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International Journal of Educational Narratives
Published by Yayasan Adra Karima Hubbi
ISSN : 29881579     EISSN : 29880092     DOI : 10.70177/ijen
Core Subject :
International Journal of Educational Narratives is an peer reviewed open access journal dedicated to interchange for the results of high quality research in all aspect of Learning and Education. The scope of International Journal of Educational Narratives is not only in the form of study, research, or development, but also book review on Learning and Education. But also focused on: Educational Philosophy, Citizenship Education, Educational Technology, Educational Psychology, Educational Guidance and Counseling, Educational Methodologies, Education Management, Science and Technology Education, Cross cultural Education and the results of other studies on Discipline Education. The journal publishes state of art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the International Journal of Educational Narratives follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two reviewers.
Arjuna Subject : -
Articles 244 Documents
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Evaluation of Risk Management Implementation in Educational Institutions Handriadi Handriadi; Hafidz Nur Ockta Kustiyanto; Som Chai
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2156

Abstract

Background. The implementation of risk management in educational institutions has become increasingly crucial due to the growing complexities and uncertainties in the education sector. However, many institutions face challenges in effectively adopting risk management practices, leading to potential vulnerabilities that affect their operational and educational outcomes. Purpose. This study aims to evaluate the current state of risk management implementation in educational institutions, focusing on the strategies, processes, and challenges involved. Method. The research adopts a mixed-methods approach, combining qualitative interviews with key stakeholders (administrators, staff, and educators) and quantitative surveys to assess the extent of risk management practices across several educational institutions. Results. The findings reveal that while risk management practices are recognized as essential, their implementation is often inconsistent and lacks a systematic approach. Key challenges identified include insufficient training, lack of resources, and resistance to change. The study concludes that to enhance the effectiveness of risk management in educational institutions, it is crucial to establish clear policies, provide continuous professional development, and foster a culture of proactive risk identification and mitigation. Conclusion. The research provides valuable insights for educational administrators and policymakers to improve risk management frameworks and ensure the sustainability and resilience of educational institutions.
The Influence of STEM-Based Learning on Students’ Critical Thinking Skills Busnawir Busnawir; Ming Kiri; Chenda Dara
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2157

Abstract

Background. The integration of Science, Technology, Engineering, and Mathematics (STEM) into education has gained significant attention for its potential to foster students’ critical thinking and problem-solving skills. Purpose. STEM-based learning emphasizes hands-on, inquiry-driven approaches that encourage students to engage in real-world applications of knowledge. However, the impact of STEM-based learning on students’ critical thinking skills remains a subject of debate. Method. This study investigates the influence of STEM-based learning on the development of critical thinking skills among high school students. The research employs a quasi-experimental design, with one group of students receiving STEM-based instruction and another following a traditional curriculum. Pre- and post-assessments of critical thinking skills were conducted using standardized critical thinking tests. Results. The findings reveal that students in the STEM-based learning group showed significant improvements in their critical thinking abilities, particularly in areas such as analysis, evaluation, and problem-solving. In contrast, the traditional curriculum group showed little to no improvement. Conclusion. The study concludes that STEM-based learning has a positive impact on enhancing students’ critical thinking skills, suggesting that incorporating STEM approaches into educational practices can better prepare students for complex real-world challenges.
The Influence of Reward and Punishment Systems on Student Discipline Aylin Erdogan; Cemil Kaya; Azamat Nazarov
International Journal of Educational Narratives Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2158

Abstract

Background. The role of reward and punishment systems in shaping student discipline has long been a subject of interest in educational psychology. Schools often rely on these systems to promote desirable behaviors and deter misconduct, yet the effectiveness of these strategies remains debated. Purpose. This study explores the influence of reward and punishment systems on student discipline in secondary schools, focusing on how these strategies affect student behavior and academic performance. Method. The research uses a mixed-methods approach, combining quantitative surveys to assess student perceptions and qualitative interviews with teachers and school administrators. Results. The results reveal that both reward and punishment systems have a significant impact on student discipline, but the nature of the influence depends on the consistency, clarity, and fairness of their implementation. Reward systems were found to be more effective in fostering positive behaviors and improving academic performance, while punishment systems were more effective in deterring misconduct when applied consistently. However, excessive reliance on punishment led to negative emotional outcomes for students. Conclusion. The study concludes that a balanced approach, where rewards are used to encourage positive behaviors and punishments are applied sparingly and fairly, is the most effective strategy for promoting student discipline.  
Developing Moderate Islamic Education: Special Reference to Al-Daghasyi’s Thought and Its Contextualization in Indonesia Sabarudin Sabarudin; Mahmud Arif; Zainudin Zainudin; Akhyak Akhyak; Mirna Guswenti; Rafidah Abdullah
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2161

Abstract

Background. One of the main agendas for promoting a harmonious life in a diverse society strengthening religious moderation, which has become a priority program of the government. Purpose. This study tries to contribute to the reinforcement of religious moderation through literary explorations concerning the concept of moderate Islamic education. Method. This research was a study of al-Daghasyi’s educational thoughts through literary explorations which were then positioned as a dialogue partner to formulate the significant concept for the development of moderate Islamic education. Results. According to al-Daghasyi, when education is based on moderate Islam, it will play an important role in preventing deviant attitudes and behaviours, such as intolerance and extremism, namely al-ifr?th and al-tafrîth (liberalism and radicalism). Conclusion. This study has significant implications for instructional practices in The real endeavor does not involve weapon confrontations but fundamentally deals with preventing warfare and injustice.
Use of Demonstration Experiments in Teaching Molecular Physics in General Secondary Schools Dehqonova Dehqonova; Yakubova Yakubova; Alisherova Alisherova
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2178

Abstract

Background. The topics of the molecular physics department study the main fundamental demonstration experiments that confirm the existence of atoms and molecules and their movement. Purpose. These experiments make it possible to determine physical quantities such as the size, mass, speed and concentration of atoms and molecules. The existence of atoms and molecules is no longer just a hypothesis, but is concrete evidence confirmed by the experimental and practical activities of people. Method. In school conditions, it is an important educational task to provide new knowledge using experimental methods with the help of available tools and equipment to form these facts in the minds of students. Results. Also, experiments are important for a deeper explanation of the theory in topics such as hydrostatic pressure and pressure transmission in liquids. Conclusion. The article deepens the theoretical foundations of molecular physics and hydrostatic pressure, highlights the role of demonstration and laboratory experiments in teaching these topics, and provides information about modern experiments.
Teachers’ Professional Journeys: Life Histories of Female Educators in Northern Nigeria Emeka Nwosu; Bola Oladeji; Ifeoma Okechukwu
International Journal of Educational Narratives Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2204

Abstract

Background. In Northern Nigeria, female educators face a unique intersection of cultural, religious, and structural challenges that shape their access to and progression within the teaching profession. Despite policy efforts to increase female participation in education, little is known about the personal and professional experiences of women who navigate these constraints to become educators. Purpose. This study explores the life histories of female teachers in Northern Nigeria to understand how they construct their professional identities and sustain their careers within a socio-cultural landscape marked by gender expectations, limited mobility, and resource scarcity. Method. Using a qualitative life history approach, the study involved narrative interviews with 15 female teachers across rural and peri-urban settings in Kano, Katsina, and Kaduna states. Results. Thematic analysis revealed key patterns related to family influence, resilience in the face of structural adversity, mentorship, and the moral dimensions of teaching as social service. Participants shared stories of early inspiration, periods of withdrawal due to marriage or childbirth, and eventual returns to teaching motivated by a sense of community duty. Conclusion. The study concludes that life history narratives provide critical insight into the agency, adaptation, and persistence of women educators in marginalized regions.
Narratives of Inclusion: Story-Based Reflections on Special Education Practices in Finnish Primary Schools Juha Laaksonen; Heidi Korhonen; Antti Vainio
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2205

Abstract

Background. Inclusive education in Finland has long been recognized as a global model for equity and student-centered practices. However, less is known about the lived experiences of teachers, students, and families within these systems. Purpose. This study aims to explore the dynamics of inclusion in Finnish primary schools through narrative inquiry, focusing on story-based reflections that illuminate the practical realities of special education implementation. Method. Using a qualitative approach, we conducted in-depth interviews and collected reflective journals from 12 educators and 5 special education coordinators across three municipalities in Finland. The narratives were analyzed thematically to uncover both enabling conditions and challenges in daily inclusive practices. Results. Findings reveal a strong commitment to inclusion supported by multi-tiered systems of support (MTSS), yet tensions remain in workload management, inter-professional collaboration, and cultural diversity responsiveness. Participants’ stories underscore the importance of empathy, flexibility, and sustained professional development in cultivating inclusive classrooms. Conclusion. This study contributes to the broader discourse on inclusive education by emphasizing the role of personal and professional storytelling as a medium for reflective practice and policy insight. The research highlights the significance of listening to practitioners’ voices in shaping meaningful, context-sensitive inclusive education strategies.  
Ethical Dilemmas in the Classroom: A Narrative Approach to Professional Ethics in Indian Teacher Education Aditi Verma; Karan Singh; Meera Gupta
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2206

Abstract

Background. Professional ethics is a critical yet often underexplored dimension in teacher education, particularly in contexts where cultural, institutional, and systemic challenges intersect. In India, where educators regularly face value conflicts in classrooms ranging from caste discrimination to gender norms and curriculum constraints there is a growing need to address how ethical dilemmas are experienced and navigated by pre-service teachers. Purpose. This study explores ethical decision-making in teacher education through a narrative inquiry approach, focusing on the lived experiences of student-teachers across four Indian teacher training institutes. Method. A total of 28 participants engaged in reflective journaling and semi-structured interviews, recounting ethical tensions encountered during practicum or coursework. Thematic narrative analysis revealed recurring dilemmas related to authority, bias, institutional silence, and cultural contradiction. Results. Participants often expressed uncertainty, emotional distress, and conflict between personal values and institutional expectations. However, the process of narrating these experiences also served as a reflective tool, enabling critical ethical reasoning and professional growth. Conclusion. The study concludes that narrative reflection can be a transformative pedagogical strategy in teacher education, fostering ethical sensitivity and professional identity development in complex educational environments.  
Education in Times of War: Narrative Accounts of Displacement and Continuity in Ukrainian Schools Dmytro Ivanov; Natalia Holub; Oleg Solovey
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2207

Abstract

Background. The ongoing conflict in Ukraine has disrupted the educational landscape, displacing students, teachers, and families while threatening the continuity of learning across the country. Amidst the instability of war, Ukrainian schools have demonstrated remarkable resilience, adapting pedagogical approaches and redefining the meaning of education under crisis. Purpose. This study explores how educators and students experience and respond to displacement, loss, and continuity in war-affected regions of Ukraine. Using a qualitative narrative methodology. Method. the research draws on in-depth interviews with 18 teachers and 12 students from internally displaced and frontline communities. Participants shared stories of interrupted schooling, digital adaptation, emotional trauma, and communal support. Results. The findings reveal that while infrastructural damage and psychological stress hinder formal instruction, educators and learners have found ways to preserve educational values through flexible delivery methods, psychosocial initiatives, and community-driven learning spaces. Schools emerged not only as academic institutions but as emotional anchors and symbols of national identity. Conclusion. The study highlights the importance of narrative as a tool for documenting lived experiences and advocating for education continuity in conflict zones.  
Digital Storytelling and STEM Identity: A Narrative Inquiry of Female High School Students in Japan Kaito Tanaka; Riko Kobayashi; Haruka Sato
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2208

Abstract

Background. Despite Japan’s global reputation for technological innovation, female representation in science, technology, engineering, and mathematics (STEM) fields remains disproportionately low. Cultural expectations, gender norms, and limited role models contribute to the underrepresentation of young women in STEM pathways. Purpose. This study explores how digital storytelling can serve as a transformative pedagogical tool to support the development of STEM identity among female high school students in Japan. Method. Using a qualitative narrative inquiry approach, the study engaged 15 female students aged 16–18 from three urban high schools. Participants created and reflected on personal digital stories that connected their lived experiences with STEM-related aspirations, interests, or challenges. Results. Data were collected through digital artifacts, in-depth interviews, and reflective journals, then analyzed thematically. Findings reveal that digital storytelling enabled participants to articulate their evolving sense of agency, challenge internalized gender stereotypes, and envision themselves in future STEM careers.  The process fostered increased confidence, self-recognition as potential STEM contributors, and a sense of belonging in scientific discourse. Conclusion. This study demonstrates the potential of narrative-based, multimodal learning tools in reshaping STEM identity formation for underrepresented groups. It contributes to feminist pedagogy and STEM education research through the intersection of narrative, identity, and digital media.  

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