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[Box plots-based informal inferential reasoning levels in Thai lower secondary students ]]>
<![CDATA[Dhanachat Anuniwat]]>;
<![CDATA[Supanida Silaba]]>
<![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.v20i4.26142
<![CDATA[This study investigated students’ informal inferential reasoning (IIR) levels when interpreting and comparing box plots. This case study purposively selected 36 grade 9 students from a public secondary school in Bangkok, and 29 complete worksheets were analyzed. Using content analysis, the responses were iteratively coded using Pfannkuch’s four levels of IIR (levels 0-3). Responses were distributed across all four levels, predominantly at levels 2 and 3. Level 0 responses identified single values without comparing distributions, while level 1 responses relied on everyday visual descriptions with limited statistical evidence. Level 2 responses justified conclusions using a single distributional feature, whereas level 3 responses coordinated multiple distributional features but often reflected area-represents-frequency-schema heuristics. Instructional design should emphasize integrating multiple distributional features to strengthen reasoning. These findings provide guidance for supporting students’ IIR through box plot instruction.]]>
<![CDATA[Bridging academia and industry through industrial guest lecture: do students find them valuable? ]]>
<![CDATA[Nur Asmaliza Mohd Noor]]>;
<![CDATA[Siti Safirah Rashid]]>;
<![CDATA[Rohaya Alias]]>;
<![CDATA[Asmidar Alias]]>
<![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.v20i4.24850
<![CDATA[Guest lectures from the civil engineering industry bridging the gap between theoretical knowledge and practical applications. This study aims to assess students’ perceptions and learning outcomes with industrial guest lecture sessions to determine what value students find in them. The data were obtained from responses of 95 students through the distribution of questionnaires who undergo subjects of Soil Mechanics as well as Water and Wastewater Engineering as the first method. The second method was the analysis on the students’ performance in their final examination, based on the selected topic. The first part of study revealed, most of the respondents seem to agree that the program gives them new exposure and knowledge that they were not able to find during normal class. Besides, the respondents believed they would be able to broadening their knowledge with real and latest application related to the delivered topics, and bridging the classroom learning with real industry practices. The second part of study indicated there were 38% and 69% students’ part 3 and 5 respectively who achieved excellent marks on both topics covered by industrial guest lectures in the final examination. Analysis result offers guidance to university educators to maximize the value of industrial experiences to students for the better understanding in term of academic and future career.]]>
<![CDATA[Applying plan-do-check-act indicators to assess school culture development in Vietnam ]]>
<![CDATA[Nhat Thong Du]]>;
<![CDATA[Tran Van Dang]]>;
<![CDATA[Nguyen Hoang Thien]]>
<![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.v20i4.26031
<![CDATA[This study aims to develop and validate a plan-do-check-act (PDCA)-based measurement model for assessing school culture development (SCD) in Vietnamese high schools. Using a cross-sectional survey of 616 high-school educators (teachers and administrators), data were analyzed through confirmatory factor analysis (CFA) and structural equation modeling (SEM) to test a five-factor model comprising four PDCA stages—planning, implementation, monitoring, and improvement—and SCD as the outcome. The model demonstrated excellent validity and reliability, with all indicators meeting the recommended criteria and cutoffs. All PDCA components significantly predicted SCD, explaining 47.1% of its variance. Among them, the “improvement” (act) phase was the strongest driver (β=0.375), followed by monitoring (β=0.236), implementation (β=0.214), and planning (β=0.151). These findings highlight PDCA as a robust framework for systematic cultural change, enabling school leaders to move from fragmented initiatives toward closed-loop quality management. Practically, the study provides an evidence-based tool for principals to embed shared values, foster collaboration, and sustain cultural development amid educational reforms. This research fills a critical gap in Vietnam’s education context by offering a validated approach to managing school culture through continuous improvement.]]>
<![CDATA[Experiential learning in teacher education: perceptions, challenges, and opportunities in rural Philippines ]]>
<![CDATA[Noli B. Ballara]]>;
<![CDATA[Ma. Xerxa Doan P. Billones-Franco]]>;
<![CDATA[Claire D. Bibit]]>;
<![CDATA[Mark John A. Belleza]]>
<![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.v20i4.27281
<![CDATA[This study examined the perceptions, challenges, and opportunities of experiential learning courses (ELCs) among pre-service and in-service teachers in a rural Philippine context, using a sequential explanatory mixed-methods design. Findings show that both groups hold positive perceptions of ELCs and recognize their role in linking theory to practice and improving teacher preparedness. Pre-service teachers value ELCs for building confidence, enhancing pedagogical skills, and strengthening relationships with learners. In-service teachers highlight their importance in mentoring and professional development. Challenges for pre-service teachers include difficulties managing diverse learners and balancing time demands, while in-service teachers raised concerns about pre-service readiness, additional workload, and limited institutional support. Opportunities for growth in classroom management, pedagogical knowledge, and collaboration were identified. The findings affirm the continuing importance of ELCs in strengthening teacher education, particularly in rural contexts.]]>
<![CDATA[Semiosis formal construction of limit concepts: a study on students’ comprehensive triadic understanding ]]>
<![CDATA[Beni Asyhar]]>;
<![CDATA[Purwanto Purwanto]]>;
<![CDATA[Rustanto Rahardi]]>;
<![CDATA[Sudirman Sudirman]]>
<![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.v20i4.27206
<![CDATA[This study applied Peirce’s triadic semiotic framework to map students’ representational transitions in constructing the formal definition of limit, an approach that has rarely been employed in limit research. Meanwhile, the prior studies documented students’ difficulties and instructional interventions, few explicate the internal semiotic mechanisms underlying the shift from visual intuition to the epsilon-delta formulation. Using a qualitative case study approach, this study examined students’ semiotic processes in formally constructing the concept of limit through written tests and interviews. The test was administered to 21 students for 120 minutes to assess their understanding of the limit concept, meanwhile interview with 2 students was conducted for 90 minutes for each student to explore their semiotic processes. The results indicated that the students constructed the limit concept in a formal manner through the sequential stages of representamen, object, and interpretant operating in a triadic and comprehensive. Multimodal representamens facilitate the transition toward the formal epsilon-delta conception; the object was construed as the function’s behavior near a point; and the interpretant emerges as a coherent formal understanding. Findings show that multimodal representamens facilitate students’ transition from intuition to rigorous epsilon-delta reasoning.]]>
<![CDATA[Integrating artificial intelligence in education: readiness of faculty members of Eastern Samar State University-Salcedo Campus ]]>
<![CDATA[Rovinson D. Gaganao]]>;
<![CDATA[Ma. Gracelda B. Odo]]>;
<![CDATA[Rey N. Discar]]>
<![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.v20i4.27238
<![CDATA[This study determined the artificial intelligence or AI integration readiness among faculty members in a provincial, resource-constrained higher education institution in the Philippines-Eastern Samar State University (ESSU)-Salcedo Campus-addressing the limited research on AI integration in rural contexts. Using descriptive-comparative design, data were collected through an adopted survey questionnaire to 69 faculty members, selected through complete enumeration. Data were analyzed using frequency, percentage, mean score, standard deviation, Mann-Whitney U test and Kruskal-Wallis test at a 5% level of significance. Findings reveal that respondents were ready to integrate AI into education. Specifically, the study reveals very positive attitudes towards AI, moderate access to technological resources, average professional development exposure, and perceived competence with notable gaps in advanced skills. AI integration readiness did not significantly differ by sex, age, educational attainment, or academic rank, but varied according to length of teaching experience. Findings suggest that institutions must strengthen technological infrastructure and deliver targeted, experience-sensitive AI training programs to enhance sustainable AI integration in instruction.]]>
<![CDATA[Unstructured after-school practices and academic achievement: socioeconomic stratification and compensatory associations in Russia ]]>
<![CDATA[Ekaterina Ostapenko]]>;
<![CDATA[Ivan Ivanov]]>
<![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.v20i4.26278
<![CDATA[In the Russian educational context, where structured extracurricular activities are widely promoted and institutionalized by the state, the role of unstructured after-school practices in shaping socioeconomic inequalities in academic achievement remains unexplored. This study examines how unstructured after-school activities are associated with students’ academic achievement, with a particular focus on whether these associations vary across socioeconomic groups (SES). The analysis draws on a representative online survey of 4,373 students in grades 4-8 across 31 urban schools in Russia (50% female; M=12.36), we analyze 15 indicators of child and child-parent practices, applying multiple linear regression and SES moderation analyses. Results indicate that reading and sports participation show positive relationships with academic performance, while household chores display negative correlations; students from higher-SES families engage more often in academically beneficial practices, however, the associations between unstructured practices and achievement are largely similar across SES groups. The findings contribute to research on educational inequality by demonstrating that unstructured after-school practices are socially stratified but may function as compensatory resources insofar as they offer comparable academic benefits when access is expanded, underscoring the importance of policies that expand affordable access to cultural and developmental extracurricular opportunities through school-community partnerships.]]>
<![CDATA[Exploring international student challenges and self-adjustment strategies in Thailand ]]>
<![CDATA[Waraporn Theerasak]]>;
<![CDATA[Nuchjaree Pookkaman]]>;
<![CDATA[Kasemsri Ittiphong]]>;
<![CDATA[David Brown]]>
<![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.v20i4.27840
<![CDATA[This study aimed to investigate the challenges faced by international undergraduate students at international colleges in Thailand and to examine the self-adjustment strategies they employ. The study contributes to international student research by providing a context-specific understanding of adjustment processes within a non-Western Southeast Asian setting, highlighting culturally embedded factors and emerging coping mechanisms. A qualitative research design was adopted, using semi-structured interviews with 29 students from 16 nationalities. Data were analyzed through inductive thematic analysis to identify key patterns in student experiences. The findings revealed three core themes: academic and administrative challenges, cultural and social adaptation, and self-adjustment and coping strategies. Major challenges include visa delays, language barriers, unfamiliar teaching styles, and social isolation. At the same time, students demonstrated active resilience through peer networks, digital tools, and proactive engagement with the host culture. The study proposes a contextually grounded understanding of international student adjustment, emphasizing the interaction between institutional structures, cultural norms, and individual agency. The findings suggest that universities should enhance pre-arrival support, language programs, and culturally responsive services to improve student well-being and academic success, while future research should explore longitudinal adjustment across multiple institutions.]]>
<![CDATA[English as a foreign language teachers’ attitudes toward artificial intelligence in education ]]>
<![CDATA[Tran Thi Nam Phuong]]>;
<![CDATA[Tran Thi Thanh Huong]]>;
<![CDATA[Cao Xuan Hieu]]>
<![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.v20i4.27190
<![CDATA[This study investigates the attitudes of English as a foreign language (EFL) teacher toward the integration of artificial intelligence (AI) in education within the private school sector in Vietnam. It addresses a critical research gap by focusing on private multi-level institutions, which often lead digital shifts but remain under-researched regarding practitioner perspectives. Using a convergent mixed-methods design, data were collected from fifteen teachers across various educational levels through a validated Likert-scale questionnaire and open-ended questions. The findings reveal that while teachers hold generally positive attitudes, characterized by high interest and recognition of the usefulness of artificial intelligence for lesson planning and real-time feedback, significant concerns persist. These concerns include potential ethical risks, learner over-reliance, misinformation, and the possible erosion of human connection in the classroom. The study concludes that teacher acceptance is conditional, appearing more favorable in low-stakes instructional applications where pedagogical control is maintained. Consequently, professional development programs must provide both technical and emotional support while establishing clear, age-appropriate policies to ensure that technology enhances rather than replaces human-centered pedagogy.]]>
<![CDATA[Bridging teacher talk time and multiple intelligences for deep learning ]]>
<![CDATA[Pipit Muliyah]]>;
<![CDATA[Margana Margana]]>;
<![CDATA[Dyah Setyowati Ciptaningrum]]>;
<![CDATA[Megan Jinabe]]>;
<![CDATA[Desi Wijayanti Ma'rufah]]>;
<![CDATA[Muhammad Danial]]>
<![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.v20i4.27098
<![CDATA[This study investigates the systemic tension between the dominance of teacher talk time (TTT) and the urgent need for deep learning strategies tailored to students’ multiple intelligences (MI) within the context of teaching English to young learners (TEYL). Adopting a descriptive mixed-methods design with a concurrent triangulation strategy, this research was conducted across a representative developing region in Central Java, Indonesia, involving a stratified sample of 450 upper-primary students and 45 English teachers. Data were collected using the student learning profile inventory (SLPI), TTT observation trackers, and semi-structured interviews. The findings reveal a critical pedagogical dissonance: while 72% of students exhibit a clear dominance in bodily-kinesthetic and visual-spatial intelligences profiles that biologically necessitate active, multimodal engagement classroom interactions remain heavily monopolized by teachers, who occupy 75% of lesson duration with verbal instruction. This excessive TTT acts as a significant constraint to the implementation of differentiated instruction (DI), effectively trapping students in surface-level rote memorization and inhibiting the development of communicative competence. The study concludes that the successful implementation of student-centered curricula requires a fundamental deconstruction of the traditional “teacher-as-broadcaster” model. Reducing TTT is identified not merely as a classroom management technique, but as a prerequisite for creating the temporal and cognitive space necessary for MI-based differentiation and deep learning.]]>
