International Journal of Educational Narratives
International Journal of Educational Narratives is an international peer-reviewed open-access journal dedicated to interchange for the results of high-quality research in all aspect of Learning and Education. The scope of International Journal of Educational Narratives is not only in the form of study, research, or development, but also book review on Learning and Education. But also focused on: Educational Philosophy, Citizenship Education, Educational Technology, Educational Psychology, Educational Guidance and Counseling, Educational Methodologies, Education Management, Science and Technology Education, Cross-cultural Education and the results of other studies on Discipline Education. The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the International Journal of Educational Narratives follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
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<![CDATA[The Relationship between Civic Education and Active Political Participation of Students ]]>
<![CDATA[Al-Ansari, Rasha]]>;
<![CDATA[Al-Fahim, Omar]]>;
<![CDATA[Zang, Benjamin]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2146
<![CDATA[Background. This study explores the relationship between civic education and active political participation among students. As democracy and civic engagement become increasingly essential in modern societies, understanding how education influences political behavior is critical. Civic education aims to provide students with the knowledge, skills, and values necessary to participate effectively in democratic processes. Purpose. The purpose of this research is to examine how civic education impacts students’ attitudes toward political participation and their actual involvement in political activities. Method. This study uses a mixed-method approach, combining quantitative surveys with qualitative interviews. The survey was administered to 300 high school and university students, assessing their understanding of political processes, civic responsibilities, and participation in political activities. The qualitative interviews provided deeper insights into students’ personal experiences and motivations. Results. The results show that students who received more comprehensive civic education demonstrated higher levels of political awareness and were more likely to engage in activities such as voting, attending political meetings, and participating in social movements. Conclusion. The study concludes that civic education plays a significant role in fostering active political participation among students. Integrating civic education into the curriculum can enhance democratic engagement and ensure that future generations are equipped to contribute to the political landscape. ]]>
<![CDATA[Impact of Anti-Corruption Education Program on Students’ Attitudes and Behavior ]]>
<![CDATA[Al-Sabah, Ahmed]]>;
<![CDATA[Al-Jabri, Sarah]]>;
<![CDATA[Al-Sabih, Sarah]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2147
<![CDATA[Background. This study examines the impact of an anti-corruption education program on students’ attitudes and behavior. As corruption remains a significant challenge in many societies, fostering ethical behavior and instilling a strong anti-corruption mindset in future generations is critical. Educational interventions focused on anti-corruption are seen as a means to influence young people’s values and behaviors in the long term. Purpose. The purpose of this research is to assess how such an educational program affects students’ awareness of corruption, their attitudes toward ethical decision-making, and their personal conduct. Method. A quasi-experimental design was employed, involving pre- and post-test surveys administered to 250 high school students who participated in an anti-corruption education program. Results. The results revealed a significant improvement in students’ understanding of corruption and their commitment to anti-corruption behaviors. Students reported greater awareness of the consequences of corruption and showed stronger intentions to act ethically in personal and professional settings. Conclusion. The study concludes that anti-corruption education programs can play an important role in shaping positive attitudes and behaviors toward corruption prevention. These findings suggest that integrating anti-corruption education into school curricula can help promote integrity and reduce future involvement in corrupt practices. ]]>
<![CDATA[The Impact of Using Online Learning Platforms on Student Learning Motivation ]]>
<![CDATA[Clark, Emma]]>;
<![CDATA[Davis, Olivia]]>;
<![CDATA[Al-Jabri, Sara]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2148
<![CDATA[Background. The rapid growth of online learning platforms has significantly impacted educational practices globally, particularly in enhancing student learning motivation. Purpose. This study explores the effect of utilizing online learning platforms on students’ motivation to learn, considering their engagement, learning strategies, and academic performance. The primary aim of this research is to analyze how the use of such platforms influences students’ intrinsic and extrinsic motivation within the context of various educational settings. Method. This study adopts a quantitative research approach, using surveys and questionnaires administered to a sample of students from different educational institutions. Data collected were analyzed using descriptive statistics and inferential analysis to determine the relationship between online learning platform usage and students’ motivation levels. Results. The findings reveal a positive correlation between online learning platform usage and increased motivation, particularly in terms of fostering self-regulation, engagement, and a greater sense of autonomy in learning. Students reported higher motivation to participate in lessons and complete assignments when using these platforms. Conclusion. In conclusion, integrating online learning platforms into traditional education methods can significantly enhance students’ learning motivation, supporting both their academic success and personal growth. Future studies should focus on long-term effects and the comparative benefits of different platforms. ]]>
<![CDATA[The Relationship between Teacher Digital Literacy and the Use of Technology in Learning ]]>
<![CDATA[Chan, Rachel]]>;
<![CDATA[Tan, Marcus]]>;
<![CDATA[Verma, Aditi]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2149
<![CDATA[Background. The integration of technology in education has become increasingly essential for enhancing learning experiences, yet the successful use of technology in teaching relies heavily on teachers’ digital literacy. Digital literacy refers to the ability to use, understand, and evaluate digital tools effectively, and it has been identified as a critical factor influencing the adoption and implementation of technology in the classroom. Purpose. This study investigates the relationship between teachers’ digital literacy and their use of technology in teaching practices. The primary objective is to assess how teachers’ proficiency in digital tools impacts their incorporation of technology into the learning environment. Method. A quantitative research design was employed, using surveys to collect data from 200 teachers across various educational institutions. Descriptive and inferential statistics were used to analyze the data, revealing a positive correlation between digital literacy and the frequency and effectiveness of technology use in the classroom. Results. The findings suggest that teachers with higher levels of digital literacy are more likely to utilize technology in diverse and innovative ways to support student learning. Conclusion. In conclusion, enhancing teachers’ digital literacy is crucial for optimizing the integration of technology in education, thus contributing to more effective and engaging learning experiences. ]]>
<![CDATA[Adapting Blended Learning Models in Post-Pandemic Education Systems ]]>
<![CDATA[Lima, Lucas]]>;
<![CDATA[Silva, Pedro]]>;
<![CDATA[Khan, Omar]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2151
<![CDATA[Background. The COVID-19 pandemic has significantly disrupted traditional education systems, forcing a rapid transition to online learning. This transition has highlighted the need for flexible and adaptive teaching methods, making blended learning models increasingly relevant. Blended learning, which combines face-to-face and online education, has emerged as a potential solution for post-pandemic education systems. Purpose. This study aims to explore how blended learning models can be adapted and implemented in post-pandemic education systems to enhance student engagement, accessibility, and learning outcomes. A mixed-methods approach was used, combining surveys and interviews with educators and students across various educational institutions. Method. The data were analyzed to assess the effectiveness, challenges, and perceptions of blended learning in post-pandemic contexts. Results. The results indicate that while blended learning models are perceived positively, challenges such as technological limitations, teacher training, and student motivation remain significant. However, schools and universities that successfully integrated blended learning models reported improvements in flexibility, student satisfaction, and academic performance. Conclusion. The study concludes that blended learning has the potential to transform education systems by offering a more personalized, accessible, and adaptable learning experience. For successful implementation, ongoing professional development for educators and investment in technology infrastructure are crucial. ]]>
<![CDATA[Effectiveness of Career Guidance Program in Improving Students’ Job Readiness ]]>
<![CDATA[Yamamoto, Sota]]>;
<![CDATA[Kobayashi, Riko]]>;
<![CDATA[Gonzales, Samantha]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2153
<![CDATA[Background. With increasing competition in the labor market, students must possess not only academic knowledge but also the practical skills and emotional readiness to transition into professional environments. Purpose. This study aims to evaluate the effectiveness of a career guidance program in improving students’ job readiness, focusing on key factors such as self-efficacy, communication skills, and career decision-making abilities. Method. A quantitative research design was employed, using pre- and post-surveys to assess the program’s impact on a sample of 300 high school students. The data were analyzed using descriptive statistics and paired sample t-tests. Results. The results indicate a significant improvement in students’ job readiness after participating in the career guidance program. The most notable gains were observed in self-confidence, the ability to make informed career decisions, and the development of job-search skills. Conclusion. The study concludes that career guidance programs are highly effective in equipping students with the necessary skills and mindset to succeed in the job market. Schools and educational institutions should prioritize the implementation of such programs to better prepare students for future employment opportunities. ]]>
<![CDATA[The Influence of Principal Transformational Leadership on Teacher Performance ]]>
<![CDATA[Nizam, Zain]]>;
<![CDATA[Rahman, Rashid]]>;
<![CDATA[Wei, Sun]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2154
<![CDATA[Background. Service learning has gained recognition as a valuable pedagogical approach in higher education, aiming to bridge the gap between academic theory and real-world practice. In the context of educational institutions, the role of leadership, particularly transformational leadership, plays a significant role in shaping the effectiveness of such programs. Purpose. This research explores the influence of principal transformational leadership on teacher performance within the framework of service learning in higher education institutions. Method. The study aims to assess how transformational leadership behaviors of school principals impact the engagement and performance of teachers involved in service learning programs. Using a quantitative research design, this study surveyed 150 teachers across several higher education institutions that implement service learning programs. Data were collected through questionnaires that assessed principals’ leadership styles and teachers’ performance in service learning contexts. Results. The results indicate that transformational leadership has a positive and significant effect on teacher performance, particularly in areas related to motivation, professional development, and commitment to service learning objectives. Teachers reported higher levels of engagement and effectiveness when their principals exhibited transformational leadership behaviors, such as inspirational motivation, individualized consideration, and intellectual stimulation. Conclusion. This study concludes that principals who embrace transformational leadership can significantly enhance teacher performance, thereby strengthening the impact of service learning programs. ]]>
<![CDATA[The Influence of Reward and Punishment Systems on Student Discipline ]]>
<![CDATA[Erdo?an, Aylin]]>;
<![CDATA[Kaya, Cemil]]>;
<![CDATA[Nazarov, Azamat]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2158
<![CDATA[Background. The role of reward and punishment systems in shaping student discipline has long been a subject of interest in educational psychology. Schools often rely on these systems to promote desirable behaviors and deter misconduct, yet the effectiveness of these strategies remains debated. Purpose. This study explores the influence of reward and punishment systems on student discipline in secondary schools, focusing on how these strategies affect student behavior and academic performance. Method. The research uses a mixed-methods approach, combining quantitative surveys to assess student perceptions and qualitative interviews with teachers and school administrators. Results. The results reveal that both reward and punishment systems have a significant impact on student discipline, but the nature of the influence depends on the consistency, clarity, and fairness of their implementation. Reward systems were found to be more effective in fostering positive behaviors and improving academic performance, while punishment systems were more effective in deterring misconduct when applied consistently. However, excessive reliance on punishment led to negative emotional outcomes for students. Conclusion. The study concludes that a balanced approach, where rewards are used to encourage positive behaviors and punishments are applied sparingly and fairly, is the most effective strategy for promoting student discipline. ]]>
<![CDATA[Teachers’ Professional Journeys: Life Histories of Female Educators in Northern Nigeria ]]>
<![CDATA[Nwosu, Emeka]]>;
<![CDATA[Oladeji, Bola]]>;
<![CDATA[Okechukwu, Ifeoma]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2204
<![CDATA[Background. In Northern Nigeria, female educators face a unique intersection of cultural, religious, and structural challenges that shape their access to and progression within the teaching profession. Despite policy efforts to increase female participation in education, little is known about the personal and professional experiences of women who navigate these constraints to become educators. Purpose. This study explores the life histories of female teachers in Northern Nigeria to understand how they construct their professional identities and sustain their careers within a socio-cultural landscape marked by gender expectations, limited mobility, and resource scarcity. Method. Using a qualitative life history approach, the study involved narrative interviews with 15 female teachers across rural and peri-urban settings in Kano, Katsina, and Kaduna states. Results. Thematic analysis revealed key patterns related to family influence, resilience in the face of structural adversity, mentorship, and the moral dimensions of teaching as social service. Participants shared stories of early inspiration, periods of withdrawal due to marriage or childbirth, and eventual returns to teaching motivated by a sense of community duty. Conclusion. The study concludes that life history narratives provide critical insight into the agency, adaptation, and persistence of women educators in marginalized regions.]]>
<![CDATA[The Stories They Tell: Exploring Multicultural Education Through Refugee Student Narratives in Turkish Classrooms ]]>
<![CDATA[Al-Zoubi, Samar]]>;
<![CDATA[Qudah, Nasser]]>;
<![CDATA[Al-Taani, Fadi]]>
<![CDATA[ International Journal of Educational Narratives Vol. 3 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan Islam Daarut Thufulah ]]>
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DOI: 10.70177/ijen.v3i2.2213
<![CDATA[Background. Turkey hosts one of the world’s largest populations of refugee children, yet multicultural education within Turkish public schools remains underdeveloped and inconsistently implemented. Refugee students often navigate classrooms marked by linguistic barriers, cultural misrecognition, and limited curricular representation. Purpose. This study explores how refugee students’ personal narratives can inform and enrich multicultural education practices in Turkish classrooms. Drawing on a qualitative narrative research design, the study engaged 18 refugee students from Syrian, Afghan, and Iraqi backgrounds across five urban public schools. Method. Data were collected through narrative interviews and classroom observations, then analyzed thematically to uncover how students perceive their identities, educational experiences, and interactions with peers and teachers. Results. Findings reveal that refugee students’ stories reflect both resilience and marginalization, highlighting gaps in teacher preparedness, inclusive pedagogy, and culturally responsive curriculum. At the same time, narratives uncovered opportunities for empathy, cross-cultural dialogue, and identity affirmation when student voices were acknowledged in meaningful ways. Conclusion. The study concludes that integrating refugee narratives into classroom discourse can serve as a transformative tool for multicultural education, fostering more inclusive and humanizing pedagogical environments. ]]>
