INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC)

RESEARCH TRENDS IN INSTRUCTIONAL TECHNOLOGY FOR SPECIAL EDUCATIONAL NEEDS: A GLOBAL BIBLIOMETRIC PERSPECTIVE

2025-11-20T11:23:57+08:00

An advanced search strategy was executed, resulting in 1,261 documents for analysis. The methodology includes multiple stages: Scopus Analyser generated statistical distributions and graphical insights; OpenRefine was employed to clean, refine, and harmonise bibliographic data for precision; and VOSviewer software visualised co-authorship, keyword co-occurrence, and country collaboration networks. Hence, the results indicate an increasing trend in publications from 2015 to 2025, with significant peaks in 2022 and 2024, reflecting a growing global scholarly emphasis on technology-enhanced interventions for special needs learners. Computer Science and Social Sciences have emerged as the major disciplines, together representing more than fifty percent of total publications. The United Kingdom, the United States, Spain, and China were identified as the main contributors in terms of output and international collaboration. Keyword analysis revealed that “technology,” “special education,” “e-learning,” and “assistive technology” are central themes, with emerging clusters linked to artificial intelligence, immersive technologies, and universal design for learning. The current study helps to fill the gap in the body of knowledge, offering a thorough study of the trends in publications. Key contributors and thematic developments, thereby serving as a valuable resource for researchers, practitioners, and policymakers focused on advancing technology-driven special education needs.

MOTIVATION AND SOCIAL SUPPORT AS DETERMINANTS OF SELF-PERCEIVED ACHIEVEMENT AMONG MALAYSIAN UNIVERSITY ATHLETES

2025-11-23T10:47:01+08:00

This study examines the combined influence of motivation and social support on self-perceived achievement among Malaysian university athletes, grounded in Self-Determination Theory (Deci & Ryan, 1985), Social Support Theory, and Self-Appraisal Theory. A quantitative cross-sectional survey was conducted with 100 student-athletes (52 males, 48 females) from Malaysian public universities participating in national collegiate competitions. Data were collected using the Sport Motivation Scale-II (SMS-II), the MOS-Modified Social Support Survey (MOS-SSS), and the Sport Performance Perception Scale (SPPS). Reliability coefficients were satisfactory (α = .85–.86). Descriptive statistics, Pearson correlations, and multiple linear regression analyses were performed using SPSS 26. Results indicated that both motivation (r = 0.63, p < 0.01) and social support (r = 0.58, p < 0.01) were strongly correlated with self-perceived achievement. The regression model was significant (F(2, 97) = 46.8, p < .001) and explained 49 % of the variance, with motivation (β = .45) emerging as the strongest predictor, followed by social support (β = .38). The findings confirm that athletes with higher intrinsic motivation and greater perceived support exhibit stronger confidence, satisfaction, and performance appraisal. The study provides empirical validation of SDT in a dual-career university context and underscores the psychosocial synergy between internal drives and environmental resources in sustaining athletic excellence. It advocates for integrating motivational coaching, mentorship, and structured social support mechanisms into Malaysian higher education sport programs to optimize both athletic and academic outcomes.

PUBLIC AWARENESS AND POLICY RESPONSES TO TRANSNATIONAL FRAUD PARKS: EVIDENCE FROM A MALAYSIAN NATIONWIDE SURVEY

2025-12-03T11:11:22+08:00

Fraud parks—transnational scam compounds in Southeast Asia—pose acute challenges for security, governance, and human rights. Combining trafficking, forced labour, and cyber-enabled fraud, these hubs target victims globally while luring jobseekers from Malaysia and beyond. Despite media attention, systematic evidence on public awareness and policy expectations has been scarce. This article fills that gap through a nationwide multilingual survey conducted by the Tun Tan Cheng Lock Centre for Social and Policy Studies (TCLC) in late 2023. Findings show high awareness of fraud parks as systemic threats, but also persistent vulnerabilities: younger respondents underestimated risks from job offers and online relationships, and many reported knowing victims personally. Policy preferences were clear, with overwhelming support for stronger education, enforcement, institutional reform, NGO collaboration, and international cooperation. The results highlight the paradox of high awareness amid continuing victimisation, while underscoring public opinion as a mandate for integrated national and regional responses.

PENCERAIAN DALAM ISLAM: KONSEP, BENTUK DAN INTERVENSI PENCEGAHAN

2025-12-08T11:48:36+08:00

Artikel ini bertujuan meneroka konsep dan bentuk penceraian dalam Islam serta kaedah pencegahan yang digariskan oleh al-Quran dan al-Sunnah. Peningkatan kes penceraian dalam masyarakat Muslim Malaysia menunjukkan wujudnya keperluan mendesak untuk memahami mekanisme syariah yang bertujuan meminimumkan konflik rumah tangga dan menjaga keharmonian keluarga. Walaupun penceraian dibenarkan dalam Islam, ia merupakan jalan terakhir setelah usaha perdamaian gagal. Artikel ini menggunakan metodologi kualitatif melalui analisis dokumen, merangkumi kajian kitab-kitab fiqh, undang-undang keluarga Islam di Malaysia, serta teks-teks tafsir dan hadis berkaitan. Dapatan kajian mengenal pasti enam bentuk penceraian menurut fiqh dan undang-undang, iaitu talaq (raj‘i dan ba’in), taklik, fasakh, khulū‘ (tebus talaq), li‘ān dan pengesahan lafaz cerai di luar Mahkamah. Selain itu, Islam menekankan langkah pencegahan seperti komunikasi berkesan, tanggungjawab bersama, penghargaan terhadap pasangan, nafkah zahir dan batin, nasihat berhemah, pisah ranjang sementara, serta pelantikan orang tengah. Pendekatan ini bukan sahaja mengurangkan konflik tetapi juga memelihara keharmonian rumah tangga selaras dengan objektif syariah dalam menjaga institusi keluarga.

This article aims to explore the concept and forms of divorce in Islam, as well as the preventive measures prescribed in the Qur’an and the Sunnah. The rising divorce rates among Malaysian Muslims highlight the urgent need to understand the Shariah mechanisms designed to minimise marital conflict and preserve family harmony. Although divorce is permissible in Islam, it is considered a last resort when reconciliation efforts have failed. This study employs a qualitative document analysis methodology, drawing upon classical fiqh sources, Malaysian Islamic family law, and relevant tafsir and hadith texts. The findings identify six forms of divorce recognised in Islamic jurisprudence and legal practice: talaq (raj‘i and ba’in), taklik, fasakh, khulū‘ (redemptive divorce), li‘ān, and judicial confirmation of extrajudicial pronouncements. Islam also emphasises preventive measures such as effective communication, shared responsibility, mutual appreciation, provision of financial and emotional support, prudent advice, temporary separation, and the appointment of mediators. These approaches not only reduce conflict but also help safeguard marital harmony in line with the Shariah objective of protecting the family institution.

A BIBLIOMETRIC ANALYSIS OF PROFESSIONAL LEARNING COMMUNITIES AND TEACHER PROFESSIONALISM IN GLOBAL EDUCATION RESEARCH

2025-12-17T09:29:11+08:00

This study presents a comprehensive bibliometric analysis of Professional Learning Communities (PLCs) and teacher professionalism within the context of global education research, aiming to map the intellectual structure, research trends, and collaborative networks that have emerged over the past decade. Despite the increasing recognition of PLCs as a critical mechanism for enhancing teacher competency, collaboration, and professional identity, limited systematic evidence exists on how this research field has evolved internationally. To address this gap, bibliometric techniques were applied using data retrieved from Scopus through advanced searching with the keywords “Professional Learning Community,” “collaborative learning community,” “Teacher,” and “educator,” yielding a final dataset of 473 documents. The methodology employed a four-stage process: data collection from Scopus, statistical and graphical trend analysis using Scopus Analyzer, data cleaning and harmonization with OpenRefine, and network visualization through VOSviewer. The analysis revealed significant growth in publications after 2015, with research output dominated by contributions from the United States, China, Australia, and the United Kingdom, indicating strong Western and Asian engagement in this domain. Co-authorship and co-occurrence mapping highlighted eight major thematic clusters, including teacher collaboration, professional identity development, instructional leadership, and student achievement outcomes, demonstrating the multidimensional scope of PLC-related research. Citation patterns further underscore the theoretical and practical significance of PLCs in shaping pedagogical practices and fostering sustainable professional growth among educators. By consolidating these findings, the study contributes to the body of knowledge by offering evidence-based insights into global research dynamics, identifying key knowledge hubs and gaps, and guiding future scholarship toward a more integrated and contextually relevant understanding of PLCs and teacher professionalism.

MEDIAMENTOR: USER ACCEPTANCE OF AN INTERACTIVE MULTIMEDIA LEARNING TOOL WITH PEDAGOGICAL AGENT SUPPORT

2025-12-27T15:44:31+08:00

This study presents the design, development, and user acceptance evaluation of MediaMentor, an interactive multimedia learning application supported by a pedagogical agent. Grounded in Mayer’s Multimedia Learning Theory and guided by user-centred design principles, MediaMentor delivers animated lessons, guided narration, formative quizzes, and game-based reinforcement to support undergraduate learners in understanding foundational multimedia concepts. The application was developed using multimedia tools and underwent expert review prior to user evaluation. A quantitative summative evaluation involving 34 undergraduate students was conducted using an instrument adapted from the Technology Acceptance Model (TAM) and the USE (Usefulness, Satisfaction, Ease of Use) framework. Descriptive analyses revealed high levels of perceived usefulness, ease of use, satisfaction, and overall acceptance. Students reported that MediaMentor improved conceptual understanding, was easy to navigate, and provided an enjoyable and engaging learning experience through its pedagogical agent and interactive features. The findings demonstrate that MediaMentor is an effective, user-friendly, and motivating digital learning tool that complements traditional instruction in multimedia education. The study underscores the potential of pedagogical-agent-supported, multimedia-rich applications to improve conceptual understanding and learner engagement in higher education.

PENGARUH FAKTOR BUDAYA DAN SOSIOEKONOMI TERHADAP PERKEMBANGAN SOSIOEMOSI KANAK-KANAK PRASEKOLAH ENAM TAHUN

2025-11-23T09:31:08+08:00

Perkembangan sosioemosi merupakan komponen penting dalam pembentukan identiti, kesejahteraan, dan pencapaian akademik kanak-kanak pada peringkat awal. Kajian ini dijalankan bagi mengenal pasti pengaruh faktor budaya dan latar belakang sosioekonomi terhadap perkembangan sosioemosi kanak-kanak prasekolah berusia enam tahun. Reka bentuk kajian berbentuk kuantitatif menggunakan tinjauan deskriptif melibatkan 379 orang guru prasekolah di bawah seliaan Kementerian Pendidikan Malaysia (KPM). Instrumen soal selidik berstruktur telah dibangunkan berdasarkan literatur terdahulu dan menunjukkan kebolehpercayaan yang tinggi (α budaya = 0.93; α sosioekonomi = 0.97). Data dianalisis menggunakan perisian SPSS versi 28 melalui analisis deskriptif dan inferensi. Dapatan kajian menunjukkan bahawa faktor sosioekonomi dan budaya keluarga merupakan penentu utama yang mempengaruhi perkembangan sosioemosi kanak-kanak, khususnya dalam aspek tingkah laku, emosi, dan hubungan sosial. Walau bagaimanapun, aspek dalaman seperti keyakinan diri, kawalan emosi, dan kemahiran penyelesaian masalah sosial masih berada pada tahap rendah. Perbincangan menekankan keperluan intervensi berfokus, penglibatan ibu bapa, serta kerjasama strategik antara guru dan komuniti untuk menyokong perkembangan sosioemosi kanak-kanak secara menyeluruh. Kajian ini memberi implikasi penting kepada pendidik, ibu bapa, dan penggubal dasar dalam merancang sokongan yang lebih bersasar berdasarkan kepelbagaian budaya dan latar belakang sosioekonomi.

Socioemotional development is a vital component in shaping children’s identity, wellbeing, and academic achievement during early childhood. This study was conducted to identify the influence of cultural and socioeconomic factors on the socioemotional development of six-year-old preschool children. A quantitative research design employing a descriptive survey method was used, involving 379 preschool teachers under the supervision of the Malaysian Ministry of Education (MOE). A structured questionnaire instrument was developed based on previous literature and demonstrated high reliability (α culture = 0.93; α socioeconomic = 0.97). Data were analyzed using SPSS version 28 through descriptive and inferential analyses. The findings revealed that socioeconomic and family cultural factors are key determinants influencing children’s socioemotional development, particularly in the domains of behavior, emotion, and social relationships. However, internal aspects such as self-confidence, emotional regulation, and social problem-solving skills were found to be at a lower level. The discussion highlights the need for targeted interventions, parental involvement, and strategic collaboration between teachers and the community to holistically support children’s socioemotional growth. This study provides significant implications for educators, parents, and policymakers in designing more focused support systems that account for cultural diversity and socioeconomic backgrounds.

KEPIMPINAN DISTRIBUTIF DAN KEPERCAYAAN ORGANISASI: KONTEKS SEKOLAH MENENGAH KERAJAAN

2025-12-03T10:08:16+08:00

Kajian ini mengetengahkan konsep penyelidikan mengenai hubungan antara kepimpinan distributif dan kepercayaan organisasi dalam kalangan guru-guru sekolah menengah. Berdasarkan Model Kepimpinan Distributif Gordon (2005) dan Teori Kepercayaan Organisasi Hoy dan Tschannen-Moran (2003), kajian ini bertujuan untuk mengkaji sejauh mana amalan kepimpinan distributif mempengaruhi tahap kepercayaan organisasi dalam kalangan guru. Pendekatan kuantitatif dengan reka bentuk tinjauan akan digunakan untuk mengkaji populasi guru-guru sekolah menengah kerajaan di daerah Kuala Langat, Selangor. Instrumen Distributed Leadership Readiness Scale (DLRS) dan Omnibus T-Scale digunakan untuk mengukur pembolehubah kajian. Dapatan kajian diharap dapat memberikan input yang bermakna kepada pihak berkepentingan dalam merangka strategi pembangunan profesional dan penempatan pemimpin sekolah. Kajian ini juga diharap dapat menyumbang kepada pemahaman yang lebih mendalam tentang dinamika kepimpinan dalam organisasi pendidikan di Malaysia.

This study highlights the research concept on the relationship between distributive leadership and organizational trust among secondary school teachers. Based on Gordon's Distributive Leadership Model (2005) and Hoy and Tschannen-Moran's Organizational Trust Theory (2003), this study aims to examine the extent to which distributive leadership practices influence the level of organizational trust among teachers. A quantitative approach with a survey design was used to study the population of government secondary school teachers in the Kuala Langat district, Selangor. The Distributed Leadership Readiness Scale (DLRS) and Omnibus T-Scale instruments were used to measure the study variables. The study findings are expected to provide meaningful input to stakeholders in formulating professional development strategies and the placement of school leaders. This study is also expected to contribute to a deeper understanding of the dynamics of leadership in Malaysian educational organizations.

TRANSLATING CULTURAL SYMBOLS INTO STUDIO LEARNING: A P–E–F FRAMEWORK FOR 3D HERITAGE TASKS TO ENHANCE MOTIVATION AND ENGAGEMENT IN HIGHER EDUCATION

2025-12-07T15:28:13+08:00

Younger learners’ engagement with Miao Traditional Festival Costumes (MTFCs) remains low because existing digital work rarely links cultural grammar to classroom-ready 3D tasks. This paper addresses that gap by consolidating four design principles (hierarchy, symmetry, repetition, ritual orientation) and five design elements (pattern, colour, structure, material, wearing) into a unified P–E–F core, then extending it with a P–E–F–M–E pathway that translates directly into studio assignments and rubrics. A systematic content analysis of 52 sources (2000–2024) shows stable consensus on principles (e.g., ritual orientation: 80.8%; symmetry: 73.1%) and elements (pattern and colour: 90.4%), providing reliable anchors for task design. We package the outputs as parameterised prompts for CLO3D/Unity, a two-axis rubric (cultural fidelity × learning outcomes), and low-cost evidence options (two 5-item mini-scales plus a short reflective note) for adoption without specialised labs. The contribution is a curriculum-ready blueprint that operationalises semiotic structure into reproducible modelling operations and student-centred evaluation. While no user testing is reported in this paper, we provide a clear route for subsequent classroom validation focused on motivation, perceived usability, and affective uptake.

BREAKING THE SILENCE: VOCABULARY AS THE KEY TO CONFIDENCE IN MUET SPEAKING

2025-12-14T15:51:58+08:00

This article revisits the critical role of vocabulary proficiency in shaping students’ confidence and anxiety during the Malaysian University English Test (MUET) speaking component. Drawing on data from a quantitative study involving 320 pre-university students across six institutions, it focuses on how lexical limitations influence both linguistic performance and psychological readiness. Using a structured Likert-scale questionnaire covering six constructs—vocabulary, grammar, pronunciation, confidence, motivation, and anxiety—the study identified vocabulary (M = 2.87, SD = 0.43) as the most significant area of difficulty, followed by grammar (M = 2.90, SD = 0.40). Confidence (M = 2.68, SD = 0.39) and anxiety (M = 2.74, SD = 0.41) showed strong associations with vocabulary proficiency, with Pearson correlation results indicating a negative correlation with confidence (r = –.61, p < .01) and a positive correlation with anxiety (r = .59, p < .01). These findings suggest that limited vocabulary not only hinders fluency and expression but also heightens anxiety and reduces self-assurance in oral performance. Anchored in Nation’s model of vocabulary acquisition, Bandura’s self-efficacy theory, and Krashen’s affective filter hypothesis, this study highlights vocabulary as both a linguistic foundation and an affective stabilizer, emphasizing the need for vocabulary-focused pedagogical interventions to enhance fluency, coherence, and confidence among MUET.

BREAKING BARRIERS: CHALLENGES IN DESIGNING ONLINE COMMUNICATION MODULE FOR INMATE REINTEGRATION

2025-12-22T12:55:14+08:00

This paper explores the complex challenges encountered during the development and implementation of online communication modules within correctional facilities. Drawing upon insights from three module writers comprising lecturers at a public university and a prison officer in Sabah, Malaysia, the study meticulously examines the amalgamation of obstacles encountered in crafting effective online communication modules. Drawing upon insights from three module writers—two lecturers from a public university and a prison officer in Sabah, Malaysia—the study meticulously examines the amalgamation of obstacles involved in crafting effective online communication modules. Based on in-depth interviews and thematic analysis, three overarching themes emerge: Navigating the Labyrinth of Resource and Infrastructure Barriers, Training and Support, and Technical and Logistical Issues. By confronting these challenges and advocating for innovative, tailored solutions that are attuned to the unique demands of prison environments, correctional institutions can create meaningful educational opportunities that are pivotal for inmate rehabilitation and successful societal reintegration. The paper underscores the imperative for policymakers, educators, and practitioners to address these challenges with utmost attention, thereby prioritising education within correctional settings and empowering inmates through accessible and impactful online communication modules.

KNOWLEDGE OF POLYPROPYLENE MICROPLASTICS AS A BREAST CANCER RISK FACTOR AMONG FEMALE EDUCATORS IN NILAI, MALAYSIA

2025-11-20T11:14:24+08:00

Breast cancer remains a leading cause of mortality among women worldwide, with emerging research suggesting a potential link between environmental pollutants—such as polypropylene microplastics (PPMPs)—and increased cancer risk. Despite growing concern, public awareness regarding PPMPs as a possible risk factor for breast cancer remains poorly understood, particularly among women in influential educational roles. This study aimed to assess the level of knowledge regarding PPMPs as a breast cancer risk factor among female educators and to examine associations between knowledge levels and demographic variables. A cross-sectional study was conducted among 151 female educators across multiple schools in Nilai, Malaysia, using a self-administered, validated bilingual questionnaire. Data were collected both in-person and online via convenience and snowball sampling. Descriptive and inferential statistics (chi-square test) were used to analyse the relationship between knowledge levels and variables such as age, education, marital status, household income, and health history. Over half of the respondents (52.3%) demonstrated poor knowledge of PPMPs as a breast cancer risk factor. While 72.2% were aware of a possible health risk, only 36.4% correctly identified the inflammatory mechanism associated with PPMP exposure. Significant variability in knowledge was observed across age, race, and income groups. Social media was the most common source of information, while formal education was the least common. The findings show a major lack of awareness and understanding of environmental breast cancer risk factors among educators, highlighting the need for focused education and public health efforts to raise environmental health literacy and support cancer prevention.

FROM EARLY CHILDHOOD TO PRIMARY SCHOOLS: A REVIEW OF TRANSITION PRACTICES FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

2025-11-23T10:26:33+08:00

The transition from early childhood settings to primary school represents a pivotal stage for children with disabilities, often characterized by emotional, social, systemic, and educational challenges. This review synthesizes existing literature to outline a multilevel framework for supporting these transitions, with a particular emphasis on developmental disabilities such as Autism Spectrum Disorder (ASD). Common barriers include limited teacher preparedness, inadequate inter-agency coordination, rigid curricula, restricted access to early intervention, and persistent social stigma. For children with ASD, these difficulties are further magnified by social exclusion, bullying, and fragmented service continuity, leading to heightened anxiety and emotional dysregulation. Evidence highlights the role of early intervention centers in promoting school readiness through individualized plans, collaborative family-professional partnerships, and structured programs. Effective strategies include transition planning meetings, targeted teacher training, peer-mediated approaches, and parent empowerment initiatives that demonstrate the value of socially validated, classroom-embedded practices. Importantly, the success of such efforts depends on sustained collaboration among schools, families, service providers, and policymakers. This review emphasizes the need for inclusive, child-centered practices that are tailored to individual strengths and initiated well before school entry. Addressing systemic shortcomings, enhancing teacher capacity, and reducing stigma through coordinated policy reform are critical to ensuring continuity and equity in education. By conceptualizing an integrated framework, this article advocates for proactive, holistic approaches that safeguard positive transitions and support the long-term well-being of children with disabilities.

IDENTIFYING CONTRIBUTING FACTORS TO JOB STRESS AMONG FULLY RESIDENTIAL SCHOOL (SBP) TEACHERS IN KEDAH

2025-12-03T10:57:12+08:00

Public service stress refers to the psychological and physiological strain experienced by individuals working in government or public sector roles, and it is particularly relevant for teachers in Fully Residential Schools (the official term used on the website). These schools have unique challenges that exacerbate the demands of the teaching profession. According to Ahmad (2018) and Jamaludin (2019), Malaysian public servants, especially teachers, face several stressors, including heavy workloads, role ambiguity, and limited resources. These stressors can lead to burnout, job dissatisfaction, and even intentions to leave the profession. The research, utilizing the SPSS technique, revealed insightful findings on the extent and impact of stress on teachers in these specialized educational settings. Key findings from the study highlight that the overwhelming pressure from workload and lack of clear roles and expectations can significantly affect teachers' mental and physical health, contributing to increased stress levels. The study also underscores the importance of addressing these stressors to improve job satisfaction, reduce turnover, and enhance overall productivity in the education sector. By examining these issues through statistical analysis with SPSS, the research provides valuable insights into the causes of stress in the teaching profession, offering a foundation for future efforts to improve working conditions and support for teachers in Fully Residential Schools.

ASSESSING STRESS LEVELS AMONG SPECIAL NEEDS WORKERS IN PRIVATE CENTRES IN PENANG, MALAYSIA

2025-12-08T11:02:01+08:00

This quantitative cross-sectional study examined stress levels and occupational stressors among professionals working with special needs students in private centres in Penang, Malaysia. Despite the sector’s unique challenges, limited scholarly research has addressed this workforce within the Malaysian context. Thus, this study aims to measure the levels of stress experienced by special needs workers, to examine whether stress levels differ by gender, and to identify the main sources of stress in private special needs centres. Data were collected from 37 respondents using a structured online questionnaire incorporating the Teacher Stress Scale (TSS) and Teacher Thriving Scale (TTS). Findings revealed moderate-to-high stress levels (M = 3.2, SD = 0.7). Workload and time constraints emerged as the strongest predictors of stress, explaining 42% of the variance. While no significant differences were observed by gender or years of experience, both age and job role were found to significantly predict higher stress levels (p < 0.05). The results highlight the need for tailored mental health interventions and support strategies to enhance workforce well-being in Malaysia’s private special education sector. These insights can inform policy development, resource allocation, and organisational practices aimed at reducing stress and improving service quality.

RESILIENCE TO FLOURISHING: EXAMINING THE MEDIATING MECHANISM OF FUTURE ORIENTATION IN CHINESE PRESERVICE TEACHERS

2025-12-16T11:52:24+08:00

Objectives: This study examined the psychological mechanisms linking resilience and flourishing among Chinese preservice teachers, a group that experiences substantial stress during the transition from academic training to the professional teaching environment. The objective was to determine whether future orientation functions as a mediating pathway connecting resilience to flourishing. Methods: Using a cross-sectional survey of 352 preservice teachers, partial least squares structural equation modelling (PLS-SEM) was employed to evaluate both the measurement and structural models. Results: Results showed that the model fit was acceptable (SRMR = 0.069) and revealed significant positive direct effects between resilience and future orientation (β = 0.547, T = 13.772, p < 0.000), resilience and flourishing (β = 0.235, T = 4.201, p < 0.000), and future orientation and flourishing (β = 0.456, T = 8.974, p < 0.000). Future orientation also exerted a significant partial mediating effect on the resilience–flourishing relationship (β = 0.249, T = 7.012, p < 0.000). These findings indicate that resilience promotes goal-directed planning and optimistic thinking, which subsequently enhance flourishing. Conclusions: Conceptually, the study extends psychological capital and well-being theories within a collectivist Chinese context, and practically, it offers an evidence-based foundation for teacher education programs that aim to strengthen preservice teachers’ well-being by integrating resilience-building with future-oriented goal-setting training.

AFFECTIVE IMMERSION ACROSS PRINT AND SCREEN: READING MALAY ROMANCE NOVELS IN THE DIGITAL AGE

2025-12-26T17:33:42+08:00

This study investigates why Malay romance novels, particularly those written by the popular author Anjell, remain compelling to Malaysian undergraduates, and how reading medium shapes the experience of romance reading. Grounded in Reader-Response Theory (Rosenblatt, 1978), Media Ecology (McLuhan, 1964), and Affective Reading scholarship (Miall & Kuiken, 2002), the study adopts a descriptive exploratory mixed-methods design. Data were collected from undergraduates at the International Islamic University Malaysia (IIUM) through an online questionnaire (n = 20) and semi-structured interviews (n = 3). Descriptive statistics summarised survey patterns, while thematic analysis examined meaning-making, immersion, and emotional resonance across print and digital environments. Findings indicate that romance reading is sustained by affective mechanisms such as emotional conflict, relational tension, and character-based identification, with Anjell’s appeal emerging from how readers actively co-construct emotional meaning. Print reading is associated with stronger focus and deeper narrative absorption, whereas e-books are valued for accessibility, affordability, and portability, reflecting hybrid reading strategies rather than a simple print–digital divide. The study contributes to Malay popular-literature scholarship by centring real readers’ responses and offers implications for publishers and educators seeking to support reading culture in digitally saturated contexts.

CABARAN DALAM PEMBANGUNAN KERJAYA GOLONGAN GAY DAN TRANSGENDER: SUATU KERTAS KONSEPTUAL

2025-11-20T16:26:12+08:00

Golongan gay dan transgender di Malaysia berhadapan dengan pelbagai cabaran dalam pembangunan kerjaya, khususnya melibatkan isu diskriminasi, stigma sosial, motivasi pekerjaan, serta konflik berkaitan pendapatan dan kelangsungan kerjaya. Artikel ini merupakan kertas konseptual yang bertujuan untuk membincangkan pelbagai cabaran tersebut berdasarkan sorotan literatur dan kerangka teori pembangunan kerjaya. Perbincangan ini menumpukan kepada pengaruh faktor identiti diri dan persepsi persekitaran terhadap pengalaman kerjaya, serta implikasinya terhadap sokongan organisasi, dasar inklusif, dan intervensi kaunseling kerjaya. Huraian ini memberi implikasi kepada kaunselor kepelbagaian budaya, kaunselor kerjaya, serta pihak berkepentingan dalam merancang intervensi kerjaya yang lebih inklusif, empatik, dan selaras dengan keperluan golongan minoriti seksual serta jantina.

Gay and transgender individuals in Malaysia encounter various challenges in career development, particularly those related to discrimination, social stigma, workplace motivation, and conflicts concerning income and career sustainability. This conceptual paper aims to examine these challenges through a review of the literature and career development frameworks. The discussion highlights how personal identity and environmental perceptions influence career experiences, as well as the implications for organizational support, inclusive policies, and career counselling interventions. The paper offers insights for multicultural counsellors, career practitioners, and stakeholders in formulating career interventions that are more inclusive, empathetic, and aligned with the needs of sexual and gender minorities.

DEVELOPING A COMPETENCY PROFILE FOR LEVEL 1 HANDBALL REFEREES: AN EVIDENCE-BASED EDUCATIONAL FRAMEWORK INTEGRATING KNOWLEDGE, PHYSICAL FITNESS, AND PSYCHOLOGICAL SKILLS

2025-11-23T11:15:26+08:00

This quantitative study constructed an empirically validated competency profile for Level 1 handball referees in Malaysia by examining three key domains technical knowledge, physical fitness, and psychological skills. Using a descriptive-developmental design, data were collected from certified referees registered under the Malaysia Handball Federation (MAHF). Three validated instruments were employed: (a) the PSIS-R5 questionnaire to assess psychological skills, (b) an IHF-based rules test for technical knowledge, and (c) the Yo-Yo Intermittent Recovery Test to measure physical fitness. Reliability analysis yielded Cronbach’s α values above .85 for all domains. Descriptive and inferential statistics indicated strong positive relationships among knowledge, fitness, and psychological skills (r = .81, p < .001). Multiple regression revealed that psychological skills exerted the strongest influence on overall refereeing competence (β = .58, p < .001), followed by knowledge (β = .44, p < .001) and physical fitness (β = .39, p < .001). The model explained 68 percent of the variance in referee competence (R² = .68). These findings emphasize that officiating excellence depends on a balanced integration of cognitive, physiological, and emotional dimensions. The proposed competency framework offers practical guidance for referee education, certification, and performance evaluation within Malaysian and international contexts.

KIT MEWARNA BERASASKAN STEAM DENGAN PENDEKATAN PEMBELAJARAN BERASASKAN PROJEK (PBL) UNTUK MENINGKATKAN LITERASI, KREATIVITI SENI VISUAL DAN MOTOR HALUS MURID PERALIHAN TINGKATAN 1 DI SABAH

2025-12-07T12:46:38+08:00

Kajian ini menilai keberkesanan kit mewarna berasaskan STEAM yang dilaksanakan melalui Pendekatan Pembelajaran Berasaskan Projek (Project-Based Learning, PBL) dalam membangunkan literasi visual, kreativiti seni visual dan kemahiran motor halus dalam kalangan murid Tingkatan 1 Kelas Peralihan di Sabah. Latar belakang kajian menunjukkan bahawa murid peralihan sering berdepan cabaran seperti kelemahan dalam pemahaman visual, kekangan bahasa serta kekurangan bahan bantu mengajar yang interaktif sekali gus menjejaskan motivasi dan fokus pembelajaran. Reka bentuk kajian kes kualitatif telah digunakan dengan triangulasi kaedah merangkumi pemerhatian berstruktur, temu bual separa berstruktur dan analisis dokumen hasil kerja murid. Seramai 55 orang murid dari sebuah sekolah menengah harian dipilih sebagai peserta kajian. Intervensi dilaksanakan selama empat minggu menerusi aktiviti seni berasaskan elemen STEAM menggunakan kit mewarna khas. Hasil analisis tematik telah mengenal pasti lima tema utama, iaitu peningkatan literasi visual, perkembangan kreativiti seni visual, peningkatan kemahiran motor halus, peningkatan penglibatan dan motivasi murid serta pembelajaran berasaskan kolaborasi. Dapatan menunjukkan perubahan ketara dalam kemahiran visual dan psikomotor serta lonjakan motivasi terhadap pembelajaran. Pendekatan ini bukan sahaja membina kemahiran teknikal malah menyokong pembelajaran bermakna dan holistik selari dengan teori konstruktivisme sosial (Vygotsky), teori kreativiti Torrance dan pendekatan pembelajaran pelbagai deria (multisensori). Secara keseluruhan, integrasi STEAM dan PBL melalui aktiviti seni mewarna berpotensi tinggi sebagai intervensi pedagogi interdisiplin yang mesra murid dan wajar diperluas dalam konteks pendidikan abad ke-21.

This study evaluates the effectiveness of a STEAM based colouring kit implemented through a Project Based Learning (PBL) approach in developing visual literacy, visual arts creativity and fine motor skills among Form 1 Transition students in Sabah. The study’s background indicates that transition students often face challenges such as weaknesses in visual comprehension, language barriers and a lack of interactive teaching aids, which in turn affect motivation and focus in learning. A qualitative case study design was employed with method triangulation encompassing structured observation, semi structured interviews and document analysis of students’ work. A total of 55 students from a daily secondary school were selected as participants. The intervention was conducted over four weeks through art activities based on STEAM elements using a specially designed colouring kit. Thematic analysis identified five main themes, enhancement of visual literacy, development of visual arts creativity, improvement of fine motor skills, increased student engagement, motivation and collaborative based learning. Findings show significant changes in visual and psychomotor skills along with a surge in learning motivation. This approach not only builds technical skills but also supports meaningful and holistic learning, aligned with social constructivist theory (Vygotsky), creativity theory (Torrance) and multi sensory learning approaches. Overall, the integration of STEAM and PBL via colouring art activities holds strong potential as a student friendly interdisciplinary pedagogical intervention that merits wider application in 21st century educational contexts.

TOWARD A THEORY-DRIVEN FRAMEWORK FOR RESEARCH CULTURE IN SECONDARY SCHOOLS: A MALAYSIAN PERSPECTIVE

2025-12-11T12:25:21+08:00

This conceptual study explores the critical factors influencing the development of a research culture in Malaysian secondary schools. While the importance of research in promoting educational quality and teacher professional development is widely acknowledged, research engagement at the school level remains low. Drawing from the existing body of literature, this paper identifies five key constructs that shape research culture which is leadership, financial support, research facilities, academic workload, and reward systems. Based on an extensive literature review, the study proposes a conceptual framework that links leadership and resources to the establishment of a research culture. The framework offers a holistic perspective for understanding the interplay between organizational factors and teacher motivation in school-based research. This paper contributes to scholarly discourse by consolidating current knowledge on the topic and providing a theoretical foundation for future empirical investigation. The insights generated are intended to support education policymakers and school administrators in creating supportive environments that promote sustained research activity among educators.

PEDAGOGICAL AGENTS FOR STUDENTS WITH AUTISM: A CONTEMPORARY WORLDWIDE BIBLIOMETRIC INSIGHT

2025-12-21T09:46:04+08:00

This bibliometric study examines the development of research on pedagogical agents for students with autism, a field that has gained increasing attention as digital learning tools become more sophisticated and widely used in special education. This field of research has seen an ever-increasing interest with educators and researchers examining the ways in which virtual tutors, conversational agents, and avatars may be used as cognitive, social, and behavioural learning aids with autistic learners. The research is timely in response to the demand to know the world trends, contributions of various disciplines, powerful nations, and prevailing research areas and patterns of cooperation that inform this field. Data were collected using Scopus advanced search, producing a final dataset of 219 publications that met the established criteria. OpenRefine was used to clean up and normalise the dataset by eliminating duplicate data and merging conflicting records. The Scopus Analyzer was used to study statistical trends, an increase in publications and distribution of subjects, where co-occurrence networks, keyword clusters and co-authorship structures were drawn up with the help of VOSviewer. The numerical findings show consistent publication growth across the last decade, with computer science emerging as the primary disciplinary contributor, followed by medicine, engineering, social sciences, and psychology. The United States, China, Italy, the United Kingdom, France, and Japan appear as the most productive countries, forming strong collaboration networks. Keywords such as autism, virtual reality, avatar, augmented reality, conversational agent, eye-tracking, and human-computer interaction dominate the research landscape, revealing a strong emphasis on immersive technologies and behavioural analysis. The results highlight a field that has evolved into a multidisciplinary space where advanced digital technologies intersect with educational and clinical needs. On the whole, the study offers a very broad overview of the way pedagogical agents are currently being researched throughout the world and highlights the fact that AI-enhanced tools are becoming more and more relevant to the learning process of autistic students, as well as their communication and engagement in the digital world.

DEEPSEEK FOR ACADEMIC WRITING: ODL TERTIARY STUDENTS’ ACCEPTANCE THROUGH THE TECHNOLOGY ACCEPTANCE MODEL (TAM)

2025-12-28T08:40:16+08:00

Intelligence (AI) writing tools are increasingly being adopted in higher education to support students in producing structured and high-quality academic texts. Despite these technological advances, many students in Open and Distance Learning (ODL) programs struggle with organising ideas, maintaining clarity, and adhering to academic writing conventions without sufficient guidance. Therefore, this study aims to examine ODL tertiary students’ perceptions of DeepSeek for academic writing through the lens of the Technology Acceptance Model (TAM) and to explore the challenges they encounter when using the platform. A qualitative design was employed, involving ten postgraduate TESL students from a Malaysian public university in Selangor. Data were collected through semi-structured interviews, open-ended questionnaires, and WhatsApp discussions, and were analysed thematically. Findings revealed that participants perceived DeepSeek as useful for improving writing clarity, refining language, and generating ideas, and found it accessible and intuitive, fostering positive attitudes and strong intentions to continue using it. Nonetheless, challenges such as citation inaccuracies, over-reliance, and occasional misinterpretation of outputs were reported. The study concludes that AI writing tools like DeepSeek can enhance distance education writing instruction, offering practical insights for educators, instructional designers, and developers seeking to optimise technology-supported academic learning.

ADOLESCENTS WITH HIGH-FUNCTIONING AUTISM IN ASIA: REVIEWING LEARNING BARRIERS, SOCIAL DEVELOPMENT, AND FUTURE DIRECTIONS

2025-11-23T10:14:34+08:00

High-functioning Autism (HFA), often used to describe individuals on the autism spectrum with average or above-average intellectual ability, presents unique challenges during adolescence—a developmental stage marked by heightened academic, social, and emotional demands. This conceptual paper examines the learning experiences of adolescents with HFA by exploring the intersection of cognitive, social, and environmental factors that shape their educational and personal trajectories. Although global literature has identified effective strategies to support this group, much of the evidence stems from Western contexts, leaving a significant gap in culturally relevant studies within Southeast Asia, particularly Malaysia. The underdiagnosis of HFA in Malaysia, coupled with insufficiently tailored educational supports, contributes to persistent barriers in school engagement, academic performance, and long-term developmental outcomes. This paper synthesizes current evidence on the challenges faced by adolescents with HFA—such as executive functioning difficulties, social communication barriers, and limited access to emotional and behavioral supports—while also highlighting intervention models including peer-mediated instruction, structured social skills training, and family-centered practices. Furthermore, it addresses systemic and cultural factors, including policy gaps and limited professional awareness, that hinder inclusive practices in Malaysian schools. Drawing on both regional insights and global perspectives, the paper proposes future directions for Malaysia, emphasizing the development of culturally adapted intervention frameworks, improved diagnostic protocols, stronger parental collaboration, and innovative service delivery methods such as tele-therapy. By underscoring the importance of localized, collaborative, and contextually sensitive approaches, this paper aims to inform educators, policymakers, and practitioners in advancing inclusive education and promoting the holistic well-being of adolescents with HFA.

HUBUNGAN KESEDARAN KESELAMATAN DAN KESIHATAN, PERSEKITARAN KERJA DAN TEKANAN PEKERJA TERHADAP PRESTASI KERJA

2025-12-03T10:47:32+08:00

Prestasi kerja merupakan elemen kritikal yang menyumbang kepada kejayaan sesebuah organisasi ke arah merealisasikan visi dan misi yang telah ditetapkan. Permasalahan prestasi kerja yang tidak konsisten dalam kalangan tenaga kerja boleh mencetuskan pelbagai implikasi negatif, termasuk penurunan produktiviti, kemerosotan moral pekerja, impak kepada reputasi organisasi, dan peningkatan kos operasi. Justeru, kajian ini dijalankan dengan objektif utama untuk meneliti pengaruh tiga pemboleh ubah bebas, iaitu kesedaran keselamatan dan kesihatan, persekitaran tempat kerja, dan tekanan kerja terhadap prestasi kerja dalam kalangan pekerja di sebuah institusi keselamatan sosial yang menguruskan hal ehwal persaraan di Malaysia. Seramai 152 orang pekerja telah dipilih sebagai responden kajian. Data dikumpulkan menggunakan kaedah kuantitatif melalui pengedaran borang soal selidik secara dalam talian melalui platform Google Form. Analisis data melibatkan penggunaan statistik deskriptif dan inferensi bagi mengukur taburan demografi serta menguji hubungan antara pemboleh ubah yang dikaji. Dapatan kajian menunjukkan bahawa ketiga-tiga pemboleh ubah tersebut, iaitu kesedaran keselamatan dan kesihatan, persekitaran tempat kerja, dan tekanan kerja, mempunyai hubungan yang signifikan terhadap prestasi kerja dalam kalangan pekerja. Keputusan analisis ini menekankan bahawa ketiga-tiga faktor tersebut merupakan penyumbang utama kepada peningkatan prestasi kerja seseorang. Sebagai implikasi daripada dapatan kajian, pihak majikan disarankan untuk memberi penekanan yang lebih serius terhadap pembudayaan amalan keselamatan dan kesihatan di tempat kerja. Selain itu, adalah penting untuk memastikan persekitaran kerja yang kondusif dan menyeronokkan bagi mengurangkan tahap tekanan kerja dan meningkatkan kesejahteraan holistik pekerja. Pembudayaan ini dijangka akan mewujudkan persekitaran kerja yang lebih positif dan seterusnya meningkatkan prestasi kerja secara keseluruhannya.

Work performance is a critical element that contributes to the success of an organization in realizing its established vision and mission. The issue of inconsistent work performance among the workforce can trigger various negative implications, including decreased productivity, deterioration of employee morale, an impact on the organization's reputation, and increased operating costs. Therefore, this study was conducted with the primary objective of examining the influence of three independent variables: safety and health awareness, workplace environment, and work stress on the work performance of employees at a social security institution that manages retirement affairs in Malaysia. A total of 152 employees were selected as study respondents. Data was collected using a quantitative method via an online questionnaire distributed through the Google Forms platform. The data analysis involved the use of descriptive and inferential statistics to measure demographic distribution and test the relationship between the variables. The study's findings indicate that all three variables: safety and health awareness, workplace environment, and work stress have a significant relationship with employee work performance. This analytical result highlights that these three factors are key contributors to the improvement of an individual's work performance. As an implication of the findings, employers are advised to place more serious emphasis on cultivating safety and health practices in the workplace. Furthermore, it is important to ensure a conducive and pleasant work environment to reduce the level of work stress and improve the holistic well-being of employees. The cultivation of these practices is expected to create a more positive work environment, thereby enhancing overall work performance.

THE CONCEPT OF PSYCHOSPIRITUAL WELL-BEING FROM WESTERN AND ISLAMIC PERSPECTIVES: A CONCEPTUAL DISCUSSION

2025-12-08T09:12:06+08:00

The global economy, technological advancements, and quality of life have led to a decline in general well-being and moral and spiritual values, resulting in increased self-destructive behaviours and psychological disorders. The psychospiritual approach, a recent innovation in psychology and therapy, aims to address these limitations by integrating psychological and spiritual dimensions to enhance spiritual well-being and positively influence overall well-being. This study employed qualitative document analysis to explore psychospiritual well-being from both Western and Islamic perspectives and identify components of Islamic psychospiritual well-being that can effectively address mental health issues. The findings indicate that Western psychospiritual frameworks have evolved from a dualistic approach of mind and body to a more comprehensive framework that integrates both psychological and spiritual dimensions. Spiritual well-being is characterized by introspective mystical experiences of the mind, body, and spirit, and the human potential for self-actualization and transcendence. In contrast, the Islamic framework emphasizes maintaining purity and faith through the process of "tazkiyatun an nafs," or the purification of the soul of mujāhadah al-nafs (the inner struggle of the soul), madhmūmmah (the cleansing of blameworthy traits), maḥmūdah (the cultivation of praiseworthy traits), and riyāḍah al-nafs (self-discipline), to achieve the revered state of the peaceful and contented soul, the nafs al-mutma’innah. This spiritual development is deeply rooted in the teachings of the Quran and Sunnah, with a particular focus on Imam al-Ghazali's four key components of psychospiritual well-being: God-consciousness, the Vision of Dunyā for Ākhirah, Others-centeredness, and Inner Change. They facilitate a gradual progression towards forging a meaningful connection with Allah SWT and the realisation of Ihsan, or excellence, in both earthly life and the Hereafter.

SOCIAL MEDIA AND INTERPERSONAL SKILL DEVELOPMENT: EXPLORING GENERATION Z’S SOCIAL DYNAMICS

2025-12-15T10:27:17+08:00

Generation Z has integrated social media into their daily routines, making it a platform for communication, self-expression, and connection. Social media has significantly influenced the way Gen Z communicates. The stigma surrounding Generation Z, primarily due to the heavy usage of social media, is becoming a worrying issue, as it is perceived to lack social skills. This study aims to examine the relationship between social media usage and its impact on interpersonal communication among Generation Z, identify the connection between self-esteem and interpersonal skills in social media, and explore interaction skills on social media and their effect on interpersonal abilities. Additionally, Generation Z can enhance interpersonal skills and foster communication across various groups through social media, as well as build relationships and exchange ideas. A total of 305 students from Universiti Teknologi MARA (UiTM) completed the questionnaire. The analysis involved descriptive statistics and correlation analysis, with results displayed in tables illustrating the relationships between the studied components. The findings indicated that social media usage influenced Generation Z's patterns, self-esteem, and social skills, using Social Identity Theory (SIT), which examines how individuals identify as members of a community.

PENGARUH KEPIMPINAN LESTARI TERHADAP KOMPETENSI PENGAJARAN PENDIDIKAN ALAM SEKITAR: ANALISIS MEDIASI EFIKASI GURU MENGGUNAKAN PLS-SEM

2025-12-24T08:31:25+08:00

Pendidikan untuk Pembangunan Lestari (Education for Sustainable Development, ESD) menuntut guru yang memiliki kompetensi pedagogi yang kukuh serta disokong oleh kepimpinan sekolah yang berorientasikan kelestarian. Walau bagaimanapun, mekanisme empirikal yang menjelaskan bagaimana kepimpinan lestari mempengaruhi kompetensi pengajaran pendidikan alam sekitar masih kurang diterokai. Kajian ini bertujuan meneliti hubungan antara kepimpinan lestari, efikasi guru dan kompetensi pengajaran pendidikan alam sekitar, dengan memberi tumpuan khusus kepada peranan pengantaraan efikasi guru. Kajian ini menggunakan reka bentuk kuantitatif keratan rentas melibatkan guru sekolah rendah dan dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM). Keputusan analisis menunjukkan bahawa kepimpinan lestari tidak mempunyai pengaruh langsung yang signifikan terhadap kompetensi pengajaran pendidikan alam sekitar. Sebaliknya, kepimpinan lestari mempengaruhi kompetensi pengajaran secara tidak langsung melalui efikasi strategi pengajaran dan efikasi penglibatan murid, manakala efikasi pengurusan bilik darjah tidak menunjukkan kesan pengantaraan yang signifikan. Dapatan ini mengesahkan kewujudan mediasi hampir penuh, di mana kesan kepimpinan lestari terhadap kompetensi pengajaran hanya menjadi bermakna apabila diterjemahkan melalui amalan pedagogi guru. Kajian ini menyumbang kepada literatur dengan memperjelas peranan kepimpinan lestari sebagai pemudah cara institusi yang membentuk konteks organisasi dan psikologi guru, bukannya sebagai peramal langsung kepada kompetensi pengajaran. Dari sudut praktikal, dapatan kajian menekankan keperluan pembangunan kepimpinan sekolah yang menyokong efikasi pedagogi guru bagi memperkukuh pelaksanaan pendidikan alam sekitar secara mampan.

Education for Sustainable Development (ESD) requires teachers to demonstrate strong pedagogical competence supported by sustainability-oriented school leadership. However, empirical evidence explaining the mechanisms through which sustainable leadership influences competence in environmental education teaching remains limited. This study examines the relationships between sustainable leadership, teacher efficacy, and ecological education teaching competence, with particular emphasis on the mediating role of teacher efficacy. A quantitative cross-sectional design was employed involving primary school teachers, and the data were analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that sustainable leadership does not exert a significant direct effect on teaching competence in environmental education. Instead, its influence is transmitted indirectly through instructional strategy efficacy and student engagement efficacy, while classroom management efficacy does not function as a significant mediator. The results confirm the presence of near-full mediation, indicating that the effect of sustainable leadership on teaching competence becomes meaningful only when translated into teachers’ pedagogical practices. The study contributes to the literature by clarifying the role of sustainable leadership as an institutional enabling condition that shapes organisational context and teachers’ psychological capacity, rather than as a direct predictor of teaching competence. Practically, the findings highlight the importance of strengthening school leadership practices that enhance teachers’ pedagogical efficacy to support effective implementation of environmental education within the ESD framework.

KESEJAHTERAAN EMOSI DALAM KALANGAN ANGGOTA BOMBA: SATU ULASAN SISTEMATIK PANTAS

2025-11-20T15:35:03+08:00

Kajian ini bertujuan menilai serta mensintesis dapatan penyelidikan berkaitan kesejahteraan emosi dalam kalangan anggota bomba di seluruh dunia melalui pendekatan ulasan sistematik pantas (rapid systematic review). Carian literatur dilaksanakan menggunakan pangkalan data Scopus bagi tempoh antara tahun 2021 hingga 2025 dengan melibatkan sejumlah 28 artikel jurnal yang memenuhi kriteria inklusi. Kajian tersebut merangkumi pelbagai dimensi kesejahteraan emosi seperti tekanan kerja, trauma psikologi, daya tindak, kepimpinan, budaya organisasi dan intervensi psikososial. Dapatan menunjukkan bahawa pendedahan berulang terhadap peristiwa traumatik berpotensi menyebabkan gangguan emosi seperti kebimbangan, kemurungan dan tekanan pascatrauma (PTSD). Walau bagaimanapun, faktor pelindung seperti ketahanan diri (resilience), kesedaran minda (mindfulness), kepimpinan transformasi dan sokongan sosial didapati berkesan dalam meningkatkan kesejahteraan emosi. Kajian ini turut menekankan kepentingan intervensi organisasi serta budaya kerja yang menyokong kesihatan mental melalui program pendidikan psikologi, pengurusan beban kerja dan latihan kesedaran emosi. Secara keseluruhan, ulasan ini menegaskan bahawa kesejahteraan emosi anggota bomba ialah aspek penting dalam mengekalkan keberkesanan tugas, keselamatan diri dan keutuhan organisasi. Oleh itu, kajian ini menyarankan agar intervensi kesejahteraan berasaskan bukti diperluas serta diadaptasi mengikut konteks setempat bagi memperkukuh daya tahan psikologi anggota bomba.

This study aims to evaluate and synthesize global research findings on firefighters’ emotional well-being through a rapid systematic review approach. Literature searches were conducted in the Scopus database for the period 2021–2025, resulting in 28 journal articles that met the inclusion criteria. The reviewed studies address multiple dimensions of emotional well-being, including occupational stress, psychological trauma, coping strategies, leadership, organizational culture, and psychosocial interventions. The findings reveal that repeated exposure to traumatic events may lead to emotional disturbances such as anxiety, depression, and post-traumatic stress disorder (PTSD). Nevertheless, protective factors such as resilience, mindfulness, transformational leadership, and social support were found to effectively enhance emotional well-being. The study further emphasizes the significance of organizational interventions and supportive workplace cultures that foster mental health through psychological education programs, workload management, and emotional awareness training. Overall, this review highlights that firefighters’ emotional well-being is vital for maintaining operational effectiveness, personal safety, and organizational cohesion. Accordingly, it recommends expanding and contextualizing evidence-based well-being interventions to strengthen firefighters’ psychological resilience.

EMOTION REGULATION AND EMOTIONAL INTELLIGENCE AS PATHWAYS TO SOCIO-EMOTIONAL ADAPTATION AND INDEPENDENCE AMONG STUDENTS WITH DISABILITIES: A CONCEPTUAL PERSPECTIVE

2025-11-23T11:05:35+08:00

Emotion regulation (ER) and emotional intelligence (EI) are critical psychological constructs that shape the mental health, well-being, and adaptive functioning of students with disabilities. These emotional competencies influence how students cope with stress, interact socially, and develop autonomy within educational and social environments. Research has consistently highlighted that difficulties in ER and EI contribute to elevated anxiety, depression, and behavioral problems among students with disabilities, particularly those with learning, developmental, or intellectual challenges. Conversely, structured interventions that strengthen emotional skills foster psychological balance, resilience, and self-determination. This conceptual paper explores the interrelationships between emotion regulation, socio-emotional support, and emotional intelligence, emphasizing their combined role in promoting independence and inclusion among students with disabilities. It synthesizes empirical findings on ER as a determinant of adaptive functioning and EI as a mediator of social competence and academic engagement. The discussion highlights the significance of supportive educational ecosystems, teacher training, and technological innovations—such as digital learning tools and emotion-monitoring systems—in cultivating emotional competence. By conceptualizing ER and EI as dynamic mechanisms for socio-emotional adaptation, this paper proposes an integrative framework to inform future research, inclusive education policies, and intervention practices. Ultimately, strengthening emotional capacities in students with disabilities is essential for fostering autonomy, resilience, and a sense of belonging across academic and social contexts.

TEACHING CULTURAL IDENTITY VIA FASHION KEBAYA AS EDUCATIONAL FRAMEWORK IN MALAY CINEMA (1950–2000)

2025-12-03T11:27:04+08:00

The kebaya, a traditional Malay garment, transcends fashion by encapsulating ethnic identity, social conduct, and evolving notions of femininity. This paper examines the portrayal of the kebaya in classic Malay cinema from 1950–2000 and recontextualises it as an educational tool for teaching cultural identity, history, and social behaviour. Using a qualitative object oriented methodology, films such as Hang Tuah (1956), Ibu Mertuaku (1962), and Masam Masam Manis (1965) were analysed for costume design, symbolism, and narrative function. The findings underscore three principal pedagogical themes: modesty and ethics, socioeconomic class, and femininity shaped by modernisation. These themes illustrate how the kebaya functioned as a cultural emblem representing morality, social stratification, and shifting gender dynamics in postcolonial Malaysia. The study highlights the kebaya as an effective instrument for object based learning, critical analysis, and interdisciplinary instruction across fashion studies, cultural studies, and media education. Despite challenges related to archival accessibility and cultural sensitivity, there are promising opportunities for enhanced teaching through digital archives, cross cultural comparisons, and innovative curriculum development. Overall, the study strengthens cultural pedagogy by framing the kebaya as both a historical garment and an educational lens that bridges tradition, modernity, and learning.

TRANSLATION CHALLENGES IN SCREENWRITING: NETFLIX & YOUTUBE DIALOGUE TRANSLATION

2025-12-11T11:36:29+08:00

This study investigates the key challenges involved in translating screen dialogue for global streaming platforms, particularly Netflix and YouTube. As audiovisual content increasingly crosses linguistic and cultural boundaries, accurate translation becomes essential for maintaining meaning, emotion and viewer engagement. However, this process is constrained by linguistic ambiguity, idiomatic expressions, cultural references, time and space limitations, and the growing reliance on machine translation. Through selected examples from English–Tamil translations, the study demonstrates how meaning is often distorted due to literal translation, cultural mismatch and mechanical errors. It further examines the differences between professionally produced subtitles on Netflix and user- or machine-generated captions on YouTube, highlighting issues of consistency and quality control. The findings suggest that effective screen translation requires cultural competence, contextual understanding, and human–machine collaboration. This paper concludes that improving subtitle quality is not merely a technical concern but a linguistic and cultural responsibility that directly impacts audience comprehension and the authenticity of global media content.

TEACHING TAMIL GRAMMAR FOR SECONDARY SCHOOL STUDENTS: AN EXPLORATION OF TEACHERS GRAMMAR CONTENT KNOWLEDGE

2025-12-17T10:14:43+08:00

The lack of content knowledge among Tamil language teachers in secondary schools, particularly in the area of Tamil grammar, is an issue that has received limited scholarly attention. This gap underscores the need for research that provides a deeper understanding of teachers’ grammar content knowledge, especially in relation to morphology, within the context of Tamil grammar instruction. In response to this need, the present study aims to explore Tamil language grammar content knowledge in the teaching of Tamil grammar, drawing upon Shulman's (1987) framework of pedagogical content knowledge. This study adopts a qualitative research approach employing a case study design. Five Tamil language teachers were selected through purposive sampling. Data were collected using semi-structured interviews and non-participant observation. The data, along with relevant documents, were analysed thematically using ATLAS. TI software (version 8.0). The validity and reliability of the findings were confirmed using several approaches, including the triangulation technique, member checks, peer review and expert verification techniques. The analysis was categorised under the identified central theme, morphology (colliyal). The findings indicate that Tamil language teachers possess a sound understanding of the Form Four Tamil grammar syllabus. They demonstrated proficiency in applying morphological grammar components such as i) ākupeyar; ii) uṭaṉpāṭṭuviṉai and etirmaṟaiviṉai iii) aṭai iv) pakupatam and pakāppatam and vii) yāppilakkaṇam. However, some Tamil language teachers exhibited uncertainty and inconsistencies in their interpretations, which occasionally diverged from the Secondary Integrated Curriculum (KSSM) Tamil grammar syllabus. In conclusion, this study contributes to the understanding of Tamil grammar content knowledge among secondary school teachers. The findings are expected to inform professional development initiatives and guide the Ministry of Education in strengthening Tamil grammar pedagogy and teacher expertise.

RELATIONAL AGGRESSION AMONG MALAY ADOLESCENTS IN SELANGOR: EXAMINING EMOTION REGULATION AND PEER INFLUENCE

2025-12-27T17:21:21+08:00

Relational aggression, a behaviour intended to harm social relationships, is often overlooked compared to other forms of aggression, though it has significant effect on mental health and social development. Although concerns about bullying and aggression in schools are increasing, research focusing specifically on relational aggression in Malaysia remains scarce. Emotion regulation and peer influence have been identified as important correlates of relational aggression, yet little is known about how these factors operate across genders. This study examined the relationship between emotion regulation, peer influence, and relational aggression among Malay adolescents, and assessed whether the independent variables varied by gender. Participants were 403 students from public secondary schools in Selangor. Missing data were addressed using multiple imputation in R, with both parametric and non‑parametric methods applied to ensure robust results. Results indicated that peer influence was positively associated with relational aggression across methods, whereas emotion regulation strategies were not significantly related. Boys reported higher levels of relational aggression and peer influence than girls, but no gender differences were found in emotion regulation. The findings highlight the importance of peer based and gender sensitive interventions for reducing relational aggression and promoting healthier adolescent development. By situating relational aggression within the Malaysian context and incorporating gender perspectives, this study contributes to a more nuanced understanding of adolescent social development and its risk factors. These findings suggest that peer‑focused, gender‑sensitive interventions are critical for reducing relational aggression and promoting healthier adolescent development. The study contributes to the growing body of Malaysian research by integrating gender perspectives into the analysis risk-factors influencing relational aggression.

HUBUNGAN ANTARA PENGETAHUAN DAN SIKAP GURU PELATIH MENGENAI PENDIDIKAN INKLUSIF

2025-11-23T10:04:31+08:00

Pendidikan Inklusif merujuk kepada penyediaan pendidikan bagi murid berkeperluan khas dalam kelas arus perdana supaya mereka dapat mengikuti pembelajaran bersama rakan sebaya. Kajian ini bertujuan untuk mengkaji hubungan antara pengetahuan dan sikap guru pelatih terhadap pendidikan inklusif. Reka bentuk kajian yang digunakan ialah kajian tinjauan, dengan soal selidik sebagai instrumen utama yang telah diubah suai daripada kajian terdahulu agar sesuai dengan keperluan kajian ini. Seramai 111 orang pelajar program Ijazah Sarjana Muda Pendidikan di sebuah universit awam telah dipilih sebagai responden kajian. Soal selidik yang digunakan dalam kajian ini terbahagi kepada tiga bahagian, iaitu Bahagian A yang mengumpulkan maklumat demografi responden, Bahagian B berkenaan tahap pengetahuan guru pelatih mengenai PPI, dan Bahagian C berkenaan sikap mereka terhadap pendidikan inklusif. Data yang dikumpulkan dianalisis menggunakan perisian Statistical Package for Social Science dengan pendekatan statistik deskriptif seperti min, kekerapan, dan peratusan. Selain itu, analisis korelasi Pearson turut digunakan bagi menentukan hubungan antara tahap pengetahuan dan sikap guru pelatih mengenai pendidikan inklusif. Dapatan kajian menunjukkan bahawa tahap pengetahuan dan sikap guru pelatih terhadap pendidikan inklusif adalah tinggi. Selain itu, hasil analisis mendapati wujud hubungan yang signifikan pada tahap sederhana antara pengetahuan dan sikap guru pelatih, yang menunjukkan bahawa semakin tinggi pemahaman seseorang terhadap pendidikan inklusif, semakin positif sikap mereka terhadap pelaksanaannya. Oleh itu, kajian ini mencadangkan agar pihak berkepentingan seperti institusi latihan perguruan dan Kementerian Pendidikan Malaysia memperluaskan pendedahan serta menyediakan latihan yang lebih komprehensif mengenai pendidikan inklusif. Langkah ini dapat memastikan guru pelatih lebih bersedia dan yakin dalam mengaplikasikan pendidikan inklusif di dalam bilik darjah, sekali gus meningkatkan keberkesanan pelaksanaan program ini dalam sistem pendidikan arus perdana.

The inclusive education programme refers to the provision of education for pupils with special needs in mainstream classes, enabling them to learn alongside their peers. This study aims to examine the relationship between trainee teachers’ knowledge and attitudes towards inclusive education. The research employed a survey design, with a questionnaire as the primary instrument, adapted from previous studies to suit the needs of this research. A total of 111 Bachelor of Education students from a public university were selected as respondents. The questionnaire was divided into three sections: Section A gathered respondents’ demographic information, Section B assessed trainee teachers’ level of knowledge of inclusive education, and Section C examined their attitudes towards inclusive education. The data collected were analysed using the Statistical Package for the Social Sciences, employing descriptive statistics such as mean, frequency, and percentage. In addition, Pearson correlation analysis was used to determine the relationship between trainee teachers’ knowledge and attitudes regarding inclusive education. The findings revealed that trainee teachers’ levels of knowledge and attitudes towards inclusive education were high. Furthermore, the results indicated a significant moderate correlation between knowledge and attitudes, suggesting that the better one’s understanding of inclusive education, the more positive their attitude towards its implementation. Therefore, this study recommends that stakeholders, such as teacher training institutions and the Ministry of Education Malaysia, expand exposure and provide more comprehensive training on inclusive education. Such measures would ensure that trainee teachers are better prepared and more confident in applying inclusive education in the classroom, thereby enhancing the effectiveness of the programme within the mainstream education system.

PENDEKATAN FLIPPED CLASSROOM DALAM PEMBELAJARAN AATHICHUDI MURID TAHUN ENAM DI SEKOLAH KEBANGSAAN

2025-12-03T10:28:45+08:00

Kajian ini dijalankan bagi mengenal pasti isu-isu dalam pembelajaran Aathichudi serta menganalisis keperluan murid dan guru dalam penyediaan bahan pembelajaran yang bersesuaian. Seterusnya, kajian ini membina bahan dan aktiviti pembelajaran Aathichudi berasaskan pendekatan Flipped Classroom, dan menilai kebolehgunaan bahan tersebut dalam kalangan murid Tahun Enam di Sekolah Kebangsaan. Reka bentuk kajian ini menggunakan kaedah kuantitatif dengan pendekatan kuasi-eksperimen bagi mencapai tiga objektif kajian utama. Seramai 62 orang murid Tahun Enam dari dua buah sekolah di Daerah Kinta Utara, Perak telah terlibat sebagai sampel kajian, terdiri daripada 30 orang dalam kumpulan kawalan dan 32 orang dalam kumpulan rawatan. Data kajian dianalisis menggunakan analisis deskriptif dan inferensi berdasarkan skor ujian pra dan pasca. Dapatan kajian menunjukkan peningkatan ketara dalam pencapaian kumpulan rawatan selepas pelaksanaan intervensi Flipped Classroom. Peratusan murid yang mencapai tahap cemerlang meningkat daripada 0% kepada 9%, manakala tahap memuaskan meningkat daripada 38% kepada 56%, dan tahap belum mencapai tahap minimum menurun daripada 12% kepada 0%. Secara keseluruhannya, pendekatan Flipped Classroom didapati dapat meningkatkan keberkesanan pengajaran dan pembelajaran Aathichudi serta memberikan implikasi penting kepada pendidik dalam merancang strategi PdP yang lebih inovatif, menarik dan berpusatkan murid.

This study was conducted to identify issues in learning Aathichudi and to analyze the needs of pupils and teachers in preparing appropriate learning materials. Furthermore, it aimed to develop Aathichudi learning materials and activities based on the Flipped Classroom approach and to evaluate their usability among Year Six pupils in national primary schools. The study employed a quantitative research design using a quasi-experimental approach to achieve three main research objectives. A total of 62 Year Six pupils from two schools in Kinta Utara District, Perak participated in this study, comprising 30 pupils in the control group and 32 pupils in the treatment group. Data were analyzed using descriptive and inferential statistics based on pre-test and post-test scores. The findings revealed a significant improvement in the achievement of the treatment group after the implementation of the Flipped Classroom intervention. The percentage of pupils achieving the excellent level increased from 0% to 9%, while those at the satisfactory level increased from 38% to 56%, and those below the minimum level decreased from 12% to 0%. Overall, the Flipped Classroom approach was found to enhance the effectiveness of teaching and learning Aathichudi and provides important implications for educators in designing more innovative, engaging, and learner-centered instructional strategies.

THE ROLE OF INSTRUCTIONAL LEADERSHIP, TEACHER EFFICACY, AND COLLABORATIVE PRACTICES IN SHAPING TEACHER DEVELOPMENT AND WELL-BEING: A SYSTEMATIC REVIEW OF CURRENT EDUCATIONAL RESEARCH

2025-12-07T16:24:58+08:00

This work is a Systematic Literature Review (SLR) about the interrelated roles of instructional leadership, teacher efficacy and collaborative practices in supporting teacher development and well-being. This study seeks to bring together the separate spheres of research on the relationship between leadership, collaboration, and teacher outcomes, acknowledging the critical importance of effective leadership and collaboration in education. Applying the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, a holistic search was performed via Scopus and ERIC databases, which led to the extraction of 28 key pieces of research pertaining to this analysis. Findings are systematically categorized according to three primary themes: (1) instructional leadership and teacher efficacy (2) teacher professional development and collaboration; and (3) broader leadership and education practices. This amalgamation of themes reflects strong interconnections between leadership styles, collaborative efforts, and teacher professional and personal growth. Other than that, it emphasizes that aligned strategies in leadership are essential for redesigning education systems that support teacher performance and well-being. This could also help inform the teachers themselves, helping policymakers, school leaders, and educators to make the most of the investment in teacher development strategies. Finally, they call for additional research to help close the knowledge gaps and increase the practical execution of this knowledge across various educational systems.

A DIACHRONIC CORPUS ANALYSIS OF GENDER REPRESENTATION IN DISNEY ANIMATED FILMS (2000–2023)

2025-12-15T09:56:20+08:00

This research investigates the historical evolution of gender representation in Disney animated films from 2000 to 2023 through a corpus-linguistic analysis of 25 complete film scripts. This study utilizes collocational and keyword analyses to investigate the evolution of linguistic representations of male and female characters across three pivotal periods—2000–2010, 2011–2017, and 2018–2023—mirroring significant transformations in Disney's narrative strategies and corporate priorities. Adjective collocates show that there are a lot fewer adjectives that describe how women look. For example, words like "lovely" and "sweet" fell by more than 40% from Period 1 to Period 3, while words that empower women, like "brave," "powerful," and "intellectual," rose by 55–70%. Male characters, typically associated with stoicism or action-oriented traits, demonstrate a significant rise in emotional vocabulary; the words emotional, vulnerable, and kind appear more than twice as frequently in the 2018–2023 subset as in the initial period. Keyword analysis shows that the difference between men and women is getting smaller. For example, hedging phrases in women's speech go down, while strong verbs like "decide" and "lead" go up by more than 40%. This shows that women have more control over the story. Both genders are increasingly exhibiting traits such as strength and sensitivity, signifying a transition towards gender-neutral characterization. These linguistic modifications signify a broader ideological reorientation in Disney's narratives, aligning with contemporary movements towards inclusivity and fair female representation. This research offers empirical evidence to feminist media studies and developmental psychology, demonstrating how corpus methodologies can uncover subtle yet substantial ideological shifts in children's media discourse.

CROSS-CULTURAL COMPARISON OF UGC COMMUNICATION FOR SINO-ITALIAN VISUAL INTANGIBLE CULTURAL HERITAGE ON INSTAGRAM: A CASE STUDY OF VENETIAN MASKS AND PEKING OPERA FACIAL MASKS

2025-12-22T14:02:07+08:00

This study investigates how visual intangible cultural heritage (ICH) is communicated across cultures via social media by comparing Instagram posts featuring Venetian carnival masks and Peking Opera facial masks. Drawing on UNESCO’s definition of ICH and theories of intercultural communication, we conducted a qualitative content analysis of public Instagram images and captions tagged with relevant hashtags from 2020–2024. The sample comprised 120 posts for each mask type, purposively selected to capture a range of users and contexts. Using inductive thematic analysis, we identified how creators frame heritage and identity for global audiences. Venetian mask posts predominantly emphasize craft tradition, festive tourism, and aesthetic design, often highlighting handmade artistry and historical context. In contrast, Peking Opera mask posts focus on symbolic roles, cultural education, and national heritage, frequently referencing character types and explaining color meanings. Both sets of posts use Instagram’s visual affordances and hashtags (#VeniceCarnival, #PekingOpera, etc.) to engage global viewers, but they reflect distinct cultural contexts: Italian users foreground artistic interpretation and spectacle, whereas Chinese users foreground performance symbolism and cultural continuity. These findings suggest that Instagram serves as a platform for bridging intangible heritage across cultures, but creators’ cultural perspectives shape the representation. The study contributes a nuanced understanding of digital ICH transmission, demonstrating that social media can support intercultural dialogue by making heritage practices visible and understandable beyond their origin communities. Methodologically, this purely qualitative analysis of public Instagram data provides transparent coding procedures and researcher reflexivity. We conclude that engaging younger global audiences through platforms like Instagram can help sustain ICH by connecting community traditions to wider audiences.

STUDENT PERSPECTIVES ON CHEMISTRY LEARNING AND TEACHING IN A STEM FOUNDATION COURSE

2025-11-20T11:28:04+08:00

This study aimed to investigate the attitudes, challenges, and learning preferences of foundation-level STEM students in a Malaysian university chemistry course. A mixed-methods survey was conducted to identify key learning difficulties and perceptions of effective teaching strategies. The findings reveal a motivated but anxious student body, whose primary challenges involve the application of knowledge in calculations rather than understanding fundamental concepts. Although students rely on memorization, they express a strong desire for more active and visual learning methods, such as practice exercises and online videos. While satisfaction with the lecturer’s clarity and support was very high, qualitative feedback highlighted a clear need for more practice opportunities and supportive resources. The study concludes that a significant disconnect exists between students' passive study habits and their desire for active, application-based learning, which likely fuels their anxiety. It is therefore recommended that educators foster a more active, visual, and supportive learning environment by integrating more problem-solving, utilizing multimedia, and providing differentiated support to better empower students and build their confidence.

PREDICTIVE FACTORS OF BURNOUT AMONG ADAPTED PHYSICAL EDUCATION TEACHERS: A STUDY OF SOCIAL SUPPORT, WORK STRESS, AND PROFESSIONAL COMPETENCE

2025-11-23T10:53:02+08:00

Teacher burnout, particularly among adapted physical education (APE) teachers in special education, has a significant impact on educator well-being and instructional quality. This study examines the relationship between work stress, social support, professional competence and burnout in this group. The study aimed to (1) explore the relationships among work stress, social support, professional competence, and burnout and (2) assess the combined predictive effects of these factors on burnout using a regression model. Data were collected from 200 adapted PE teachers in special schools in Fujian Province, China, using a cross-sectional survey design. Standardised tools measured social support, work stress, professional competence, and burnout. Descriptive statistics, Pearson correlation, and hierarchical regression analyses were employed. The average scores for all variables were around 50, with standard deviations of 10.025 for social support and professional competence, and 15.037 for work stress. Correlation analysis revealed significant negative relationships between social support and burnout (r = -0.627, p < 0.001) and between professional competence and burnout (r = -0.617, p < 0.001). Conversely, work stress showed a strong positive correlation with burnout (r = 0.802, p < 0.001). The regression model indicated that work stress, social support, and professional competence together explained 81.2% of the variance in burnout (R² = 0.812). Work stress was the strongest predictor (β = 0.490, p < 0.001), followed by professional competence (β = -0.378, p < 0.001) and social support (β = -0.041, p < 0.001). These findings confirm that work stress is a primary predictor of burnout, while social support and professional competence serve as protective factors. Addressing work stress, enhancing professional skills, and strengthening social support are essential for reducing burnout. Future research should consider longitudinal studies and explore additional factors, such as work-life balance, to gain a more comprehensive understanding of burnout dynamics. Cross-cultural research could also offer insights into targeted support strategies for adapted PE teachers in diverse special education environments.

A PHENOMENOLOGICAL STUDY ON ADOLESCENTS’ RESILIENCE IN FAMILY

2025-12-03T11:16:53+08:00

Adolescence is a developmental stage characterized by profound physical, cognitive, emotional, and social transformations. Maintaining balanced mental health is especially important during this period, as it supports adolescents in navigating these challenges. This study employed a qualitative research approach to explore adolescents lived experiences of resilience, using Interpretative Phenomenological Analysis (IPA). A total of five adolescents, aged 16 to 17, participated in in-depth interviews. The thematic analysis revealed four key themes: (a) Family Dynamics and Conflict Response, (b) Adaptive Recovery from Family Conflicts, (c) Attribution in Family Conflicts, (d) Discipline and Moral Learning in Families, (e) Emotion-Focused Coping，and (f) Behavioural Coping in Family Stress. The findings highlight the central role of the family in shaping adolescents’ resilience, both as a source of challenges and as a foundation for coping strategies.

INSTITUTIONALISING JAZZ EDUCATION IN CONTEMPORARY CHINA: A QUALITATIVE EXPLORATION OF GLOCALISATION AND PEDAGOGICAL INNOVATION

2025-12-08T12:01:14+08:00

Despite the rapid expansion of jazz education in Chinese higher education institutions (HEIs), the development of teaching systems and professional competencies has lagged. This study examines how institutional expansion, pedagogical practices, and learning environments shape the localization of jazz education. Employing a multi-source qualitative design including documentary analysis, interviews with senior educators, and field observations, the research reveals a "decoupling between institutionalization and quality." Specifically, the proliferation of degrees outpaces the maturity of the faculty-textbook-training paradigm, a discrepancy particularly pronounced in vocal jazz. Furthermore, given the scarcity of formal resources, masterclasses and workshops serve a compensatory function by facilitating demonstrative training and the transfer of tacit knowledge. These processes rely on a multi-tiered chain connecting HEIs, private institutions, and early education. Consequently, this study proposes a mechanistic framework to guide curriculum and faculty development in emerging music disciplines.

YOUTH RESILIENCE IN CLIMATE-RELATED DISASTERS: A BIBLIOMETRIC AND MAPPING APPROACH

2025-12-17T09:37:23+08:00

The growing number and severity of climate-related disasters highlight the pressing need to understand how young populations develop resilience in the face of environmental crises. Despite the growing recognition of youth as both vulnerable and resourceful actors in disaster risk reduction, systematic evidence mapping of this domain remains limited. This research discusses the gap by conducting a bibliometric analysis on the theme of Youth Resilience in Climate-Related Disasters using data sourced from the Scopus database. This research aims to resolve the fragmented knowledge and lack of consolidated insights into global research trends, collaborations, and thematic structures in this emerging field. The methodology involved four key steps: first, data collection through Scopus advanced searching using the keywords “youth,” “resilience,” and “disaster,” yielding a final dataset of 665 documents (2005–2025); second, data analysis using Scopus Analyzer to generate statistical trends and graphical outputs; third, data cleaning and harmonisation using OpenRefine to ensure accuracy and consistency; and fourth, visualisation of co-authorship, keyword co-occurrence, and country collaboration networks through VOSviewer. The numerical results revealed a steady growth in publication trends, peaking in 2025, with the United States, United Kingdom, as well as Australia emerging as the leading contributors. Meanwhile, developing countries such as Indonesia, Bangladesh, and Malaysia demonstrated increasing yet comparatively limited contributions. Co-occurrence keyword mapping generated six distinct clusters, highlighting the dominance of themes such as mental health, community resilience, disaster preparedness, and coping strategies among youth. Furthermore, co-authorship analysis indicated strong international collaboration, with developed countries serving as central hubs of knowledge exchange. To conclude, this bibliometric research contributes to the body of knowledge by consolidating fragmented research, identifying influential works, visualising global collaboration networks, and highlighting future directions. The findings reinforce the importance of youth-centred resilience strategies in climate-related disaster contexts and provide a comprehensive reference point for researchers, policymakers, and practitioners seeking to strengthen disaster preparedness and adaptation frameworks.

CROSS-CULTURAL ADAPTATION AMONG INTERNATIONAL STUDENTS IN THE HOST UNIVERSITY

2025-12-27T15:53:07+08:00

This qualitative study explores the factors influencing the cross-cultural adaptation process among international students at a public university in Northern Peninsular Malaysia. The research specifically examines the interplay between students’ predisposition to change and their eventual intercultural transformation. Grounded in Kim’s Cross-Cultural Adaptation Theory, the study frames adaptation as a dynamic, and communication-driven process. The research employed an exploratory qualitative design by conducting in-depth, and semi-structured interviews with ten international students selected via purposive sampling. Data analysis was performed using thematic analysis and was assisted by NVIVO 15 software. Credibility was ensured using member checking and data source triangulation. The findings strongly provide empirical support for the Stress-Adaptation-Growth dynamic, structuring the adaptation into three interconnected stages of input, throughput, and output. The most critical challenge identified was limitations in host communication competence, specifically regarding the management of local accents and operational communication. Successful adaptation was evidenced by the development of functional fitness, which included increased resilience and advanced risk management skills. This research confirms that the adaptation of international students is a dynamic process where internal readiness interacts with and overcomes communicative and environmental challenges. Recommendations are categorised into the need for the host university and future research.

PARENTS’ PERCEPTION OF HOME ENVIRONMENT AS A SPACE FOR EARLY CHILDHOOD LEVEL

2025-11-23T09:38:06+08:00

The home environment plays a crucial role in supporting early childhood development. It encompasses physical, social, emotional, and cognitive aspects that interact in shaping children’s daily learning experiences. However, parental adaptation strategies in managing the home environment are still not fully understood, especially within the local cultural context. Therefore, this study was conducted to explore parents’ perceptions of the home environment as a space that supports early childhood development, focusing on three main aspects: digital media use, physical space, and parenting style. This qualitative study employed an exploratory research design. Data was collected through semi-structured interviews involving five parents with children aged between 2 and 6 years, residing in Selangor. Data analysis was carried out using thematic analysis. The findings revealed that children's use of digital media, when controlled and closely monitored by parents, can have a positive impact on learning. A comfortable and organized physical home environment was also found to influence children's emotions positively. Furthermore, the practice of positive parenting styles at home can positively affect children's behavior. This study confirms that the home environment significantly influences children's holistic development.

EXPLORING DIGITAL GAME-BASED LEARNING FOR TEACHING POETRY IN MALAYSIAN PRIMARY ESL CLASSROOMS: A SYSTEMATIC REVIEW

2025-12-03T10:12:48+08:00

Poetry, though rich in linguistic and cultural value, poses notable challenges in ESL education due to its abstract themes, figurative language, and complex vocabulary. Digital Game-Based Learning (DGBL) has emerged as an innovative instructional approach to address these difficulties by making poetry lessons more interactive, engaging, and accessible for young learners. This systematic literature review aimed to examine the digital tools employed, the pedagogical benefits observed, and the implementation challenges associated with using DGBL to teach poetry to primary ESL students. A thorough search was conducted across databases including Google Scholar, ScienceDirect, and ERIC, focusing on studies published between 2019 and 2024. Out of 100 initially retrieved articles, 10 were rigorously selected for in-depth analysis following the PRISMA framework. Findings reveal that DGBL enhances student engagement, improves comprehension, increases motivation, cultivates positive learning attitudes, and supports language skill development through diverse, interactive poetic experiences. However, the review also highlights key challenges such as limited teacher familiarity with DGBL, a pressing need for targeted training, and varied student responses to game-based learning. These insights offer practical implications for educators and policymakers, emphasizing the need for effective DGBL integration and robust teacher professional development to support poetry learning in ESL contexts.

TERJEMAHAN FRASA AKHBAR BAHASA MELAYU KE BAHASA TAMIL: SATU KAJIAN PERBANDINGAN

2025-12-07T15:49:22+08:00

Dalam era digital masa kini, integrasi teknologi dalam pendidikan menjadi semakin penting, khususnya dalam penguasaan bahasa bagi murid pelbagai etnik di Malaysia. Murid India yang memasuki sekolah menengah sering berhadapan kejutan linguistik apabila perlu berkomunikasi dalam Bahasa Melayu, sekali gus mendorong mereka membaca akhbar berbahasa Melayu bagi menguasai kosa kata. Namun, proses memahami teks sering bergantung pada penterjemahan ke bahasa ibunda, iaitu bahasa Tamil. Perkembangan teknologi kecerdasan buatan telah memperkenalkan pelbagai aplikasi penterjemahan seperti Gemini, yang menawarkan kemudahan penterjemahan segera. Walau bagaimanapun, aplikasi ini tidak mengambil kira unsur budaya, konteks sosial serta pengaruh bahasa perantara, menyebabkan berlakunya terjemahan yang kurang tepat dan sukar difahami. Kajian ini bertujuan menganalisis dan membandingkan ketepatan terjemahan frasa Bahasa Melayu ke Bahasa Tamil antara penterjemahan manusia dan aplikasi Gemini dari aspek pilihan kata, struktur ayat dan makna keseluruhan. Berpandukan teori Peter Newmark (1988), pendekatan kualitatif digunakan untuk menilai strategi dan ketepatan penterjemahan. Dapatan menunjukkan bahawa penterjemahan manusia lebih tepat, semula jadi dan sarat nilai budaya berbanding penterjemahan Gemini, yang cenderung bersifat literal dan kurang mempertimbangkan konteks. Kajian ini turut mencadangkan penambahbaikan terhadap aplikasi Gemini agar lebih berkesan menyokong pembelajaran bahasa dalam kalangan murid India di Malaysia.

In today’s rapidly advancing digital era, the integration of technology into education has become increasingly essential, particularly in language acquisition among students of diverse ethnic backgrounds in Malaysia. Indian students entering secondary school often experience linguistic challenges when required to communicate in Malay, prompting them to read Malay newspapers to enhance their vocabulary. However, comprehension frequently relies on translating Malay words and phrases into their mother tongue, Tamil. With the rise of artificial intelligence, translation applications such as Gemini have become widely used, offering quick and accessible translation. Nevertheless, these applications often overlook cultural nuances, social context, and intermediary language influence, leading to inaccurate or unnatural translations. This study aims to analyse and compare the accuracy of translations from Malay to Tamil between human translation and Gemini translation, focusing on word choice, sentence structure, and overall meaning. Guided by Peter Newmark’s (1988) translation theory, a qualitative approach was employed to evaluate translation strategies and accuracy. The findings indicate that human translation is significantly more accurate, natural, and culturally appropriate compared to Gemini, which tends to produce literal translations lacking contextual relevance. The study also recommends improvements to the Gemini application to enhance its effectiveness in supporting Tamil language learning among Indian students in Malaysia.

CHALLENGES AND SOLUTIONS IN QURANIC MEMORIZATION REVISION AMONG TAHFIZ STUDENTS: A SYSTEMATIC LITERATURE REVIEW

2025-12-14T15:58:01+08:00

This systematic literature review aims to explore the challenges and solutions in Quranic memorization revision among Tahfiz students. One of the most important components of Islamic education is memorizing the Quran, but students face major challenges in either revising the memorized verses or retaining them. This happens due to a number of reasons, such as lack of adequate institutional support, ineffective pedagogy, and curriculum-related issues. Using the PRISMA framework for data extraction and analysis, this study conducts advanced searches in Scopus and ERIC databases to address these challenges, identifying relevant articles and ultimately including 18 primary studies (n=18) in the final review. The results are divided into three themes: (1) Challenges and Opportunities in Islamic Education, (2) Pedagogy and Philosophy of Islamic Education, and (3) Curriculum and Institutional Development in Islamic Education. The findings point to the complex nature of the obstacles encountered by Tahfiz students, from personal to structural, such as with motivation and concentration, as well as insufficient qualified teaching staff and limited resources. The opportunities for improvement identified include the integration of modern pedagogical techniques into the varying modes of delivery, the adoption of available digital tools, and stronger institutional support. This has resulted in the recommendation that a holistic approach is necessary to address these challenges, as it includes curriculum reforms, teacher training, and the need to integrate new technologies to assist the Quranic memorization process to ensure its success and sustainability. Realising these hindrances and addressing them can enhance the revision process of Quran memorisation among Tahfiz students and benefit the students and the Islamic educational community at large.

SLANG AND ITS IMPLICATIONS ON SOCIAL MEDIA

2025-12-22T13:23:51+08:00

This paper explores the rapid emergence and widespread use of slang language on social media platforms and its profound implications on communication, education, and cultural identity, with a specific focus on Tamil-English hybrid slang. Slang, often used for quick, expressive, and informal communication among youth, is shown to evolve through digital culture, memes, and cross-language code-switching. While it enhances personal expression and peer bonding, it also poses challenges to traditional grammar, formal writing, and linguistic integrity. The study identifies significant educational concerns such as the decline in formal language proficiency, deviation from curriculum standards, and exclusion of non-native or rural learners. Socially, slang promotes in-group identity and self-branding but can deepen generational and cultural divides. Furthermore, it alters the grammatical and literary aesthetics of Tamil, threatening the sustainability of its classical form. The paper concludes with recommendations for integrating language awareness, digital content creation in Tamil, and curriculum reforms to ensure a balanced coexistence of innovation and tradition in linguistic practices.

ORIENTALISM AND ISLAM: A BIBLIOMETRIC ANALYSIS

2025-11-20T11:18:47+08:00

This study explores the intellectual landscape of research on “Orientalism and Islam” through a bibliometric analysis, aiming to uncover patterns, trends, and emerging themes that have shaped scholarly engagement with this topic. Despite the longstanding significance of Orientalist discourse in shaping global perceptions of Islam, a comprehensive mapping of its academic treatment has remained limited. To address this gap, data were collected from the Scopus database using advanced searching techniques, yielding a total of 2,183 documents. The dataset was refined and harmonized using OpenRefine to ensure consistency and accuracy in author names, keywords, and institutional affiliations. Statistical distributions and graph-based analyses were then generated using the Scopus Analyzer, while VOSviewer software was employed to visualize co-authorship networks, keyword co-occurrence, and country-level collaboration patterns. The findings reveal the United States and the United Kingdom as the leading contributors, followed by growing participation from Indonesia, Malaysia, Turkey, and Iran, indicating a diversification of research voices beyond traditional Western centers. Keyword co-occurrence analysis identified six major clusters, highlighting dominant themes such as Orientalist discourse, Islamic identity, postcolonialism, political Islam, Islamophobia, and intercultural dialogue. These clusters suggest a dynamic interplay between historical critiques of Orientalism and contemporary issues related to Islam and Muslim societies. Furthermore, citation analysis demonstrated the prominence of interdisciplinary contributions spanning religious studies, sociology, political science, and cultural studies, underscoring the cross-cutting nature of the discourse. In conclusion, this bibliometric mapping provides a holistic overview of the field, contributes to a deeper understanding of global research dynamics on Orientalism and Islam, and offers valuable insights for future scholarship seeking to bridge critical theory with contemporary socio-political realities.

ENHANCING PHYSICAL FITNESS OF STUDENTS WITH SPECIAL NEEDS THROUGH STRUCTURED AQUATIC PROGRAMS: A QUANTITATIVE INTERVENTION STUDY

2025-11-23T10:42:09+08:00

Physical fitness is a fundamental determinant of health and functional independence, particularly for individuals with special needs who often face barriers to physical activity. Aquatic environments offer unique therapeutic and educational advantages, yet structured aquatic interventions remain underexplored within Malaysian special education contexts. This study aimed to investigate the effectiveness of a structured aquatic program in enhancing muscle strength, balance, and coordination among students with special needs, and to assess the sustainability of these improvements over time. A quasi-experimental single-group pre-test–post-test design was employed involving four students (N = 4) from a Malaysian special education center. The 12-week aquatic program was based on the Halliwick Concept and Aquatic Sensory Integration Framework, with three evaluation phases: pre-test, post-test, and post-test 2 (follow-up). Performance was assessed through push and glide, floating, bubble jump, and flutter kick tests. Data were analysed descriptively and supported by observational records. Significant improvements were observed across all components, particularly in propulsion, balance, and endurance. Average gains ranged from 80% to 120%, with retention exceeding 80% during the follow-up phase. Participants also demonstrated increased confidence, motivation, and water adaptability. The structured aquatic program effectively enhanced physical fitness and sustained motor performance among students with special needs. The findings support the integration of aquatic-based interventions into Malaysia’s inclusive education framework as a pedagogical and rehabilitative strategy promoting lifelong participation and wellbeing.

INTERNAL FACTORS DRIVING LEARNING OUTCOMES IN BUSINESS EDUCATION SCALE: EXPLORATORY FACTOR ANALYSIS

2025-12-03T11:01:50+08:00

Understanding the internal factors that influence students’ learning outcomes in business education is crucial and should be prioritized from the secondary school level to ensure the development of high-quality human resources. Currently, there are not many reliable ways to measure this. To address this need, the study aims to investigate the internal factors that affect students’ learning performance in business subjects and to assess the construct validity and reliability of the measurement instruments using Exploratory Factor Analysis (EFA) and Cronbach’s Alpha. Data were collected from 126 secondary school students in Miri, Sarawak, Malaysia, to refine and validate the measurement scale. Accordingly, the EFA results revealed well-defined underlying factors, while Cronbach’s Alpha values indicated acceptable reliability levels, confirming the validity and consistency of the constructs. Overall, these findings provide a foundation for further empirical studies on the influence of these factors on students’ learning outcomes in business education.

PENGARUH BIG FIVE PERSONALITY GURU TERHADAP PENCAPAIAN MURID

2025-12-08T11:17:38+08:00

pembelajaran yang produktif, meningkatkan penyertaan murid dan memberi kesan langsung kepada pencapaian akademik. Lima tret atau sifat personaliti guru berdasarkan Model Big Five Personality yang dikaji ialah keterbukaan, kesedaran, ekstraversi, kesepakatan dan neurotikisme (kestabilan emosi). Objektif kajian adalah untuk mengenal pasti pengaruh lima tret personaliti guru terhadap pencapaian akademik murid. Selain daripada itu, kajian ini bertujuan untuk mengenal pasti tret personaliti yang paling dominan mempengaruhi pencapaian akademik murid. Kajian juga menekankan kepentingan kompetensi digital dalam melaksanakan pembelajaran dan pemudahcaraan (PdPc) di bilik darjah. Dapatan kajian dapat membantu guru dan pihak sekolah menambahbaik pedagogi pembelajaran digital, sumber bahan PdPc, pengurusan bilik darjah dan meningkatkan pencapaian murid.

Teacher personality plays an important role in creating a productive learning environment, increasing student participation and directly impacting academic achievement. The five personality traits or characteristics of teachers based on the Big Five Personality Model that were studied are openness, conscientiousness, extraversion, agreeableness and neuroticism (emotional stability). The objective of the study is to identify the influence of five personality traits of teachers on students' academic achievement. Apart from that, this study aims to identify the most dominant personality traits that influence students' academic achievement. The study also emphasizes the importance of digital competence in implementing learning and facilitation (L&F) in the classroom. The study findings can help teachers and schools improve digital learning pedagogy, learning and facilitation material resources, classroom management and improve student achievement.

MAPPING RESEARCH ON GENERATIVE AI AND CRITICAL THINKING IN EDUCATION

2025-12-16T12:09:21+08:00

The swift progress of Generative Artificial Intelligence (GenAI), especially large language models like ChatGPT, has transformed the educational landscape by presenting novel opportunities for enhancing critical thinking and higher-order cognitive skills. However, despite growing interest, there remains limited systematic evidence on how scholarship has conceptualized and investigated the intersection of GenAI, as well as critical thinking in education, creating a gap in understanding both the scope and direction of this emerging field. This study aims to map and synthesize existing research through a bibliometric analysis to identify patterns, trends, and thematic clusters. Data were gathered from the Scopus database employing advanced search strategies with the keywords “generative” and “critical thinking,” restricted to English-language publications, and published between 2020 and 2025. The initial search yielded 645 publications that were further processed and refined using OpenRefine to ensure consistency and eliminate redundancies. Statistical trends, including annual publication output, country and institutional contributions, and leading sources, were examined using the Scopus Analyser, while intellectual structures and thematic networks were visualized through VOSviewer. The analysis revealed significant growth in publications since 2020, with strong contributions from the fields of computational linguistics, Artificial Intelligence (AI), and education. Co-occurrence keyword mapping highlighted seven clusters, with “language models,” “reasoning ability,” and “critical thinking” emerging as core research themes. These findings underscore the centrality of GenAI in advancing reasoning and pedagogical applications, while also identifying emerging subfields such as chain-of-thought reasoning, prompt engineering, and higher-order thinking skills. By providing a comprehensive overview of publication trends, thematic networks, and intellectual structures, this study contributes to the body of knowledge by clarifying the current state of research and pointing to future directions for exploring how generative AI can effectively support critical thinking in educational contexts.

USABILITY AND ACCEPTANCE OF MALAYLEARNING: A GAME-BASED MOBILE APPLICATION FOR SECOND LANGUAGE VOCABULARY ACQUISITION

2025-12-27T15:33:46+08:00

This developmental study addresses common difficulties faced by Universiti Utara Malaysia (UUM) foreign students in learning Malay, specifically grammar, vocabulary, and motivation, by focusing on the development and evaluation of MalayLearning, a game-based mobile application. The methodology adhered to the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), incorporating Mayer's Multimedia Principles to refine instructional alignment. Evaluation involved a Formative Review by content and multimedia experts to verify usability, followed by a Summative User Testing phase with five UUM foreign students to assess acceptance and user experience. While results from both evaluations consistently confirmed the application's high usability and clarity, the findings are presented as a qualitative proof-of-concept given the small sample size. The study concludes that MalayLearning serves as a validated pedagogical intervention for beginning Malay language acquisition, possessing significant potential to enhance autonomous learning outcomes through a blend of instructional design and motivational architecture.

PENGGUNAAN BAHAN BANTU MENGAJAR MULTISENSORI DALAM MENYOKONG KEMAHIRAN MENGENAL DAN MENULIS HURUF

2025-11-20T16:50:29+08:00

Kemahiran mengenal huruf adalah antara kemahiran literasi awal yang paling asas dan penting dalam memastikan keupayaan murid seterusnya untuk membaca dan menulis. Hakikatnya, ramai murid prasekolah mempunyai masalah dalam mengenal huruf sehingga menjejaskan kelancaran untuk membaca. Kesukaran membezakan huruf ‘b’ dan ‘d’ adalah disebabkan huruf-huruf ini mempunyai bentuk visual dan orientasi yang sama. Kajian ini bertujuan meneroka penggunaan Happy Learning yang berasaskan pendekatan multisensori bagi membantu murid mengenal dan menulis huruf ‘b’ dan ‘d’ dengan betul. Bahan bantu mengajar ini menggabungkan empat deria; penglihatan, pendengaran, pergerakan dan sentuhan yang mengandungi (i) Video Lagu Huruf, (ii) Kad Huruf Sensori, (iii) Kad Road Letter dan (iv) Kad Menulis. Peserta kajian terdiri daripada murid prasekolah berusia enam tahun, murid pemulihan khas, dan murid berkeperluan pendidikan khas. Data diperolehi daripada ujian pra dan ujian pos, pemerhatian dan temubual. Dapatan kajian menunjukkan peningkatan yang ketara dalam ketepatan murid mengenal dan membezakan huruf ‘b’ dan ‘d’. Selain itu, ia berjaya meningkatkan daya tumpuan, motivasi belajar, dan keyakinan diri murid dalam proses literasi awal. Bahan bantu mengajar multisensori yang digunakan dalam kajian ini bukan sahaja sesuai untuk pembelajaran murid tipikal tetapi juga relevan untuk tujuan pemulihan dan murid pendidikan khas, seterusnya menyumbang kepada pembinaan asas literasi yang kukuh dari peringkat awal.

Letter recognition is one of the most fundamental and critical early literacy skills, essential for ensuring students' subsequent capacity for reading and writing. In reality, many preschool students struggle with letter recognition, which consequently impedes their reading fluency. The difficulty in distinguishing between the letters 'b' and 'd' is often due to their similar visual form and orientation. This study aims to explore the use of "Happy Learning," a tool based on a multisensory approach, to help students correctly identify and write the letters 'b' and 'd'. This teaching aid integrates four senses; sight, hearing, movement, and touch through the use of (i) Letter Song Videos, (ii) Sensory Letter Cards, (iii) Road Letter Cards, and (iv) Writing Cards. The study participants consisted of six-year-old preschool students, students in special remedial programs, and students with special educational needs. Data were collected through pre-tests and post-tests, observations, and interviews. The findings indicate a significant improvement in the students' accuracy in recognizing and distinguishing between the letters 'b' and 'd'. Furthermore, the approach successfully enhanced students' concentration, learning motivation, and self-confidence within the early literacy process. The multisensory teaching aids employed in this study are not only suitable for typical learners but are also relevant for remedial and special education purposes, thereby contributing to the establishment of a strong literacy foundation from an early stage.

TINJAUAN TERHADAP KESULITAN PELAJAR DALAM PENULISAN CERPEN BAHASA TAMIL

2025-12-03T10:02:02+08:00

Kajian ini bertujuan meninjau kesukaran yang dihadapi oleh pelajar sekolah menengah dalam penulisan cerpen Bahasa Tamil. Reka bentuk kajian ini bersifat kualitatif dengan pendekatan deskriptif, melibatkan seramai 30 orang pelajar Tingkatan Empat dari sebuah sekolah di Negeri Sembilan yang dipilih melalui persampelan bertujuan. Data dikumpul melalui analisis dokumen terhadap hasil penulisan cerpen pelajar dan temu bual separa berstruktur bersama pelajar serta guru Bahasa Tamil. Dapatan kajian dianalisis menggunakan kaedah analisis tematik deskriptif. Hasil kajian menunjukkan tiga kategori utama kesukaran yang dihadapi pelajar, iaitu kesukaran menjana idea, kelemahan penguasaan bahasa dan kekurangan penguasaan teknik penulisan. Kekangan idea berpunca daripada kurangnya pendedahan terhadap karya sastera berkualiti serta kelemahan bahasa dikaitkan dengan pengaruh bahasa ibunda dan kekurangan kosa kata baku. Sementara itu, kelemahan teknik penulisan kreatif menunjukkan keperluan kepada latihan berasaskan proses penulisan yang sistematik dan reflektif. Berdasarkan Teori Konstruktivisme Sosial Vygotsky dan Teori Proses Penulisan, kajian ini menunjukkan kepentingan bimbingan guru secara berstruktur dalam Zon Perkembangan Proksimal (ZPD) untuk membantu pelajar membina imaginasi, gaya bahasa dan keupayaan naratif yang lebih matang. Implikasi kajian ini menunjukkan bahawa pengajaran penulisan cerpen perlu digerakkan melalui pendekatan berasaskan proses, aktiviti pembacaan kritikal, serta intervensi pedagogi yang menggabungkan aspek linguistik, sastera dan teknologi digital bagi memperkukuh kemahiran kreatif pelajar Bahasa Tamil di Malaysia.

This study aims to explore the challenges faced by secondary school students in writing Tamil short stories. The research employed a qualitative design with a descriptive approach, involving 30 Form Four students from a school in Negeri Sembilan selected through purposive sampling. Data were collected through document analysis of students’ short story compositions and semi-structured interviews with both students and Tamil language teachers. The findings were analyzed using descriptive thematic analysis. The results revealed three main categories of challenges: difficulty in generating ideas, weak language proficiency, and limited mastery of writing techniques. The lack of ideas was attributed to insufficient exposure to quality literary works, while language weakness was associated with the influence of the mother tongue and limited vocabulary. Meanwhile, the poor command of creative writing techniques indicated the need for systematic and reflective writing process training. Drawing upon Vygotsky’s Social Constructivist Theory and the Process Writing Theory, this study highlights the importance of structured teacher guidance within the Zone of Proximal Development (ZPD) to help students develop imagination, linguistic style, and more mature narrative ability. The implications suggest that the teaching of Tamil short story writing should be strengthened through process-based approaches, critical reading activities, and pedagogical interventions that integrate linguistic, literary, and digital technology aspects to enhance the creative writing skills of Tamil language students in Malaysia.

PRIMARY AND SECONDARY TEACHER’S PSYCHOLOGICAL WELLBEING IN MALAYSIA

2025-12-07T15:03:42+08:00

The psychological well-being of teachers is a critical factor influencing not only individual health but also the effectiveness and sustainability of educational systems. Guided by Ryff’s multidimensional model of Psychological Well-Being (PWB), this study examined the levels and dimensions of psychological well-being among Malaysian teachers across primary and secondary schools. A total of 479 teachers participated in the study, and data were collected using the 42-item Ryff’s PWB scale. Descriptive statistics revealed that overall psychological well-being among Malaysian teachers was moderate to high (M = 3.8483, SD = 0.38413), with the highest mean observed in the dimension of Purpose in Life (M = 4.0653), followed by Positive Relations with Others (M = 4.0095), and Personal Growth (M = 3.9970). Autonomy registered the lowest mean (M = 3.3749), suggesting a potential area of concern. Additionally, an independent samples t-test showed no statistically significant difference in psychological well-being between primary (M = 3.8803) and secondary school teachers (M = 3.81), p = .055, though a marginal trend was observed favouring primary school teachers. The findings highlight the strengths and vulnerabilities in teachers’ psychological functioning, with implications for policy and school leadership practices aimed at promoting teacher well-being. Enhancing autonomy-supportive environments and reinforcing personal growth opportunities may serve as strategic interventions to improve overall teacher well-being and retention. These insights contribute to the increase in growing on international literature related to teachers' mental health and provide empirical evidence from the educational context of Southeast Asian countries.

THE ART OF STRUCTURED MUET SPEAKING: BUILDING STRUCTURED SPEECHES WITH SEQUENTIAL MOVE ANALYSIS FRAMEWORK (SMAF)

2025-12-11T12:43:39+08:00

The Sequential Move Analysis Framework (SMAF), derived from sequential move analysis, enhances language learners' speaking skills by providing structured guidance on speech organization and strategy development. This approach helps learners understand the functional roles of different speech acts within a speaking presentation, promoting more effective and coherent communication. By incorporating sequential moves, learners are guided through a structured speaking process that fosters confidence and clarity. The framework is highly adaptable to various presentation themes, offering targeted practice aligned with specific language test objectives, such as the Malaysian University English Test (MUET). SMAF integrates individual presentation practices to serve as an immediate reference template for learners during task performance. The framework was tested in a simulated MUET speaking domain with English as a second language (ESL) learners. Results showed a significant improvement of 55.26% in speaking test scores, with a pre-test mean score of 17.6 and a post-test mean score of 27.325. The strong correlation (r=0.975) between pre-test and post-test scores suggests that integrating SMAF leads to enhanced performance in MUET speaking tasks. This framework provides a practical tool for MUET instructors, aiding students in structuring their responses more effectively and achieving better results in their speaking test.

LEADERSHIP STYLES OF PRINCIPALS, A CATALYST FOR CULTIVATING RESEARCH CULTURE: SCIENCE MAPPING OF PRESENT AND FUTURE TRENDS

2025-12-22T12:35:01+08:00

This study reviews leadership styles adopted by principals in school for fostering research culture. Leadership styles is a major contribution in landscaping schools including innovations and creativity environment. However, there has been no comprehensive understanding of knowledge structure in leadership styles adoption among principals in cultivating research culture in their institution holds in the literature. Through a bibliometric approach, 375 publications on leaderships styles adoption on innovation were retrieved from the Web of Science (WoS). A bibliographic coupling and co-word analysis were performed to uncover past and predict future trends in this regard. The analysis yields noteworthy themes concerning transformational leadership, instructional leadership, and distributed leadership, emphasizing their influence on fostering a strong research-oriented culture in schools. Additionally, the study identifies emerging trends and gaps in the current literature, offering insights into future research directions. The findings suggest that adopting a strategic combination of these leadership styles can effectively foster research activities, drive innovation, and support sustainable academic development. This study provides a foundational framework for educational policymakers and school leaders aiming to foster a vibrant research-oriented environment, ultimately contributing to the advancement of educational practices and outcomes.

KEBOLEHGUNAAN GAMIE-MODUL LANR (LATIHAN ASAS NOTA RINGKAS) BAGI PENGIRAAN BAJA DALAM KALANGAN MURID PERTANIAN

2025-12-29T08:10:47+08:00

Bahan bantu mengajar (BBM) berasaskan Teknologi Maklumat dan Komunikasi (TMK) berupaya mencipta lingkungan pembelajaran yang interaktif di dalam kelas. Walau bagaimanapun, penggunaan TMK masih belum lagi dilaksanakan secara menyeluruh dalam proses Pembelajaran dan Pemudahcaraan (PdPc). Situasi ini turut dihadapi bagi mata pelajaran Pertanian berikutan terdapat guru yang kurang berminat dengan penggunaan BBM berasaskan teknologi. Maka, penghasilan E-Modul yang dilengkapi dengan komponen gamifikasi bagi subtopik Pengiraan Baja iaitu GamiE-Modul LaNr (Latihan asas Nota ringkas) merupakan inovasi aplikasi TMK dalam PdPc. Bagi tujuan kajian ini, kebolehgunaan GamiE-Modul LaNr bagi subtopik Pengiraan Baja dinilai dari elemen kandungan, multimedia dan teknikal dalam kalangan murid Tingkatan 4 Pertanian di Sekolah Menengah Teknik Alor Setar, Alor Setar, Kedah. Penilaian kebolehgunaan ini menggunakan penyelidikan kuantitatif dengan kaedah soal selidik yang melibatkan seramai 52 orang responden. Data dianalisis secara diskriptif statistik dengan menggunakan perisian Statistical Package for Social Sciences (SPSS) Versi 27 bagi mendapatkan kekerapan (f), peratus (%), min (M) dan sisihan piawai (SP). Elemen yang mencatat nilai min keseluruhan tertinggi ialah teknikal (M=4.74) dan diikuti oleh kandungan (M=4.69) dan multimedia (M=4.67). Kajian ini memberi implikasi yang positif kepada murid melalui penggunaan GamiE-Modul LaNr sebagai BBM sekaligus dapat membantu meningkatkan kefahaman murid dalam subtopik Pengiraan Baja. Ia turut mengetengahkan potensi elemen teknikal yang menjadi elemen utama dalam pembangunan BBM berasaskan TMK.

Teaching aids tools based on Information and Communication Technology (ICT) are able to create an interactive learning environment in the classroom. However, the use of ICT has not yet been implemented comprehensively in the learning and facilitation process. This situation is also faced for the Agriculture subject as there are teachers who are less interested in the use of technological-based teaching aids tools. Therefore, the production of E-Modules equipped with gamification components for the Fertilizer Calculation subtopic, namely GamiE-Modul LaNr (Basic Training Short Notes) is an innovation in the application of ICT in the learning and facilitation process. For the purpose of this study, the usability of GamiE-Modul LaNr for the Fertilizer Calculation subtopic was assessed from content, multimedia and technical elements among Form 4 Agriculture students at Sekolah Menengah Teknik Alor Setar, Alor Setar, Kedah. This usability assessment used quantitative research with a questionnaire method involving 52 respondents. The data was analyzed descriptively using Statistical Package for Social Sciences (SPSS) Version 27 software to obtain frequency (f), percentage (%), mean (M) and standard deviation (SP). The element that recorded the highest overall mean value was technical (M=4.74) followed by content (M=4.69) and multimedia (M=4.67). This study has positive implications for students through the use of GamiE-Modul LaNr as teaching aids tools and can help improve students' understanding of the Fertilizer Calculation subtopic. It also highlights the potential of technical elements which are the main elements in the development of teaching aids tools based on ICT.

HEALTHCARE PROFESSIONALS’ KNOWLEDGE AND PERCEPTIONS OF ARTIFICIAL INTELLIGENCE IN HEALTHCARE: A CROSS-SECTIONAL STUDY IN A PRIVATE SETTING IN MALAYSIA

2025-11-20T11:07:11+08:00

The integrations of Artificial Intelligence (AI) have generated tools that enhance the efficacy of various healthcare processes. AI-driven technology enables an accurate and early detection of diseases, personalizes treatment plans according to individual patient data, and streamlines administrative tasks. However, the study on the knowledge and perceptions among healthcare professionals in Malaysia was limited. Thus, this study was conducted to assess the knowledge and perceptions of AI in healthcare among healthcare professionals in a private setting in Malaysia. A cross-sectional study was conducted on 198 healthcare professionals in a private healthcare setting in Negeri Sembilan, from September 2023 until December 2023. A validated questionnaire comprised of demographic data and knowledge of AI was used. Descriptive analysis and Chi-square were used to analyze the data. Overall, most of the respondents (69.7%) had poor knowledge of AI with only 49.0% of the respondents defining AI as the use of computer algorithms to perform tasks that require human intelligence. Besides, the majority of the respondents (61.6%) are aware of the integrations of AI in the healthcare system. The majority of respondents (79.8%) have not yet utilized AI and lack experience in integrating AI into their daily work routines, however, the majority expressed a readiness to learn and incorporate AI into their professional practice (79.8%). Overall, the perceptions of AI among the respondents were moderate (70.2%). Hence, it is imperative to implement focused educational and training initiatives to tackle the diverse perspectives on Artificial Intelligence (AI) among healthcare professionals. Furthermore, it is crucial to thoroughly review and enhance the guidelines and policies regarding AI on the ethical framework in the hospital to ensure that AI is used ethically among healthcare professionals.

ENHANCING MUSCULAR STRENGTH AND ENDURANCE AMONG STUDENTS WITH PHYSICAL DISABILITIES THROUGH A SEATED PHYSICAL ACTIVITY MODULE: A QUASI-EXPERIMENTAL STUDY

2025-11-23T10:22:12+08:00

Physical inactivity remains a critical challenge among students with physical disabilities, often resulting in reduced muscular strength, endurance, and functional independence. This study aimed to evaluate the effectiveness of a structured Seated Physical Activity (SPA) module in improving muscular fitness among students with physical disabilities within an inclusive education context. A quasi-experimental single-group pretest–posttest design was conducted with 22 students aged 13–17 years diagnosed with mild to moderate physical disabilities. Over eight weeks, participants completed two weekly SPA sessions comprising warm-up, seated resistance exercises, and cool-down phases. Three validated instruments, the Hand Grip Strength Test, 5-Repetition Sit-to-Stand Test, and 30-Second Chair Stand Test, were used to assess upper- and lower-body performance. Data were analysed using paired-sample t-tests and Cohen’s d for effect size estimation. Significant improvements were observed in hand grip strength (t = 5.48, p < .001, d = 1.17), sit-to-stand endurance (t = 6.12, p < .001, d = 1.30), and chair stand repetitions (t = 5.77, p < .001, d = 1.23). These findings indicate large effect sizes and confirm the SPA module’s effectiveness in enhancing both upper- and lower-limb performance. The SPA module demonstrates high validity (CVI = 0.92) and feasibility for school implementation. Its evidence-based design supports Motor Learning Theory, Physical Adaptation Theory, and Self-Determination Theory, enabling inclusive and low-cost physical education delivery for students with disabilities. This study offers one of the first empirical validations of a seated physical activity intervention in Malaysian special education, presenting a replicable model to promote inclusive, safe, and effective exercise participation in schools.

LANGUAGE CHOICE AMONG YOUNG INDIAN PROFESSIONALS IN MALAYSIA FOCUSING ON TAMIL AND OTHER LANGUAGES

2025-12-03T10:52:44+08:00

In Malaysia’s multilingual society, language choice operates not merely as a means of communication but as a reflection of identity, social positioning, and cultural negotiation. This study investigates how young Indian professionals in Malaysia navigate their choices in the workplace, focusing on three languages: Tamil, English, and Malay. The research aims to uncover the factors influencing these choices and how they intersect with professional expectations, identity issues, and national belonging. Grounded in sociolinguistic theories, the study reveals that English is predominantly used in hierarchical and formal settings due to its association with status, fluency, and competence. Malay, on the other hand, is employed to foster rapport, ease of communication, and reflect civic integration. Tamil, though rarely used in professional contexts, retains symbolic and emotional value, particularly in interactions with older clients or for cultural expression. The findings contribute to a deeper understanding of language behaviour, identity construction, and the subtle negotiations multilingual professionals engage in within Malaysia’s dynamic multicultural, multiethnic and multilingual workplace environments.

PERBANDINGAN MINDFULNESS DAN DAYA TAHAN GURU SEKOLAH RENDAH DAN MENENGAH DI MALAYSIA

2025-12-08T10:10:36+08:00

Kajian ini meneliti min, tahap, hubungan, dan perbezaan mindfulness dan daya tahan dalam kalangan guru sekolah rendah dan menengah di Malaysia. Objektif kajian adalah untuk: (1) menilai skor min dan tahap bagi konstruk mindfulness dan daya tahan, (2) mengkaji hubungan di antara mindfulness dan daya tahan guru, serta (3) mengenal pasti perbezaan mindfulness dan daya tahan guru berdasarkan tahap sekolah. Kajian kuantitatif dengan reka bentuk tinjauan digunakan. Sebanyak 479 responden guru Malaysia terlibat dalam kajian ini (252 guru sekolah rendah dan 227 guru sekolah menengah). Sampel dipilih melalui pensampelan rawak bernisbah mewakili semua negeri di Malaysia. Dapatan kajian menunjukkan bahawa tahap mindfulness dan daya tahan guru berada pada tahap tinggi, mencerminkan keupayaan adaptif dan kesedaran kendiri yang kukuh dalam kalangan pendidik Malaysia. Analisis korelasi menunjukkan hubungan positif yang signifikan antara mindfulness dan daya tahan, menunjukkan bahawa guru yang lebih sedar secara minda lebih berdaya tahan menghadapi cabaran profesion. Selain itu, guru sekolah rendah juga mempunyai tahap daya tahan yang lebih tinggi berbanding guru sekolah menengah, manakala tiada perbezaan signifikan bagi tahap mindfulness antara kedua-dua kumpulan. Implikasinya, penggubalan dasar pendidikan dan latihan profesional guru perlu memberi penekanan terhadap pembangunan daya tahan dan amalan mindfulness secara bersepadu, khususnya bagi guru sekolah menengah yang berhadapan dengan tuntutan kerja yang lebih kompleks. Kajian ini memperkukuh literatur antarabangsa mengenai kesejahteraan guru dalam konteks Asia Tenggara serta menyediakan asas empirikal bagi intervensi kesejahteraan guru di Malaysia.

This study examines the levels, relationships, and differences in mindfulness and resilience among primary and secondary school teachers in Malaysia. The objectives of the study are to: (1) assess the mean scores and levels of mindfulness and resilience constructs, (2) examine the relationship between teachers’ mindfulness and resilience, and (3) identify differences in mindfulness and resilience based on school level. A quantitative survey design was employed, involving 479 teachers across Malaysia, comprising 252 primary school teachers and 227 secondary school teachers. The sample was selected using proportionate random sampling to represent all states in Malaysia. Findings revealed that both mindfulness and resilience were at high levels, reflecting strong adaptive capacity and self-awareness among Malaysian educators. Correlation analysis indicated a significant positive relationship between mindfulness and resilience, suggesting that teachers who are more mindful tend to be more resilient in coping with professional challenges. Additionally, primary school teachers demonstrated higher levels of resilience compared to secondary school teachers, while no significant difference was found in mindfulness between the two groups. The findings imply that educational policies and teacher professional development programs should emphasize the integrated cultivation of resilience and mindfulness, particularly for secondary school teachers who face more complex work demands. This study strengthens the international literature on teacher well-being within the Southeast Asian context and provides an empirical foundation for developing teacher well-being interventions in Malaysia.

FLIPPED CLASSROOMS IN EFL LISTENING INSTRUCTION: A SYSTEMATIC LITERATURE REVIEW

2025-12-15T10:59:29+08:00

This study presents a systematic review of empirical studies on the flipped classroom (FC) approach in English as a Foreign Language (EFL) listening instruction, with the goal of identifying current research trends, instructional activities, and the reported benefits and challenges. Following the PSALSAR framework and PRISMA guidelines, 34 empirical studies published between 2012 and October 2025 were idenified from Google Scholar, Scopus, and ERIC databases. The findings reveal that research on flipped EFL listening instruction has grown steadily since 2019, peaking in 2022. Most studies were conducted in developing countries such as Iran, Indonesia and Egypt, with undergraduate students as participants. Quasi-experimental or mixed-methods designs were predominantly employed in these studies. The review also indicates that video watching, online exercises, and note-taking are among the most-reported pre-class activities, while group discussions, skill-based tasks, and collaborative learning are among the in-class activities. What’s more, key benefits of the flipped listening instruction such as improved listening comprehension, greater learner autonomy, and increased active learning have been most frequently reported. Reported challenges, on the other hand, include technical difficulties, increased student workload and need for teacher guidance. This paper provides practical guidance for policymakers, instructors, and learners seeking to optimize FC practices in EFL listening.

KEPIMPINAN LESTARI DALAM ORGANISASI KONTEMPORARI: SATU TINJAUAN NARATIF TENTANG KONSEP, AMALAN DAN HALA TUJU MASA DEPAN

2025-12-24T08:55:18+08:00

Kepimpinan lestari telah menjadi keutamaan organisasi yang penting ketika institusi di seluruh dunia menghadapi cabaran alam sekitar yang semakin meningkat, jangkaan masyarakat, dan tekanan tadbir urus. Namun, meskipun terdapat peningkatan dalam bidang kesarjanaan, bidang ini masih berpecah-belah secara teorinya, ditandai dengan konstruk yang bertindih, definisi yang tidak konsisten, dan tafsiran yang pelbagai merentasi sektor. Kajian naratif ini mensintesis pengetahuan semasa tentang kepimpinan lestari untuk menjelaskan sempadan konseptualnya, mengkaji amalan dominan, dan mengenal pasti pola yang muncul untuk pembangunan masa depan. Berdasarkan literatur antara disiplin yang merangkumi pengurusan, pendidikan, pentadbiran awam, dan kajian kelestarian, kajian ini menilai model utama, penemuan empirikal, dan perdebatan teori yang membentuk wacana. Beberapa tema penyatuan muncul, termasuk penyepaduan pengawasan etika dengan penciptaan nilai jangka panjang, pemupukan budaya organisasi yang menyokong tingkah laku yang didorong oleh kelestarian, dan peranan kepimpinan dalam menyelaraskan kepentingan pihak berkepentingan dengan hasil alam sekitar dan sosial. Walau bagaimanapun, percanggahan yang ketara diperhatikan dalam cara kepimpinan lestari dioperasikan, terutamanya mengenai pendekatan pengukuran dan keseimbangan antara keutamaan ekonomi dan bukan ekonomi. Kajian ini mengetengahkan keperluan untuk penyatuan teori yang lebih kukuh, pengesahan silang budaya, dan rangka kerja sensitif konteks yang mencerminkan kerumitan sistem organisasi dunia sebenar. Secara praktikalnya, kepimpinan lestari menawarkan laluan untuk meningkatkan daya tahan organisasi, komitmen pekerja dan tadbir urus yang bertanggungjawab, tetapi impaknya masih kurang diterokai dalam banyak industri. Penyelidikan masa depan harus mengutamakan kajian membujur, analisis pelbagai peringkat dan model yang mengintegrasikan kepimpinan lestari dengan prestasi ESG, tekanan institusi dan dinamik perubahan organisasi. Kajian ini menyumbang asas kritikal untuk memajukan pembangunan teori dan membimbing amalan bermakna dalam organisasi kontemporari.

Sustainable leadership has become an essential organisational priority as institutions worldwide confront escalating environmental challenges, societal expectations, and governance pressures. Yet, despite a growing body of scholarship, the field remains theoretically fragmented, marked by overlapping constructs, inconsistent definitions, and varied interpretations across sectors. This narrative review synthesises current knowledge on sustainable leadership to clarify its conceptual boundaries, examine dominant practices, and identify emerging trajectories for future development. Drawing from interdisciplinary literature spanning management, education, public administration, and sustainability studies, the review evaluates key models, empirical findings, and theoretical debates shaping the discourse. Several unifying themes emerge, including the integration of ethical stewardship with long-term value creation, the cultivation of organisational cultures that support sustainability-driven behaviour, and leadership’s role in aligning stakeholder interests with environmental and social outcomes. However, significant contradictions are noted in how sustainable leadership is operationalised, particularly regarding measurement approaches and the balance between economic and non-economic priorities. The review highlights the need for stronger theoretical consolidation, cross-cultural validation, and context-sensitive frameworks that reflect the complexity of real-world organisational systems. Practically, sustainable leadership offers a pathway for enhancing organisational resilience, employee commitment, and responsible governance, but its impact remains underexplored in many industries. Future research should prioritise longitudinal studies, multi-level analyses, and models that integrate sustainable leadership with ESG performance, institutional pressures, and organisational change dynamics. This review contributes a critical foundation for advancing theory development and guiding meaningful practice in contemporary organisations.

PSYCHOSOCIAL RISK ASSESSMENT AND MANAGEMENT: CRITICAL APPRAISAL AND ADVANCEMENT OF MALAYSIA's PRiSMA 2024 GUIDELINES

2025-11-20T15:59:21+08:00

The critical appraisal and advancement of Malaysia’s PRiSMA 2024 Guidelines signify a pivotal step in the nation’s commitment to the management of psychosocial hazards as part of Occupational Health and Safety (OHS) frameworks. This paper evaluates the shifting landscape of modern workplaces, emphasizing how psychosocial risks have emerged as fundamental factors influencing employee well-being and organizational success, underscored by mounting evidence from international agencies and adverse workplace outcomes. The enactment of the Occupational Safety and Health Amendment Act 2022 renders psychosocial risk management a statutory requirement, placing Malaysia at the forefront of legislative progress in Asia and harmonizing its practice with global standards such as ISO 45003. A central contribution of this work is its detailed exposition of the PRiSMA framework’s operational logic, toolset, and process flow. The PRiSMA guidelines incorporate a proactive and preventative approach, utilizing tools such as the Likelihood of Environmental Occupational Exposure (LEO26) scale, the Employer Practice Checklist (EPC23), and the PRiSMA intervention matrix to link risk screening, control assessment, and evidence-based action. The theoretical foundation is deeply rooted in the Job Demand-Control-Support (JDCS) model and further incorporates elements from the more recent Job Demands-Resources (JD-R) and Psychosocial Safety Climate (PSC) frameworks. It proposes a dual-layered system that addresses both job-specific risks and organizational climate. Critical analysis highlights gaps in the psychometric validation of PRiSMA’s assessment tools, suggesting that future research should prioritize rigorous instrument evaluation, large-scale field studies, and transparent publication of reliability and validity data. The paper further notes practical implementation challenges, citing organizational inertia, siloed management, and the need for interdisciplinary leadership and participatory approaches, and recommends linking psychosocial safety initiatives to ESG strategies for sustainable organizational change. By conjoining legal imperatives, practical guidelines, and rich theoretical perspectives, this research solidifies PRiSMA as a mandatory national standard. It offers a pathway for scientific and organizational advancement toward fostering mentally healthier, more resilient, and productive Malaysian workplaces.

THE IMPACT OF DISABLED ATHLETES' PARTICIPATION IN SPORTS ACTIVITIES ON THEIR MENTAL HEALTH AND SOCIAL INTEGRATION: A SYSTEMATIC LITERATURE REVIEW

2025-11-23T11:11:33+08:00

This systematic literature review (SLR) examines the impact of sports participation on the mental health and social integration of athletes with disabilities. Although extensive research highlights the physical benefits of sports, the psychological and social effects, particularly for disabled individuals, remain underexplored. This review addresses this gap by synthesising findings from studies published between 2013 and 2023, focusing on how sports contribute to mental well-being and social inclusion for disabled athletes. The review process involved a comprehensive search across PubMed, Scopus, SPORTDiscus, and PsycINFO using keywords such as “disabled athletes,” “sports participation,” “mental health,” and “social integration.” Studies included focused on disabled individuals engaged in organised sports, assessing outcomes related to psychological well-being, social support, and community involvement. Quality assessment tools, including PRISMA and CASP, were employed to ensure methodological rigour. Findings indicate that sports participation significantly improves mental health for disabled athletes, fostering increased self-esteem, reduced anxiety, and enhanced resilience. Social integration benefits are equally notable, with sports providing opportunities for social interaction, reducing stigma, and promoting inclusivity. However, the review also highlights barriers to participation, such as limited accessibility, societal stigma, and financial constraints. The review underscores the importance of inclusive sports programs and policy interventions that enhance access and support for athletes with disabilities. Future research should focus on the long-term effects of sports participation and explore diverse sporting experiences across different types of disabilities. These findings have implications for policymakers, practitioners, and community stakeholders who aim to leverage .sports as a means of enhancing the quality of life for individuals with disabilities

HUBUNGAN ANTARA IHSAN KENDIRI DAN DAYA TAHAN TERHADAP KESEJAHTERAAN PSIKOLOGI PELAJAR KAUNSELING

2025-12-03T11:35:23+08:00

Kesejahteraan psikologi merujuk kepada suatu keadaan di mana aspek fizikal, mental dan sosial individu berada pada tahap yang seimbang serta optimum tanpa kehadiran penyakit atau gannguan yang berkaitan dengan kesihatan mental. Keadaan ini memerlukan penelitian yang mendalam terhadap faktor-faktor individu bagi memastikan pencapaian tahap kesejahteraan diri yang holistik dan berterusan. Perkara ini amat penting bagi mahasiswa untuk melangsungkan pengajian mereka di universiti. Pengajian di universiti bukanlah suatu fasa yang mudah kerana mereka akan mengalami fasa kesukaran, konflik dan sebagainya. Semua cabaran yang dialami oleh mahasiswa di peringkat universiti memberi pengalaman positif atau negatif sepanjang pengajian. Kajian ini bertujuan mengkaji hubungan antara ihsan kendiri dan daya tahan terhadap kesejahteraan psikologi dalam kalangan pelajar kaunseling di Universiti Sultan Azlan Shah. Reka bentuk kuantitatif tinjauan keratan rentas digunakan melibatkan 234 responden yang dipilih secara rawak mudah terdiri daripada pelajar Ijazah Sarjana Muda Kaunseling. Instrumen yang digunakan ialah Skala Ihsan Kendiri, Brief Resilience Scale dan Skala Kesejahteraan Psikologi. Analisis korelasi menunjukkan ihsan kendiri mempunyai hubungan positif yang kuat dengan kesejahteraan psikologi (r=0.616, p<0.01) manakala daya tahan menunjukkan hubungan positif sederhana (r=0.410, p<0.01). Regresi berganda mendapati dimensi kesedaran (β=2.739, p=0.000) dan terasing (β=1.315, p=0.024) merupakan peramal signifikan, menjelaskan 40.3% varians kesejahteraan psikologi. Hasil kajian menegaskan bahawa ihsan kendiri terutama kesedaran serta daya tahan merupakan faktor penting dalam mengekalkan kesejahteraan emosi, mental dan sosial pelajar kaunseling. Implikasi kajian mencadangkan institusi pengajian tinggi melaksanakan program intervensi psikopendidikan yang menekankan latihan kesedaran diri, pengurusan emosi dan pembangunan daya tahan bagi menyokong pencapaian akademik dan kesejahteraan holistik pelajar.

Psychological well-being refers to a state in which an individual’s physical, mental, and social aspects are balanced and functioning optimally, without the presence of illness or mental health disorders. This condition requires a thorough examination of individual factors to ensure the achievement of a holistic and sustainable level of well-being. Such well-being is particularly important for university students to sustain their academic journey. Studying at the university level is not an easy phase, as students often encounter challenges, conflicts, and various forms of difficulties. These experiences, whether positive or negative, shape their overall learning journey. This study aims to examine the relationship between self-compassion and resilience with psychological well-being among counselling students at Universiti Sultan Azlan Shah. A quantitative cross-sectional survey design was employed, involving 234 respondents who were randomly selected from the Bachelor of Counselling program. The instruments used were the Self-Compassion Scale, Brief Resilience Scale, and Psychological Well-Being Scale. Correlation analysis revealed that self-compassion had a strong positive relationship with psychological well-being (r = 0.616, p < 0.01), while resilience showed a moderate positive relationship (r = 0.410, p < 0.01). Multiple regression analysis indicated that the dimensions of mindfulness (β = 2.739, p = 0.000) and isolation (β = 1.315, p = 0.024) were significant predictors, explaining 40.3% of the variance in psychological well-being. The findings emphasize that self-compassion, particularly the mindfulness component, along withresilience, are crucial factors in maintaining the emotional, mental, and social well-being of counselling students. The study’s implications suggest that higher education institutions should implement psychoeducational intervention programs focusing on self-awareness training, emotional regulation, and resilience development to support students’ academic achievement and holistic well-being.

TAFSIR PSIKOSPIRITUAL TERHADAP SURAH AL-DUHA DAN TERAPI UNTUK KELESUAN EMOSI: SATU ANALISIS KRITIKAL

2025-12-11T11:49:08+08:00

Artikel ini menganalisis Surah ad-Duḥā daripada perspektif tafsir psikospiritual dengan menelusuri potensinya sebagai terapi terhadap kelesuan emosi (emotional exhaustion). Dalam konteks cabaran psikologi moden yang dicirikan oleh tekanan jiwa, kemurungan ringan dan kehilangan makna hidup, al-Qur’an dilihat bukan sekadar sumber hukum, tetapi juga wahyu penyembuhan (shifā’) bagi kesejahteraan rohani dan emosi. Melalui pendekatan tafsir tematik (tafsir maudhu‘ī) dan analisis psikospiritual, kajian ini menggabungkan pandangan ulama klasik seperti al-Ṭabarī, al-Qurṭubī dan Ibn Kathīr dengan pemikiran kontemporari Malik Badri dan Abdullah Rothman bagi membina kefahaman menyeluruh tentang struktur terapi dalam Surah ad-Duḥā. Hasil analisis mendapati surah ini mengandungi empat dimensi terapi utama: kognitif (tauhid), emosi (syukur), spiritual (rūḥānī), dan sosial (iḥsān). Ia berfungsi sebagai kerangka pemulihan jiwa yang progresif — bermula dengan penenangan emosi, pemulihan harga diri, refleksi sejarah hidup, dan berakhir dengan dorongan amal kebajikan. Kajian ini turut menegaskan bahawa mesej terapeutik Surah ad-Duḥā sejalan dengan prinsip cognitive reframing (CBT), meaning-making (Logotherapy), dan positive affirmation (Positive Psychology), namun berbeza dari segi epistemologi kerana berasaskan wahyu Ilahi. Secara keseluruhannya, kajian ini menyumbang kepada pengukuhan bidang psikoterapi Islam dengan mencadangkan model terapi Qurani berasaskan empat dimensi Tauhid–Syukur–Ruhani–Ihsan sebagai asas bagi pembinaan modul intervensi psikospiritual kontemporari.

This article analyzes Surah ad-Duḥā from a psychospiritual exegesis perspective by exploring its potential as a therapeutic framework for emotional exhaustion. In the context of modern psychological challenges characterized by mental stress, mild depression, and the loss of life’s meaning, the Qur’an is viewed not merely as a source of law, but also as a divine revelation (shifā’) that provides healing for spiritual and emotional well-being. Employing a thematic exegesis (tafsīr mawdhū‘ī) and psychospiritual analytical approach, this study integrates the insights of classical scholars such as al-Ṭabarī, al-Qurṭubī, and Ibn Kathīr with the contemporary perspectives of Malik Badri and Abdullah Rothman to construct a holistic understanding of the therapeutic structure within Surah ad-Duḥā. The analysis reveals that the surah embodies four core therapeutic dimensions: cognitive (tawḥīd), emotional (gratitude), spiritual (rūḥānī), and social (iḥsān). It functions as a progressive model of soul restoration—beginning with emotional reassurance, self-worth recovery, reflective gratitude on personal history, and culminating in the motivation for social benevolence. The study further asserts that the therapeutic message of Surah ad-Duḥā aligns with principles of cognitive reframing (CBT), meaning-making (Logotherapy), and positive affirmation (Positive Psychology), yet differs epistemologically by being founded on divine revelation. Overall, this study contributes to strengthening the field of Islamic psychotherapy by proposing a Qur’anic-based therapeutic model grounded in the four interrelated dimensions of Tawḥīd–Shukr–Rūḥānī–Iḥsān, which serves as a conceptual basis for developing contemporary psychospiritual intervention modules.

PERANAN NOMOFOBIA SEBAGAI FAKTOR PERANTARA ANTARA PENGGUNAAN TELEFON PINTAR DAN PRESTASI BUKAN AKADEMIK PELAJAR

2025-12-17T10:48:00+08:00

Dalam era perkembangan pesat teknologi digital, penggunaan telefon pintar secara meluas telah menimbulkan pelbagai isu berkaitan dengan tingkah laku pembelajaran dan kesejahteraan bukan akademik dalam konteks bilik darjah. Kajian ini dijalankan bagi mengenal pasti hubungan antara penggunaan telefon pintar semasa dalam kelas dengan prestasi bukan akademik pelajar, serta menilai peranan tingkah laku nomofobia sebagai pemboleh ubah perantara dalam hubungan tersebut. Reka bentuk kajian yang digunakan ialah kuantitatif dengan pendekatan tinjauan melalui soal selidik yang melibatkan seramai 382 orang pelajar tingkatan enam di Malaysia yang dipilih secara persampelan rawak mudah. Data dianalisis menggunakan perisian SPSS versi 26 melalui kaedah analisis regresi mudah dan regresi berganda bagi menilai hubungan antara pemboleh ubah bebas dan bersandar. Seterusnya, analisis pengantara dijalankan dengan menggunakan ujian Sobel dan teknik bootstrapping bagi menilai peranan nomofobia sebagai pemboleh ubah pengantara. Dapatan kajian menunjukkan bahawa penggunaan telefon pintar semasa dalam kelas memberikan pengaruh positif yang signifikan terhadap nomofobia. Seterusnya, penggunaan telefon pintar menunjukkan pengaruh positif yang signifikan terhadap prestasi bukan akademik. Nomofobia pula menunjukkan pengaruh positif yang signifikan terhadap prestasi bukan akademik. Akhir sekali, dapatan menunjukkan berlakunya pengantaraan separa kerana kedua-dua kesan langsung antara penggunaan telefon pintar dan prestasi bukan akademik dan kesan tidak langsung melalui nomofobia bergerak dalam arah yang sama iaitu signifikan positif. Implikasi kajian ini mencadangkan keperluan untuk memperkenalkan pendekatan penggunaan telefon pintar secara seimbang melalui pembangunan intervensi berbentuk garis panduan penggunaan telefon pintar yang menekankan keseimbangan antara kebergantungan teknologi dan pengurusan kendiri. Selain itu, kajian ini mencadangkan agar pihak sekolah melaksanakan intervensi psikososial yang merangkumi program kesedaran nomofobia, bengkel pengurusan emosi dan latihan literasi digital bagi memupuk penggunaan teknologi yang lebih sihat dalam kalangan pelajar. Akhir sekali, sokongan sistematik daripada pentadbir pendidikan perlu diperkukuh melalui pelaksanaan polisi penggunaan telefon pintar yang fleksibel tetapi terkawal bagi memaksimumkan potensi positif teknologi tanpa menjejaskan kesihatan mental.

In the era of rapid digital technological advancement, the widespread use of smartphones has raised various concerns regarding learning behaviours and students’ non-academic well-being in classroom contexts. This study investigates the relationship between smartphone use during class and the non-academic performance of Form Six students, as well as the mediating role of nomophobia behaviour in this relationship. A quantitative survey design was employed, involving 382 Form Six students in Malaysia selected through simple random sampling. Data were analysed using SPSS version 26, employing simple and multiple regression analysed to examine the relationships between the independent and dependent variables. Mediation analysis was subsequently conducted using the Sobel test and bootstrapping techniques to assess the mediating role of nomophobia. The findings indicate that smartphone use during class has a significant positive effect on nomophobia. Furthermore, smartphone use exerts a significant positive influence on students’ non-academic performance, while nomophobia also demonstrates a significant positive effect on non-academic performance. Mediation analysis reveals partial mediation, as both the direct effect of smartphone use on non-academic performance and the indirect effect through nomophobia are significant and operate in the same positive direction. The implications of this study highlight the need for balanced smartphone usage approaches through the development of intervention-based guidelines that emphasise the equilibrium between technological dependence and self-regulation. Schools are also encouraged to implement psychosocial interventions, including nomophobia awareness programmes, emotional management workshops, and digital literacy training, to foster healthier technology usage among students. Finally, systematic support from educational administrators should be strengthened through flexible yet regulated smartphone usage policies to maximise the positive potential of technology without compromising students’ mental health.

AMALAN KEPIMPINAN AUTENTIK DI SEKOLAH MENENGAH PERSENDIRIAN CINA (SUWA) MALAYSIA

2025-12-28T08:34:54+08:00

Dalam konteks transformasi pendidikan yang pesat dan peningkatan keperluan terhadap kepimpinan berasaskan etika dan nilai, kepimpinan autentik telah muncul sebagai satu pendekatan kepimpinan yang signifikan dalam institusi pendidikan. Selaras dengan Matlamat Pembangunan Mampan 4 (Pendidikan Berkualiti) serta agenda reformasi pendidikan di Malaysia, kepimpinan autentik menekankan nilai kejujuran, kesedaran kendiri, ketelusan dan perspektif moral dalaman. Walau bagaimanapun, perbincangan empirikal dan konseptual mengenai amalan kepimpinan autentik di Sekolah Menengah Persendirian Cina (SUWA) di Malaysia masih terhad. Oleh itu, makalah ini bertujuan untuk meneliti konsep, ciri-ciri dan amalan kepimpinan autentik dalam kalangan pemimpin sekolah SUWA, serta pengaruhnya terhadap motivasi dan kesejahteraan profesional guru. Berpandukan literatur berkaitan dan kajian lepas dalam bidang kepimpinan pendidikan, psikologi dan kaunseling, makalah ini membincangkan bagaimana kepimpinan autentik Pengetua menyumbang kepada pembentukan kepercayaan, iklim sekolah yang positif serta peningkatan motivasi intrinsik guru. Perbincangan ini menekankan bahawa Pengetua sekolah yang mengamalkan kepimpinan autentik berkeupayaan membina hubungan profesional yang menyokong, meningkatkan komitmen guru dan menggalakkan keberkesanan organisasi sekolah secara mampan. Makalah ini menyumbang kepada penambahan ilmu sedia ada dengan menyediakan pemahaman yang berfokus konteks tentang amalan kepimpinan autentik dalam pendidikan menengah swasta, serta implikasi terhadap pembangunan kepimpinan, pengurusan pendidikan dan amalan kaunseling dalam persekitaran sekolah yang bersifat pelbagai budaya.

In the context of rapid educational transformation and increasing demands for ethical and value-based leadership, authentic leadership has emerged as a significant leadership approach within educational institutions. Aligned with Sustainable Development Goal 4 (Quality Education) and Malaysia’s educational reform agenda, authentic leadership emphasizes honesty, self-awareness, transparency, and internalized moral perspectives. However, empirical and conceptual discussions on authentic leadership practices in Chinese Independent Secondary Schools (SUWA) in Malaysia remain limited. This paper aims to examine the concept, characteristics, and practices of authentic leadership among school leaders in SUWA, as well as its influence on teachers’ motivation and professional well-being. Drawing on relevant literature and previous studies in educational leadership, psychology, and counseling, this paper discusses how authentic leadership contributes to the development of trust, positive school climate, and teachers’ intrinsic motivation. The discussion highlights that school Principal who practice authentic leadership are more likely to foster supportive relationships, enhance teachers’ commitment, and promote sustainable organizational effectiveness. This paper contributes to the existing body of knowledge by providing a contextualized understanding of authentic leadership practices in private secondary education, with implications for leadership development, educational management, and counselling practices in multicultural school settings.

HUBUNGAN ANTARA PENGETAHUAN DAN SIKAP MAHASISWA TERHADAP ORANG KURANG UPAYA

2025-11-23T10:09:54+08:00

Salah satu halangan utama yang menghalang Orang Kurang Upaya (OKU) daripada melibatkan diri sepenuhnya dalam masyarakat ialah persepsi negatif terhadap mereka. Kajian ini bertujuan untuk mengkaji tahap pengetahuan dan sikap mahasiswa terhadap OKU. Kajian ini menggunakan reka bentuk kajian tinjauan dan pendekatan kuantitatif. Responden kajian terdiri daripada 111 mahasiswa yang dipilih secara persampelan rawak mudah, merangkumi mahasiswa daripada setiap tahun pengajian di sebuah institut pendidikan tinggi awam di Malaysia. Instrumen kajian diadaptasi daripada kajian lepas dan mempunyai 21 item. Proses pengumpulan data telah dijalankan secara dalam talian dan data kajian telah dianalisis menggunakan perisian Statistical Package for Social Sciences (SPSS). Dapatan kajian menunjukkan tahap pengetahuan mahasiswa terhadap OKU berada pada tahap tinggi. Manakala analisis bagi pembolehubah sikap mendapati mahasiswa mempunyai sikap yang positif terhadap OKU. Ujian korelasi mendapati terdapat hubungan positif yang signifikan antara tahap pengetahuan dan sikap yang positif terhadap OKU. Dapatan ini menunjukkan pengetahuan memainkan peranan penting dalam membentuk sikap positif mahasiswa terhadap OKU. Mahasiswa yang mempunyai pengetahuan yang baik cenderung bersikap lebih positif, terbuka, dan empati terhadap rakan OKU. Dapat disimpulkan bahawa pengetahuan mahasiswa mempengaruhi sikap mereka terhadap OKU. Kajian ini diharap dapat meningkatkan kesedaran mahasiswa untuk mengelakkan persepsi negatif terhadap OKU dan mendorong interaksi yang lebih baik walaupun terdapat perbezaan keupayaan.

One of the main barriers preventing Persons with Disabilities (PWD) from fully participating in society is the negative perception towards them. This study aims to examine the level of knowledge and attitudes of university students towards PWD. A survey research design and quantitative approach were employed. The study respondents consisted of 111 university students selected through simple random sampling, representing students from all years of study at a public higher education institution in Malaysia. The research instrument was adapted from previous studies and comprised 21 items. Data collection was conducted online, and the data were analysed using the Statistical Package for Social Sciences (SPSS). The findings revealed that students’ knowledge of PWD was at a high level. Meanwhile, the analysis of the attitude variable showed that students had positive attitudes towards PWD. Correlation tests indicated a significant positive relationship between the level of knowledge and positive attitudes towards PWD. These findings suggest that knowledge plays an important role in shaping students’ positive attitudes towards PWD. Students with greater knowledge tend to be more positive, open, and empathetic towards their peers with disabilities. It can be concluded that students’ knowledge influences their attitudes towards PWD. This study is expected to raise students’ awareness in order to reduce negative perceptions of PWD and to promote better interactions despite differences in ability.

A REVIEW OF AROMATHERAPY: FROM HISTORICAL PERSPECTIVES TO STRESS-REDUCTION BENEFITS AND ETHICAL CONSIDERATIONS

2025-12-03T10:38:58+08:00

Aromatherapy, a holistic healing practice using essential oils extracted from plants, has gained popularity for its therapeutic benefits in promoting physical, emotional, and psychological well-being. With roots tracing back to ancient civilisations, modern aromatherapy integrates traditional knowledge with scientific research to support stress relief, pain management, and improved sleep quality. Essential oils, whether inhaled or applied topically, stimulate the limbic systems through olfactory, regulating emotions, memory, and physiological responses. Despite its widespread use, aromatherapy faces challenges, including inconsistent scientific evidence, variability in individual responses, and concerns over the quality and regulation of essential oils. Ethical considerations, such as informed consent, environmental sustainability, and cultural sensitivity, further underscore the need for responsible practice. This paper explores the history, benefits, applications, and limitations of aromatherapy, highlighting its role as a complementary therapy in modern healthcare. By addressing these challenges and advancing rigorous research, aromatherapy can enhance its credibility and efficacy as a therapeutic intervention.

INOVASI DIGITAL DALAM KELAS TAMIL: PERANAN APLIKASI SUNO TERHADAP PENGAJARAN KESUSASTERAAN

2025-12-07T16:50:42+08:00

Kajian ini meneliti penggunaan Suno AI sebagai alat pedagogi kreatif dalam pengajaran Kesusasteraan Tamil peringkat menengah. Suno AI, iaitu platform penjanaan muzik berasaskan kecerdasan buatan, digunakan oleh seorang guru berpengalaman bersama dua orang murid bagi menghasilkan lagu berdasarkan bab novel yang dipelajari. Kajian ini bertujuan mengenal pasti corak pelaksanaan penggunaan AI dalam bilik darjah, menilai manfaat yang dicerap oleh guru, serta menganalisis kekangan teknikal dan pedagogi yang timbul. Data diperoleh melalui pemerhatian proses pembelajaran yang mengikuti Model Iteratif PGRRF (Prompt → Generate → Review → Regenerate → Finalize). Dapatan menunjukkan bahawa penggunaan Suno AI membantu murid menghayati kandungan teks melalui medium muzik, sekali gus meningkatkan kreativiti, penglibatan, dan pemahaman naratif. Murid berjaya menghasilkan karya muzik dengan gaya yang berbeza, termasuk komposisi melodi jazz dan naratif pertuturan mono-vokal, yang masing-masing mencerminkan interpretasi individu terhadap bab novel. Walau bagaimanapun, kekangan seperti ketidakpastian hak cipta, had penyuntingan akaun percuma, serta gangguan sambungan Wi-Fi mengurangkan keberkesanan pelaksanaan. Secara keseluruhannya, kajian ini membuktikan bahawa integrasi Suno AI berpotensi memperkaya pedagogi sastera melalui gabungan teknologi, muzik, dan bahasa, namun memerlukan garis panduan jelas untuk memastikan penggunaan yang beretika dan praktikal dalam konteks bilik darjah.

This study examines the use of Suno AI as a creative pedagogical tool in the teaching of Tamil Literature at the secondary school level. Suno AI, an artificial intelligence–based music generation platform, was used by an experienced teacher and two students to create songs based on assigned chapters from a novel. The study aims to identify classroom implementation patterns, explore the perceived benefits of AI-generated music, and analyse the technical and pedagogical constraints encountered. Data were collected through observations of the learning process guided by the iterative PGRRF Model (Prompt → Generate → Review → Regenerate → Finalize). Findings show that Suno AI enables students to understand literary content through musical expression, thereby enhancing creativity, engagement, and narrative comprehension. Students produced distinct musical outputs, including a jazz-inspired melodic composition and a monophonic spoken narrative, reflecting individual interpretations of the novel chapters. However, constraints such as copyright ambiguities, limited editing capabilities in free accounts, and Wi-Fi disruptions affected the overall workflow. Overall, the study demonstrates that integrating Suno AI can enrich literature learning by combining technology, music, and language, while highlighting the need for clear guidelines to ensure ethical and effective classroom use.

ACADEMIC RESILIENCE AMONG INDONESIAN TRAINEE TEACHERS: A COMPARATIVE STUDY OF GENDER, YEAR OF STUDY, AND ACADEMIC ACHIEVEMENT

2025-12-15T10:06:32+08:00

Teachers well-being and effectiveness are essentials for sustainable future of education. Moreover, teachers need to be academically resilient. This study aims to examine the level of academic resilience among Indonesian trainee teachers and its differences by gender, and year of study, and academic achievement. Consisting of 30 items, The Academic Resilience Scale developed by Cassidy (2016) was distributed to 300 Indonesian trainee teachers coming from various national universities. The data showed that Indonesian trainee teachers have a high level of academic resilience. There were no significant gender differences in the resilience score. Furthermore, the Pearson Product Moment test indicated that academic resilience was found to be positively correlated to their academic performance yet the correlation was not significant (R=0,086, sig >0.05). Conversely, academic resilience was negatively and significantly correlated to students’ year of study (R=-0.151, sig <0.05). This concerning pattern underscores the need to targeted interventions to enhance academic resilience, particularly among senior students.

THE PERSISTENCE PARADOX: A SELF-DETERMINANT THEORY (SDT) ANALYSIS OF PSYCHOLOGICAL RESILIENCE AND MOTIVATIONAL VULNERABILITY IN TVET STUDENTS (PRELIMINARY DESCRIPTIVE ANALYSIS)

2025-12-22T14:13:52+08:00

This quantitative descriptive study, guided by Self-Determination Theory (SDT), analyzed the motivational profile and psychological vulnerability of underprivileged students (N=85) enrolled in a Technical and Vocational Education and Training (TVET) program. This research was initiated to provide the necessary empirical foundation for a broader study on student resilience, following a problem statement revision to focus on soft skills issues. The study empirically examined the "Persistence Paradox": the co-existence of high sustained effort with a statistically low foundation of autonomous motivation. Data from the Student Cognitive and Academic Questionnaire (SCAQ) underwent reliability and descriptive analysis. The instrument demonstrated strong internal consistency across 47 items (Cronbach Alpha = 0.773). Descriptive results confirmed a critical motivational imbalance: high Controlled Extrinsic Motivation ("Getting a vocational certificate is very important for me," Mean = 8.41) was significantly contrasted by low Intrinsic Motivation ("I am enjoying my academic work at Montfort," Mean = 4.31). Furthermore, the high reported mean for "trouble concentrating" (Mean = 6.60) signals a pervasive frustration of the Basic Psychological Needs (BPNs) for Autonomy and Competence. The findings characterize student resilience as potentially fragile due to its controlled motivational source, providing a strong quantitative basis for the planned follow-up qualitative investigation.

ENHANCING TECHNOLOGICAL AWARENESS AMONG SPECIAL NEEDS LEARNERS THROUGH ROBOTICS EDUCATION: PRELIMINARY OVERVIEW

2025-11-20T11:44:14+08:00

This research investigates the efficacy of integrating educational robotics and block-based coding as pedagogical tools to enhance the understanding of computational complexity among special need students (deaf, autism, dyslexia, slow learners). Combining a mixed-methods approach, the study engaged students in hands-on activities involving programmable robots (mBot) and visual coding environments (mBlock Blockly). Qualitative observations and quantitative assessments measured students’ ability to grasp core programming concepts such as sequencing, loops, conditionals, and debugging through tactile, visual, and interactive modalities. Findings indicate that robotics and block coding had significantly making abstract computational concepts easier to understand by providing concrete, multisensory learning experiences. Students demonstrated improved engagement, problem-solving persistence, and conceptual comprehension. The study concludes that robotics and block coding offer a promising, inclusive pathway to making complex technology accessible for diverse learners, advocating for broader integration in student curricula alongside teacher training in kinaesthetic teaching approach.

STRUCTURED PHYSICAL ACTIVITY MODULE FOR CHILDREN WITH AUTISM: ENHANCING MOTOR, SOCIAL, AND BEHAVIORAL DEVELOPMENT

2025-11-23T11:00:31+08:00

A REVIEW OF SHORT VIDEO ADDICTION AMONG YOUNG ADULTS: IMPLICATIONS FOR COUNSELLING PRACTICE AND MENTAL HEALTH INTERVENTIONS

2025-12-03T11:21:13+08:00

Short-form video platforms, such as TikTok, Instagram Reels, and YouTube Shorts, have changed the way young adults interact online. In Malaysia, where most people have internet access, addiction to these platforms is becoming a serious mental health concern. While more cases of problematic use are being seen in clinics, there is a lack of systematic evidence, especially for those that consider Malaysia’s unique cultural and economic context. This review discusses current research on short video addiction among Malaysian young adults aged 18 to 29. It examines the prevalence of the problem, its causes, mental health effects, risk factors, and implications for counselling and psychological support. The review adhered to the PRISMA 2020 guidelines and searched eight databases for studies published from January 2015 to September 2025. Studies involving young adults (18-29 years), examining short video platform use (TikTok, Instagram Reels, YouTube Shorts), measuring addiction/problematic use outcomes, with relevance to the Malaysian context and Asian populations. Narrative synthesis with thematic analysis was conducted due to study heterogeneity. Findings are organized around six key themes: prevalence patterns, addiction mechanisms, cognitive-emotional impacts, risk factors, assessment approaches, and intervention strategies. Six studies met the criteria, showing that social media addiction is common, with 72 per cent of Malaysian adolescents affected, and this continues into young adulthood. Frequent use of short videos was linked to problems with attention, self-control, emotions, depression, and anxiety. Risk factors included existing mental health issues, low self-control, and cultural influences. The review emphasizes the importance of developing screening tools and interventions tailored to the local context, as well as preventive programs for individuals most at risk. It also highlights gaps in research, such as the need for long-term studies, intervention trials, and the development of effective policies.

MEMAHAMI PENURUNAN MOTIVASI GURU: PUNCA DAN KESANNYA TERHADAP PEMBELAJARAN DAN PEMUDAHCARAAN

2025-12-08T12:14:34+08:00

Kajian ini mendalami fenomena penurunan motivasi dalam kalangan guru di era digital, mengintegrasikan perspektif Teori Penentuan Kendiri (SDT) dan Teori Konektivisme untuk menganalisis punca dan kesannya terhadap pembelajaran dan pemudahcaraan (PdPc). Dari perspektif SDT, penurunan motivasi guru sering berpunca daripada ketidakpuasan tiga keperluan psikologi asas iaitu autonomi, kompetensi dan perkaitan. Kegagalan memenuhi keperluan tersebut menyebabkan penurunan motivasi terutamanya motivasi intrinsik. Teori konektivisme ialah teori pembelajaran yang menekankan peranan teknologi digital dalam pembelajaran. Pelbagai faktor dikenal pasti menyebabkan penurunan motivasi guru. Antaranya ialah autonomi terhalang, kompetensi berkurangan, penghakisan perkaitan dan efikasi kendiri menurun serta cabaran untuk sentiasa mengemas kini maklumat terkini dan kemahiran baharu. Faktor-faktor tersebut jika tidak dibendung akan memberi tekanan kronik, tekanan mental dan kehilangan kerja kepada guru. Penurunan motivasi guru memberi kesan terhadap pembelajaran dan pemudahcaraan terutama kemerosotan dalam kualiti pengajaran, membentuk iklim bilik darjah negatif, motivasi dan penglibatan murid terjejas, pencapaian akademik murid rendah, masalah tingkah laku murid bertambah dan kesan jangka panjang kepada sekolah. Justeru itu strategi dan intervensi memerlukan pendekatan holistik untuk menangani isu tersebut. Antaranya meningkatkan autonomi melalui pembuatan keputusan bersama, memperkukuh kompetensi dengan pembangunan profesional bersasar, memupuk perkaitan melalui rangkaian sokongan sekolah, meningkatkan efikasi kendiri dan pengiktirafan, mengurangkan beban kerja dan beban pentadbiran, mengintegrasikan alat digital dengan prinsip ketersambungan, menggalakkan kesejahteraan dan sokongan kesihatan mental. Intervensi yang berfokus kepada pembangunan autonomi digital, kompetensi teknologi dan sokongan rangkaian sosial adalah penting untuk memastikan guru kekal bermotivasi dan pembelajaran dan pemudahcaraan digital dapat dilaksanakan dengan berkesan. Penurunan motivasi memberi implikasi besar terhadap dasar dan amalan guru.

This study explores the phenomenon of decreased motivation among teachers in the digital era, integrating the perspectives of Self-Determination Theory (SDT) and Connectivism Theory to analyze its causes and effects on learning and facilitation (L&F). From the perspective of SDT, decreased teacher motivation often stems from dissatisfaction with three basic psychological needs, namely autonomy, competence and relatedness. Failure to meet these needs causes decreased motivation, especially intrinsic motivation. Connectivism theory is a learning theory that emphasizes the role of digital technology in learning. Various factors have been identified as causing decreased teacher motivation. Among them are hindered autonomy, reduced competence, erosion of relatedness and decreased self-efficacy as well as the challenge of constantly updating the latest information and new skills. These factors, if not curbed, will cause chronic stress, mental stress and job loss to teachers. Decreased teacher motivation affects learning and facilitation, especially the decline in teaching quality, creating a negative classroom climate, impaired student motivation and engagement, low student academic achievement, increased student behavioral problems and long-term effects on schools. Therefore, strategies and interventions require a holistic approach to address the issue. These include increasing autonomy through shared decision-making, strengthening competencies with targeted professional development, fostering connectedness through school support networks, increasing self-efficacy and recognition, reducing workload and administrative burden, integrating digital tools with the principles of connectivity, promoting well-being and mental health support. Interventions that focus on developing digital autonomy, technological competencies and supporting social networks are essential to ensure that teachers remain motivated and digital learning and facilitation can be implemented effectively. Decreased motivation has major implications for teacher policy and practice.

NEEDS ANALYSIS FOR THE DEVELOPMENT OF A PROBLEM-SOLVING TEACHING MODULE FOR SPECIAL REMEDIAL MATHEMATICS (PSTM)

2025-12-17T09:57:57+08:00

This study is part of a needs analysis for developing the Problem-Solving Teaching Module for Special Remedial Mathematics (PSTM), targeting remedial mathematics students in Level 2 of primary school. The research focuses on understanding the necessity of such a module among educators. Data collection involved 100 remedial and primary school mathematics teachers in the Petaling Perdana district, Selangor, using purposive sampling and a questionnaire with five Likert-scale items. The quantitative analysis, conducted using SPSS version 25, employed descriptive statistics to assess mean values and percentages. Results revealed a high demand for the module, with a mean score of M=4.49 and 99% of respondents supporting its development. These findings will guide the design and development of the PSTM in subsequent phases. The study provides foundational insights into aspects that need emphasis, such as the integration of the Understanding Numeracy Level Model for Primary School (UNLMPS). Teachers strongly endorsed the need for the module, citing its potential to clarify and enhance the structure of problem-solving activities tailored to the capabilities of remedial students. The study’s implications offer guidance for researchers in developing an effective module that aids Stage 2 remedial students in mastering essential mathematical problem-solving skills.

MALAYSIAN ESL LEARNERS’ EXPERIENCES WITH AI-DRIVEN VOICE PRACTICE USING CHATGPT AND TRADITIONAL ROLE-PLAY

2025-12-27T17:02:15+08:00

Artificial intelligence (AI) speaking tools are increasingly used in language education to provide ESL learners with flexible and low-pressure opportunities for oral practice, whereas peer-based activities such as role-play offer authentic communicative experiences that develop interactional and social skills. Despite these opportunities, many learners continue to face challenges in developing speaking proficiency due to limited practice, anxiety during interactions, and inconsistent feedback, which can hinder overall communicative competence. Therefore, this qualitative study explores ESL learners’ experiences with ChatGPT voice conversations alongside peer role-play, focusing on engagement, emotional comfort, confidence, and challenges encountered during speaking practice. Six ESL learners from a Malaysian polytechnic participated through semi-structured interviews, prolonged observations, and reflective journals. The findings reveal that learners perceived ChatGPT as a safe and non-judgmental environment that reduced anxiety and encouraged more frequent speaking, while peer role-play, though sometimes intimidating, offered richer interaction through facial expressions, tone, and spontaneous communication. Additionally, practising with ChatGPT enhanced learners’ confidence and prepared them for peer sessions, whereas peer interaction increased motivation through collaboration and shared support. Nonetheless, challenges such as accent recognition issues, repetitive responses, and occasional technical disruptions limited the effectiveness of AI-based practice. Overall, the study suggests that combining ChatGPT with peer-based activities provides a balanced approach for developing ESL speaking proficiency, leveraging both technological support and meaningful human interaction.

PEMIKIRAN PENDIDIKAN IMAM AL-GHAZALI DALAM IHYA’ ULUM AL-DIN: SATU TINJAUAN SISTEMATIK TERHADAP PRINSIP SAHSIAH DAN PERANAN GURU DALAM PENDIDIKAN AWAL KANAK-KANAK

2025-11-23T09:44:06+08:00

Kemerosotan nilai moral dan akhlak dalam kalangan kanak-kanak pada era globalisasi menjadi isu yang semakin membimbangkan, khususnya apabila sistem pendidikan lebih menekankan pencapaian akademik berbanding pembangunan sahsiah dan spiritual. Motivasi utama kajian ini adalah untuk meneliti bagaimana pemikiran klasik Islam, khususnya karya agung Imam al-Ghazali Ihya’ Ulum al-Din, dapat menawarkan kerangka pendidikan holistik yang relevan dengan cabaran pendidikan awal kanak-kanak masa kini. Kajian ini dilaksanakan melalui Tinjauan Literatur Sistematik (Systematic Literature Review, SLR) dengan berpandukan protokol PRISMA 2020 dan kerangka PICo. Sebanyak 29 artikel yang diterbitkan antara 2019 hingga 2025 dikenal pasti melalui pangkalan data utama seperti Scopus, Web of Science, ERIC, ProQuest dan Wiley Online. Artikel dipilih berdasarkan kriteria inklusi melibatkan topik pendidikan Islam, peranan guru, pendidikan awal kanak-kanak, serta pemikiran al-Ghazali. Analisis data dijalankan menggunakan kaedah tematik induktif, menghasilkan dua tema utama: (i) prinsip pembentukan sahsiah menurut al-Ghazali yang menekankan tazkiyah al-nafs, integrasi ilmu-akhlak, dan pembangunan holistik; serta (ii) peranan guru sebagai qudwah hasanah, pendidik berasaskan rahmah, dan pembimbing rohani dalam pembentukan sahsiah murid prasekolah. Dapatan ini menegaskan bahawa pemikiran al-Ghazali masih signifikan untuk diaplikasikan dalam pendidikan awal kanak-kanak sebagai asas pembangunan insan seimbang, berilmu dan berakhlak. Kajian ini mencadangkan agar prinsip tarbiyah dan tasawuf al-Ghazali diintegrasikan ke dalam latihan guru, kurikulum pendidikan awal, dan dasar pendidikan Islam kontemporari bagi melahirkan generasi berakhlak mulia dan sejahtera.

The decline of moral and moral values among children in the era of globalization is becoming an increasingly worrying issue, especially when the education system emphasizes academic achievement rather than personal and spiritual development. The main motivation of this study was to examine how classical Islamic thought, in particular Imam al-Ghazali's masterpiece Ihya’ Ulum al-Din, can offer a holistic educational framework relevant to the challenges of today's early childhood education. This study was conducted through Systematic literature Review (SLR) based on PRISMA 2020 protocol and PICo framework. A total of 29 articles published between 2019 and 2025 were identified through major databases such as Scopus, Web of Science, ERIC, ProQuest and Wiley Online. Articles were selected based on inclusion criteria involving topics of Islamic education, the role of teachers, early childhood education, as well as Al-Ghazali's thoughts. Data analysis was conducted using inductive thematic methods, resulting in two main themes: (I) the principle of personality formation according to al-Ghazali which emphasizes tazkiyah al-nafs, integration of knowledge-morals, and holistic development; and (ii) the role of teachers as qudwah hasanah, rahmah-based educators, and spiritual guides in the formation of the personality of preschool students. This finding confirms that Al-Ghazali's thinking is still significant to be applied in early childhood education as the basis for balanced, knowledgeable and moral human development. This study proposes that the principles of tarbiyah and Sufism al-Ghazali be integrated into teacher training, early education curriculum, and contemporary Islamic education policies to produce a generation of noble and prosperous.

RESEARCH HOTSPOTS AND TRENDS IN MATHEMATICS PEDAGOGICAL CONTENT KNOWLEDGE FROM A CITESPACE PERSPECTIVE：AN ANALYSIS OF SSCI LITERATURE OVER THE PAST DECADE

2025-12-03T10:20:26+08:00

In order to grasp the research results of mathematics pedagogical content knowledge(MPCK), this article adopts bibliometric methods and uses CiteSpace software to visually analyze the research literature on MPCK in the past decade, and sort out the research hotspots and future trends of MPCK. The results show that scholars' research on MPCK can be roughly divided into four areas: technology-enabled integration of MPCK, teacher knowledge construction and professional development, integration of disciplinary nature and cognitive processes, and scaled-up practice and innovation in assessment systems.Based on the analysis results, inspirations for promoting mathematics teachers to improve their subject teaching knowledge are proposed: firstly, build a school climate of trust; secondly, establish coherent digital technology systems; thirdly, strengthen continuity in teacher training, aiming to contribute certain reference value to subsequent research.

PEMBANGUNAN PROFIL AMALAN KEPIMPINAN GURU PENOLONG KANAN KOKURIKULUM (GPKKo): SUATU KAJIAN SISTEMATIK LITERATUR

2025-12-07T16:07:54+08:00

Kajian ini bertujuan mengenal pasti profil amalan kepimpinan Guru Penolong Kanan Kokurikulum (GPKKo) di sekolah menengah Malaysia melalui pendekatan Kajian Sistematik Literatur (SLR). Kajian ini memfokuskan kepada analisis empirikal dan konseptual terhadap 47 artikel tempatan yang diterbitkan antara tahun 2015 hingga 2024 melibatkan bidang kepimpinan pendidikan, pengurusan kokurikulum dan pembangunan guru. Data dianalisis menggunakan pendekatan tematik secara manual bagi mengenal pasti pola, tema dan subtema utama dalam amalan kepimpinan GPKKo. Dapatan kajian dirumuskan melalui tiga tahap analisis tematik iaitu pengkodan terbuka, pengelompokan kod dan pembentukan tema-tema yang menunjukkan kesinambungan logik antara metod analisis dan hasil dapatan. Hasil kajian menunjukkan tiga tema dominan, iaitu kepimpinan instruksional, kepimpinan transformasional, dan kepimpinan kolaboratif-komuniti. Ketiga-tiga tema ini turut disahkan kesesuaiannya melalui perbandingan dengan model middle leadership antarabangsa, khususnya konsep bridge leadership yang menempatkan GPKKo sebagai penghubung utama antara pengetua, guru penasihat dan komuniti. Hasil analisis menunjukkan bahawa GPKKo berperanan penting dalam menyepadukan kepimpinan pengajaran dan kokurikulum, membangunkan budaya kolaboratif, serta memperkukuh hubungan komuniti sekolah. Kajian ini memberi implikasi signifikan terhadap dasar dan amalan pendidikan, khususnya dalam merangka standard kompetensi kepimpinan pertengahan, pembangunan modul latihan kepimpinan kokurikulum, dan mekanisme penilaian prestasi GPKKo. Implikasi terhadap penyelidikan turut dicadangkan melalui pembangunan instrumen empirikal dan kajian lanjutan mengenai keberkesanan kepimpinan pertengahan dalam konteks pendidikan Malaysia.

This study aims to identify the leadership practice profile of Senior Assistant Teacher of Co-Curriculum (GPKKo) in Malaysian secondary schools through a Systematic Literature Review (SLR) approach. The study focuses on both empirical and conceptual analyses of 47 local articles published between 2015 and 2024, encompassing the fields of educational leadership, co-curricular management, and teacher development. Data were analyzed manually using a thematic approach to identify patterns, themes, and sub-themes in GPKKo leadership practices. The findings were synthesized through three stages of thematic analysis, namely open coding, code clustering, and theme development, which demonstrate a logical continuity between the analytical methods and the results obtained. The study revealed three dominant themes: instructional leadership, transformational leadership, and collaborative-community leadership. The relevance of these themes was further validated through comparison with international middle leadership models, particularly the concept of bridge leadership, which positions GPKKo as a key intermediary between principals, advisory teachers, and the community. The analysis indicates that GPKKo plays a crucial role in integrating instructional and co-curricular leadership, fostering a collaborative culture, and strengthening school-community relations. This study has significant implications for educational policy and practice, particularly in designing middle leadership competency standards, developing co-curricular leadership training modules, and establishing performance evaluation mechanisms for GPKKo. Implications for future research are also suggested, including the development of empirical instruments and further investigation into the effectiveness of middle leadership within the Malaysian educational context.

MAPPING POLITENESS, IMPOLITENESS, AND HUMBLE-BRAGGING: A BIBLIOMETRIC EXPLORATION OF DISCURSIVE (IM)POLITENESS RESEARCH

2025-12-14T16:19:21+08:00

This study provides a comprehensive bibliometric analysis of discursive (IM) politeness scholarship by examining the convergence of three areas: politeness, impoliteness, and humble-bragging in contemporary linguistic research. The analysis employs 625 documents obtained from Scopus and Web of Science (2000–2025), utilizing VOSviewer and the Bibliometrix R-package to identify publication trends, conceptual frameworks, notable authors, citation networks, and patterns of keyword co-occurrence. The findings demonstrate a notable increase in research grounded in Brown and Levinson’s politeness theory and Culpeper’s impoliteness framework, alongside an emerging collective focused on digital engagement, self-presentation, and online emotional strategies. Humble-bragging, while still not well-studied, is becoming an important area of research related to facework, identity performance, and mediated communication studies. The mapping shows that humble-bragging is a mixed discourse practice that blurs the lines between politeness and impoliteness by combining self-promotion with planned modesty. This suggests that the way we think about relational activity in digital contexts has changed. This study integrates disparate research from three domains, demonstrating that humble-bragging is not a marginal phenomenon but a substantial element that alters academic perspectives on pragmatic assessment, online social interaction, and the discursive negotiation of authority and identity. The work underscores the imperative to refine politeness and impoliteness models to include multimodal, platform-driven behaviors, while methodologically it validates bibliometrics as a potent tool for delineating evolving pragmatic contexts.

FAIRNESS AS A SHIELD: ORGANISATIONAL JUSTICE, COMMITMENT AND EMOTIONAL EXHAUSTION AMONG MALAYSIAN UNIVERSITY ACADEMICS

2025-12-22T13:32:54+08:00

This conceptual study explores the relationship between organisational justice and emotional exhaustion among academics in Malaysian universities, drawing on the Job Demands–Resources (JD-R) theoretical model. It posits that organisational justice, encompassing fairness acts as a crucial job resource that can alleviate emotional exhaustion—a key dimension of burnout. Additionally, the research examines the moderating role of organisational commitment, proposing that highly committed academics may experience a stronger protective effect of organisational justice against emotional exhaustion. The study fills a gap in the literature by integrating organisational justice into the JD-R framework and highlighting its role in academic well-being. By emphasizing the importance of fair organisational practices, this research offers insights for higher education leaders to create supportive environments that reduce burnout. It underscores the value of fostering organisational commitment to mitigate emotional exhaustion and improve overall academic performance and well-being.