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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 582 Documents
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Enhancing Learning through Constructive Alignment in Vocational Schools in Cameroon Loveline, Yaro
International Journal on Integrated Education Vol. 4 No. 10 (2021): IJIE 7.2 Journal Impact Factor
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v4i10.2228

Abstract

Through out the years, teaching and learning approaches have evolved in so many ways and in different educational context and settings. In Cameroon for instance, teaching and learning approaches have experienced paradigm shifts from the objective approach, to the New Pedagogic approach and now to the Competency based approach. The importance of learning outcomes is central to teaching and learning in schools especially in vocational training where the focus has moved to knowledge acquisition to knowledge construction through problem solving competences. This implies that teaching and learning should undoubtedly be more learner centered. Thus, Pedagogy needs to align with constructive learning theories with great consideration on the guiding principles of constructive alignment that takes into account the different purposes and settings in which learning takes place. Vocational education plays a very vital role in the socioeconomic growth of a country. Constructive alignment approach is aimed to improve students learning outcome in vocational schools through it application by deliberately aligning the intended learning outcome to the teaching learning activities and the assessment. Based upon constructive learning theory(constructivism) aligned curriculum can be achieved by focusing on what the students does. the use of constructive alignment approach in vocational schools should align the learning outcome to the three key elements of constructive alignment which are the learning outcomes, the teaching learning activities and the assessment strategies, this plays a key role in producing a skilled workforce and create the local workforce needed by the industry and the country. Using the quasi-experiment research design, the study advocates for a more constructive aligned instruction in technical colleges in Cameroon.
In the Process of Self-development Verma, Shikha
International Journal on Integrated Education Vol. 4 No. 10 (2021): IJIE 7.2 Journal Impact Factor
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v4i10.2350

Abstract

The main objective of this study is to identify how much the professionals are willing for their self-development. The researcher has conducted an online survey. This online test was an objective assessment test. The purpose is also to motivate the professionals to think over their strength and weaknesses. Thereafter, to identify the areas of their interests. The paper will support the reader to plan for their self-development. The researcher has also suggested to draw an outline for the continuous professional development (CPD).
Promoting Quality Education by digitally transforming the techniques; A Literature Review Samy, Sagar
International Journal on Integrated Education Vol. 5 No. 12 (2022): IJIE
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v5i12.3759

Abstract

Education plays an important role in every society, in order to uplift any country education must be spread out to the masses. Hence, the right to education is documented as a Human Right. To make it sustainable, the United Nations is promoting Sustainable Development Goals i.e., Quality Education. The challenges and outcomes to overcome while achieving Quality Education in Pakistan have been discoursed in this study. Henceforward, education is the only tool that cannot only change the fate of 65% youth of the country but also can help Pakistan to boost up and benefit to be a developed nation. To promote quality education, the nation must adopt all the modern techniques of technology, as the entire paradigm is rapidly shifting or has already shifted after the COVID-19 pandemic. The west and the first world countries continued to rise because they are investing more and more in education, along with integrating all the modern and latest techniques of technology. In fact, the future is now, developed countries have started working on metaverse to transform the entire education system in the coming years. The study is a literature review and descriptive which is based on secondary sources like books, research articles, website content, and reports. Henceforth, the findings show that Quality education can act as a revolutionary tool to change the fate of Pakistan.
A Critical Examination of Larsen-Freeman & Anderson's "Techniques and Principles in Language Teaching" (3rd Edition) Mohammed, Aqeel Mery; Alkhafaji, Hayder S
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.v9i1.5505

Abstract

Diane Larsen-Freeman and Marti Anderson's "Techniques and Principles in Language Teaching" (3rd Edition, 2011) remains a cornerstone text in second language acquisition (SLA) and teacher education. This comprehensive review critically examines the text's enduring value, significant updates in the third edition, its structured approach to presenting historical and contemporary language teaching methods, and its core thesis advocating a shift from rigid method adherence to principled eclecticism. The review analyzes the book's unique format, presenting each method through an experienced teacher's classroom practice lens, followed by analysis of underlying principles and techniques, arguing this approach is its greatest pedagogical strength. While lauding its unparalleled scope and practical utility, the review also engages with critiques regarding its Western-centric focus, the potential oversimplification inherent in the "method" construct, and the challenges of enacting principled pragmatism. Ultimately, the review concludes that Larsen-Freeman and Anderson's work is an indispensable resource that effectively bridges theory and practice, empowering teachers to become informed, reflective, and adaptable professionals.
Paranoia, Power and the Postmodern Feminism: A Comparative Study of Thomas Pynchon and Katherine Dunn in the Heroine’s Mode Moebid, Abdulkareem Jwaid
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.v9i1.5524

Abstract

This article examines the ways in which The Crying of Lot 49 by Thomas Pynchon and Geek Love by Katherine Dunn deploy paranoia, corporeal marginality, and narrative disorder as forms of feminist resistance in postmodern literature. Where conventional literary theory concentrates on linear masculine quests and stable identities, these novels break with that pattern by reframing the Heroine’s Journey around descent, dark night, and interpretive obscurity. Utilizing feminist narratology, postmodernist theory, and qualitative thematic analysis, the article utilizes seven complementary themes–feminist paranoia, bodily marginalization, patriarchal constructs, the Heroine’s Journey, community identity, epistemic indeterminacy, and subversive agency–to compare the two novels. Analysis is informed by close readings, annotated text examples and theoretical memoing. The findings suggest that Oedipa Maas and Olympia Binewski resist patriarchy by not recognising or mastering it, but by remaining ambiguous and disruptive. Oedipa’s search for meaning becomes an act of epistemic resistance; her paranoia is interpretive agency, not delusion. By the same token, Olympia's marked body and halting narration turn abjection into understanding, reconfiguring maternal authorship and transgression as narrative strategies. Instead of registering a failure of form, the nonlinear, fragmented form of these novels exemplifies a feminist epistemology that prefers doubt, survival and embodied knowledge to coherence. Postmodern tropes—conspiracy, grotesquery, exile—are thus reappropriated as political and ethical instruments for feminist reworlding. Ultimately, paranoia and narrative instability are reframed as cognitive strategies of resistance. The female protagonists do not seek closure, but cultivate ambiguity as a means of survival and reinterpretation. This study contributes to feminist literary scholarship by showing how postmodern form becomes an ally in constructing subversive female identities and counter-epistemologies.
The Scientific- Spiritual Heritage of Aziziddin Nasafiyy and Its Study Ibodilloyevich, Narziyev Zubaydillo
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.v9i1.5560

Abstract

This article explores the rich spiritual heritage of the great poet, physician, and philosopher Aziziddin Nasafiy, a distinguished figure who lived and worked in the 12th century. It examines his profound contributions to Sufi thought and highlights the enduring significance of his works. The study also notes that numerous Eastern and Western scholars have analyzed Nasafiy’s spiritual legacy, reflecting its wide-ranging influence across cultures and academic traditions. The article also traces the influence of Nasafiy’s ideas on later generations of scholars and mystics, both in the East and the West, demonstrating the universal relevance of his teachings. Furthermore, it highlights how his writings continue to inspire modern researchers interested in spiritual anthropology, metaphysics, and moral development.
In The Framework of External Cooperation, Modernized Laboratories and High-Yielding Wheat Varieties Should be Introduced Erkinovich, Tuyev Fazliddin
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.v9i1.5564

Abstract

In recent years, innovative approaches, scientific and technical achievements and international cooperation have been gaining special importance in the development of agriculture. In particular, the modernization of modern agricultural laboratories and the introduction of high-yielding wheat varieties within the framework of projects implemented with foreign partners in Samarkand, Bukhara and Navoi regions serve to increase productivity and ensure food security. This once again confirms the effectiveness of implementing scientific approaches in agriculture.
Evaluating the Items of Trust Enhancement (TE) Measurement in the Manufacturing Organizations in Nigeria Through Exploratory Factor Analysis Olapoju, Popoola Mufutau; Popoola, Naimot Folake
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.v9i1.5522

Abstract

The purpose of this study is to carry out instrument validation for the items of Trust Enhancement (TE) through exploratory factor analysis (EFA). The data gathering instrument employed is questionnaires, which were administered to employees in the manufacturing organization in Nigeria. 100 questionnaires were gathered to perform the EFA. The findings show that Bartlett’s Test of Sphericity is significant (P-Value < 0.05). Kaiser-Meyer-Olkin (KMO) is excellent as it surpasses the required value of 0.6. These two results (Bartlett’s Test, which is significant, and KMO > 0.6) suggest that the data is suitable in size. The Cronbach’s Alpha test was higher than 0.7 for all the items of the construct, this show that these items are all reliable. This research contributes to the domain of supply chain management by scrutinizing the items of the construct of Trust Enhancement (TE), which could improve performance in manufacturing organizations in Nigeria.
Linguistic Inclusivity in A Special Program in Foreign Language (SPFL) on Technology-Infused Teams-Games- Tournament (TGT): A Mixed-Method Study Ampo, Amie Rose J.
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.v9i1.5589

Abstract

This study investigated how a World Englishes (WE)–informed, technology- infused Teams-Games-Tournament (TGT) strategy enhanced linguistic inclusivity, learner engagement, and English achievement among SPFL students in a public secondary school in San Pedro, Laguna. This study, conducted during the School Year 2025-2026, utilized a convergent parallel mixed-methods design in which quantitative data were gathered from 220 students through pre-tests, post-tests, and surveys. At the same time, the qualitative data were obtained from semi- structured interviews, focus groups discussions, and classroom observations. Findings showed a marked improvement in performance, with mean scores rising from Least Mastered (M = 6.46) to Mastered (M = 43.52) after the intervention. Surveys indicated very high engagement and acceptance of diverse English varieties, while qualitative results highlighted increased linguistic confidence, reduced anxiety in using localized English, and stronger participation supported by digital tools and team-based activities. Teachers affirmed that integrating WE principles with technology-enhanced TGT validated learners’ linguistic identities and fostered inclusive, culturally responsive classroom environments. The study also produced an approved School Learning Action Cell (SLAC) session plan as its official output, supporting sustained professional development and the institutionalization of WE-informed,`technology-supported pedagogy. Overall, the study demonstrated that combining WE perspectives with a tech-supported TGT model is an effective, context-appropriate approach to improving language learning in multilingual Filipino settings. Its results align with SDG 4, Ambisyon Natin 2040, and NIBRA, contributing evidence-based insights for equitable and culturally grounded English language education in the Philippines.
Effectiveness and Challenges of Task-Based Language Teaching on the Speaking Proficiency of Vietnamese ESL Learners Rufo, August Jay C.
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.v9i1.5590

Abstract

This study evaluated the effectiveness of the Task-Based Language Teaching (TBLT) and explored the institutional and pedagogical variables that affect its implementation in improving the speaking skill of the learners of English as a second language in the Vietnamese context. The study looked at how TBLT can contribute towards fluency, accuracy, and overall holistic communicative competence in Vietnamese classrooms that are inherently oriented to teacher-centred pedagogy, and so overcome the long-standing gap between formal English instruction and the ability of learners to participate in real-life communicative purposes. The study also corresponds to SDG 4 (Quality Education) and 2040 targets of the Ambisyon Naten by supporting the presence of a learner-centered and dialogic pedagogical paradigm. To outline the connections between the degree of TBLT implementation and oral proficiency of the participants, a quantitative descriptive -correlational design was used. The information was gathered through performance assessment in the form of speaking, a written questionnaire, and a classroom evaluation rubric. The statistical processes involved frequency distributions, percentage, means, standard deviations, and inferential tests including the Mann Whitney U and Friedman tests to question the correlation between the TBLT exposure and speaking performance including fluency, cohesion, and phonological accuracy. The findings revealed a strong and statistically significant correlation between TBLT exposure and speaking proficiency and thus ensuring that increased involvement in task-based undertakings produce better oral communicative performance. However, the research found the presence of salient limitations, such as the insufficient teaching time, large enrolments, and teacher preparation, and they are all relevant to emphasize the need to support teaching and professional development with institutional support.

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