Mongolian Journal of Educational Research
“Боловсролын судалгааны Монголын сэтгүүл” нь боловсрол судлалын чиглэлээр хийсэн эрдэм шинжилгээний судалгааг мэргэжлийн хийгээд сонирхсон олон нийтийн дунд хэлэлцүүлэх, танилцуулах замаар шинэ мэдлэг бүтээх, судалгааны үр дүнг практикт хэрэгжүүлэхэд дэмжлэг үзүүлэх, улмаар боловсрол судлалын шинжлэх ухааны хөгжилд хувь нэмэр оруулах зорилготой. Print ISSN: 2959-9164 eISSN: 2959-9172
The effectiveness of experiment-based physics instruction for students of military and law enforcement universities
This study investigated the effect of experiment-based instructional methods on the conceptual understanding and academic performance of first-year university students with weak foundational knowledge in physics. The research evaluated students from the National Defense University of Mongolia and the University of Internal Affairs by analyzing pre- and post-test mean scores, standard deviations, and the results of statistical tests. The findings indicated that post-instruction scores increased significantly (p < 0.05). Experiment-based instruction demonstrated a compensatory effect by improving the performance of low-achieving students and reducing performance disparities, while a ceiling effect was observed among high-achieving students.
Copyright (c) 2026 Mongolian Journal of Educational Research
An Experimental Approach to Planning and Implementing Differentiated Instruction Based on Students’ Diverse Needs: A Case Study of Geography Education
The purpose of this study was to determine the effects of implementing an inquiry-based approach in geography lessons tailored to students’ diverse learning styles on their learning engagement and academic performance. The theoretical framework of the study was based on Neil Fleming’s VARK model, which was used to identify students’ different modes of information processing and to design differentiated instructional strategies accordingly. Within the context of the 8th-grade geography topic “Air Pressure,” lesson planning and implementation were carried out by integrating inquiry-based learning with differentiated instruction. The empirical study was conducted among students of secondary schools No. 1 and No. 48 in Ulaanbaatar, Mongolia, to identify their learning styles. The findings revealed that the majority of students demonstrated a dominant kinesthetic learning style. Accordingly, classroom instruction was organized by considering each student’s diverse needs and individual characteristics. Results from the preliminary assessment indicated that students’ baseline achievement level was only 20%, suggesting that traditional instructional approaches were insufficient in supporting effective learning outcomes. Based on these findings, differentiated tasks and activities aligned with the VARK model—such as observation, discussion, writing, experimentation, and creative production—were implemented through an inquiry-based instructional approach. The results of the study showed that students’ academic performance increased to 80%, while their learning motivation, participation, problem-solving skills, and independent learning abilities also improved significantly. Therefore, the study demonstrates that integrating inquiry-based instruction with differentiated learning approaches is an effective way to enhance educational outcomes in geography education. This is an open access article under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Сурагчийн боловрол дахь эцэг эхийн оролцооны судалгаа
The aim of this study is to develop a questionnaire that investigates parental involvement in students' education through the students themselves, and to determine its reliability and structural validity. The initial version of our questionnaire consisted of 24 items and was based on questions developed by Mocho et al. and used in Portugal. After confirming the statistical significance and relevance of the items on a small pilot sample, we administered the survey to 452 students aged 12–17 from General Education Schools No. 24 and No. 97 in the capital city. The data were analyzed using exploratory factor analysis and confirmatory factor analysis. The factor analysis results indicate that parental and guardian involvement can be divided into three factors—participation in school activities, support for home learning, and monitoring communication with the school—and that the questionnaire is a reliable measurement instrument. With further validation on larger samples, this questionnaire could be developed into a research tool for use by educational and training institutions.
Developing Accessible Physics Experimentation for Students with Visual Impairments and Mild Autism Spectrum Disorder: A Study of Lower Secondary Education Students
This study examined the accessibility of physics experiments for lower secondary school students with visual impairments and mild autism spectrum disorder (ASD). Since physics experiments rely heavily on observation, measurement, and spatial reasoning, students with sensory and developmental differences often face barriers to participation. Using an experimental research design, adapted physics activities from the Grades 6–9 curriculum were implemented and analyzed through observation and qualitative methods. The findings indicate that multisensory instructional materials, structured guidance, supportive learning environments, and assistive technologies significantly improve student engagement and participation. The study highlights the importance of inclusive experimental approaches in promoting equitable access to science education.
The relationship between student learning status and course selection
This study analyzed the relationship between student learning status and course selection based on student data. The study confirmed the two-factor structure of student learning success, namely academic engagement and academic performance, using confirmatory factor analysis (CFA) and correlation methods, and explained 73.9% of the total varance. The relusts of the study showed that there was a strong positive correlation between study duration and academic achievement (r=0.77), but the correlation between study duration and GPA was weak (r=0.11). It was also found that the difference in study status between S and D program students was directly related to their initial choice motivation and internal attitude. This indicates the need for higher education institutions to organize course selection counseling services differently based on students’ learning status.
A study of the aerobic capacity of School of Physical education team athletes
This study assessed the aerobic capacity of physical education and sports students using the 20-meter shuttle run test, the Borg 6–20 (RPE) scale, and a self-rating questionnaire. The results revealed a moderate positive correlation between shuttle run performance and self-rating (r = .47, p < .05), and a very high positive correlation between Borg rating and heart rate (r = .95, p < .001). The reliability of the questionnaire was high (Cronbach’s α = .82). The results of the study showed that the shuttle run test in combination with the Borg scale and self-rating was effective in assessing students’ aerobic capacity and subjective sense of exertion.
A Cross-Semester Analysis of the Quality of Recurring Items: Item Difficulty, Discrimination, and Distractor Functioning
The purpose of this study was to evaluate the quality of recurring multiple-choice items used in formative assessments across three semesters of General Chemistry II (CHEM202), using item difficulty, item discrimination, and distractor functioning as key indicators, and to identify patterns of change across semesters. The study drew on data from Fall 2024–2025, Spring 2024–2025, and Fall 2025–2026, and analyzed a total of 41 recurring items. Exploratory follow-up analyses were conducted for 13 items that underwent change. The data were analyzed using the Friedman test, Mann–Whitney U test, independent-samples t test, paired-samples t test, Wilcoxon signed-rank test, Pearson’s χ² test, and binomial generalized linear models. The findings showed that item difficulty changed significantly across the three semesters, whereas item discrimination remained relatively stable overall. However, between Spring 2024–2025 and Fall 2025–2026, the discrimination of modified items improved more than that of unchanged items. Item-level analyses further indicated that changes in quality were not uniform across all items, but instead emerged in item-specific ways. These findings suggest that the quality of multiple-choice items should not be evaluated solely on the basis of one-time performance indicators; rather, recurring item tracking should be integrated with distractor analysis.
Diagnostic Assessment of Chemistry Knowledge Levels of 12th Grade Students in Ulaanbaatar and Content Analysis for Entrance Exam Preparation
Average chemistry scores in the General Entrance Examination (GEE) have fluctuated between 25.0 and 32.9 over the past six years, indicating a lack of steady improvement. This study aims to diagnose the chemistry knowledge levels of 12th-grade students in Ulaanbaatar and develop a methodological basis for GEE preparation. A diagnostic test featuring 40 multiple-choice and 4 open-ended items was administered to 1,541 students across nine districts, supplemented by a survey of 66 teachers. Results revealed significant knowledge gaps and high error rates in topics such as chemical equilibrium, periodic trends, and oxygen-containing organic compounds. Statistical analysis showed a significant difference (p < 0.05) between 2021 and 2026 diagnostic results. These findings provide a critical foundation for developing targeted instructional strategies and teacher recommendations to enhance student performance in chemistry.
This study conducted a questionnaire survey to identify teacher development and health issues and compared it with the results of other researchers and international research trends. A random sample of 206 teachers (24 males, 182 females) from secondary schools in the western, eastern, central regions and the capital city participated in the survey, with 71.8% (148) primary school teachers, 14.6% (30) middle school teachers, and 13.6% (28) high school teachers. VOSviewer was used to identify international research trends from 9,160 WoS articles on teacher development and health. The survey results showed that the majority of teachers are at high risk of health problems due to high workload and poor leisure time. In particular, problems such as vision impairment, back and heart pain, fatigue, and psychological stress are prevalent. 85.4% of respondents said that teachers' work is difficult, 64.9% said that teaching has a negative impact on health, 70.6% said that teaching causes a lot of stress, and 57.8% said that health is important for teacher development. This was similar to the results of some studies conducted in Mongolia 20 years ago. Therefore, teacher health remains a pressing issue for teachers. As can be seen from the international research cluster, teacher development was previously studied in relation to developed policies, but is now being studied more in relation to teacher psychology and teaching effectiveness. Teacher development should not be limited to issues of increasing professional skills, but should be supported by comprehensive policies that cover teachers' health, physical, psychological, and social well-being.
Using VR technology to create a physics e-laboratory
Modern physics education has reached a stage where it is essential to integrate recent advances in information technology. In recent years, there has been ongoing discussion and policy implementation regarding the declining number of students choosing natural science subjects; however, it is true that these efforts have not yet yielded clear results. One effective way to address this issue is to combine scientific education with engaging, modern technologies. Therefore, using VR technology in physics education, particularly for conducting experimental lessons, can increase students’ motivation to learn and encourage more learners to take an interest in studying physics. This study presents the initial development of a VR laboratory based on the Photoelectric Effect. The laboratory operates in both web-based and VR formats. By enabling students to visually observe and interact with the internal processes of the photoelectric effect, it enhances their interest, understanding, and active participation in learning. Through the VR environment, students can explore this physical phenomenon in an immersive way. In this work, one of the fundamental constants of physics, the Planck Constant, is determined. In addition, properties dependent on the material, such as the work function, threshold frequency, and threshold wavelength, are studied. Furthermore, the laboratory can be extended to include concepts such as electron mass and photon energy.
Developing creative thinking through the use of STEM educational materials within the topic of Energy Supply
This quasi-experimental study examined the effectiveness of STEM educational materials in developing creative thinking skills among 6th-grade secondary school students. Experimental lessons were implemented within the “Energy Supply” unit of the Physics curriculum using the “Step-by-Step Self-Reliance” instructional methodology. The Torrance Tests of Creative Thinking (TTCT) were adapted into Mongolian and administered to 84 students across three class groups (α = .787). Results revealed a statistically significant improvement in students’ overall creative thinking scores following the intervention, with a mean difference of 0.27 (SD = 0.45, 95% CI [0.15, 0.39], t = 4.48, p < .001). Significant gains were observed across all creative thinking dimensions: fluency (ΔM = 0.87, p < .001), elaboration (ΔM = 0.83, p < .001), originality (ΔM = 0.76, p < .001), flexibility (ΔM = 0.47, p < .001), and imagery (ΔM = 0.22, p = .014). Post-intervention comparison between groups showed that the experimental group’s mean score (M = 3.10, SD = 0.42) was significantly higher than that of the control group (M = 2.76, SD = 0.37). These findings demonstrate that STEM-based experimental lessons incorporating hands-on educational materials effectively foster creative thinking abilities in secondary school students.
Attitudes towards the use of artificial intelligence in general education and the impact of AI on student learning
Although the term artificial intelligence was first introduced in 1956, it has been rapidly developing in all fields worldwide since 2020. Researchers from Ng et al. believe that “Recently, the emergence of age-appropriate artificial intelligence-based technologies and tools has led to the introduction of artificial intelligence education in the K–12 context” (Ng, Leung, Chu, & Qiao, 2021). There is a need to consider this issue to a certain extent in our country’s education sector. In line with this, What are the attitudes of teachers towards the use of artificial intelligence in general education? Can artificial intelligence affect students’ learning ability? In order to investigate teachers’ attitudes towards this issue, a questionnaire was created using Googleforms, processed in SPSS, and the results were analyzed.
Research on the Alignment of Youths’ Knowledge, Education, and Skills with Job Requirements
With the rapid advancement of technology and the transformation of economic structures, the skills required in the workplace are continuously evolving. However, educational systems for young people often struggle to keep pace with these changes. For graduates of universities and vocational education institutions, possessing the knowledge, skills, and professional attitudes demanded by employers has become a crucial determinant of employability. This study was conducted in response to the need to examine the extent to which the knowledge, education, and skills acquired by young people align with labor market requirements and employer expectations. The research was carried out in two main directions. First, an analysis of the reasons for youth unemployment was conducted through the synthesis and evaluation of national statistical indicators. Second, surveys were administered to employers and employed youth in both urban and rural areas in order to obtain assessments and comparative insights. The findings of the study reveal that, under the current conditions of the country, the alignment between youths’ knowledge, education, and skills and the requirements of the labor market varies considerably, indicating inconsistencies in the compatibility between educational outcomes and workplace demands.
Determination of Career Choice Trends Based on John L. Holland’s Theory
Career choice is one of the most important decisions that directly influences a person’s future life, social status, and success. In our country, however, insufficient career guidance and orientation provided to high school students are negatively affecting not only individual outcomes but also the broader direction of social development. Making an incorrect career choice can lead, at the individual level, to dissatisfaction, dropping out of school and losing time, disliking one’s profession, not working in the chosen field, or experiencing limited career growth even when employed in that field. At the societal level, it can result in an imbalance in human resources, increased unemployment, reduced economic efficiency, job instability, higher employee turnover, and declining trust in the education system. This study analyzes career choice trends based on John L. Holland’s career choice theory (RIASEC Theory). The findings show that 57.8% of participants are studying in a field that matches their professional personality type, while 42.2% have not chosen a career that suits them. By program, the fit rate for accounting programs is 76.9%, and for banking and finance programs it is 57.3%, but the fit rate for software and information systems programs is 31.7%, indicating that the majority of the study participants do not fit the fit rate. When individuals select and pursue a profession that aligns with their personal characteristics, they are more likely to achieve success and experience satisfaction in their work.
Visual-Motor Integration and Its Influencing Factors: A Study of Primary School Students
In the context of educational reform, there is an increasing need to identify individual differences among learners and to detect learning difficulties at an early stage. Visual-motor integration (VMI) serves as a fundamental basis for writing and reading skills in primary school students; however, reliable assessment methods suitable for educational settings remain relatively limited. The purpose of this study was to determine the level of visual-motor integration among primary school students and to examine the cognitive factors influencing it in relation to age characteristics. The study involved 139 students aged 6–10 years. VMI was assessed using the Bender–Gestalt Test II (copy and recall tasks), while cognitive abilities were measured using standardized tests. Descriptive statistics, correlation, and multiple regression analyses were conducted. The results indicated that students’ VMI performance was generally above average. For children aged 6–7, VMI was significantly associated with attention and concrete visual thinking (r = .407, p < .01). In contrast, for children aged 8–10, observational skills (β = .267, p < .01) and visual memory (β = .321, p < .01) showed significant effects on VMI performance. In conclusion, visual-motor integration becomes increasingly dependent on more specific and differentiated cognitive abilities as age increases. Furthermore, the Bender–Gestalt Test II was found to be a useful tool for assessing students’ learning readiness and identifying individual learning needs in educational settings.
From Academic Stress to Academic Performance: A Sequential Mediation Model of Anxiety and Burnout among University Students in Mongolia
Objectives: This study examines the interrelationships among academic stress, anxiety, burnout, and academic performance (GPA) among Mongolian university students, with particular focus on the mediating roles of anxiety and burnout. It also tests whether gender moderates the relationship between academic stress and anxiety. Methods: A cross-sectional survey was conducted with 382 undergraduate students from multiple universities in Mongolia during the COVID-19 pandemic. Validated instruments were used, including the Academic Stress Inventory (ASI), Generalized Anxiety Disorder Scale (GAD-7), and Maslach Burnout Inventory-Student Survey (MBI-SS). Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). This approach was selected due to its prediction-oriented nature and its suitability for modeling complex mediation relationships, particularly in exploratory and theory development contexts (Hair et al., 2022). Measurement model quality was assessed through reliability, convergent validity, and discriminant validity (HTMT), while structural relationships were evaluated using path coefficients, effect sizes, and predictive relevance (PLSpredict and Q²_predict). Results: Academic stress significantly increased anxiety (β = 0.558, p < .001), which in turn predicted burnout (β = 0.454, p < .001). Anxiety had a strong negative effect on GPA (β = −0.553, p < .001), while burnout also negatively influenced GPA (β = −0.240, p < .001), albeit to a lesser extent. Mediation analysis revealed that anxiety serves as the primary pathway linking academic stress to both burnout and GPA. The model explained 48.4% of the variance in GPA and demonstrated moderate predictive relevance. Gender showed no significant direct or moderating effects. Conclusions: The findings support a cascading psychological mechanism in which academic stress affects academic performance primarily through anxiety and secondarily through burnout. The results highlight the central role of anxiety in academic functioning and underscore the need for integrated mental health interventions in higher education. Addressing psychological well-being is essential for improving student outcomes, particularly in contexts characterized by structural challenges such as digital inequality.
Reimagining Assessment in Mongolian Education: (Equity, Teacher Stress, and AI-Powered Reform)
Mongolia’s higher education system is undergoing rapid transformation, shaped by the dual imperatives of internationalization and employability. Yet, many students from middle-income herder families, single-parent households, and physically talented scholarship recipients face financial and structural challenges that undermine their academic success. The current university assessment system remains misaligned with the realities of this diverse student population. Furthermore, it is widely believed that students experience heightened stress when term exams begin, but this study also investigates whether teachers themselves worry about their students’ performance. This dual perspective highlights the relational pressures of assessment, in which both learners and educators are caught up in the demands of institutional expectations. Drawing on analyses of rising tuition, housing, and food costs in Ulaanbaatar, alongside broader social pressures such as family instability, the paper examines how economic hardship intersects with academic stress to shape student well-being. It situates these challenges within the ethical responsibilities of teachers and institutions, critiquing deficit-based grading frameworks that fail to account for resilience and lived realities. To restore fairness and credibility in education, the paper advocates for an AI-powered assessment tool that enhances transparency and provides flexible exam preparation periods for students facing sensitive circumstances.
Abstract: The vocational education and training sector is a field that nurtures talented creators. It is only natural that every graduate from this field should be creative. So, can we measure the creative thinking of graduates in this field? To answer this question, we introduce a research study that trialed a specific training method and evaluated its results. This study marks the first time Torrance's test for determining creative thinking levels has been applied in the sector to assess outcomes. The STEAM club affiliated with the Construction Polytechnic College has been conducting training for two years. In the 2024-2025 academic year, an analysis of the creative thinking levels of 34 participating students showed an improvement from an average score of 22.5 to 36.5. From this, we conclude that the program we are implementing is effective. The details of the STEAM program's implementation and the research are further elaborated in this text.
Leveraging Employer Satisfaction Survey Outcomes for Policy Development and Implementation
The purpose of this study is to comprehensively assess employer satisfaction with the job performance, professional competencies, and communication skills of graduates from the teacher education program at the Mongolian National University of Education. The study aims to provide an evidence-based foundation for improving curriculum design, teaching practicum, and collaborative partnerships not only within the university but also across the broader education sector. Methodologically, the study employs a SWOT analysis to systematically categorize internal and external factors. In addition, the AHP is applied to determine the relative weights of these factors, enabling the development and prioritization of four strategic alternatives (SO, WO, ST, WT) within an integrated analytical framework. The findings further highlight key international trends such as industry–university partnership, work-based practicum, competency mapping, and an employability-oriented curriculum as essential directions for curriculum reform. Therefore, developing an evidence-based decision-making framework that integrates the participation of graduates, employers, universities, and policymakers can advance teacher education beyond diploma-oriented training toward fostering education leaders, thereby contributing to long-term sustainable development of the teacher preparation system.
evidence-based decision-making framework
Strategy of Higher Education in Mongolia: An Analysis of Policy Documents (1995–2024)
This study aims to examine the policy trends in the development of higher education in Mongolia based on policy documents adopted between 1995 and 2024. As a theoretical framework, the study employs three widely recognized strategies for developing university systems—upgrading, merging, and creating new institutions (Salmi, 2009; Altbach & Balán, 2007). The research applies a document analysis method (Bowen, 2009) and evaluates a total of ten selected policy documents. The findings reveal that higher education policy in Mongolia has been predominantly oriented toward the upgrading strategy, focusing on strengthening the capacity of existing universities. In contrast, the merging strategy has been implemented only to a limited extent, while the strategy of creating new institutions has not been realized in practice. These results indicate that higher education policy in Mongolia has largely focused on system consolidation, and they provide both theoretical and practical implications for shaping future development strategies.
The role and involvement of the Training manager in the development of learning technology (based on a local example)
Learning technology plays a central role in ensuring equitable access to quality education for every learner. Accordingly, the first step in strengthening learning technology is the empowerment of teachers. Within this process, school management, particularly the training manager, who is responsible for providing close mentoring and guidance for teacher professional development, plays a critical role. However, evidence from school practice and research indicates that training managers are often unable to fulfill these core responsibilities, as they spend most of their time on statistical reporting, research tasks, and unforeseen assignments, resulting in limited attention to the implementation and continuous improvement of learning technology. Findings from a pilot study on integrated lessons conducted collaboratively by training managers and teachers demonstrate that this challenge can be addressed effectively. T-test statistical analysis indicated that p < 0.01, confirming that the application of integrated lesson methodology is statistically significant. The study further demonstrates that the integrated lesson approach improves students’ academic achievement, enhances teachers’ professional skills, and strengthens the professional and personal capacities of training managers in practice.
A Review of Online Learning Evaluation Instruments in Higher Education
In recent years, online learning has become widely used in higher education; however, unified conceptual frameworks and reliable instruments for evaluating the quality of online learning remain insufficient. Therefore, this study aims to compare 11 internationally recognized instruments commonly used to evaluate online learning in higher education and to identify their shared and distinctive characteristics through document analysis. The findings indicate that criteria related to general information/overview and assessment are common across all instruments, while learner interaction/engagement and learning materials, content, and activities appear with high frequency. In contrast, criteria associated with technology and tools, accessibility, learner support, and feedback vary considerably, suggesting that evaluation approaches differ depending on evaluation purposes and contexts of use. Moreover, limited reporting on the reliability and validity of most instruments highlights the need for caution when they are used as research measures. Although research on online learning in Mongolia has increased in recent years, widely used and validated evaluation instruments remain scarce. Accordingly, there is a need to develop and validate evaluation instruments grounded in international experience and adapted to the Mongolian higher education context.
Qualitative Study of Biology Teachers’ Professional Development Based on the TPACK Model: The Case of Immunity and Biotechnology and Genetic Engineering Topics
This study was conducted as a qualitative research using open-ended questions to identify the difficulties and challenges faced to biology teachers regarding the four types of knowledge of the TPACK model for teaching thr 10th grade “Biotechnology and Genetic engineering”and 11th grade “Immunity” topics, which are difficult to teach. Method consists five sections, which are developing open-ended questionnairies, selecting participants randomly, collecting data, working on the data and data analysing methodology. In terms of results, a total of 30 biology teachers participated in this study. 50% of all the participants from Ulaanbaatar, 50% from Khuvsgul, Uvs, Selenge and Orkhon province. In the results of this study, 55% of teachers are good for content knowledge, 41.1% good for pedagogical content knowledge, 2.8% - good for technological content knowledge and 13.9% good technological pedagogical content knowledge. Overall, this indicates that for the topics of “Immunity” and “Biotechnology”, it is necessary to further develop these four types knowledge among biology teachers.
Copyright (c) 2025 Mongolian Journal of Educational Research
Results of a study using the CBAM model on the challenges faced by teachers during curriculum implementation
In accordance with the action plan for the renewal of the pre-primary and general education curricula and textbooks, the development and pilot testing of the primary education curriculum and instructional materials were organized during the 2024–2025 academic year. This article presents the results of a study examining the concerns of primary school teachers during the pilot testing of the primary education curriculum, student handbooks, and workbooks, using the CBAM (Concerns-Based Adoption Model) framework. The study involved a total of 101 primary school teachers, 31 vice-principals of primary education from 24 schools in the capital city and rural areas and specialists from the Department of Education. The results of the study show that teachers' highest levels of concern are concentrated in the Stages of Concern related to Information (75.2%), Personal (75.9%), Management/Task (54.4%), and Collaboration (65.4%). This study demonstrated that using CBAM to introduce innovation, particularly to successfully implement innovation in the education sector, is effective for understanding the concerns of stakeholders, providing professional development support based on those concerns, and planning for diverse collaboration.
Impact Evaluation of a Competency-Based Supplementary Career Guidance Curriculum among Ninth-Grade Adolescents in Mongolia
The purpose of this study was to identify the factors influencing students’ career choice competence using the three-dimensional “Knowledge-Motivation-Action” model. Approximately 196 students participated in the study, and the outcomes of a 20-hour competency-based supplementary course were analyzed. The methodology included an initial survey, a mid-term experimental intervention, final evaluation methods, and statistical analyses. The results showed a strong correlation among the three dimensions of knowledge, motivation, and action, with increases in knowledge positively affecting motivation, indicating the effectiveness of a sequential and interconnected instructional design. Following the supplementary course, knowledge increased by 22%, skills by 13%, and motivation by 7%, demonstrating tangible improvement in students’ career choice competence. This approach, integrates students’ personal values, behaviors, and environmental factors, highlighting its potential for effectively developing competency-based career guidance education. The findings provide a practical foundation for improving the content of supplementary programs in secondary schools, strengthening teachers’ instructional methods, and supporting students’ career orientation development.
The Theoretical Model of the Mongolian Person’s Essence: A Study Based on Constructivist Grounded Theory Methodology
Background This study aims to address the fundamental question, ‘Who is the Mongolian person?’ by constructing a theoretically grounded model based on empirical data. While the concept of human nature has occupied a central place in cross-cultural research within philosophy, anthropology, and psychology, empirical studies that systematically examine the distinctive expression of Mongolian personhood remain scarce. Method Adopting a Constructivist Grounded Theory methodology, we conducted in-depth interviews with 30 participants across six age groups (15-17, 18-24, 25-34, 35-49, 50-64, 65+) and five residential contexts (bag, sum, aimag, capital, overseas). Data analysis followed an open, focused, axial, theoretical coding sequence. Findings Results revealed five core domains- Body (Embodiment), Heart- Mind (Emotional Essence), Intellect (Cognitive Mind), Language (Speech & Communication), and Symbolism (Cultural Representation)- which are cohered by a central organizing concept of Morality (Ethical Consciousness). These six components are integrated under the overarching core category of the “Mongolian Person”. This construct reflects a balance between tradition-rooted local identity and a globally reinforced self. Conclusion The study contributes a theoretical- methodological foundation for understanding Mongolian personhood, with implications for national policy, moral education, and cultural pedagogy. Future work should focus on quantitative validation to test and refine the proposed model.
Psychometric Properties of the Mongolian Version of the Teachers’ Self-Efficacy Scale
This study aims to evaluate the psychometric properties of the Mongolian version of the Teachers’ Self-Efficacy Scale (TSES) which was developed by Tschannen-Moran, Hoy, and Hoy (2001). The translation process involved forward - backward translation to ensure linguistic and conceptual equivalence between English and Mongolian versions. The translated instrument was refined through multiple discussions among the researchers to establish a culturally and linguistically valid version in Mongolian. Data were collected online from 435 teachers, which were randomly divided into two subsamples. An exploratory factor analysis (EFA) was conducted on the first sample, and a confirmatory factor analysis (CFA) on the second sample to verify the factor structure. Results indicated that one item from the original 24-item version was excluded, resulting in a 23-item instrument comprising four latent factors. The CFA demonstrated acceptable model fit indices, providing strong evidence for the construct validity and reliability of the Mongolian adaptation of the TSES.
The impact of the Flipped learning method on students’ Academic Achievement
Amid ongoing reforms in the education sector, digital and online learning has become inextricably linked with higher education. The integration of technology into teaching and learning environments has not only enhanced academic outcomes but also driven innovation in instructional methods and pedagogical approaches. This study aims to investigate the effectiveness of the flipped learning method in improving students’ academic achievement. The research was conducted during the first semester of the 2024–2025 academic year in the "Introduction to Coding" course at the Mongolian National University of Education. A quasi-experimental design was employed, involving two control groups and two experimental groups. Pre-test and post-test assessments were administered, and the data were analyzed using SPSS software. A T-test analysis revealed a statistically significant difference (p < 0.05) in academic performance between the groups, indicating that the flipped learning method had a positive impact on student outcomes. The findings support the effectiveness of the flipped classroom approach in enhancing academic performance.
The Contributions and Selected Outcomes Influencing the Educational Environment under Performance-Based Financing
Government investment in education can implement many policies such as human, social, economic development and labor market. In recent years, not only countries but also Mongolia have been increasing their investment in education, which is a sign that they value the benefits of education. With this report, we aim to present, promote and spread the good practice of creating a learning environment to support children's development by analyzing the implementation of the 2022 and 2023 incentive budgets for kindergartens and secondary schools. Data on performance outcomes of results-based budgeting and changes in learning environments that support child development are based on official statistics and case studies.
The current digitalization state of general education school libraries in Mongolia
This research aims to determine whether digital services providing composed in general education schools. The findings indicate that only 10.32% of research participants utilize a digital library system, which is insufficient. Schools that have implemented a digital library system predominantly use open-source solutions. No statistical significance was observed in the user interfaces of digital library systems used in schools, suggesting that their UI designs are at a similar level. The primary challenges faced by schools without a digital library system include financial constraints, budget limitations, inadequate internet service, insufficient local area networking, and the difficulty of selecting a digital library system that meets international standards.