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International Journal of Environment, Engineering, and Education
Published by Three E Science Institute
ISSN : -     EISSN : 26568039     DOI : https://doi.org/10.55151/ijeedu
Core Subject : Science, Education, Social, Engineering,
Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science
The International Journal of Environment, Engineering, and Education [e-ISSN: 2656-8039] is a peer-reviewed, open-access journal that is published three times a year [in April, August, and December]; this journal provides the right platform for authors to update their knowledge, information, and share their research results with the more significant scientific community publishing research articles explaining the ecological, technical, and educational impact of research from various disciplines publishing research articles explaining the environmental, technical, and educational implications of research from multiple disciplines publishing research As an interdisciplinary scientific publication, this journal encourages collaboration between researchers, academics, practitioners, and policymakers in various sectors to develop sustainable solutions to address environmental, engineering, and educational problems and promote sustainable development.
Arjuna Subject : Umum - Umum
Articles 10 Documents
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Search results for , issue "vol. 8 no. 3 (2026)" : 10 Documents clear
The Persistence Architecture of E-Learning: Linking Quality, Acceptance, and Student Satisfaction Fitria Fitria; Muhammad Yahya; Muh. Ichsan Ali
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.485

Abstract

E-learning sustainability depends on students’ post-adoption evaluations of platform performance, information quality, usefulness, satisfaction, and continued use. This study examines students’ continuance intention toward institutional e-learning systems by integrating the Technology Acceptance Model and the Information Systems Success Model. A quantitative explanatory survey was conducted with 470 students from five Indonesian universities. Data were analyzed using covariance-based structural equation modeling with IBM SPSS and AMOS. The final model showed excellent fit (CMIN/DF = 1.036, CFI = 0.999, TLI = 0.999, RMSEA = 0.009). The results reveal that information quality was the dominant driver of perceived usefulness (β = 0.824, p < 0.001) and also significantly improved perceived ease of use (β = 0.321, p < 0.001). User satisfaction strongly predicted continuance intention (β = 0.612, p < 0.001), while perceived usefulness substantially increased satisfaction (β = 0.475, p < 0.001). By contrast, system quality had only weak effects on perceived ease of use (β = 0.164) and perceived usefulness (β = 0.072), and perceived ease of use had a negligible effect on satisfaction (β = 0.019). These findings show that sustained e-learning use is shaped primarily by the quality and academic value of information rather than by technical functionality alone. The study refines TAM–ISSM integration by identifying a clear information quality–usefulness–satisfaction–continuance pathway in post-adoption settings. Universities should therefore prioritize relevant, accurate, well-organized, and timely learning content, while maintaining reliable system performance, to strengthen student satisfaction and long-term engagement.
Machine-Learning Classification of Archived Employability-Readiness Ratings: Performance, Calibration, and Internal Validation Tonglu Men; Premsuree Chaumthong
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.503

Abstract

This study examined the explanatory structure and predictive reproducibility of an end-of-program administrative score used to assess graduate preparedness in vocational education. A cross-sectional secondary analysis was conducted using 450 de-identified learner records collected from four anonymized polytechnic-style institutions during the 2023–2024 academic year. The outcome was a 0–100 composite score analyzed continuously and as three prespecified categories: low (<60), moderate (60–79), and high (≥80). Candidate predictors comprised practical skills, digital competence, soft skills, internship intensity, project performance, and an industry–education integration index treated as an institution-linked contextual proxy. Pearson correlations, heteroskedasticity-consistent ordinary least-squares regression, criterion-overlap sensitivity analysis, and leakage-controlled model development were applied. Six algorithms were compared against a majority-class baseline using a stratified 70:30 development-test split. Bootstrap intervals, ordinal-error measures, and probability-calibration indices were used to quantify uncertainty and performance. The full regression model explained 76% of outcome variance (adjusted R² = 0.75), whereas the reduced model retained an adjusted R² of 0.58 after removal of predictors susceptible to shared rubric content. In the untouched test partition (n = 135), the back-propagation neural network achieved an accuracy of 0.904 and a macro-F1 of 0.903; all 13 errors occurred between adjacent categories. These findings indicate a coherent within-system scoring structure and strong reproducibility across analytical approaches. However, they do not establish causal effects, transportability across institutions, fairness, operational utility, or prediction of subsequent labor-market outcomes. The model should therefore be restricted to low-stakes auditing, data-quality review, and identification of borderline records pending prospective multi-institutional evaluation.
Educational Position and Moral–Civic Values among Tertiary-Educated Young Adults: A Bayesian Mundlak Analysis across 66 World Values Survey Samples Wenxin Zu; Jie Yang; Li Yin; Zhyldyz Takenova
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.509

Abstract

Higher education institutions have a dual purpose: to educate and to socialise moral and civic citizens. While this mandate is widely acknowledged, empirical studies of value formation are often limited to single-case studies or use concepts that are difficult to compare across national contexts. In this study, we propose and test a data-based model of moral and civic value formation using the World Values Survey (WVS) Wave 7. A sample of 9,589 tertiary-educated individuals aged from 18 to 30 in 66 countries was used for the analyses. We used a systematic pre-processing protocol to recode WVS special missing categories, exclude completely missing variables, and build six theoretically-informed, normalized indicators of prosocial values, achievement-responsibility values, moral rejection, institutional trust, gender-equitable education values and social trust. These were then combined into a formative Moral-Civic Value Formation Index (MCVFI). HC3 robust standard error regression models were estimated at the individual level and with country fixed effects. The individual-level model identified education level (β = 0.099, p < 0.001), female gender (β = 0.046, p < 0.001), and family-religious socialization (β = 0.267, p < 0.001) as significant positive predictors. Country fixed effects substantially improved model fit, raising adjusted R² from 0.084 to 0.306. This confirms that moral and civic value formation is context-sensitive and embedded in wider cultural-national environments. The study contributes a reproducible, open-data framework for integrating cross-national public values data into educational research on civic and moral development.
Electrode-Level EEG Assessment of Sequential Taste and Packaging Exposure in Processed Foods: An Exploratory Study Harish Velingkar; Roopa R. Kulkarni; Prashant P. Patavardhan
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.557

Abstract

This study examined whether sustained electrode-level neural signals differentiate successive stages of a commercial food encounter and whether response patterns vary by gender. Fifty adults (25 male, 25 female; 20–40 years) completed a fixed protocol comprising a composite baseline, post-ingestive viewing of a branded product while residual flavor remained, later viewing of the same product under a recall instruction, and viewing of an unrelated snack product. Signals were acquired from eight scalp channels using a portable system, filtered at 0.5–45 Hz, notch-filtered at 50 Hz, common-average referenced, and aggregated into participant-level mean device-native amplitudes. Electrode-specific 4 × 2 mixed-design repeated-measures ANOVAs tested Condition, Gender, and their interaction; Greenhouse–Geisser correction addressed sphericity violations, and Benjamini–Hochberg adjustment controlled the false discovery rate. Condition effects were significant at all eight electrodes (all q ≤ 0.028), with partial ηp² ranging from 0.073 at O1 to 0.523 at C3 and the largest effects at C3, C4, and F4. Baseline-to-post-ingestive viewing yielded the broadest adjusted paired differences. Neither the Gender main effect nor the Condition × Gender interaction remained significant after correction, while individual trajectories showed marked heterogeneity. Portable low-density recordings therefore detected sequence-associated sensor-level differentiation across the protocol. Because condition was confounded with serial position, the baseline combined eye states, package stimuli were unmatched, amplitudes were uncalibrated, and behavioral validation was absent, the findings do not establish causal effects of flavor, product identity, recall, preference, cortical source, or consumer choice. Randomized, counterbalanced, behaviorally validated, and higher-density replication is required.
Reconstructing and Projecting Urban Expansion in Makassar Using Integrated ANN–CA and Bayesian Weights of Evidence, 2005–2035 Muh. Rais Abidin; Andang Suryana Soma; Arifuddin Akil; Eymal Bashar Demmallino; Muhammad Alimuddin Hamzah Assegaf; M. Ramli AT
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.397

Abstract

Coastal urbanization requires spatial models that distinguish historical change from conditional projections. This study reconstructed land-use and land-cover dynamics in Makassar, Indonesia, from 2005 to 2025 and projected built-up expansion to 2035 using an integrated artificial neural network–cellular automata (ANN–CA) framework and Bayesian Weights of Evidence (WoE). Five Landsat-derived maps were classified into seven classes using Random Forest, with reported overall accuracy ranging from 62.83% to 87.61%. Ten demographic, accessibility, economic, topographic, and environmental variables were used to estimate transition potential and interpret factor-class associations. Model performance was evaluated using Kappa and the Figure of Merit. Built-up land increased from 8,199.20 ha in 2005 to 9,880.06 ha in 2025, a net gain of 1,680.86 ha (20.50%), while its share of the study area rose from 46.61% to 56.17%. Expansion decelerated sharply: 93.48% of the observed net increase occurred during 2005–2015. Cropland recorded the largest net decline (861.81 ha), whereas wetlands and water bodies jointly declined by 607.87 ha. Population growth and land value showed the strongest positive summarized contrasts, while the flood-exposure variable showed the strongest negative contrast. Kappa reached 0.768, but the Figure of Merit was 21.01%, indicating stronger whole-map agreement than locational accuracy for changed cells. Built-up land is projected to reach 10,394.23 ha (59.09% of the study area) by 2035, with 93.38% of projected growth occurring after 2030. The results provide a conditional basis for spatial screening of development pressure, but mapping uncertainty, uneven temporal allocation, and limited locational accuracy require cautious planning interpretation.
Exploring Teachers’ Perceptions, Experiences and Needs for Augmented Reality-Based Mathematics Learning in Elementary Schools Ika Fitri Apriani; Irni Rachmawati Putri; Nugraha Adhi Pratama; Muhammad Rijal Wahid Muharram; Moh. Salimi; Siti Rahaimah; Nurham Hahsa
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.517

Abstract

Augmented reality (AR) offers promising representational affordances for elementary mathematics, yet its classroom feasibility depends on teachers’ experience, technological conditions, and implementation support. This study examined teachers’ perceptions of AR, prior digital and AR experience, perceived barriers, mathematics-topic priorities, and requirements for prospective AR-based learning media. A quantitative cross-sectional survey was conducted with 50 elementary-school teachers recruited purposively from 20 public and private schools. Data were collected using a validated questionnaire (S-CVI/Ave = 0.93; Cronbach’s Alpha = 0.79–0.84 for multi-item constructs) and analyzed using descriptive statistics and exploratory nonparametric tests with Holm adjustment. Teachers reported highly favorable perceptions across the four measured constructs (M = 4.59–4.75), although 62% had no prior AR experience and only 8% used AR often or very often. Three-dimensional geometry received the highest perceived need for AR visualization (M = 3.30, SD = 0.91). The most prominent barriers were limited technological devices and school infrastructure (both M = 4.00), while interactive content, ease of use, offline functionality, curriculum alignment, age-appropriate design, institutional support, and training emerged as key implementation requirements. Exploratory associations involving digital-technology use, prior AR experience, and perception scores did not remain statistically significant after Holm correction. These findings position AR adoption as a teacher-informed, needs-driven design problem and provide an empirical basis for prototype development, usability testing, and classroom feasibility evaluation rather than evidence of AR effectiveness or demonstrated implementation readiness.
From Environmental Literacy to Sustainable Lifestyle: A Three-Wave CB-SEM Analysis of Virtual Reality Learning Experience among University Students Erma Suryani Sahabuddin; Muhammad Irfan; Syamsuddin Syamsuddin; Hamzah Pagarra; Andi Makkasau; Sulfasyah Sulfasyah; Farhan Fadhil Ali
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.535

Abstract

Universities increasingly require pedagogical approaches that connect environmental literacy with sustainable lifestyle practices. This study examined the associations of environmental knowledge and environmental skills with sustainable lifestyle and assessed potential indirect pathways through a virtual reality (VR) learning experience. The final analytical sample comprised 400 university students who completed all three assessments and met the prespecified data-quality criteria. Environmental knowledge and skills were measured before the session, VR learning experience immediately afterward, and sustainable lifestyle through a self-report follow-up two weeks later. Confirmatory factor analysis and covariance-based structural equation modeling were applied. The model demonstrated acceptable fit (CMIN/DF = 2.376, RMSEA = 0.059, SRMR = 0.052, CFI = 0.936, TLI = 0.927). Environmental knowledge was positively associated with sustainable lifestyle (β = 0.182, p < 0.001) and VR learning experience (β = 0.312, p < 0.001). Environmental skills showed larger standardized associations with sustainable lifestyle (β = 0.241, p < 0.001) and VR learning experience (β = 0.451, p < 0.001). VR learning experience had the largest standardized direct association with sustainable lifestyle (β = 0.373, p < 0.001). The model-implied indirect effects were 0.116 for environmental knowledge and 0.168 for environmental skills and were interpreted descriptively. The model explained 51.4% of the variance in VR learning experience and 68.7% of the variance in sustainable lifestyle. These findings suggest that immersive learning experience may provide an intermediate link between environmental literacy and short-term self-reported sustainable practices. Causal and long-term claims require comparison groups, longer follow-up, and objective behavioral indicators.
Psychological Resilience under Adversity in University Students: A Scoping Review of Emotion Regulation, Social Support and Adaptive Coping Yanlin Yan; Azmawaty Mohamad Nor; Rozita Wahab
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.543

Abstract

Psychological resilience among university students has been examined across diverse adversities, but the evidence directly linking resilience with emotion regulation, social support, and adaptive coping remains unclear. This scoping review mapped adversity-specific evidence and distinguished co-measurement from verified focal findings. Peer-reviewed English-language journal articles published from January 2010 through June 2026 were identified through PubMed/MEDLINE, OpenAlex, and ERIC. Eligible studies involved tertiary students, an identifiable adversity or sustained adaptation demand, a resilience construct, and at least one focal domain. Study design, context, measures, and evidence state were charted and synthesized descriptively without meta-analysis. Ninety-seven studies met the criteria, yielding 103 study–domain units: 22 emotion-regulation, 50 social-support, and 31 positive/adaptive-coping units. Cross-sectional or observational designs accounted for 85 studies (87.6%). Pandemic/lockdown and academic/clinical demands were the primary adversity in 41 (42.3%) and 28 (28.9%) studies, respectively. Only 21 units (20.4%) contained a source-verified direct focal result; 26 involved an analyzed pair without a recoverable pair-specific estimate or source location, 43 co-measured the constructs without a reported focal analysis, and 13 had unavailable results or sources. Verified findings varied by strategy, support measure, coping definition, and resilience operationalization, limiting cross-study comparison and causal interpretation. Twenty-six of 137 sought reports remained unretrieved. The breadth of construct coverage therefore exceeded the availability of interpretable direct evidence. Prospective studies with specified adversity and adaptation criteria, repeated outcome assessment, and transparent pair-specific reporting are needed to examine these relationships over time.
Mapping Pre-Service Teachers’ Digital Competence Research, 2014-2026: A Bibliometric Analysis of Conceptual Structure and Thematic Evolution Junxiu Yang; Jinho Cho; Chengzhu Jin
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.560

Abstract

Pre-service teachers’ digital competence has become central to teacher education, yet the field’s conceptual organization, international structure, and temporal development remain insufficiently integrated. This study maps the development of this research domain and identifies its publication patterns, collaboration networks, conceptual clusters, and emerging themes. A corpus of 582 English-language research and review articles published between January 2014 and 19 March 2026 was selected from the Web of Science Core Collection after screening 1,016 records. Bibliometrix/Biblioshiny and VOSviewer were used to analyze annual output, source- and country-level indicators, international co-authorship, author-keyword co-occurrence, overlay visualization, and thematic evolution. Publication output increased from 34 articles in 2020 to 120 in 2025, although productivity, citation visibility, and network connectivity produced different rankings. The United States contributed the most publications, whereas Indonesia recorded the highest international collaboration rate among the ten most productive countries. The keyword network comprised six clusters spanning professional preparation, technological pedagogical knowledge, ICT and digital skills, motivational and self-regulatory factors, data-related capabilities, and teacher training. Digital competence was the most frequent and connected keyword, followed by TPACK and pedagogical content knowledge. Temporal analyses showed persistent attention to digital competence, digital literacy, ICT, and TPACK, alongside the recent visibility of artificial intelligence, AI literacy, critical thinking, engagement, and pedagogical beliefs. These findings indicate cumulative thematic broadening rather than conceptual replacement. Future research should strengthen learner empowerment, performance-based assessment, responsible AI judgment, and longitudinal evidence linking competence development to instructional practice and learner outcomes.
Mathematical Critical Thinking in Trigonometry Under E-Module-Supported Project-Based Learning: An Explanatory Sequential Study Across Self-Reported Modality Preferences Epih Purnamasari; Stevanus Budi Waluya; Arief Agoestanto; Emi Pujiastuti
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.566

Abstract

Mathematical critical thinking (MCT) involves interpreting information, analyzing relationships, evaluating procedures, inferring conclusions, explaining reasoning, and regulating problem solving. This study examined pretest-posttest changes in MCT during e-module-supported Project-Based Learning (PjBL) in trigonometry and explored variation across self-reported Visual, Auditory, and Kinaesthetic (VAK) preferences. A quantitatively driven explanatory sequential mixed-methods design was used with Grade XI students at a public senior high school in Cirebon Regency, West Java, Indonesia. From 180 students screened, 72 were included in the quantitative sample (n = 24 per VAK group). Students completed an MCT pretest and posttest around six 90-minute PjBL sessions. Qualitative follow-up used interviews with 12 purposively selected students, classroom observations, and student artifacts. Mean MCT scores increased from 43.95 (SD = 6.26) to 78.18 (SD = 5.77); the mean within-student change was 34.23 points, 95% CI [32.26, 36.20], t(71) = 34.66, p < 0.001, Cohen's dz = 4.08. All six MCT dimension indicators showed statistically significant pretest-posttest changes after false-discovery-rate adjustment. No statistically significant differences were detected among VAK groups for posttest MCT or normalized gain, and ANCOVA controlling for pretest performance yielded the same inferential conclusion. Qualitative analysis identified overlapping patterns of visualization, verbalization, digital manipulation, trial-and-check reasoning, peer discussion, and reflection. The integrated findings document marked within-student change alongside heterogeneous reasoning processes, but the single-group design precludes causal attribution of the observed changes to PjBL or the e-module.

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