https://un-pub.eu/ojs/index.php/IJIRE/issue/feed 2024-08-16T16:07:26+03:00 Assoc. Prof. Dr. Zehra Ozcinar ijire.editor@gmail.com Open Journal Systems <p><strong>Aim and Scope</strong></p> <p>The International Journal of Innovative Research in Education (IJIRE) is a multi-disciplinary international journal encouraging innovative and qualified research in education. The journal provides an international platform for researchers, managers, scientists, professionals, and professors of educational sciences to publish high-quality refereed papers. This platform encompasses all universities and institutions throughout the world. The Journal publishes original research, surveys, and review papers on all the disciplines of education. IJIRE comprises comprehensive leading trends of education.</p> <p><strong>International Journal of Innovative Research in Education (IJIRE)</strong> is a multidisciplinary journal of innovative research in education. It is an online open-access journal that aims to promote new innovative ideas in all fields of education and publish manuscripts both in the English Language. Manuscripts submitted to the journal must be original and follow the criteria and the style of the journal for both reviewing and editing.</p> <p><strong>Basic Rules</strong></p> <p>1) The Author of correspondence must be one of the <strong>article authors</strong>. Other than the authors, no one else can submit the article. <strong>It is immediately rejected</strong>.</p> <p>2) Make sure that issues about publication ethics, copyright, authorship, figure formats, data, and references format have been appropriately considered.</p> <p>3) Ensure that all authors have approved the content of the submitted manuscript. Once a manuscript has been submitted, no author changes, additions or reductions can be made. In that case, the manuscript will be <strong>rejected at any stage</strong>.</p> <p>4) An author can publish a maximum of two articles per year.</p> <p>5) Manuscripts submitted to IJIRE Journal should neither been published before nor be under consideration for publication in another journal or conference.</p> <p>6) An article can have a maximum of six (6) authors.</p> https://un-pub.eu/ojs/index.php/IJIRE/article/view/9290 2024-02-18T09:58:45+03:00 Omar Fernando Cortés-Peña omar.cortes@usa.edu.co Jesus Ricardo Pulcha-Honores jpulcha@untels.edu.pe Jonathan Julian Poma-Chávez jonathanpomach@gmail.com Laura Fausta Villanueva-Blas bvillanueva@autonoma.edu.pe

<p>The objective of this research was to analyze how experiential learning is synergistically related to the development of a safety culture, under the special conditions of the COVID-19 pandemic in university students. The methodological approach was focused on a triangulated mixed design perspective, which allows integration of the qualitative and quantitative results derived from the educational experience of the pilot implementation of the model with a sample of students of the VII cycle of the Industrial Engineering program. The results obtained showed the relevance of the application of experiential learning to achieve the development of a safety culture in students. It was observed that active experimentation was the experiential learning factor that was most closely related to training in safety and skills. In this way, experiential learning through dynamism and experiential experiences manages to generate a safety culture. In conclusion, experiential learning manages to be an adequate strategy for the development of a culture of safety in students. </p> <p><strong><em>Keywords:</em></strong> Experiential learning; industrial engineering; pandemic; risks; safety culture. </p>

2024-08-16T00:00:00+03:00 Copyright (c) 2024 International Journal of Innovative Research in Education https://un-pub.eu/ojs/index.php/IJIRE/article/view/9259 2023-12-26T16:15:17+03:00 Ioannis Berdousis berdousis@sch.gr

<p>This study explores the complex dynamics shaping teachers' self-efficacy in the context of distance learning. Drawing on a sample of 85 educators from Greece, the research investigates the impact of prior experience with technology, professional development, communication, collaboration, administrative support, and data-driven practices on teacher confidence in online instruction. Findings reveal that teachers with extensive technological backgrounds exhibit higher self-efficacy. Ongoing exposure to professional development positively influences confidence, emphasizing its role in digital pedagogy. A collaborative culture, supported by administrators, emerges as crucial for teacher resilience. Furthermore, strategic use of student data correlates with heightened self-efficacy. The study underscores the importance of targeted support mechanisms, collaborative environments, and informed decision-making to empower teachers in the evolving landscape of distance learning.</p> <p><strong><em>Keywords</em></strong>: Distance learning; educational technology; teacher self-efficacy; professional development</p> <p> </p>

2024-08-16T00:00:00+03:00 Copyright (c) 2024 International Journal of Innovative Research in Education