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Dede Salim Nahdi
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ijeir@unma.ac.id
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International Journal of Educational Innovation and Research
Published by Universitas Majalengka
ISSN : -     EISSN : 28100808     DOI : https://doi.org/10.31949/ijeir
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
International Journal of Educational Innovation and Research (IJEIR) is a scientific journal published by Universitas Majalengka, West Java - Indonesia. The aims of the journal are to facilitate scientific publication of the results of research in the education field and participate to boost the quality and quantity of research for academics and researchers. International Journal of Educational Innovation and Research (IJEIR) is published two times a year.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 131 Documents
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Financing Industrial Innovation: Empirical Research on the Impact of Sectoral Bank Credit on Business Development in Cambodia Pisith Hok; Sarom Mok; Bora Khath; Tharith Pin
International Journal of Educational Innovation and Research Vol. 5 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i1.17397

Abstract

This empirical study examines the linkage between bank credit and innovation of sectors as determinants of economic growth in Cambodia for the period from 2009 to 2023. Quantitative approach and secondary data in the form of time series data will be used in the study. The data is sourced from National Bank of Cambodia and International Monetary Fund, and the analysis will involve simple and multiple regressions. Results indicate that while bank credit expansion (reaching 175.01% of GDP by 2023) acts as a powerful force for economic growth, its impact is highly uneven across industries. The findings show that the credit that was designed to aid real estate, agriculture, and media and telecommunications is the one that has made positive impacts on growth, while credit aimed at mining, utility, and hospitality industries has caused negative impacts. This means that current innovation in the industry has been centered on developments in urban settings and information technology, and not capital-intensive industries. According to the findings, for sustainable growth, the government should move from expanding credit to strategically allocating credit in the productive and innovative sectors. This paper addresses the finance-growth literature in developing countries and offers a framework for distributing credit strategically.
Impact of Public Service Motivation on Service Quality in Cambodian Healthcare Settings Kosal Thay; Sarom Mok; Mengheang Hor; Somuny Som
International Journal of Educational Innovation and Research Vol. 5 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i1.17600

Abstract

This study aimed: (1) to examine the level of public service motivation among healthcare providers; (2) to assess the level of service quality in public healthcare settings; and (3) to investigate the relationship between public service motivation and service quality in public healthcare settings in Cambodia. A quantitative research design based on correlational approach was employed. The data were collected from 300 healthcare providers via a structured questionnaire consists of public service motivation (PSM) and service quality (SQ) constructs. Descriptive and inferential statistical method were used to analyze the data. The findings found that the overall PSM was at moderate level (M = 3.49), with self-sacrifice ranked highest among all dimensions. At the same time, SQ was perceived at high level (M = 3.56), with assurance and responsiveness as the top dimensions. Interestingly, the study revealed a positive and statistically significant relationship between PSM and SQ (r = 0.80, p< 0.01), suggesting that higher levels of motivation are associated with better service delivery. The results highlighted the essential role of intrinsic motivation in enhancing healthcare service quality. These findings offer practical insights for advancing healthcare reforms and promoting more responsive and citizen-centered service delivery in Cambodia.
Electronics Engineering Students' Understanding of and Experience with Troubleshooting Skills: A Case Study at a South African University Jonathan Fatokun; Mishack Thiza Gumbo
International Journal of Educational Innovation and Research Vol. 5 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i2.14891

Abstract

Troubleshooting skills is essential in engineering but not often emphasized in Electronics Engineering (EE) education and curricula, which is of significant concern for students entering the industry. While many engineers are trained to design early on, few design new systems in their careers; instead, they often have the need to troubleshoot systems and circuits. This case study qualitative research at a South African university explored the troubleshooting experiences and understanding of the EE students. Through purposive sampling, six undergraduate EE students were identified as participants. The data generated were analysed using a phenomenographic approach. The study showed that EE students practiced troubleshooting throughout their studies but found it challenging and often self-learned. They admitted that troubleshooting is a complex and cognitive process that requires concerted critical thinking efforts to trace faults and analyse problems. Furthermore, since troubleshooting is embedded in the design process, it was always anticipated. Finally, previous industry experience aided EE students’ understanding and proficiency in troubleshooting skills. There is, therefore, a need to connect troubleshooting skills with other engineering competencies in EE student training through curriculum innovation, adaptive pedagogy, and the incorporation of practice-based troubleshooting into engineering education in higher institution standards.
Perceived Importance and Existence of Career Development Practices in the Cambodian Context: Toward High School Students’ Future Careers Connectedness and Readiness Sarom Mok; Sothea Lim
International Journal of Educational Innovation and Research Vol. 5 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i2.15141

Abstract

While the importance of school counselors in fostering college connectedness and career readiness has been acknowledged in professional literature, little research has looked at how those in administrative and supervisory positions see their efforts. In light of this, the purpose of this study is to find out the perceptions of school directors and student’s supervisors of guidance on the importance and existing practices of career development in the Cambodian context. A total of 90 high school directors in Phnom Penh participated in this study. The instrument was adapted from the Directors and Supervisors of School Counselors Career Development Survey was given to members of the high school directors of guidance in order to assess their opinions regarding career development practices. Collected data were then analyzed by using the descriptive and inferential statistics via SPSS program. The findings revealed that the relationship between participant perceptions of importance and subsequent perceptions of existence of career development practices were statistically significant (r = .51; p < .001). It was also found that the predictive relationship between participant perceptions of importance and subsequent perceptions of the existence of career development practices were detected as statistically significant (B = 0.92, t (50) = 4.15, p < .001). This study helped shape future policy and current career development practices in high schools by offering insight into the ways that career development methods through school counselors need to be improved.
The Impact of exposing rural grade 10 mathematics learners to Artificial Intelligence 1Ndimeni KaNdimeni Olibhisi Majingo; Tirivanhu Muchuweni; Benjamin Tatira
International Journal of Educational Innovation and Research Vol. 5 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i2.15457

Abstract

Artificial Intelligence (AI) is transforming classroom learning by providing instant feedback, multiple solution strategies, and opportunities for independent exploration. AI tools such as Photomath can enhance mathematics understanding and engagement, yet many rural schools face significant barriers, including inadequate infrastructure, poor internet connectivity, and limited digital skills. This study explored the impact of introducing Photomath as an AI-based tool to Grade 10 mathematics learners in a rural South African school. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative study collected data through learner interviews and classroom observations during a six-week intervention. A total of 47 Grade 10 learners participated in the study. Findings revealed increased learner confidence, improved conceptual understanding, and greater willingness to participate in class discussions, as reported by learners and teachers. Learners valued the ability to revisit explanations, explore multiple solution paths, and learn at their own pace. Teachers observed that AI encouraged more focused engagement and active questioning. However, limited access to devices and unreliable connectivity restricted consistent use. The study concludes that, with improved access, teacher training, and infrastructure, AI has strong potential to support inclusive and equitable mathematics education in under-resourced rural contexts, with practical implications for classroom instruction and teacher support in rural schools.
Co-Teaching for E-Portfolio Implementation in Teacher Education: A PALAR Study from a South African University of Technology Brigitte Lenong; Paseka Mollo
International Journal of Educational Innovation and Research Vol. 5 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i2.16830

Abstract

This reflective piece examines the benefits and challenges lecturers face in implementing participatory action learning and action research (PALAR) e-portfolios at the University of Technology. While e-portfolios aim to enhance learning in higher education, research on the implementation of co-teaching through the PALAR process is limited. This qualitative study engaged six purposefully selected lecturers in reflecting on the integration of e-portfolios in teacher education. PALAR functioned as both a theoretical framework and methodological approach for data collection and analysis. Thematic analysis revealed that PALAR fosters lecturers' professional growth, transformative learning, and collaborative teaching practices. While effective co-teaching enriched reflective practices and student outcomes, challenges arose in co-planning, co-facilitating, and co-assessing e-portfolios. The findings underline the importance of interconnected factors for effective e-portfolio implementation in higher education, especially in collaborative settings using PALAR. The study recommends adapting PALAR for co-teaching to refine practices in higher education, emphasizing the need for active involvement from both lecturers and management in implementing a strategic approach to technology use.
Examining the Relationship Between Quality of Work Life and Organizational Culture among High School Teachers in Cambodia Samnang Pann; Sarom Mok; Sophea Chan
International Journal of Educational Innovation and Research Vol. 5 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i2.16929

Abstract

This study examined the levels of quality of work life and organizational culture among the high school teachers in Cambodia and traversed through the relationship between these two constructs, the quality of work life and organizational culture. A total partisipan of 760 high school teachers from three different representative provinces and one capital city to participate in this study. The data was collected via using a structured questionnaire made and adjusted by the researchers. The instrument easily demonstrated excellent reliability in .970 scores of Cronbach’s Alpha and its accuracy was established through the expert review, back-translation and The Index of Item Objective Congruence. The data was thoroughly analyzed and inspected using descriptive and inferential methods. The findings revealed that both quality of work life and organizational culture were at a moderate level among the high school teachers. In addition to that, a strong positive relationship was found between quality of work life and organizational culture. The findings also shown that significant positive correlations between the healthy and supportive work environment and organizational culture (r=.565, p < .001), opportunities in the workplace and organizational culture (r=.554, p < 0.001), administrative support and career development assistance and organizational culture (r=.543, p < .001), Collegial relationships and a sense of belonging within the school and organizational culture (r= .438, p < .001), and Fair and adequate salary and benefits and organizational culture (r= .372, p<,001), respectively. The results clearly highlighted the importance of applying a supportive organizational culture to boost the teachers’ quality of work life in Cambodian high schools and inform Educational Policy and Strategic Planning Policymakers and school administration should integrate on organizational culture and quality of work life to design policies enhancing teacher satisfaction, retention, and performance.
Exploring barriers to the integration of digital tools in teaching and learning in rural high schools: A South African case study Sakyiwaa Boateng; Nomandla Bloko
International Journal of Educational Innovation and Research Vol. 5 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i2.17848

Abstract

The integration of digital tools in education has become an essential component of 21st-century teaching and learning. However, in South Africa’s rural contexts, particularly in the Alfred Nzo West District of the Eastern Cape, the adoption of digital technologies remains limited and uneven. Purpose: This study examines the barriers to teaching and learning with digital tools in rural high schools, with a specific focus on infrastructural, pedagogical, and socio-economic challenges that hinder effective technology integration. Methods: This study employs a qualitative research approach to investigate the challenges teachers and learners face in schools when using digital tools for teaching and learning. Data were collected through semi-structured interviews, classroom observations, and document analysis in selected high schools in the district. The data was analysed thematically. Results: The findings indicate that inadequate infrastructure, unreliable internet connectivity, lack of digital devices, insufficient teacher training, and limited support from education authorities all constrain the effective use of digital tools in schools. In addition, socio-economic inequalities and language barriers exacerbate the digital divide, restricting equitable access to technology-enhanced learning. Despite these constraints, the study identifies instances of innovation and resilience among teachers who creatively use the limited resources available to facilitate digital learning. Implications: The study argues that for digital education to become sustainable in rural schools, targeted policy interventions, adequate funding, continuous professional development, and strong community partnerships are required to bridge the digital divide. This study contributes to the growing body of literature on digital learning in developing contexts by highlighting the specific barriers encountered in South African rural schools and proposing context-sensitive strategies for improvement.
In-Service English Teachers' Curriculum Literacy and Pedagogical Decision-Making in Lesotho Secondary Schools: The Contextual Role of Instructional Leadership Nthatuoa Lephats’oe; Lineo Mphatsoane-Sesoane
International Journal of Educational Innovation and Research Vol. 5 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i2.17985

Abstract

This study explores in-service English teachers' curriculum literacy and pedagogical decision-making in Lesotho secondary schools, while considering instructional leadership as a contextual factor influencing the enactment of classroom practice. While previous research has established links between teacher knowledge and student outcomes, there is limited qualitative evidence regarding how teachers interpret and enact the curriculum within their specific school contexts. Guided by Borg's theory of teacher cognition and informed by instructional leadership as a contextual lens, the study employed an interpretivist, qualitative, multiple-case study design. Data were generated through semi-structured interviews and non-participant classroom observations involving four purposively selected in-service English teachers and were analysed thematically. The findings indicate that teachers demonstrate sound curriculum literacy by employing learner-centred pedagogical strategies, including scaffolding, collaborative learning, multimodal instruction, the use of sample essays, and adapting instruction to learners' capabilities. However, translating curriculum literacy into effective pedagogical decision-making is constrained by contextual factors such as overcrowded classrooms, inadequate teaching resources, and time constraints. The study further reveals that instructional leadership provides an important contextual condition that can enable or constrain teachers' enactment of curriculum literacy, although the study’s primary focus remains teachers' cognition and pedagogical decision-making. The findings suggest that effective curriculum implementation depends not only on teachers' professional knowledge and beliefs but also on supportive instructional leadership that enables teachers to respond effectively to contextual challenges. The study concludes that strengthening instructional leadership in Lesotho secondary schools is essential for enhancing curriculum implementation, supporting teachers' pedagogical decision-making, and improving teaching and learning outcomes.
Reframing Conflict Management in Primary Schools: A Social Justice Perspective on Strategies for Addressing Conflict between School Management Teams and Teachers Prudence Mevas Baloyi; Siyanda Mluleki Kenneth Cele
International Journal of Educational Innovation and Research Vol. 5 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v5i2.18936

Abstract

Conflict between School Management Teams (SMTs) and teachers remains a persistent challenge in primary schools, yet limited research has examined how such conflict is experienced and managed collectively within specific socio-contextual settings. Guided by Nancy Fraser's three-dimensional theory of social justice, particularly the principles of redistribution, recognition, and representation, this qualitative study investigated the nature of conflict between SMTs and teachers and explored conflict management strategies that promote equity, inclusion, and democratic participation. The study was conducted in two primary schools in the Ekurhuleni South District of Gauteng Province, South Africa. An interpretivist paradigm informed the research, and data were generated through semi-structured interviews with five purposively selected participants, comprising a principal, deputy principal, departmental head, and teachers. Thematic analysis revealed that conflict was primarily associated with communication breakdowns, unequal power relations, inconsistent leadership practices, and limited participatory decision-making. Interpreted through a social justice lens, the findings demonstrate that effective conflict management extends beyond procedural resolution to recognising teachers' professional voices, promoting equitable distribution of responsibilities, and strengthening inclusive leadership practices. Although the findings are limited to a small sample from a single district and are therefore not intended to be statistically generalisable, they provide valuable contextual insights into conflict management in South African primary schools. The study recommends targeted professional development and policy initiatives that strengthen socially just leadership practices, promote participatory school governance, and enhance collaborative relationships between SMTs and teachers.

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