Journal of Education and Teaching (JET)

Factors Affecting Decision-Making in the Management of Blended Learning Teaching Activities in Vietnamese Higher Education

Le Anh Phuong Nguyen — 2026-08-02

Blended learning has become an important mode of delivery in higher education, requiring more systematic decision-making in the management of teaching activities. This study examines factors affecting decision-making in the management of blended learning teaching activities within Vietnamese higher education. A quantitatively driven design was employed using survey data from 338 lecturers, including 59 who concurrently held managerial positions, across four higher education institutions in Ho Chi Minh City, Vietnam. The quantitative data were analysed using descriptive statistics, Pearson correlation, and multiple regression, while interview data from 12 participants were used to explain key quantitative patterns. The findings showed that all eight factors were perceived as highly influential, with policy conditions receiving the highest mean score and lecturers’ awareness the lowest, although still within the high range. All factors were positively and significantly correlated, but none showed a statistically significant independent effect in the regression model. Interview data suggested that decision-making was shaped by the combined operation of policy, infrastructure, stakeholder awareness, legal considerations, and managerial capacity rather than by isolated determinants. The study suggests that blended learning management should be understood as a multidimensional and systemic process.

Digital Procurement as Governance Transformation: Evidence from School Financial Management in Indonesian Public Schools

Sahidin Sahidin — 2026-08-02

This study examines how e-procurement implementation through the School Information Procurement System (SIPLah) reshapes financial governance practices in public junior high schools in Indonesia. Although digital procurement policies are designed to improve efficiency, transparency, and accountability, limited research has explored how these systems operate within school-level governance contexts. This study aims to analyze the implementation process, identify institutional determinants influencing outcomes, and examine its implications for financial accountability. Using an interpretivist qualitative approach, the research adopted an instrumental case study design involving semi-structured interviews with school principals and treasurers, supported by document analysis. Data were analyzed using reflexive thematic analysis through open, axial, and selective coding stages. The results show that e-procurement functions not only as a technical tool but as a governance mechanism that restructures administrative workflows, redistributes organizational roles, and strengthens accountability through digital traceability. However, implementation also produces a digital dependency paradox, where efficiency gains coexist with increased administrative workload and technological vulnerability. Overall, the study demonstrates that digital procurement represents a socio-technical transformation that reshapes school financial governance practices.

Polya–Van Hiele Integration Hierarchical Model in Students' Geometric Thinking Processes

Venissa Dian Mawarsari — 2026-07-31

This research aims to develop the Polya–Van Hiele Integrated Hierarchical Model to describe students' geometric thinking processes in solving geometry problems. This study uses a qualitative approach with a case study design. The research subjects were selected based on the level of geometric thinking ability in the students. Data was collected through geometric thinking tests and in-depth interviews, then analyzed using qualitative descriptive methods. The results of the study show that students' geometric thinking processes develop progressively and are in harmony with the stages of Polya problem-solving, namely understanding problems, making plans, executing plans, and looking back. At the planning stage, students demonstrate skills at the level of visualization and analysis. Furthermore, at the stage of planning implementation, geometric thinking develops towards the level of informal deduction, formal deduction, and precision. At the level of rigor, students are able to provide valid mathematical justifications, compare, and generalize geometric concepts. This research resulted in the Polya-Van Hiele Integrated Hierarchical Model, which shows that the development of geometric thinking is embedded in the process of solving mathematical problems.