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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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Through the Years: Narratives of Pamantasan ng Cabuyao (PnC) Towards the Development of a Coffee Table Book Lamis, Eruel A.
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.v8i4.5469

Abstract

Every Institution has its great story to be told, a tapestry to share, and a culture to pass through the years. This research delves into the historical narratives of Pamantasan ng Cabuyao with the goal of laying the groundwork for a coffee table book that captures the university’s rich legacy. Founded in the context of providing accessible and quality higher education in Cabuyao City, the university has grown into a symbol of resilience and academic excellence. The study aimed to document and interpret personal and institutional stories that reflect the university’s development, challenges, and milestones over time. Using narrative inquiry as the primary method, data was collected through in-depth narrative interviews with selected stakeholders, including administrators, faculty members, and alumni. Their shared experiences provided valuable insights into the university’s evolution and cultural identity. Findings highlight that the institution's growth is anchored in core values such as Personal dignity, Nurturing community, and a Commitment to excellence—qualities that embody its title “Dangal ng Bayan.” The narratives uncovered both structural progress and deeply personal accounts that enriched the collective memory of the university. The research concludes that these stories serve as vital elements of institutional heritage and contribute meaningfully to fostering unity and pride among members of the community. As a result, the creation of a coffee table book is recommended as a compelling medium to preserve and celebrate these narratives, while also encouraging continued efforts in historical documentation and cultural preservation.
Social Media Practices among HUMSS Students in a Private School in Cabuyao City Dicolen, Jerome T.
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.v8i4.5470

Abstract

This study evaluates the social media practices of HUMSS students from a private school in Cabuyao City through examinations of fact-checking and personal data protection and digital footprint awareness. Students face challenges in information management and privacy protection and online identity maintenance because social media platforms including Facebook, Instagram and TikTok have gained widespread popularity. The research bases its framework on Levine’s Truth-Default Theory and Westin’s Privacy Theory and Meckin’s Digital Footprint Management Theory. The research design uses quantitative methods while collecting data through a structured survey instrument. The assessment of students' knowledge and practices uses descriptive statistics to analyze data that compares results based on student age, gender and socio-economic status. The research findings demonstrate that students demonstrate average knowledge about fact-checking and privacy controls yet they struggle with proper information analysis and digital footprint management. The study demonstrates that schools should teach digital literacy as a curriculum subject to enhance students' responsible social media use abilities. The research contributes to digital citizenship discussions while providing educational and policy recommendations for meeting student digital literacy needs in the twenty-first century.
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.
Developing Student Motivation through The Use of Authentic Materials in Practical Lessons Kholiyorov, Bunyod
International Journal on Integrated Education Vol. 8 No. 2 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

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

Abstract

Various pedagogical approaches are currently being implemented in the field-oriented teaching of English within non-philological higher educational institutions. However, this process predominantly emphasizes methodological aspects, often neglecting the psychological state of students and their perception of the language material. Yet, in the educational process, students' psychological well-being and their intrinsic motivation to master the subject serve as critical factors in ensuring lesson effectiveness. Unlike learners studying English for general purposes, those engaged in English for specific purposes (ESP) develop their interest based on their professional aspirations, recognizing the direct relevance of the language to their future careers and the necessity of familiarizing themselves with global best practices in their field. Therefore, English instructors must emphasize the significance of language proficiency within students' respective dis-ciplines. Moreover, educators should adopt a holistic approach, acting not only as instructors but also as mentors who are genuinely invested in students' academic and professional growth. The strategic integration of authentic materials fosters a realistic professional environment within the learning process, enhancing students' linguistic competence and preparing them to overcome language barriers in their future careers. Consequently, this study explores the role of authentic ma-terials in fostering student motivation within ESP instruction, highlighting their effectiveness as a non-traditional ped-agogical approach. Additionally, the study examines the importance of a student-centered teaching paradigm, the culti-vation of a supportive learning atmosphere, and the dismantling of stereotype-based barriers in language acquisition.
Students’ Level of Self-Efficacy and Physical Fitness Performance: An Input to Instructional Material Development Adamos, Danica
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.v9i1.5478

Abstract

This study aimed to determine the relationship between the level of self-efficacy and physical fitness performance of Bachelor of Science in Exercise and Sports Sciences (BSESS) students of Southern Luzon State University. Self-efficacy levels play an integral role in successfully accomplish certain tasks or goals. More so for achieving high levels of physical fitness performance, self-efficacy influences their motivation and confidence in engaging in activities geared towards improving physical fitness. A descriptive-correlational research design was used to assess the self-efficacy based on performance outcome, vicarious experience, verbal persuasion, and physiological feedback; and the levels of physical fitness performance in terms of skill and health-related physical fitness activities among BSESS students at Southern Luzon State University. A total of 89 college students were randomly selected as the respondents of the study. An adapted survey questionnaire was utilized to gather information on the respondents' self-efficacy levels and physical fitness performance. The respondents demonstrated high levels of self-efficacy in performance outcome, vicarious experience, and verbal persuasion nonetheless, in terms of physiological feedback, they showed a high level of self-efficacy. Finally, participants had very high levels of physical fitness performance both in skill and health-related physical fitness activities. The findings indicated a strong correlation between the physical fitness performance of the respondents and their level of self-efficacy. It is recommended to provide emphasis on enhancing the self-efficacy levels of students, especially in physiological feedback in order to further improve their physical fitness performance. Also, future researchers consider different research designs and methods in order to obtain generalizable and extensive results.
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.
Narrating the Unspeakable: Order, Mood, and Voice in Indonesia Queer Novel: A Narratological Queer Study Sahrani, Awahaf
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.v9i1.5480

Abstract

This paper explores the narrative structure of Lelaki Terindah (2004) by Andrei Aksana through the framework of Gérard Genette’s classical narratology—focusing on the elements of order, mood, and voice—while also incorporating postclassical insights from queer perspective. By analyzing how the novel organizes time (order), filters perception (mood), and positions the narrative voice, this study reveals how those narrative forms serve as reflection to the representation of a queer experience in contemporary Indonesia popular literature. Rather than merely identifying structural features, the study interrogates cultural and ideological implications, arguing that the manipulation of narrative time reflect the traumatic experience around homophobia, then mood and also voice reflects the silencing and negotiation of queer identity within a heteronormative society. The novel’s use of shifts in focalization, and narrative distance, and multiple narrative levels, not only structure the story of same-sex love but also mirror the challenges of visibility and repression faced by queer individuals in a context where such identities remain socially marginalized. Through this approach, the paper positions Lelaki Terindah as a site where narrative technique becomes a mode of cultural resistance and personal expression of one’s queerness.
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.

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