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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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The Influence of Field Experience Practice in Improving the Competence of Teacher Professional Education Students Ayunin, Qurrota; Fajarianto, Otto
International Journal on Integrated Education Vol. 8 No. 3 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i3.5407

Abstract

The Teacher Professional Education Program (PPG) is an educational program designed to enhance teachers' competencies in various aspects, including pedagogy, professionalism, social skills, and personality. The Field Experience Practice Program (PPL) is a crucial component of PPG that allows students to apply the theories and knowledge they have learned in real-world settings. This study aims to analyze the impact of the PPL Program on improving the competencies of PPG students. This research is an empirical study of the field experience practices of PPG students, using qualitative methods with data collection techniques including observation, interviews, and documentation. The results of the study show that the PPL Program has a positive influence on improving the competencies of PPG students in various fields. In terms of pedagogy, PPG students demonstrated improved abilities in planning lessons, conducting teaching, and assessing learning outcomes. In the professional aspect, PPG students showed enhanced skills in communication, collaboration, and self-reflection. Socially, PPG students exhibited better adaptation, relationship-building, and leadership abilities. Regarding personality, PPG students displayed increased motivation, commitment, and independence in teaching. The findings of this study indicate that the PPL Program is effective in enhancing the competencies of PPG students. Therefore, efforts should be made to improve the quality and effectiveness of the PPL Program to provide greater benefits for PPG students.
Women and Politics Opuene Hart, Akietuwopiribie; Akie Hart LLB, Ere
International Journal on Integrated Education Vol. 8 No. 3 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i3.5411

Abstract

This study investigates the role of women in politics in developed and developing countries, focusing on the challenges and opportunities that have shaped their political engagement over time. It explores the historical context, theoretical underpinnings, and contemporary issues that influence the participation of women in political processes across the globe. The study is anchored in the Gender and Development (GAD) Theory, which emphasizes addressing systemic gender inequalities in political, social, and economic structures. Through a qualitative research approach and content analysis of secondary sources, this study examines how the socio-cultural, economic, and political factors have either facilitated or hindered women's political involvement. The findings reveal that while historical barriers like patriarchal systems and colonialism significantly hindered women's political engagement, contemporary advancements such as women's suffrage movements, feminist advocacies, gender quotas, and increased political activism have provided significant opportunities for women in politics across the globe, with more participation in developed countries. Despite these advancements, the study highlights persistent challenges, including gender-based violence, economic disparities, and cultural norms in developing countries, and family responsibilities, economic disparities in developed countries that limit women’s full participation in governance. The conclusion underscores the transformative impact of women in political institutions, particularly in developed countries like the USA, UK, Germany, France, etc., and developing countries like Rwanda, where women hold a significant portion of legislative seats. The study recommends continued support for gender-inclusive policies, educational programs, and financial resources to empower more women to participate in politics. The study calls for broader structural reforms and cultural shifts to ensure that women can compete on equal footing with men in the political sphere.
Quality of Parental Nurturing and its Influence on Adolescents' Aggressive Behavior in Selected Public Secondary Schools in the North West and Center Regions of Cameroon Carene, Youmbi Mbenowol; Nsagha Sarah Mboshi; Lum Bobga Jacqueline Achiri
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.v8i4.5412

Abstract

It has been realized that majority of adolescents students in Cameroonian public secondary schools are manifesting antisocial behaviors in different forms as opposed to expected behavior. The purpose of the study was to examine the influence of psychosocial determinants on adolescents’ aggressive behaviour in selected public secondary schools in Cameroon. The four specific objective of the study were, to assess the influence of shift in parental role on aggressive behaviour in adolescents; to find out the quality of parental nurturing on adolescents that influences aggressive behaviour; to find out the influence of peer influence on adolescents; and to examine the influence of conformity to peer culture aggressive behaviour. These objectives were transformed into hypotheses. Theoretically, the study was guided by Erikson theory of psychosocial development, Bandura theory of social learning, and Maslow’s theory of needs. Methodologically, the concurrent mixed method research design was used in conducting this study and data were collected from 435 form three and four students, using a questionnaire and 100 parents using a structured interview guide. Probability and non-probability sampling techniques were used to sample the respondents. The validity and reliability of the questionnaire stood at 0.97 and 0.837 respectively while that of the interview guide was rated using the need analysis approach. Quantitative data collected were analysed using descriptive and inferential statistics with the support of SPSS 25.0 while qualitative data were analysed thematically. The quantitative statistical techniques used were percentages, mean, standard deviation, and linear regression. The findings showed that a significant proportion of students 58.0% display several aggressive behaviours toward others. More so, 60.8% of students were influence by peers in many ways, 68.0% conform to pressure from others in many aspects, 35.8% were experiencing shift in parental role in many of their activities, and 30.3% do not enjoy quality parental nurturing especially those from working class parents. And it was finally, revealed that for every unit of shift in parental role, adolescents’ aggressive behaviours is more likely to increase by 0.310, significant at 1% level (Coefficient value =0.310, p-value < 0.05). More so, for every unit of improvement in quality in parental nurturing, adolescents’ aggressive behaviours is more likely to decrease by 0.496, significant at 1% level. (Coefficient value = -0.496, p-value < 0.05). Again, findings showed that for every unit of peer influence, adolescents’ aggressive behaviours is more likely to increase by 0.420, significant at 1% level. (Coefficient value =0.420, p-value < 0.05). Finally, for every unit of conformity pressure, adolescents’ aggressive behaviours is more likely to increase by 0.441, significant at 1% level (Coefficient value =0.441, p-value < 0.05). Based on these findings, it was recommended that parents should ensure a balance work family life, spend quality time with children, and schools should restructure their disciplinary infrastructure for better prevention and management of school violence.
Efficaciora Aditus: The Lived Experiences of Social Studies Teachers in Teaching Emerging Issues Anne G. Cimatu, Rocel
International Journal on Integrated Education Vol. 8 No. 3 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i3.5424

Abstract

In the Philippine K–12 curriculum context, Social Studies teachers are increasingly tasked with addressing emerging issues such as gender identity, socio-political conflicts, and environmental crises to develop students' critical thinking and civic engagement. Despite integrating Kontemporaryong Isyu into the Grade 10 curriculum, many teachers face significant challenges due to outdated and limited resources, lack of student interest, and the sensitive nature of these topics. This study explored the lived experiences of Social Studies teachers in teaching emerging issues in selected public high schools in Santa Rosa, Laguna, focusing on their challenges and effective approaches. In-depth semi-structured interviews were conducted with ten Grade 10 Social Studies teachers using a qualitative research design grounded in transcendental phenomenology. Thematic analysis, guided by Colaizzi’s framework, revealed challenges such as student discomfort and disengagement, instructional difficulties, and external factors affecting learning. However, participants highlighted effective approaches, including active and interactive methods, encouraged critical thinking, practiced ethical and inclusive teaching, managed discussions effectively, and continuously adapted through professional growth. Anchored on the Social Representations Theory and Freire’s Critical Pedagogy, the study underscored the need for capacity-building programs to equip teachers with the skills to navigate complex classroom conversations. Findings contribute to educational policy and teacher training, advocating for learner-centered approaches that make classroom discussions of emerging issues inclusive, critical, and transformative. Ultimately, the research emphasizes Social Studies educators' vital role in fostering informed, empathetic, and socially responsible citizens.
Beyond Horizons: The Lived Experiences of Social Studies Teachers in Teaching Out-of-Field Subjects Candelaria Landicho, Jedielyn
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.v8i4.5425

Abstract

Out-of-field teaching has increasingly challenged the Philippine education system, particularly in public secondary schools. This study explores the lived experiences of Social Studies teachers in Cabuyao City who were assigned to teach subjects beyond their specialization, such as MAPEH, TLE, Filipino, and Values Education. Guided by Vygotsky’s Social Constructivist Theory and Shulman’s Pedagogical Content Knowledge framework, a qualitative phenomenological research design was employed. Data were collected through semi-structured interviews with ten purposively selected teachers and analyzed using Colaizzi’s seven-step method. The analysis revealed two major themes: (1) Challenges Faced When Teaching Outside Expertise, and (2) Adaptive Strategies for Overcoming Out-of-Field Teaching Challenges. Key challenges included subject mastery gaps, difficulty in lesson delivery, lack of curriculum resources, increased preparation time, and anxiety. Despite these, participants demonstrated resilience by seeking peer support, attending professional development seminars, diversifying their teaching strategies, and embracing lifelong learning. Motivation, flexibility, and administrative support were vital to their ability to navigate these difficulties. Findings emphasized the importance of continuous professional development, mentorship, and institutional support systems to aid out-of-field teachers. The study concludes that while teaching outside one’s specialization imposes significant instructional and emotional challenges, it also offers opportunities for professional growth, adaptability, and innovation in teaching practices. These insights are critical for shaping educational policies and support programs that can better equip teachers to handle the demands of out-of-field teaching and enhance overall educational quality.
Force Dynamics Systems in Iraqi EFL Sixth Secondary School’s Literature Passage "The Canary" Faisal , Wafaa Mokhlos; Alwan , Abdullah Abbas
International Journal on Integrated Education Vol. 8 No. 3 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research utilizes a cognitive linguistic framework to examine the Force Dynamics system in Katherine Mansfield's short novel The Canary.  Inspired by Leonard Talmy's theory of Force Dynamics (1988, 2000), the work investigates how the linguistic and mental framework of the story captures interactions between agonists and antagonists.  Across physical, psychological, and social spheres, the study notes trends of force interaction including causation, enabling, hindrance, letting, and resistance.  Especially in its depiction of loneliness, bereavement, and the anthropomorphized interaction between the narrator and her canary, these dynamics offer insight into the underlying cognitive and emotional structures of the story.  The research comes to the conclusion that force dynamics significantly shapes narrative meaning and provides fresh ideas on how conceptual structures guide literary interpretation.
Enhancing Student Academic Performance through Engagement and Learning Resources in Project Self Villaruel, Jordan V
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.v8i4.5434

Abstract

The research examines the functionality of Project SELF (Strengthening Engagement and Learning Foundations) in enhancing the academic performance of Senior High School students at Southville 1 Integrated National High School, specifically in the subject Introduction to the Philosophy of the Human Person. Recent studies have shown that contextualized learners’ activity sheets significantly improve students’ academic performance. The research addresses students’ low Mean Percentage Score (MPS) in the subject by utilizing structured activity sheets to enhance student engagement, critical thinking, and foundational learning skills. Moreover, few studies have examined activity sheets in Introduction to the Philosophy of the Human Person as supplementary materials. Their effectiveness is well-documented in other subjects, and their potential to enhance understanding and critical thinking in this subject is still unexplored. An experimental research design with pre-test and post-test methods was employed to measure the impact of Project SELF. The results indicate a significant improvement in students’ post-test scores, demonstrating the activity sheets’ effectiveness in enhancing learning outcomes. The study concludes structured activity sheets can be a valuable supplementary learning resource in Introduction to the Philosophy of the Human Person. Recommendations to strengthen student academic performance further include continuously enhancing Project SELF materials, integrating more active learning strategies, and encouraging collaborative learning among students. Additionally, the study suggests institutionalizing Project SELF to ensure its sustainability by incorporating it into the school’s learning framework, reviewing and revising the contents of the activity sheets based on the lowest-scoring items and providing instructional coaching for teachers on Project SELF integration.
Self Determination and Engagement of Social Studies Students in the Selected Private Schools Ranoco, Joann E.
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.v8i4.5446

Abstract

This study explores the relationship between student engagement and self-determination in Social Studies classes among senior high school students in selected private schools in Cabuyao, Laguna. Grounded in the Engagement Theory and Self-Determination Theory, the research examines how aspects of engagement—relating, creating, and donating—and components of self-determination—autonomy, competence, and relatedness—interact to shape students' academic experiences. Employing a quantitative correlational research design, the study collected data from 50 randomly selected students through validated survey questionnaires. The results indicated that students demonstrated very high levels of both engagement and self-determination. Furthermore, a significant positive correlation was found between these two constructs. These findings suggest that enhancing student engagement and supporting self-determined learning can positively influence motivation, participation, and academic performance. In response to the results, an action plan was developed to guide educators in designing more interactive and student-centered Social Studies learning environments. The study adds to the existing body of literature on student motivation and proposes practical strategies for integrating student voice and real-world relevance into classroom instruction to promote deeper academic involvement and civic consciousness.
Career Adjustment: Understanding Transitional Challenges Among Newly-Hired Public School Teachers Flores, Neo Austein V.
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.v8i4.5447

Abstract

The study titled “Career Adjustment: Understanding the Transitional Challenges Among Newly-Hired Public School Teachers” explores the lived experiences of newly hired public elementary school teachers during their first year of service, aiming to understand the challenges they face and the coping strategies they employ. Conducted in Cabuyao City, Laguna during School Year 2024–2025, the research provides localized insights into the transitional experiences of new educators in public elementary schools. Using a qualitative phenomenological research design, data were gathered through semi-structured, in-depth interviews with ten purposively selected participants all with one year or less of teaching experience. Colaizzi’s method of phenomenological analysis was used to extract significant statements, formulate meanings, and identify emerging themes. Findings revealed several transitional challenges, including managing large class sizes, addressing diverse learner needs, handling absenteeism and underperformance, and balancing teaching with administrative tasks. The absence of structured orientation and mentoring programs contributed to feelings of unpreparedness, emotional stress, and low self-confidence. Financial constraints and limited teaching resources also increased the burden. To cope, participants sought mentorship from experienced colleagues, engaged in professional development, applied differentiated instruction, and cultivated supportive relationships within the school community. They also practiced emotional resilience, time management, and stress-reduction strategies to navigate their adjustment period. The study recommends the implementation of a Transition Support Program - a structured, context-responsive initiative to assist newly hired teachers in adapting to public-school teaching demands. This program should encourage collaboration among school administrators, policymakers, and educators to build a supportive and sustainable teaching environment. Overall, the study offers valuable insights for improving teacher induction programs and enhancing retention strategies in the Philippine public education system, highlighting the importance of supporting novice teachers during their critical first year.
Echoes of Batingaw: Cultural and Historical Conservation in the City of Cabuyao Andrada, Rostum O.
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.v8i4.5448

Abstract

In an era of globalization and digital distraction, local cultural identities are increasingly at risk of fading. This study focuses on Cabuyao City, Laguna, where the youth—often viewed as custodians of heritage—are showing signs of disconnection from their cultural and historical roots. It investigates the awareness levels of young residents and explores the lived experiences of local government officials (LGUs) involved in heritage preservation, addressing the urgent question: how can a community safeguard its heritage before it’s forgotten? Using a mixed-methods approach, the research combined a quantitative survey of 268 randomly selected youth (ages 18–30) with qualitative interviews involving three LGU officials in cultural affairs, tourism, and youth development. Quantitative data assessed youth awareness of cultural and historical elements, while thematic analysis of interviews revealed institutional insights. Findings point to a troubling lack of awareness among youth, particularly regarding the Sakdalista movement, though some familiarity exists with symbols like the Batingaw (Golden Bell). LGU officials cited challenges including digital distractions, lack of local history in education, and resource constraints. They emphasized the need for stronger community engagement, educational reform, and accessible digital tools. The study concludes that safeguarding Cabuyao’s heritage requires collaborative efforts between youth, schools, and LGUs. Recommendations include integrating local history into curricula, creating interactive digital resources, and launching community-driven heritage initiatives. These findings offer valuable direction for policymakers and practitioners aiming to strengthen cultural preservation, especially in developing regions facing similar pressures.

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