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IJIE
Published by Research Parks Publishing
ISSN : -     EISSN : 26203582     DOI : https://doi.org/10.17605/ijie.v5i10.3511
Core Subject : Education,
Education
International Journal on Integrated Education (IJIE) 2620-3502 is a peer-reviewed, open-access scholarly journal, publishing high-quality manuscripts in multidisciplinary research areas. IJIE accepts papers in the forms of original research articles, review articles, book reviews, case reports, and discussions to answer important and interesting questions, develop or test the theory, replicate prior studies, explore interesting phenomena, review and synthesize existing research and provide new perspectives aimed at stimulating future theory development and empirical research related to education, integration, social sciences, humanities, language, literature, philosophy, and philology. Journal has a strong editorial team from various research areas while making blind peer-review during 10 working days. IJIE is listed by renowned and reputable indexings such as WorldCat, Open Aire, One Search, Publons, Road, Google Scholar, Harvard Library, and Crossref.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 26 Documents
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Search results for , issue "Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)" : 26 Documents clear
PRIMA: A Proposed Teacher Development Program Focused on Expanded Career Progression System (ECPS) Santidad, Judy Marie; Edna Manaig; Fernando Pendon III
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5472

Abstract

This study titled ”PRIMA: A Proposed Teacher Development Program Focused on Expanded Career Progression System (ECPS)” aimed to assess the level of awareness and preparedness of teachers towards Expanded Career Progression System among the public elementary schools in the Division of Cabuyao during the School-Year 2024-2025. This descriptive-correlational research involved the teachers of the public elementary schools in the division of Cabuyao who have been identified through the stratified sampling technique utilized by the researcher. The prime source of data are the survey-questionnaires that have been administered among the respondents.  The data were used to described the level of awareness of teachers towards the Expanded Career Progression System (ECPS). It was also used to determine the level of preparedness of teachers towards the ECPS. The data collected were treated by the statistical tools appropriate to the study. The study revealed that the teachers involved in the study are mostly mid-adults who are with balanced energy and experience on their roles. The teaching profession remains female-dominated which reflect the ongoing gender trends. Most of the teachers have pursued advanced studies and possess significant teaching experience. The teachers have demonstrated strong awareness and preparedness across all components of the ECPS, specifically in competency-based promotion, position classification, tenure, leadership roles, and external recognition. The teachers’ understanding manifests a well-informed workforce, though further support is still needed to enhance their preparedness to the specific areas. Preparedness does not significantly different when grouped according to their sex and age, but difference based on their highest educational attainment and length of service claim that professional background influences how the teachers engage themselves to ECPS. Additionally, the teachers with higher level of awareness tend to make them feel more prepared which underscores the vital role of information in shaping career advancement. The Teacher Development Program is grounded to these significant findings, is expected to ameliorate both the level of awareness and preparedness and equip the teachers with the competencies needed for their future roles.
Proposed Equilibrium Framework for Educational Leaders in the Philippines Dioneda, Mary Grace; Edna Manaig; Pendon III, Fernando
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5473

Abstract

This study titled “Proposed Equilibrium Framework for Educational Leaders in The Philippines” aimed explore the experience and strategies of public school heads in work-life balance- their professional and personal life. This study involved 10 school heads of the public elementary and secondary schools in the division of Cabuyao during the School-Year 2024-2025. This phenomenological-transcendental study used interview guide questions as the prime source of data to explore their practices and strategies of the school heads in balancing their professional and personal life. The statements collected from the participants were checked and analyzed by Qualitative Data Analyst. The study revealed that the school heads have experienced balancing professional duties and personal life which highlight both the positive and negative aspects. Just like the other professions, they have faced challenges which include the stress, health issues, and burnout, as well as the time constraint which result to heavy workload. They have also faced difficulties to maintain their personal well-being, frequently sacrificing their leisure activities and the time to be spent for their families due to the unexpected meetings, urgent concerns as well as strict report deadlines. Despite of these challenges, the school heads have employed various coping strategies such as engaging hobbies, spending precious time with their families, and asking supports and technical assistance from the top management. They also emphasized the significance of being proactive and adaptive to manage their professional demands and sustain their productivity. The school heads have described their experiences and strategies to achieve work-life balance my emphasizing the effective time and task management, which also include the prioritization of tasks, delegation, and to create effective schedule. They even highlighted the significance of setting boundaries and maintain to manage the workload effectively. Additionally, they even fostered the supportive work environment through establishing open communication and collaborative problem-solving among school staffs. To maintain their well-being, the school heads prioritized self-care practices which involves taking breaks and staying positive. There are ten themes emerged from the study such Theme1: Struggles in Maintaining Personal Well-being, Theme 2: Intentional Stress Management Through Strategic, Emotional and Personal Well-Being Practices, Theme 3: Strategic Management Personal Boundaries, and Support System: Key Factors contributing to Work-Life Balance; Theme 4: Collaborative Ecosystem for Care and Support; Theme 5: Organized Workflow as Foundation of Work-Life Balance; Theme 6:. Deliberate Separation of Professional and Personal Spheres; Theme 7: Mindful Response to Disruption through Strategic Emotional and Practical Action; Theme 8: Redefining Leadership through Delegation, Empowerment, and Strategic Balance of Work-Life Sustainability; Theme 9: Modeling and Humanizing Leadership to Promote Work-Life Balance; and Theme 10: Work Beyond the Bell: The Extended Realities of Educational Responsibilities. The school heads have described that their experiences in work-life balance as the leader of the school have unleashed the ups and downs in their profession. They showed-off the realities that being leaders do not guarantee to achieve everything in positive way, and so, there is still a need to propose an output that may help them achieve work-life balance through an equilibrium framework for educational leaders.
Metacognitive Awareness and Numerical Proficiency of Bachelor of Secondary Education Major in Mathematics Derequito, Karen G.; Ericka Mea P. Laporca; April Joy C. Verallo; Norberto Jr M. Ferrer
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5474

Abstract

This study investigates the relationship between metacognitive awareness and numerical proficiency among Bachelor of Secondary Education (BSED) students majoring in Mathematics at the University of Cabuyao during the academic year 2024–2025. Employing a descriptive-correlational research design, the study assessed metacognitive awareness in terms of knowledge (declarative, procedural, and conditional) and regulation (planning, monitoring, and evaluating), alongside numerical proficiency, which encompassed numerical literacy, skills, and aptitude. Data were collected from 103 respondents using validated researcher-made instruments and analyzed using statistical methods, including Spearman’s Rho. Findings revealed that respondents demonstrated high levels of metacognitive awareness across all dimensions, with notable variability in individual performance. Similarly, numerical proficiency was predominantly rated as high, with numerical aptitude achieving the highest scores. A significant positive correlation was identified between metacognitive awareness and numerical proficiency, underscoring the critical role of metacognitive skills in enhancing mathematical competencies. The study highlights the importance of fostering metacognitive practices to improve problem-solving, critical thinking, and adaptability in mathematics education. These findings provide valuable insights for educators, curriculum developers, and policymakers in designing targeted interventions to enhance metacognitive and numerical skills among pre-service mathematics teachers. By addressing individual differences and promoting reflective learning strategies, this research contributes to the development of competent and adaptive mathematics educators capable of meeting the demands of 21st-century education.
Rethinking Artificial Intelligence in Early Childhood Education for Best Global Practice in Primary Schools in Odeda Local Government, Ogun State Dagunduro, Olayinka Morenike; Taiwo F. Ogunyemi; Damilola Christianah Adebowale
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5479

Abstract

The paper examines the rethinking artificial intelligence in early childhood education for best global practice in primary schools in Ogun state. The study adopted a descriptive survey research design. Population comprises about 250 primary schools’ teachers in Odeda Local Government, Ogun state, Nigeria. The sample size for this study comprises of ten (10) primary schools in Odeda Local Government area of Ogun State in which ten (10) teachers were selected to make a total of 100 respondents for the study. A self-developed questionnaire was used as instrument for data collection. It was developed in closed-ended of Agree or disagree. The instrument was moderated by experts who affirmed its validity. Reliability of the instrument was determined using Cronbach Alpha and the value of 0.62 was obtained which is reliable enough for this study. Data collected were analyzed using simple percentage, mean and standard deviation statistical tools. Findings align with global studies that emphasize both the benefits and challenges of AI integration in education that AI can significantly enhance personalized learning, access to the necessary infrastructure and teacher training remains critical for successful implementation. Similarly, findings in Ogun State reflect these global trends, where AI implementation is gaining momentum but still requires targeted improvements in teacher training and infrastructure to maximize its potential. Findings also emphasize the effectiveness of AI-driven assessment systems in reducing teachers' workloads and providing immediate feedback.  It was therefore recommended that Ogun State Ministry of Education should invest in teacher training programmes to build capacity for effectively integrating AI tools into classrooms, ensuring educators can maximize the benefits of AI in teaching and learning. Also, schools in Ogun State should implement AI-driven personalized learning platforms to tailor educational experiences to individual student needs, thereby improving engagement and academic performance.
Developing Students' Dialectical Thinking Through Establishing Cause-And Effect Relationships In The Chemistry Educational Process Azamovna, Kadyrova Musharrafkhan
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5482

Abstract

This article presents an in-depth analysis of how the development of students’ dialectical thinking can be enhanced through the identification and application of cause-and-effect relationships within the chemistry curriculum. It highlights the importance of analytical strategies based on causal reasoning to foster students’ cognitive competence, critical and creative thinking, and ability to draw scientific inferences. The paper explores theoretical and methodological foundations, practical implementation tools such as algorithmic learning cards, and modeling techniques used to develop these competencies. The study concludes that integrating such strategies into the chemistry education process significantly strengthens learners’ ability to engage in knowledge synthesis, prediction, and scientific problem-solving.
Impact of Non-Resident Fathers on The Social-Emotional and Moral Development of Children in Oyo Town Gbemisola Olufunmilayo , Leye-Akinlabi; Aminat, Gbadegesin Motunrayo; Adedoyin Omowumi, Onafuye; Saheed Olawale, Olatunji
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5497

Abstract

This study investigated the impact of non-resident fathers on the social-emotional and moral development of children in Oyo town. Five specific purpose, five research questions and Bandura’s theory (1977) Social Learning Theory. Employing a qualitative research design, data were collected through semi-structured interviews with non-resident  fathers, single mothers, caregivers, and social workers. Content analysis was utilized to identify emergent themes from the collected data.​ Findings revealed that active involvement of non-resident fathers positively impacts children's emotional stability, self- esteem, and moral reasoning. Conversely, inconsistent or absent paternal engagement is associated with emotional withdrawal and behavioral challenges in children. Cultural norms, economic constraints, and societal expectations were identified as significant barriers to paternal involvement. Despite these challenges, some fathers employed strategies such as regular communication through phone calls and virtual interactions to maintain relationships with their children.​ The study concluded that non-resident fathers play a crucial role in their children's development. It recommends the implementation of supportive policies, community-based programs, public awareness campaigns, and educational resources to enhance non-resident fathers' capacity to contribute positively to their children's social-emotional and moral development.​  

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