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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 1,460 Documents
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General Description of Sa'diddin Hamavi's Works Rajabov Alisher Shavkatovich
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5723

Abstract

A distinctive feature of Hamavi's work is that it goes beyond traditional practical mysticism and deals with theoretical knowledge and the philosophy of being.
Improving the Mechanisms for Developing Future Teachers’ Motivation to Organize Educational Activities of Students Odilova Makhfuza
International Journal on Integrated Education Vol. 9 No. 1 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i1.5732

Abstract

This article analyzes the theoretical-methodological foundations, pedagogical conditions and practical mechanisms of developing the motivation of students to organize educational activities among future teachers. Also, the role of innovative pedagogical technologies, digital learning environment, reflection and pedagogical practice in the formation of professional motivation is scientifically based. Based on the research results, a conceptual model of motivation development is proposed.
Developing the Creative Competence of Future Educators: Problems and Solutions Yusupova Firuza Hajiboy qizi
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5733

Abstract

This article analyzes the current state of developing the creative competence of future teachers in the higher pedagogical education system, existing problems within the system, and their systemic solutions. The study points out the limitations of traditional teaching methods and substantiates the necessity of integrating art-pedagogical tools to enhance students' creative potential. At the end of the article, theoretical and practical recommendations are proposed to improve the professional and creative training of future educators.
Methodology for Enhancing Professional and Technological Competencies of Pre-Service Technology Teachers through Bio-Inspired Modeling Kenjayev Sherzod Mammatjumayevich
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5735

Abstract

This article scientifically substantiates a methodological system for developing professional and technological competencies of future technology teachers based on bio-inspired modeling. The study analyzes the pedagogical potential of bio-inspired modeling in combination with modern forms of organizing technological education, the competency-based approach, STEAM integration, project-based learning, problem-based learning, analogy methods, and design thinking. In addition, methodological mechanisms for the formation of professional and technological competencies under the conditions of the higher education modular-credit system and the 4+2 model were developed. As a result of the study, an algorithm for organizing educational activities based on bio-inspired modeling was proposed, and its impact on the development of students’ technological thinking, design and construction activities, innovative thinking, and engineering competencies was highlighted.
The Role of Artificial Intelligence in Developing Spatial Thinking in Engineering Graphics Education Farida Baxtiyorovna Sabirova
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5736

Abstract

This study examines the role of artificial intelligence in developing spatial thinking skills in engineering graphics education. Spatial thinking is considered one of the fundamental competencies for understanding engineering drawings, three-dimensional visualization, and technical design processes. However, traditional instructional approaches often fail to address individual learning differences and difficulties associated with abstract spatial concepts. The proposed conceptual framework integrates adaptive learning technologies, intelligent visualization tools, and automated feedback mechanisms to improve students’ learning experiences. The study is based on constructivist learning theory and cognitive load theory. The findings suggest that artificial intelligence can support personalized learning environments, strengthen spatial reasoning abilities, and improve overall educational effectiveness in engineering graphics education.
Improving the Methodology for Developing Future Teachers Digital Competence Xujakulov Sherzod Amankulovich
International Journal on Integrated Education Vol. 9 No. 1 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i1.5739

Abstract

This article examines the pedagogical mechanisms for developing the digital competence of future teachers and evaluates their effectiveness. As the methodological framework of the study, the internationally recognized TPACK (Technological Pedagogical Content Knowledge) model was adapted and applied to the national higher education system. The experimental research was conducted at Samarkand State Pedagogical Institute, Navoi State University, and Kokand State University, focusing on students' adaptation to the digital environment and self-study skills. Statistical analysis revealed that the performance level in the experimental groups was 10.11% higher than in the control groups, scientifically proving the effectiveness of the developed pedagogical methodology.
Level of Leadership Competencies Among Junior High School (JHS) Teachers Towards Addressing Academic Challenges of Students: A Basis for Proposed Action Plan Emmanuela Joy M. Silva; Lourdes Ibe-Nati
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5741

Abstract

The study examined Junior High School teachers’ leadership competencies (instructional and organizational) and the academic challenges of learners, integrating quantitative results with student perspectives to inform an action-oriented response. Overall, teachers demonstrated excellent instructional leadership (Composite Mean = 4.610), suggesting strong alignment of curriculum, instruction, assessment, and feedback practices. Teachers also exhibited excellent organizational leadership (Composite Mean = 4.460), reflecting effective classroom management, collaboration, communication with stakeholders, and culture building. Regarding student academic challenges, teachers reported ineffective study habits as occurring often (Composite Mean = 3.593), indicating persistent concerns in time management, procrastination, distraction, and limited help-seeking. Other challenges—low motivation/engagement, comprehension/performance difficulties, irregular participation/attendance, and limited access to learning resources/support—were generally observed sometimes, implying variability across learners and contexts. Relational analyses further indicated targeted links between leadership and specific difficulties. Instructional leadership showed a significant inverse association with irregular participation/attendance (Spearman ρ = −.34, p = .002), while organizational leadership demonstrated a significant inverse association with limited access to learning resources/support (Spearman ρ = −.23, p = .040). These findings suggest that stronger leadership practices are associated with fewer selected challenges, although effects are modest and likely context-dependent. Qualitative accounts converged with the quantitative patterns: students emphasized clear explanations, patience, varied strategies, checks for understanding, encouragement, and fair discipline, while also noting inconsistency across teachers and uneven resource provision. Consequently, the proposed action plan should prioritize instruction, attendance/participation supports, and coordinated resource mobilization, with monitoring anchored in attendance logs, formative assessment records, and structured learner feedback. Regarding student academic challenges, teachers reported ineffective study habits as occurring often (Composite Mean = 3.593), indicating persistent concerns in time management, procrastination, distraction, and limited help-seeking. Other challenges—low motivation/engagement, comprehension/performance difficulties, irregular participation/attendance, and limited access to learning resources/support—were generally observed sometimes, implying variability across learners and contexts. Relational analyses further indicated targeted links between leadership and specific difficulties. Instructional leadership showed a significant inverse association with irregular participation/attendance (Spearman ρ = −.34, p = .002), while organizational leadership demonstrated a significant inverse association with limited access to learning resources/support (Spearman ρ = −.23, p = .040). These findings suggest that stronger leadership practices are associated with fewer selected challenges, although effects are modest and likely context-dependent. Qualitative accounts converged with the quantitative patterns: students emphasized clear explanations, patience, varied strategies, checks for understanding, encouragement, and fair discipline, while also noting inconsistency across teachers and uneven resource provision. Consequently, the proposed action plan should prioritize instruction, attendance/participation supports, and coordinated resource mobilization, with monitoring anchored in attendance logs, formative assessment records, and structured learner feedback.
Development of Criteria And Indicators for Assessing The Methodological Preparedness of Future Primary School Teachers to Use The “Flipped Learning” Model Hamidova Laylo Kamildjonovna
International Journal on Integrated Education Vol. 9 No. 1 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i1.5744

Abstract

In today's higher pedagogical education system, assessing the readiness of prospective teachers to use innovative educational technologies is one of the key factors in ensuring educational quality. In particular, the widespread implementation of the Flipped Learning model necessitates a scientifically-based determination of the level of methodological preparedness for its use. While existing research primarily highlights the advantages of Flipped Learning technology and its application methodology, the issue of developing criteria and indicators to assess the methodological preparedness of future primary school teachers to use this model has not been sufficiently studied. This article develops the criteria, indicators, and levels for assessing the methodological preparedness of future primary school teachers to use the Flipped Learning model. Methodological preparedness is described based on motivational, cognitive, activity-related, and reflective components, and evaluation indicators for each component are systematized. The developed assessment system was applied during experimental work, and its potential for practical application was analyzed. The research results showed that the proposed assessment criteria allow for a comprehensive determination of the level of methodological preparedness, monitoring of students' developmental dynamics, and the making of scientifically-grounded pedagogical decisions to improve methodological training. This assessment system holds practical significance for monitoring and increasing the effectiveness of the training process for using the Flipped Learning model in pedagogical higher education institutions.
Enhancing the Effectiveness of the Universal Basic Education Counterpart Funding Policy in Nigeria: Challenges, Prospects, and Strategic Reforms Okafor Ikechukwu Maduka; Folasade Serifat AKINOLA-OJEDOKUN
International Journal on Integrated Education Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i3.5746

Abstract

The Universal Basic Education (UBE) programme was introduced in Nigeria in 1999 as a strategic intervention aimed at providing free, compulsory, and universal basic education for all school-age children. To facilitate the achievement of its objectives, the Federal Government established a counterpart funding policy through the Universal Basic Education Commission (UBEC), requiring state governments to contribute matching funds before accessing federal intervention grants. The policy was designed to promote shared responsibility, increase educational financing, improve accountability, and accelerate the development of basic education infrastructure and services across the country. Despite the significant resources committed to the programme, many states have faced difficulties in accessing and utilizing counterpart funds due to financial constraints, weak institutional capacity, poor accountability mechanisms, political interference, and inadequate commitment to educational development. Consequently, substantial amounts of intervention funds have remained unaccessed while educational challenges such as inadequate infrastructure, teacher shortages, and high numbers of out-of-school children persist. This paper reviews the UBE counterpart funding policy in Nigeria with a view to examining its objectives, implementation challenges, and possible strategies for improving its effectiveness. The study adopts a review methodology relying on existing literature, policy documents, government reports, and empirical studies. Findings indicate that while the counterpart funding policy has contributed to improvements in educational infrastructure and access, several structural and administrative challenges continue to hinder its optimal performance. The paper recommends the adoption of a differentiated counterpart funding formula, strengthening of monitoring and accountability systems, enhanced capacity building for educational administrators, performance-based funding mechanisms, and increased stakeholder participation in educational financing.
Socio-Philosophical Foundations of Youth Employment and The Implementation of The “Decent Work” Concept in The Context of The Digital Economy Kurbanov Xurshidbek Pozilovich
International Journal on Integrated Education Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i2.5747

Abstract

The article discusses theoretical and practical questions of employment of young people and the concept of “decent work” in the digital economy. It presents analysis of how digital transformation affects the labour market, with a particular focus on the impact on youth employment, using OECD, ILO, World Bank and the Statistics Agency of the Republic of Uzbekistan data. The study also shows how the digital economy generates new jobs but also presents its difficulties, like skills mismatch, lack of social protection systems adaptability, and digital inequality.

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