; Handewi Purwati Saliem; Hasan Djidu
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.v15i5.40086

Abstract

Innovation competence is increasingly essential in vocational education as industries demand graduates capable of generating innovative solutions beyond technical skills. However, existing studies often assess innovation readiness through fragmented constructs, lacking an integrated framework. This study aims to develop and validate a comprehensive instrument for measuring design thinking–based innovation readiness (DTIR) among vocational students, particularly in seaweed-based food product innovation. Using a quantitative instrument development approach, data were collected from 264 vocational high school students in culinary and agricultural processing programs. The instrument includes seven constructs: healthy food awareness, halal food awareness, food innovation attitude, seaweed product diversification skill, creative and innovative thinking skill, design thinking process skill, and vocational practice skill. The model was analyzed using second-order confirmatory factor analysis (CFA) with the weighted least squares mean and variance adjusted (WLSMV) estimator, demonstrating excellent model fit. All constructs demonstrated strong validity and reliability. The findings confirm DTIR as a hierarchical construct integrating cognitive, affective, and practical dimensions, providing a theoretically grounded and empirically validated instrument that advances multidimensional measurement of innovation readiness in vocational education.
High acceptance with limited integration: unmasking the mobile learning paradox in engineering education Muchlas Muchlas; Herman D. Surjono; Moh. Khairudin; Pramudita Budiastuti; M. A. Abu Seman
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.v15i5.40185

Abstract

Mobile learning has become an important component of digital transformation in higher education; however, its pedagogical integration in engineering education remains unclear. This study investigates the mobile learning paradox, a phenomenon in which high levels of mobile learning acceptance coexist with limited instructional integration. A descriptive quantitative survey was conducted involving 140 students at Universitas Ahmad Dahlan. Data were collected using a validated questionnaire developed from the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) frameworks. Descriptive statistics and multiple linear regression were employed to analyze technology acceptance, pedagogical integration, implementation barriers, and factors influencing behavioral intention (BI). The findings reveal relatively high levels of perceived usefulness (PU) (77.2%), self-efficacy (SE) (75.2%), perceived ease of use (PEU) (74.2%), and subjective norm (SN) (74.0%). However, BI remained comparatively lower (72.0%), while the use of mobile technologies for simulation-based and laboratory learning was limited (50.3%). Multiple regression analysis indicated that PEU and SN significantly influenced BI, whereas PU and SE were not significant predictors. Internet instability and limited pedagogical integration were identified as major barriers. These findings provide empirical evidence of the mobile learning paradox and highlight the need for curriculum redesign, structured mobile learning activities, lecturer training, and improved digital infrastructure to support meaningful technology integration in engineering education. Beyond identifying technology acceptance factors, this study introduces empirical evidence of the mobile learning paradox by demonstrating that high student acceptance does not necessarily translate into meaningful pedagogical integration in engineering education.
Guided through the storm: novice teachers’ experiences of mentoring Beranda Yii Ping Jin; Mohd Muslim Md Zalli; Hasrul Hosshan; Azlina Abu Bakar; Wei Boon Quah
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.v15i5.39817

Abstract

Mentoring is an important part of early career teaching, as novice teachers often face workload pressure, emotional demands, and difficulties in adjusting to school life. However, limited research has examined how mentoring is actually experienced by novice teachers in daily school contexts, particularly within Program Pembangunan Guru Baharu (PPGB) 2.0 in Malaysia. This qualitative study aimed to explore how novice teachers experience PPGB 2.0 in schools in Miri District, Sarawak. Semi-structured interviews were conducted with 12 novice teachers, and the data were analyzed using thematic analysis. The findings identified two main themes: external support and intrinsic support. External support consisted of affective mentor support and school community support. While intrinsic support consisted of: i) self-restorative practices; ii) regulated emotional release; iii) spirituality; and iv) perseverance. The findings show that novice teachers experienced PPGB 2.0 not only as a formal induction structure, but also as relational and personal support that contributed to professional adjustment during the early stage of teaching. The study is context-specific and offers a more grounded understanding of how mentoring is experienced in everyday school life, with useful implications for strengthening induction practices, particularly in mentor preparation and supportive school environments.
Distinguishing AI-generated and real images: implications for media literacy instruction Daniel S. Fernando; Kadesh Exodus T. Berdeblanco
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.v15i5.40066

Abstract

This study aimed to assess the detection accuracy and usefulness of determinants for distinguishing artificial intelligence (AI)-generated and real images among senior high school students in Western Visayas during the academic year 2025–2026. It examined the significant differences in the two mentioned constructs across students’ demographic profiles. It employed a quantitative design- the descriptive-comparative approach. A random sample of 104 students was involved, using a validated, reliability-tested 33-item researcher-made questionnaire. Descriptive and comparative statistical analyses were employed. Mean, standard deviation (SD), Mann-Whitney U test, and Kruskal-Wallis H test were used. The findings revealed that the students demonstrated a moderate level of detection accuracy (M=5.16, SD=1.61). The students rated the usefulness of the determinants as helpful (M=3.78, SD=0.74). Additionally, it was found that there is a significant difference in detection accuracy when grouped by school type [U=965.500, p=0.011] compared to its counterparts. Significant differences were found in the usefulness of determinants for distinguishing AI from real images when grouped by type of school [U=815.000, p=0.001] and frequency of use of AI [H(2)=11.989, p=0.002]. The findings of the study may provide teachers with insights into developing instructional strategies and interventions to enhance students’ critical thinking and digital literacy skills.
Technology integration in Southeast Asian university history education: a qualitative study Darnawati Darnawati; Jamiludin Jamiludin; Waode Ade Sarasmita Uke; Gielliane Joy R. Guillermo; Le Dinh Trong
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.v15i5.38883

Abstract

This study investigates how university history lecturers in Vietnam, the Philippines, and Indonesia perceive and integrate technology into history instruction within diverse socio-cultural and institutional contexts. The study was conducted in response to persistent challenges in history education, including lecture-dominated instruction, students’ perception of history as a memorization-based subject, and the limited pedagogical use of digital tools in humanities education. Using an exploratory qualitative approach, data were collected through semi-structured interviews, document analysis, and field notes involving three university history lecturers from the selected countries. Thematic analysis revealed that lecturers viewed technology as an important tool for enhancing student engagement, interactivity, and contextual understanding of history. Although participants faced challenges such as unequal internet access, varying levels of digital literacy, and limited institutional support, they adopted adaptive strategies including gamified learning, multimedia integration, and digital literacy guidance. An important finding is that students were not only technology users but also active producers of digital historical content such as podcasts, videos, and timelines. The study concludes that effective technology integration in history education requires pedagogical intentionality, institutional support, and context-sensitive digital practices. The findings contribute to digital pedagogy discourse in Southeast Asian humanities education.
Bringing the flipped classroom to Marxist-Leninist philosophy: evidence from teaching Indian medical students in Vietnam Phuoc Tai Nguyen; Thanh Hung Nguyen; Thuan Quy 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.v15i5.39649

Abstract

This study tests whether a flipped classroom model supported by digital technologies improves learning outcomes in a compulsory Marxist-Leninist philosophy course taught in English to Indian medical students at Can Tho University of Medicine and Pharmacy (CTUMP), Vietnam, and, more importantly, why it does so. Flipped learning has been evaluated extensively in science, engineering, and language education, but almost never in political theory, and rarely with international, non-native-speaking cohorts enrolled in compulsory ideological coursework. Most evaluations also assume, rather than measure, the psychological pathway linking digital preparation to higher-order thinking. A convergent mixed-methods design assigned 420 Indian students to an experimental group (EG) (n=210) taught through a learning management system (LMS), micro-learning videos, pre-class formative quizzes, and interaction-intensive class sessions, or to a control group (CG) (n=210) receiving lecture-based instruction. Validated scales measured digital learning access (DLA), cognitive load barriers (CLB), self-regulated learning (SRL), classroom interaction (CLA), critical thinking ability (CTA), and technology/learning analytics acceptance (TLA). Independent-samples t-tests favored the EG on every construct (d=.96-1.74), and bootstrapped mediation analysis showed that CLA carried 55.8% of the effect of DLA on critical thinking, with the largest gains among students entering with lower grade point averages (GPA). CLA, and not digital exposure by itself, is the principal mechanism through which technology-enhanced preparation raises higher-order thinking. The model offers an evidence-based and equity-enhancing route for political theory instruction in international medical education.

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