cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mochamad Nashrullah
Contact Email
Nashrul.id@gmail.com
Phone
+6285745063538
Journal Mail Official
Nashrul.id@gmail.com
Editorial Address
Kavling Banar, Pilang, Sidoarjo, Jawa Timur
Location
Unknown,
Unknown
INDONESIA
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 1,502 Documents
 147   148   149   150   151 
Pedagogical and Methodological Advantages of Implementing Digital and Intelligent Diagnostic Environments in Higher Education Gulnur Sagibaevna Tleubaeva
International Journal on Integrated Education Vol. 9 No. 4 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i4.5848

Abstract

This article theoretically analyzes the pedagogical and didactic advantages of implementing intelligent diagnostic digital learning environments designed to identify and develop students’ programming aptitude in the context of higher education digitalization and the credit-module system. Using analysis of the scientific literature and regulatory documents, comparative analysis and pedagogical modeling, the study describes mechanisms for constructing personalized learning pathways based on the principles of asynchronous and differentiated learning, and for organizing process-based assessment with learning analytics and a Socratic artificial intelligence (AI) tutor. A comparative analysis of traditional learning environments and intelligent diagnostic environments is presented, together with a three-stage methodology for instructional design that integrates diagnostic profiling, the PRIMM (Predict–Run–Investigate–Modify–Make) teaching cycle and process-based final assessment. The proposed framework is conceptual; its effectiveness should be verified through empirical studies in programming courses.
The Effects of Teachers’ Behaviour on Student Academic Performance and Personality in Selected Local Government Areas in Benue State, Nigeria Abah, Owoicho; Uloko, Eje, Ngbede; Otache, Alex Agida
International Journal on Integrated Education Vol. 9 No. 4 (2026): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v9i4.5852

Abstract

The interplay between teacher behaviour, students' academic performance, and personality development is complex and multifaceted. It is on this premise that the paper examined the effects of teachers' behaviour on students' academic performance and personality in the Apa and Agatu Local Government Areas in Benue State. This paper was guided by two objectives. Descriptive survey research design was adopted in this paper. A multistage sampling technique was employed. In the first stage, two LGAs (Apa and Agatu) were purposively selected. In the second stage, a proportionate stratified random sampling technique was used to select a representative sample of secondary schools from each LGA. Finally, simple random sampling was used to select 389 respondents, comprising teachers and students from the chosen schools. The questionnaire utilised a four-point Likert-type scale to measure the respondents’ perceptions and attitudes. Standard deviation and mean were used to answer research questions and determine the effects of teacher behaviour. The paper reveals, among other things, that positive words for mistakes have a positive impact on students. The paper therefore recommends that schools should foster a culture that values and promotes positive teacher–student relationships. Teachers should be encouraged and trained to build supportive, empathetic, and respectful connections with their students, creating a safe and inclusive learning environment.

Page 151 of 151 | Total Record : 1502

 147   148   149   150   151 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 4 (2026): International Journal on Integrated Education (IJIE) Vol. 9 No. 3 (2026): International Journal on Integrated Education (IJIE) Vol. 9 No. 2 (2026): International Journal on Integrated Education (IJIE) Vol. 9 No. 1 (2026): International Journal on Integrated Education (IJIE) Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE) Vol. 8 No. 3 (2025): International Journal on Integrated Education (IJIE) Vol. 8 No. 2 (2025): International Journal on Integrated Education (IJIE) Vol. 8 No. 1 (2025): International Journal on Integrated Education (IJIE) Vol. 7 No. 4 (2024): International Journal on Integrated Education (IJIE) Vol. 7 No. 3 (2024): International Journal on Integrated Education (IJIE) Vol. 7 No. 2 (2024): International Journal on Integrated Education (IJIE) Vol. 7 No. 1 (2024): International Journal on Integrated Education (IJIE) Vol. 6 No. 12 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 11 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 10 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 9 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 8 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 7 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 6 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 5 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 4 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 3 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 2 (2023): International Journal on Integrated Education (IJIE) Vol. 6 No. 1 (2023): International Journal on Integrated Education (IJIE) Vol. 5 No. 12 (2022): IJIE Vol. 5 No. 11 (2022): IJIE Vol. 5 No. 10 (2022): IJIE Vol. 5 No. 9 (2022): IJIE Vol. 5 No. 8 (2022): IJIE Vol. 5 No. 7 (2022): IJIE Vol. 5 No. 6 (2022): IJIE Vol. 5 No. 5 (2022): IJIE Vol. 5 No. 4 (2022): IJIE Vol. 5 No. 3 (2022): IJIE Vol. 5 No. 2 (2022): IJIE Vol. 5 No. 1 (2022): IJIE Vol. 4 No. 10 (2021): IJIE 7.2 Journal Impact Factor Vol. 4 No. 12 (2021): IJIE Vol. 4 No. 11 (2021): IJIE Vol. 4 No. 9 (2021): IJIE More Issue