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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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From Isolation to Innovation: Narrative Self-Study of Teachers Adopting Digital Pedagogies in Remote Canadian Regions Olivia Davis; Benjamin White; Charlotte Brown
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.v3i3.2209

Abstract

Background. Teachers in remote Canadian regions have historically faced challenges related to geographic isolation, limited access to professional development, and infrastructural disparities. The COVID-19 pandemic accelerated the demand for digital pedagogies, forcing educators in these contexts to rapidly adopt unfamiliar technologies and reconfigure their instructional practices. Purpose. This study investigates how teachers in remote areas navigated this transition through a narrative self-study lens. Method. Using qualitative methodology, five educators from rural provinces in Northern Canada engaged in self-reflective journaling and peer dialogue over a nine-month period. Thematic analysis of the narratives revealed key tensions between professional isolation and digital empowerment, as well as shifts in teacher identity, agency, and pedagogical innovation. Results. Participants described initial resistance, technological uncertainty, and emotional fatigue, which gradually evolved into adaptive strategies, collaborative learning, and renewed professional purpose. The findings highlight how digital transformation, though initially disruptive, served as a catalyst for reflective growth and community-building in marginalized teaching environments. Conclusion. The study concludes that narrative self-study can be a powerful tool for supporting teacher resilience, agency, and innovation, especially in geographically and technologically constrained settings.  
Reflections on Teaching in Times of Crisis: Narrative Analysis of Urban Educators During the COVID-19 Pandemic Sarah Brown; David Miller; Jessica Anderson
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.v3i3.2210

Abstract

Background. The COVID-19 pandemic profoundly disrupted global education systems, forcing teachers to adapt to remote instruction, shifting expectations, and heightened emotional demands. Urban educators, in particular, faced layered challenges including technological inequity, socio-emotional strain, and intensified community needs. Purpose. This study explores how urban teachers experienced and responded to the crisis by analyzing their personal narratives of teaching during the pandemic. Method. Using a qualitative narrative analysis approach, the study collected data from 26 K–12 educators in three major metropolitan districts in the United States. Participants submitted reflective essays and engaged in semi-structured interviews between June and October 2021. Results. The findings reveal recurring themes of professional identity redefinition, emotional exhaustion, pedagogical innovation, and relational resilience. Teachers described a tension between systemic inadequacies and personal commitment, often framing their roles as both educators and emotional caregivers. Despite institutional constraints, many developed adaptive strategies that centered student well-being and equity. Conclusion. The study concludes that narrative inquiry provides essential insight into the lived complexities of teaching during crisis and underscores the need for systemic support structures that honor teachers’ emotional labor and professional agency.  
Telling the Land: Aboriginal Educational Narratives and Curriculum Integration in Australian Schools Oliver Harris; Sarah Taylor; Thomas Mitchell
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.v3i3.2211

Abstract

Background. Efforts to meaningfully integrate Aboriginal perspectives into Australian school curricula remain uneven and contested, often constrained by systemic limitations and a lack of culturally informed pedagogical frameworks. Aboriginal narratives, particularly those tied to Country, embody holistic systems of knowledge that challenge Western linear constructions of curriculum and offer alternative modes of understanding land, identity, and education. Purpose. This study explores how Aboriginal educational narratives are interpreted and integrated into curriculum practice by both Indigenous and non-Indigenous educators across diverse Australian school settings. Method. Employing a qualitative, multi-site case study approach, the research involved interviews with 22 educators and curriculum leaders, alongside analysis of classroom materials and reflective teaching journals. Results. The findings reveal that successful integration depends on deep, relational engagement with community knowledge holders, an ethic of cultural humility, and a willingness to reconfigure disciplinary boundaries. Educators who engaged in collaborative curriculum-making reported greater confidence in embedding Indigenous perspectives in ways that respect narrative sovereignty and pedagogical integrity. Conclusion. The study concludes that Aboriginal storytelling offers not only content but a methodtransforming curriculum into a site of shared responsibility, ethical dialogue, and place-based learning.  
Community Wisdom in the Classroom: Oral Histories as Pedagogical Tools in Brazilian Indigenous Schools Clara Mendes; Felipe Souza; Livia Alves
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.v3i3.2212

Abstract

Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners’ comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners’ preferences for OCF strategies. Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learner for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE). Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners’ preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.  
The Stories They Tell: Exploring Multicultural Education Through Refugee Student Narratives in Turkish Classrooms Samar Al-Zoubi; Nasser Qudah; Fadi Al-Taani
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.v3i3.2213

Abstract

Background. Turkey hosts one of the world’s largest populations of refugee children, yet multicultural education within Turkish public schools remains underdeveloped and inconsistently implemented. Refugee students often navigate classrooms marked by linguistic barriers, cultural misrecognition, and limited curricular representation. Purpose. This study explores how refugee students’ personal narratives can inform and enrich multicultural education practices in Turkish classrooms. Drawing on a qualitative narrative research design, the study engaged 18 refugee students from Syrian, Afghan, and Iraqi backgrounds across five urban public schools. Method. Data were collected through narrative interviews and classroom observations, then analyzed thematically to uncover how students perceive their identities, educational experiences, and interactions with peers and teachers. Results. Findings reveal that refugee students’ stories reflect both resilience and marginalization, highlighting gaps in teacher preparedness, inclusive pedagogy, and culturally responsive curriculum. At the same time, narratives uncovered opportunities for empathy, cross-cultural dialogue, and identity affirmation when student voices were acknowledged in meaningful ways.   Conclusion. The study concludes that integrating refugee narratives into classroom discourse can serve as a transformative tool for multicultural education, fostering more inclusive and humanizing pedagogical environments.  
Development of an Islamic Values Based Education Quality Management Model at Muhammadiyah Kalabahi Senior High School, Alor Regency, East Nusa Tenggara Province. Abdullah R.S.; Irwan Prayitno; Andry Priharta
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.v3i4.2273

Abstract

Background. Preliminary observations indicate that SMA-MK has not yet fully implemented AIK (Al-Islam and Kemuhammadiyahan) values. The AIK learning process does not yet adhere to Muhammadiyah guidelines; reference books are not specifically tailored to AIK content; AIK teachers are not Muhammadiyah cadres; the facilities and infrastructure supporting AIK learning are inadequate; and various other issues remain unresolved. Purpose. This study aims to examine the outcomes of developing a model, its feasibility, and the effectiveness of a quality management model based on Islamic values in SMA Muhammadiyah Kalabahi, Alor Regency, East Nusa Tenggara Province. Method. This research employed the Research and Development (R&D) method using the ADDIE model approach (Analysis, Design, Development, Implementation, Evaluation). Results. The findings of this study conclude that: (1) The development of a Quality Management Model based on Islamic values at SMA Muhammadiyah Kalabahi integrates the seven principles of quality management from ISO 9000 and the ten principles of Total Quality Management (TQM) by Goetsch & Davis (1994). This integration produces a final model consisting of five key dimensions: (a) focus on service quality; (b) engagement of all relevant stakeholders; (c) continuous improvement processes; (d) scientific approaches and proactive policies; (e) harmonious leadership and teamwork. Conclusion. Pragmatically, the model has brought about improvements in supporting facilities for AIK quality management, empowered AIK teachers, initiated and activated school-based Muhammadiyah autonomous organizations (such as IPM and HW), integrated AIK values with the multicultural values of the Alor community, and encouraged stronger school leadership commitment to AIK development as a means of institutionalizing Muhammadiyah culture and ideology in the school environment. The development of the Quality Management Model based on Islamic values at SMA Muhammadiyah Kalabahi achieved a feasibility score of 70.3%, indicating it is appropriate for implementation; The model demonstrated an effectiveness rate of 78%.
Curriculum Management in the Political Education Program of Islamic Political Parties: An Analysis of the PKS Party Training System Kusnan Imran
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.v3i4.2282

Abstract

Background. Curriculum management in political training (DIKLAT) plays a crucial role in sustaining ideological orientation and leadership regeneration within political parties. In the context of Islamic political parties in Indonesia, particularly Partai Keadilan Sejahtera (PKS), the curriculum must align with the mandates of the Party Law and Government Regulations to ensure consistent cadre development. Purpose. This study aims to analyze the planning, implementation, and evaluation of the PKS political training curriculum. It further seeks to understand the implications of such a structured and tiered curriculum on cadre competency, ideological resilience, and leadership preparedness. Method. A qualitative descriptive method was employed by analyzing official documents and conducting interviews with key organizational stakeholders responsible for political education within PKS. Data were interpreted through thematic content analysis. Results. The findings show that PKS employs a structured curriculum through three main programs: coaching, training, and education. The implementation is conducted in stages—weekly and monthly—while evaluation follows a continuous monitoring and feedback model. This systematic approach supports the quality and sustainability of member development. Conclusion. The structured and evaluative nature of the PKS curriculum reflects a strategic effort to maintain ideological integrity and leadership quality. Future improvements are suggested through optimizing coaching techniques, reinforcing practical training modules, adopting merit-based progression systems, and strengthening internal feedback mechanisms.
Implementation of Islamic Educational Leadership in the Digital Era Among Gen Z Mashuri Mashuri; Junaidi Junaidi; Aulia Ramadona; Lia Amelia; Yusnimar Yusri
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2342

Abstract

Background. The digital era has brought about significant changes in communication, learning, and leadership patterns, including in the context of Islamic education. Purpose. This study aims to examine how to implement effective Islamic educational leadership in the digital era, especially in fostering and guiding students from Generation Z. Method. This research employed a qualitative approach with a literature review. Data were collected from various scientific journals, books, and relevant research reports on Islamic educational leadership, the characteristics of Gen Z, and the influence of digitalization in education. Results. The study results show that transformational and participatory leadership that utilizes digital platforms such as social media, e-learning, and online communication is very effective in reaching Gen Z. Conclusion. Implementing Islamic educational leadership in the digital era requires leaders who are adaptive, visionary, and capable of integrating Islamic values with digital technology.
Storytelling and Emotional Resilience: A Narrative Analysis of Mental Health Interventions in Primary Schools Siti Masitoh; Rika Fitriyana
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2368

Abstract

Background. The rising prevalence of mental health challenges among primary school children necessitates the exploration of accessible and effective school-based interventions. Storytelling, a pedagogical tool deeply embedded in childhood, presents a promising, culturally-sensitive medium for fostering emotional resilience. However, empirical analysis of its specific contribution to resilience-building within structured mental health programs remains underexplored. Purpose. This study aimed to analyze how children’s narratives, developed through a storytelling-based mental health intervention, reflect the cultivation of emotional resilience. Methods. Employing a narrative analysis framework, this qualitative study examined the stories created by 30 children aged 8-10 participating in a 12-week intervention program. Data were collected from recorded storytelling sessions and the children’s written and illustrated narratives. The analysis focused on identifying recurring themes, character arcs, and plot resolutions indicative of resilience strategies. Results. The analysis revealed that children’s narratives progressively incorporated themes of overcoming adversity, seeking social support, and positive self-talk. Characters in their stories demonstrated increased agency and problem-solving skills, shifting from narratives of distress to narratives of hope and coping. Conclusion. Storytelling interventions provide a powerful platform for children to articulate, process, and integrate concepts of emotional resilience. The narrative process enables the externalization of internal struggles and the rehearsal of adaptive coping mechanisms, positioning storytelling as a valuable component of primary school mental health support.
Teachers’ Life Stories as a Source of Pedagogical Innovation: A Narrative Inquiry into Professional Growth Busnawir Busnawir; Sobirin Sobirin; Eva Syafaah Hasanah; Ahmad Yani; Zain Nizam
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2548

Abstract

Background. Teachers’ personal life stories serve as valuable sources of pedagogical reflection and innovation, providing insight into how experience shapes teaching identity and practice. Purpose. This study aims to explore how teachers’ lived experiences contribute to their professional growth and pedagogical creativity.   Method. Using a qualitative narrative inquiry approach, data were collected through in-depth interviews and reflective journals from six teachers across different educational levels. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or Thematic analysis revealed three major dimensions of professional development: (1) autobiographical reflection as a catalyst for pedagogical innovation, (2) transformation of challenges into creative teaching strategies, and (3) emotional resilience as the foundation for professional identity reconstruction. Conclusion. The study concludes that narrative-based reflection enhances teachers’ awareness of their professional journey, enabling them to reinterpret personal experiences as a source of renewal in pedagogical practices.

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