International Journal of Education, Management, and Technology
The International Journal of Education, Management, and Technology (IJEMT) is a scholarly publication dedicated to exploring the intersections and integration of education, management, and technology in various contexts. The journal welcomes original research articles, literature reviews, case studies, and theoretical papers that contribute to the advancement of knowledge and practices in the following areas: Educational Leadership and Management: Research on educational leadership theories, management practices, organizational development, strategic planning, decision-making processes, and governance structures in educational institutions. Curriculum Development and Instructional Design: Exploration of curriculum design models, pedagogical approaches, instructional strategies, assessment methods, learning technologies, and innovative teaching practices to enhance student engagement and learning outcomes. Educational Technology and Digital Learning: Studies on educational technology integration, digital learning environments, online learning platforms, e-learning tools, learning management systems, mobile learning, and virtual reality applications in education. Teacher Professional Development: Research on teacher training programs, professional learning communities, mentoring, coaching, continuous professional development, teacher efficacy, and the use of technology for teacher empowerment and capacity building. Quality Assurance and Accreditation: Examination of quality assurance frameworks, accreditation standards, program evaluations, quality improvement processes, performance indicators, and benchmarking in education management. Distance Education and Lifelong Learning: Analysis of distance learning models, open educational resources, flexible learning pathways, adult education, lifelong learning initiatives, and strategies for promoting inclusive and equitable access to education. Educational Policy and Reform: Studies on educational policies, reforms, regulations, funding mechanisms, accountability measures, policy analysis, policy implementation challenges, and the impact of policy changes on educational institutions and stakeholders. Technology Management in Education: Research on technology infrastructure management, IT governance, data management, cybersecurity, digital literacy initiatives, technology adoption models, and the role of technology in enhancing administrative efficiency and educational outcomes. IJEMT aims to facilitate interdisciplinary dialogue, promote evidence-based practices, and address contemporary issues and challenges in education, management, and technology integration. The journal seeks to engage educators, researchers, policymakers, technology professionals, and stakeholders to contribute to the continuous improvement and innovation in educational systems and practices globally.
Articles
106 Documents
<![CDATA[Determinants of Employee Job Satisfaction: A Systematic Literature Review ]]>
<![CDATA[Pratama, Handika Eka]]>;
<![CDATA[Padmakusumah, Rizal Ramdan]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 4 No 1 (2026): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v4i1.8706
<![CDATA[Although employee job satisfaction has received increasing attention in prior studies, research that systematically synthesizes its determinants across sectors and contexts remains limited. This study aims to systematically review and integrate empirical evidence on the key determinants of employee job satisfaction reported in Scopus-indexed journals. A systematic literature review approach was employed, guided by the PRISMA framework to identify, screen, and analyze relevant studies. The review was based on 20 empirical articles published between 2015 and 2025, retrieved exclusively from the Scopus database using predefined inclusion and exclusion criteria. Data were collected through a structured literature search and analyzed using qualitative content analysis to identify recurring themes and patterns. The findings indicate that organizational-level and job-related determinants, including leadership practices, perceived organizational support, human resource management systems, workload, job design, and work–life balance are the most influential factors shaping employee job satisfaction, whereas individual-level determinants such as age, tenure, and education exhibit less consistent and more context-dependent effects. These findings contribute to the theoretical development of job satisfaction research by integrating fragmented empirical evidence into a coherent multilevel framework and by highlighting the structural and organizational conditions under which satisfaction is most likely to occur. The study concludes that organizational systems and job structures play a crucial role in enhancing employee job satisfaction and recommends that organizations prioritize supportive leadership, fair human resource practices, and effective job design. The implications of this research include theoretical contributions to the literature on organizational behavior and practical recommendations for managers and policymakers seeking to improve employee well-being and organizational performance, while also identifying opportunities for future research on longitudinal analysis, cross-sector comparisons, and emerging work arrangements such as remote and hybrid work.]]>
<![CDATA[Effect of Use of Instructional Materials on Biology Student Cognitive Achievement in Biology in Lagos State Nigeria ]]>
<![CDATA[Afariogun, Moses Sunday]]>;
<![CDATA[Akintoye, Victor O.]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i2.5471
<![CDATA[This study examines the impact of instructional materials on Biology students’ cognitive achievement in Lagos State, Nigeria, using a quasi-experimental design with 140 SS1 students from public secondary schools. Results revealed that students taught with instructional materials (mean post-test score = 24.76) significantly outperformed those taught conventionally (mean = 18.51), with notable pre-test to post-test gains (11.19 vs. 10.54). Gender analysis showed no significant difference in achievement, underscoring universal efficacy. The findings affirm that instructional materials enhance engagement, comprehension, and retention, advocating their prioritized integration in science education to address resource gaps and improve academic outcomes. Stakeholders are urged to invest in teacher training and material provision to bolster Biology education in Nigerian schools.]]>
<![CDATA[Financial Distress Determinants in Emerging Markets: Evidence from Nepalese Financial Institutions ]]>
<![CDATA[Shrestha, Sajeeb Kumar]]>;
<![CDATA[Mahat, Dipak]]>;
<![CDATA[Neupane, Dasarath]]>;
<![CDATA[Karki, Tej Bahadur]]>;
<![CDATA[Acharya, Sabina]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i2.5511
<![CDATA[Background: Financial distress occurs when institutions fail to meet financial obligations, potentially leading to bankruptcy. While extensively studied in developed economies, research remains limited in developing nations like Nepal, where financial sector stability is crucial for economic growth. This study examines financial distress determinants in Nepalese financial institutions, focusing on liquidity, profitability, credit risk, firm size, operational efficiency (BOPO), and capital adequacy (CAR). Methods: A quantitative approach analyzed eight Nepalese financial institutions under regulatory scrutiny from 2018–2023. Panel data analysis, including unit root and Hausman tests, was conducted. The Fixed Effects Model (FEM) was selected, validated by a significant Hausman test (p = 0.0206). Altman’s Z-score measured distress, while regression analysis evaluated determinants. Results: Descriptive statistics revealed wide variations in financial health, with Altman’s Z-scores (0.1336–4.0317) indicating distress risks. Unit root analysis showed non-stationarity in liquidity, profitability, and credit risk, while firm size was stationary. CAR had a significant negative impact on distress (p = 0.011), whereas liquidity, profitability, and credit risk were insignificant. BOPO showed marginal significance (p < 0.1). The model exhibited strong explanatory power (R² = 0.9999) with no autocorrelation (Durbin-Watson = 2.2166). Conclusion: Capital adequacy is the most critical determinant of financial distress in Nepal, aligning with global findings but contrasting with studies emphasizing liquidity or profitability. The results underscore CAR’s role in mitigating distress, urging regulators to enforce robust capital standards. Novelty: This study fills a gap in Nepal-specific financial distress research, highlighting unique institutional dynamics. It challenges conventional liquidity-centric views, emphasizing CAR’s predictive superiority in emerging markets. Policymakers and managers can leverage these insights to enhance financial stability.]]>
<![CDATA[Washback Effects: A Systematic Review of the Impact of Exit Exams on Teaching Strategies in Higher Education ]]>
<![CDATA[Teshome, Samson Worku]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i2.5521
<![CDATA[Exit exams in higher education have become a critical focus of educational policy and research, particularly regarding their influence on teaching strategies. This systematic review examines the impact of exit exams on teaching methodologies using the PRISMA framework to ensure rigor and transparency. By synthesizing evidence from 15 peer-reviewed articles, case studies, and reviews, this study identifies key themes such as curriculum alignment, teacher behavior, student engagement, institutional policies, and washback effects. The findings reveal that exit exams can lead to both positive and negative impacts on teaching strategies, depending on factors like exam design, stakeholder expectations, and resource availability. Positive outcomes include improved accountability, standardization, and alignment with industry standards, while negative consequences include "teaching to the test" and reduced opportunities for creative thinking. Contextual factors play a significant role in determining the effectiveness of exit exams. This review highlights the need for balanced approaches that integrate exit exams with broader educational goals. Policymakers, educators, and researchers are encouraged to collaborate in designing exit exams that enhance rather than hinder quality education. Future research should explore longitudinal impacts and innovative strategies to mitigate adverse effects.]]>
<![CDATA[L'Intelligence Émotionnelle du Leadership Informel dans les Contextes des Sports Collectifs: Une Approche Théorique ]]>
<![CDATA[Brir, Hicham]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i2.5587
<![CDATA[This theoretical study examines the pivotal role of emotional intelligence (EI) in the emergence of informal leadership within team sports. Drawing on Mayer and Salovey's (1997) and Goleman's (1995) frameworks, we demonstrate how emotional competencies enable certain athletes to exert significant informal influence, regardless of their official status. Three key mechanisms are identified: (1) regulation of collective emotions in competitive stress situations (Laborde et al., 2016), (2) mediation of interpersonal conflicts (Wagstaff et al., 2017), and (3) optimization of nonverbal communication (Furley & Schweizer, 2014). The analysis reveals that these informal leaders, described as "emotional conductors" by Fransen et al. (2015), build their legitimacy through nuanced understanding of group affective dynamics. However, as highlighted by Cotterill and Fransen (2016), this influence operates within a complex ecosystem combining individual factors, interpersonal relationships and organizational context. The article suggests practical applications for athlete training and proposes future research directions to better understand cultural and situational variations of these phenomena.]]>
<![CDATA[Integrating PjBL-STEAM with Balinese Meru Architecture to Enhance Students' Mathematical Conceptual Understanding ]]>
<![CDATA[Putri, Putu Eka Widyantini]]>;
<![CDATA[Astawa, I Wayan Puja]]>;
<![CDATA[Suharta, I Gusti Putu]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i2.5620
<![CDATA[Traditional mathematics education often struggles to connect abstract concepts with real-world relevance, particularly in geometry, where students find it challenging to visualize spatial relationships and applications. This study addresses this gap by integrating Balinese Meru temple architecture into a Project-Based Learning (PjBL) model infused with STEAM (Science, Technology, Engineering, Arts, Mathematics) to improve students’ conceptual understanding of geometry. A quasi-experimental post-test-only control group design was employed, involving 63 eighth-grade students (31 in the experimental group and 32 in the control group) at SMP Negeri 1 Singaraja, Indonesia. The experimental group participated in PjBL-STEAM activities exploring Meru temple geometry, while the control group received conventional instruction. Data were collected through post-tests assessing conceptual understanding, analyzed using independent sample t-tests, and supplemented with observations and interviews. Results indicated that the PjBL-STEAM approach incorporating Meru temple geometry significantly outperformed conventional methods, with the experimental group achieving a higher mean score (81.84 vs. 73.05, p = 0.024). Students demonstrated an improved ability to articulate geometric concepts, identify relevant examples, and apply their knowledge within cultural contexts. The study concludes that culturally contextualized PjBL-STEAM enhances conceptual mastery by bridging abstract mathematics with tangible cultural artifacts, suggesting its potential for broader application in other educational areas.]]>
<![CDATA[Trends, Challenges, and Opportunities in the Integration of 21st Century Skills into Exit Exams: A Systematic Literature Review ]]>
<![CDATA[Teshome, Samson Worku]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i2.5624
<![CDATA[This systematic literature review explores the intersection of exit exams and 21st century skills, focusing on how exit exams are being adapted to assess competencies such as critical thinking, creativity, collaboration, communication, digital literacy, and problem-solving. The review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and employs the PICO (Population, Intervention, Comparison, Outcome) framework to structure the research question and guide the search strategy. A comprehensive search of electronic databases and manual searches yielded 15 studies, which were analyzed to identify trends, challenges, and opportunities in the integration of 21st century skills into exit exams. The findings reveal that while exit exams have traditionally focused on academic achievement, there is growing interest in adapting them to measure 21st century skills. However, significant challenges remain, including the difficulty of assessing non-cognitive skills, potential unintended consequences such as increased student stress, and the need for innovative assessment methods. The review highlights the potential of online exams and performance-based tasks to provide more inclusive and flexible assessments. Overall, this review underscores the importance of aligning exit exams with the demands of the modern workforce and calls for further research to develop effective and equitable assessment methods for 21st century skills.]]>
<![CDATA[Human Resource Development Climate. Culture and Mechanisms: The Case of United Bank Share Company ]]>
<![CDATA[Teshome, Samson Worku]]>;
<![CDATA[Ayalew, Lulit]]>;
<![CDATA[Yifiru, Techane]]>;
<![CDATA[W/Giorgis, Yebegasget]]>;
<![CDATA[Beteselassie, Yishake]]>;
<![CDATA[Bekele, Zelalem]]>;
<![CDATA[Mekonnen, Worku]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i2.5713
<![CDATA[This study aimed to assess the state of Human Resource Development (HRD) Climate, HRD Culture, and HRD Mechanisms at United Bank S.C., using a quantitative research design. A descriptive survey method was employed to explore three primary research questions: (1) Is the overall HRD climate at United Bank S.C. conducive? (2) To what extent does a supportive HRD culture exist within the organization? and (3) To what extent are HRD mechanisms implemented effectively at United Bank S.C.? A random sample of 60 employees was selected from the total population of 194 managerial and non-managerial staff. Data were collected using a standardized questionnaire comprising 38 items categorized under General HRD Climate, HRD Culture, and HRD Mechanisms. The responses were analyzed using the Statistical Package for the Social Sciences (SPSS). The findings revealed that the overall HRD climate in the organization is below average. Among the three components examined, HRD Culture was found to be more prominent than HRD Climate and HRD Mechanisms. Additionally, the study suggests that the organization places more emphasis on other resources than on the development of its human capital. The results highlight the need for United Bank S.C. to undertake strategic interventions aimed at strengthening its HRD climate by fostering a more robust culture of development and implementing comprehensive HRD mechanisms. Such measures are essential for enhancing organizational effectiveness and ensuring sustainable human capital growth.]]>
<![CDATA[Effect of Collaborative Instructional Approach on Personality Traits in Geometry Achievement Among Secondary School Students in Zing Education Zone, Taraba State ]]>
<![CDATA[Bulus, Shiaki O.]]>;
<![CDATA[Yukwa, Bernard A.]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i2.5780
<![CDATA[This study investigates the impact of a collaborative instructional approach on the academic achievement of secondary school students in geometry, with particular attention to variations across personality traits in Zing Education Zone, Taraba State, Nigeria. The study was guided by four specific objectives, including the assessment of achievement levels among students with agreeableness, conscientiousness, and openness to experience traits when taught using either the collaborative instructional approach or the traditional lecture method. A quasi-experimental research design, incorporating both pre-test and post-test groups, was employed. The sample consisted of 295 students categorized based on their dominant personality traits. Data collection utilized a validated instrument with a reliability coefficient of 0.95 (Cronbach’s alpha). Descriptive statistics, specifically mean and standard deviation, were used to address the research questions, while hypotheses were tested using analysis of covariance (ANCOVA) at the 0.005 significance level. The findings revealed, among other results, that students characterized by openness to experience demonstrated lower academic achievement in geometry when taught using the collaborative instructional approach compared to their counterparts taught with the lecture method. Based on these findings, the study recommends targeted professional development interventions, including seminars and workshops for teachers in the Zing Education Zone. These programs should focus on enhancing content mastery and equipping educators with strategies to tailor instruction to the diverse personality profiles of their students, thereby improving learning outcomes.]]>
<![CDATA[The Contributions of Online Exit Exams in Undergraduate Programs to the Quality of Higher Education: A Systematic Review ]]>
<![CDATA[Teshome, Samson Worku]]>
<![CDATA[ International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
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DOI: 10.58578/ijemt.v3i2.5939
<![CDATA[This systematic review examines the role of exit examinations, particularly online exit exams in enhancing the quality of higher education, with a focus on their impact on student competency, institutional accountability, and instructional practices. Utilizing the PRISMA and PICO frameworks, the review synthesizes findings from peer-reviewed studies published over the past two decades to address the central question: How do online exit exams contribute to educational quality in higher education? The evidence indicates that when thoughtfully designed and effectively implemented, online exit exams can strengthen academic standards by aligning curriculum with intended learning outcomes, promoting institutional self-assessment, and fostering pedagogical improvement. These assessments serve as measurable indicators of student achievement and program effectiveness. However, their success is highly contingent on context, with significant challenges identified, including test-related anxiety, inequitable access to preparatory resources, and disparities among marginalized student groups. Additionally, the influence of institutional culture, technological infrastructure, and administrative support plays a critical role in determining exam efficacy. The findings suggest that a standardized, one-size-fits-all approach is insufficient; instead, a nuanced and context-sensitive implementation is essential to ensure fairness, inclusivity, and positive educational outcomes. This review calls for continued research and policy development to refine the use of online exit exams as tools for quality assurance while safeguarding equitable access and support for all learners.]]>
