Journal of Education and Learning (EduLearn)
Journal of Education and Learning (EduLearn) ISSN: 2089-9823, e-ISSN 2302-9277 is a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. This journal is ACCREDITED (recognised) SINTA 2 by the Ministry of Research and Technology/National Research and Innovation Agency, Republic of Indonesia (RISTEK-BRIN) (Decree No: 60/E/KPT/2016). The EduLearn is indexed by ERIC Institute of Education Sciences (IES) of the U.S. Department of Education. The focus and scope of EduLearn includes the following topics: 1. Career development and training in education and learning: entrepreneurship curriculum, internship programmes, lifelong learning, technology transfer, training educational staff, university-industry cooperation, vocational training, workplace training and employability issues, etc. 2. Experiences in education and learning: curriculum design and development, educational management, educational trends and best practice contributions, enhancing learning and the undergraduate experience, experiences in game based learning, higher education area: the bologna declaration and ects experiences, learning experiences in higher and further education, learning experiences in preschool education, pre-service and in-service teacher experiences, quality assurance/standards and accreditation, special education, stem in education, transferring skills and disciplines, etc. 3. Experiences in education and learning research: academic research projects, research methodologies, links between education and research, new projects and innovations, etc. 4. International projects in education and learning: new experiences for the international cooperation, project outcomes and conclusions, university networks, exchange programmes and erasmus experiences, the internationalization of universities, funding programmes and opportunities, etc. 5. Pedagogical innovations in education and learning: learning and teaching methodologies, evaluation and assessment of student learning, accreditation for informal learning, new learning/teaching models, neuroscience in education, language learning innovations, collaborative and problem-based learning, personalized learning, tutoring and coaching, flipped learning, etc. 6. General issues in education and learning: education and globalization, multicultural education, impact of education on development, planning digital-age school and learning spaces, organizational, legal, policy and financial issues, leadership in 21st century education , barriers to learning (age, psychosocial factors, ethnicity...), ethical issues and plagiarism in education, access to internet: advances and problems, diversity issues, women and minorities, student support in education, funding programmes and opportunities, etc. 7. Computer supported collaborative work: augmented reality, collaborative virtual environments (CVEs), community building, computer-mediated communication (CMC) tools, social & digital media in education, web 2.0 and social networking: (blogs, wikis...), web 3D applications and virtual reality, etc. 8. E-content management and development: digital identity management, digital libraries and repositories, e-portfolios, intellectual property rights, knowledge management, learning analytics, open access education, security and data protection, user-generated content, etc. 9. Educational software & serious games: animation and 3D systems, computer software on education, educational multimedia and hypermedia, educational software experiences, educational/serious games, gamification, gaming consoles as learning tools, videos for learning (YouTube generation), etc. 10. e-Learning: blended learning, distance learning, educating the educators, e-learning for environmental sustainability, e-learning standards (SCORM), e-learning projects and experiences, e-moderating, e-tutoring & mentoring, intelligent tutoring systems (ITS), learning management systems (LMs), managed learning environments (MLEs), massive open online courses (MOOCs), mobile learning, online assessment, online/virtual laboratories, personal learning environments (PLEs), training, evaluation and assessment, virtual learning environments (VLEs), virtual universities, etc. 11. Emerging technologies in education: advanced classroom technology, best practices in multimedia-based education, BYOD (bring your own device) and 1:1 learning, flipped classroom, ICT for development, ICT skills and digital literacy, mobile and tablet technologies, new platforms to teach coding skills (arduino, raspberry PI,...), technology-enhanced learning, the impact of web technologies on education, web classroom applications, etc. Papers published in the three-monthly journal (Feb, May, Aug, and Nov): (1) report evaluation and research findings; (2) treat conceptual and methodological issues; and/or (3) consider the implications of the above for action; and/or (4) an extensive book reviews section and also occasional reports on educational materials and equipment.
Articles
1,387 Documents
<![CDATA[Developing an AI-integrated mathematics learning model to enhance digital literacy: evidence from bilingual and non-bilingual contexts ]]>
<![CDATA[Ahmad Zaki]]>;
<![CDATA[Usman Mulbar]]>;
<![CDATA[Maya Sari Wahyuni]]>;
<![CDATA[Muhammad Ammar Naufal]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.26984
<![CDATA[This study addresses the pedagogical gap between artificial intelligence (AI) integration and digital literacy development by developing and validating the artificial intelligence–integrated mathematics learning model (PMAI-e). Employing the Plomp research and development (RD) framework, the study produced a comprehensive instructional model validated by experts with a high validity score (Avg. 3.64) and confirmed as practical by users. To evaluate effectiveness, a quasi-experimental study was conducted with 163 undergraduate mathematics students selected via cluster random sampling. Participants were divided into three groups: experimental group 1 (bilingual), experimental group 2 (non-bilingual), and a control group using conventional project-based learning. Data were analyzed using N-Gain, analysis of variance (ANOVA), and Tukey honestly significant difference (HSD) post-hoc tests. The results demonstrated that the PMAI-e model significantly enhanced digital literacy skills compared to the control group (p0.001). The bilingual group achieved the highest improvement (N-Gain=0.71), followed by the non-bilingual group (N-Gain=0.67), with both significantly outperforming the control group (N-Gain=0.34). Notably, the two experimental groups differed significantly, according to post-hoc analysis (p=0.012), suggesting that integrating bilingual instruction with AI-supported pedagogy offers additive benefits to digital literacy development. The PMAI-e model is recommended as a scalable framework for fostering ethical and technical AI competencies in higher education.]]>
<![CDATA[Academic life and struggles of student mothers ]]>
<![CDATA[Nancy Marie M. Arimang]]>;
<![CDATA[Liziel T. Latoja]]>;
<![CDATA[Vivian C. Gruyal]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.24866
<![CDATA[Student mothers in higher education manage academic obligations alongside childcare, household work, and financial pressures. Despite growing interest in student-parent experiences, evidence from the Philippines, particularly from the Caraga Region where early childbearing remains a continuing concern, is still limited. This convergent mixed-methods study examined the academic conditions and adaptive responses of 22 student mothers enrolled in a state university in Caraga. Survey responses were summarized through descriptive statistics, while interview narratives were analyzed thematically. The findings show that the most persistent pressures involve academic workload, childcare constraints, and limited income. To remain enrolled, participants relied mainly on careful scheduling, support from family members, peer assistance, and deliberate budgeting. Even with these adaptive practices, the respondents described limited institutional support, particularly in relation to flexible academic arrangements, affordable childcare options, and focused financial assistance. The study highlights the need for Philippine state universities to adopt more responsive measures that can improve the retention, well-being, and academic progress of student mothers.]]>
<![CDATA[Influence of organizational climate on teachers’ job performance in the administration of secondary schools ]]>
<![CDATA[James Okoro]]>;
<![CDATA[Patience Ewomaoghene Okoro]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.25192
<![CDATA[The study ascertained the influence of organizational climate on teachers’ job performance in secondary school administrations. It employed a descriptive survey approach and was structured around three research questions and six hypotheses. The targeted population comprises 436. The purposive sample technique was employed to pick 18 principals and 91 teachers. The data was collected using a 65-item questionnaire. The dependability of the instruments was evaluated using Cronbach’s alpha, and a composite reliability of 0.89, which is larger than 0.60, was obtained. The mean was used to assess the collected data. The hypotheses were tested using a t-test with a significance threshold of 0.05. The findings indicated that the organizational indices and constraints are to a great extent present across all items. The recommendations include the need for school authorities to have adequate human resources, a clear organizational structure, and clear goals, the Delta State Ministry of Education should establish a clear corporate culture for schools so that staff do not deviate from expectations and there should be a well-defined organizational structure so that the duties of principals and teachers can be carried out without hindrance.]]>
<![CDATA[Professional and personal competencies of teachers’ trainers in Lebanon ]]>
<![CDATA[Nadia Al Saheb]]>;
<![CDATA[Nemr Freiha]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.24304
<![CDATA[This study seeks to examine the personal and professional competencies of qualified trainers in a teachers’ training center managed by the Center for Educational Research and Development (CERD) in Lebanon. The study adopts a qualitative case study design and employs thematic analysis. Individual interviews were conducted with three trainers whereas four focus group interviews were conducted with 40 trainees upon completing a training module. The findings revealed two aspects of trainers’ competencies: professional and personal attributes. From the trainers’ and trainees’ perspectives, it was found that professional trainers’ competencies include knowledge mastery, teaching experience, self-development, collaborative interaction, use of practical activities and hands on, as well as use of visual aids and technology. Whereas the personal trainers’ competencies include confidence, communication, organization, time management, problem solving, creativity, and respect for individual differences. These findings inform the design of competency-based frameworks for trainer selection and professional development in public education systems.]]>
<![CDATA[Cost analysis and nutritional adequacy of school meal programs and dormitory food expenses in Mongolia ]]>
<![CDATA[Bayarbaatar Adiyasuren]]>;
<![CDATA[Khajidmaa Otgonbaatar]]>;
<![CDATA[Battsengel Bayarsaikhan]]>;
<![CDATA[Batkhurel Gombodorj]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.24551
<![CDATA[This study evaluates the adequacy of funding for Mongolia’s school meal programs and dormitory food provisions, focusing on nutritional standards, current expenditure levels, and structural cost drivers. Using normative budget analysis, inflation-adjusted cost modeling, and empirical field data from selected schools, the study examines whether existing allocations meet national nutrition standards and assesses the economic implications of funding shortfalls. The findings reveal substantial gaps. Observed school lunches provided approximately 27% of students’ daily energy requirements, below the national target of approximately 35%, while current dormitory meal allocations were estimated to cover approximately 55-77% of the cost required to meet full daily nutritional needs, depending on grade level. In addition to rising food prices, operational expenditures, particularly labor and associated social insurance contributions, significantly increase the effective per-student cost. Regional differences and seasonal constraints further influence procurement expenses and dietary diversity, especially in remote areas with transportation limitations. The ingredient-based funding gap is estimated at approximately Mongolian Tugriks (MNT) 60 billion annually; total financing requirements would be higher once operational costs are incorporated. Policy recommendations include revising funding norms to incorporate operational costs, indexing allocations to inflation, introducing regionally responsive adjustments, and strengthening meal management systems to sustainably meet nutritional targets.]]>
<![CDATA[Dynamic assessment of foreign language classroom anxiety among Pakistani undergraduates ]]>
<![CDATA[Waqas Ahmad]]>;
<![CDATA[Ubaid Ullah Ubaid]]>;
<![CDATA[Souba Rethinasamy]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.25083
<![CDATA[Proficiency in English in developing countries like Pakistan is considered a passport to a high-paying job and to belonging to the elite. However, despite learning English from primary school, Pakistani university students still lack confidence or feel hesitant when speaking English. Thus, the current study examined the dynamic assessment of foreign language classroom anxiety among Pakistani undergraduates. The data were collected from 30 undergraduates through semi-structured interviews. Following the Vygotskian sociocultural theory, the data were analyzed through thematic analysis. The results revealed that most of the students’ anxiety is exacerbated by societal expectations, in-class presentations, peer pressure, lack of preparation, and speaking with someone of higher status. On the other hand, supportive and friendly teachers, class discussion, compliments from teachers, group discussion, and talking with teachers outside the classroom alleviate the learners’ anxiety. These patterns highlight the worth of a mediated, feedback-rich classroom interaction which is in line with dynamic assessment (DA) principles. In terms of practice, the research points to the incorporation of DA-oriented mediation (scaffolding, guided prompts, and supportive feedback) in speaking tasks and teacher development as a way to alleviate the fear of negative evaluation and encourage participation in undergraduate English as a second language (ESL) classrooms.]]>
<![CDATA[Mastering preschool activity spaces: the essential guide with 3PD eManual ]]>
<![CDATA[Anis Norma Mohamad Jaafar]]>;
<![CDATA[Syaza Hazwani Zaini]]>;
<![CDATA[Fairuz ‘Ain Harun]]>;
<![CDATA[Nadia Shahira Amiruddin]]>;
<![CDATA[Arulmozhi Narayanasamy]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.25382
<![CDATA[This study investigated the developmental needs of the 3PD eManual, a resource designed to enhance preschool teachers’ understanding of activity space management. Employing a quantitative methodology, the research utilized a survey design with a simple random sample of 100 preschool teachers from the Ministry of Education. The questionnaire, validated by 12 experts in early childhood education, demonstrated high reliability (Cronbach’s alpha=0.851). Findings revealed moderate levels of teacher understanding (mean=3.2, SD=0.8), with only 25% exhibiting high comprehension. Additionally, 60% of respondents reported inadequate training programs (mean=2.8, SD=0.9), and 80% expressed dissatisfaction with current learning resources (mean=2.5, SD=1.0). Significantly, 85% of teachers advocated developing more interactive and accessible materials (mean=4.0, SD=0.7). The study underscores the necessity for the 3PD eManual, which integrates furniture, learning space, displays, and interior design to provide a comprehensive resource for preschool activity space management. The eManual aims to improve teacher understanding, enhance training effectiveness, and increase satisfaction with learning resources, ultimately fostering improved management of preschool environments. This research highlights the critical role of continuous professional development and accessible resources in early childhood education.]]>
<![CDATA[Augmented reality framework for Arabic literacy in special needs learners ]]>
<![CDATA[Saipolbarin Ramli]]>;
<![CDATA[Mohd Zawawi Awang Hamat]]>;
<![CDATA[Mohammad Taufiq Abdul Ghani]]>;
<![CDATA[Nur Hanim Hassan]]>;
<![CDATA[Siti Rahmah Borham]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.24978
<![CDATA[This study develops and evaluates an augmented reality (AR) instructional framework designed to improve Arabic reading literacy among murid berkeperluan khas or students with special educational needs (MBK). These learners, particularly those with mild cognitive and processing difficulties, face challenges in recognizing Hijaiyyah or Arabic alphabet letters, producing accurate makhraj, and decoding basic vowels due to limited access to structured and accessible Arabic literacy instruction. The framework was developed using multimodal AR components that combine visual, auditory, and kinaesthetic interactions to support foundational Arabic reading skills. Usability evaluation was conducted with five experts in Arabic language pedagogy, special education, and educational technology using the validated usefulness, satisfaction, and ease of use (USE) questionnaire. Results show strong expert agreement across all dimensions: usefulness (93.2%), ease of use (89.4%), ease of learning (87.9%), and satisfaction (92.7%). The framework was considered practical, easy to implement, and capable of enhancing teacher support for MBK learners. The findings indicate that the AR framework has the potential to increase learner engagement, strengthen instructional effectiveness, and promote more inclusive Arabic literacy practices in special education classrooms.]]>
<![CDATA[Unpacking self-regulation’s buffering effect on academic procrastination and mathematics performance ]]>
<![CDATA[Veronica O. Calasang]]>;
<![CDATA[Ernesto P. Atwel Jr.]]>;
<![CDATA[Luiza T. Bonganciso]]>;
<![CDATA[Jane S. Cabañog]]>;
<![CDATA[Yachane P. Lara]]>;
<![CDATA[Emerson D. Peteros]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.24659
<![CDATA[This research assessed the moderating role of self-regulation in the relationship between academic procrastination and mathematics performance among grade 10 students at Lapu-Lapu City, Cebu, Philippines. Using a descriptive correlational design, data were collected from 862 students through multidimensional academic procrastination scale (MAPS-15), self-regulation formative questionnaire, and first-quarter grades in mathematics. Treatment of data includes descriptive measures, Pearson’s r, and multiple regression analysis. The results revealed moderate academic procrastination levels, high levels of self-regulation, and very satisfactory math performance. Academic procrastination was significantly and negatively correlated with mathematics achievement, while self-regulation buffered its adverse effects Hence, these results underscore the need for interventions that foster self-regulation and reduce academic procrastination through structured workshops, teacher support, and institutional programs to enhance students’ mathematics performance and engagement.]]>
<![CDATA[Effects of robotics-assisted programming instruction on students’ computational thinking: a meta-analysis ]]>
<![CDATA[Haipeng Yang]]>;
<![CDATA[Helmi Norman]]>;
<![CDATA[M. Khalid M. Nasir]]>;
<![CDATA[Nian Xu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i4.26548
<![CDATA[Evidence on whether educational robotics (ER)–assisted programming instruction improves students’ computational thinking (CT) remains mixed. To synthesize existing findings, we conducted a meta-analysis of 33 empirical studies (39 effect sizes) published between 2015 and 2025. Eligible studies were identified through searches of Web of Science, ScienceDirect, Taylor Francis Online, Wiley Online Library, SAGE Journals, IEEE Xplore, and Google Scholar. Effect sizes were calculated using Hedges’ g, and a random-effects model was adopted because substantial heterogeneity was observed (I²=79.61%, Q=186.369, p0.001). The results showed a statistically significant moderate positive effect of ER-assisted programming instruction on CT (g=0.621, p0.001). Subgroup analyses further indicated that intervention duration and programming mode explained part of the heterogeneity: longer interventions produced larger effects, and plugged programming yielded stronger gains than unplugged programming. These findings support ER as an effective approach for promoting CT in programming instruction and suggest that instructional duration and programming mode should be carefully considered in ER-supported learning design.]]>
