INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC)

EMPOWERING THE MILLENNIAL: THE STRATEGIC ROLE OF PSYCHOLOGICAL CAPITAL AND GRIT IN THE WORKPLACE

2025-10-02T11:41:29+08:00

As millennials have emerged as the predominant cohort in the contemporary workforce, organizations are strategically required to strengthen psychological resources that facilitate sustained performance and retention. Accordingly, this study investigates the impact of Psychological Capital (PsyCap) a higher-order construct comprising hope, self-efficacy, resilience, and optimism on the formation of grit among millennial employees. This study employed a quantitative research design with a sample of 116 millennial employees selected through purposive sampling. Data were collected using the Revised Compound Psychological Capital Scale (CPC-12R) and the Short Grit Scale (Grit-S). The hypothesis was tested using simple linear regression analysis after confirming the assumptions of normality, linearity, and homoscedasticity. The findings revealed that psychological capital has a significant and positive influence on grit (F (1, 114) = 108.210, p < .001). The model summary showed an R-squared value of .487, indicating that PsyCap explains 48.7% of the variance in grit. Descriptive statistics showed that while all participants had high levels of grit, their PsyCap levels were evenly distributed between medium (50%) and high (50%), highlighting PsyCap as a key differentiating factor. The study provides strong empirical evidence that psychological capital is a significant antecedent to grit in the workplace. The results suggest that organizations can strategically empower their millennial workforce by implementing targeted interventions, such as training and coaching, to develop PsyCap. Fostering these core psychological resources presents a practical pathway to enhancing employees' perseverance and passion, ultimately leading to improved performance and long-term commitment.

PENGARUH KECERDASAN EMOSI TERHADAP EFIKASI KENDIRI DALAM KALANGAN GURU BIMBINGAN DAN KAUNSELING SEKOLAH RENDAH DI KUALA LUMPUR

2025-10-21T22:57:18+08:00

Kajian ini bertujuan untuk mengenal pasti hubungan antara kecerdasan emosi dan efikasi kendiri dalam kalangan Guru Bimbingan dan Kaunseling (GBK) sekolah rendah di Kuala Lumpur. Guru GBK memainkan peranan penting dalam menyokong kesejahteraan emosi dan sosial murid, namun berdepan dengan pelbagai cabaran profesional yang menuntut ketahanan emosi dan keyakinan kendiri yang tinggi. Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk korelasional, melibatkan seramai 159 orang guru GBK yang dipilih secara rawak. Dua instrumen digunakan, iaitu Skala Kecerdasan Emosi (SSEIT) dan Teacher Self-Efficacy Scale (TSES), masing-masing menunjukkan kebolehpercayaan tinggi (α = 0.88 dan α = 0.91). Analisis data dilakukan menggunakan statistik deskriptif, korelasi Pearson, dan regresi linear. Dapatan menunjukkan tahap kecerdasan emosi dan efikasi kendiri yang tinggi dalam kalangan responden serta hubungan positif dan signifikan antara kedua-dua pemboleh ubah tersebut. Kecerdasan emosi didapati sebagai peramal signifikan kepada efikasi kendiri. Kajian ini mencadangkan agar latihan profesional guru memberi penekanan kepada pembangunan kecerdasan emosi sebagai strategi untuk memperkukuh keyakinan profesional dan meningkatkan kualiti perkhidmatan bimbingan dan kaunseling di sekolah rendah.

This study aims to identify the relationship between emotional intelligence and self-efficacy among primary school Guidance and Counselling Teachers (GBK) in Kuala Lumpur. GBK teachers play a crucial role in supporting students’ emotional and social well-being but face various professional challenges that demand high emotional resilience and self-confidence. This study employed a quantitative approach with a correlational research design, involving 159 GBK teachers selected through random sampling. Two instruments were used: the Schutte Self-Report Emotional Intelligence Test (SSEIT) and the Teacher Self-Efficacy Scale (TSES), both demonstrating high reliability (α = 0.88 and α = 0.91, respectively). Data were analyzed using descriptive statistics, Pearson correlation, and linear regression. The findings indicated high levels of emotional intelligence and self-efficacy among the respondents, as well as a positive and significant relationship between the two variables. Emotional intelligence was found to be a significant predictor of self-efficacy. The study recommends that teacher professional development programs emphasize emotional intelligence development as a strategy to strengthen professional confidence and enhance the quality of guidance and counselling services in primary schools.

UNIVERSITY CAPACITIES AND RESOURCES FOR ADVANCING DIGITAL EDUCATION IN MALAYSIAN PUBLIC UNIVERSITIES

2025-10-26T16:57:16+08:00

This article investigates how the capacities and resources of Malaysian public universities influence the implementation of digital education policies. Utilizing a qualitative research design, the study collected data from interviews with 32 stakeholders, including university leaders, academic staff, students, and Ministry of Higher Education officials. The findings reveal that institutional capacity in terms of human resources, infrastructure, and internal governance significantly shapes digital education outcomes. Universities with robust ICT infrastructure, proactive leadership, and structured training programs are better equipped to align with national policies such as DePAN 2.0. Conversely, institutions facing staffing shortages, outdated systems, and limited autonomy struggle to adapt. The study emphasizes that effective policy implementation depends not only on funding but also on institutional readiness and collaborative governance models. Recommendations are offered to enhance institutional capacity for sustainable digital education.

EVALUATING THE EFFECTIVENESS OF A CDIO-BASED SMART SAFETY JACKET FOR DEAF USERS: FASHION TECHNOLOGY EDUCATION

2025-11-04T11:53:10+08:00

The integration of wearable technology into inclusive education presents a promising avenue for empowering individuals with disabilities, particularly the deaf community. Despite advancements in smart textiles, few innovations have specifically addressed the intersection of fashion technology education and safety for deaf users. To bridge this gap, this study evaluates the effectiveness of a CDIO (Conceive-Design-Implement-Operate) based smart safety jacket developed for deaf individuals in educational and community settings. The primary objective was to assess the improvement in safety functionality, the accuracy and usability of biometric monitoring components, and the differences in user satisfaction between student and community groups. This quantitative study employed a quasi-experimental design, involving a pre-test and two post-tests, to collect data from two user groups: fashion technology students and community members with hearing impairments. Three key constructs, safety, health monitoring, and usability, were evaluated using structured questionnaires. Inferential statistics, including two-way ANOVA and independent t-tests, were used to evaluate the effectiveness of the intervention. Results revealed significant improvements in safety and health scores over time (p < .01), affirming the functional impact of the CDIO-based intervention. Usability scores showed a notable difference between groups (p = .006), with students reporting slightly higher satisfaction, suggesting that age-related or technological familiarity effects may be at play. The discussion reflects how CDIO’s iterative, user-centred design enhances assistive garment functionality while promoting inclusivity and autonomy. The findings demonstrate that incorporating CDIO principles into smart garment development not only improves safety and health monitoring but also fosters user engagement and educational integration. This research contributes new insights into the convergence of wearable technology, inclusive design, and fashion education for special populations.

REVOLUSI METASEMESTA: IMPLIKASI TEKNOLOGI DISRUPTIF TERHADAP LANDSKAP PENDIDIKAN MASA DEPAN

2025-09-30T12:09:27+08:00

Kemunculan teknologi disruptif seperti metasemesta telah mencetus kepada perubahan radikal dalam landskap pendidikan global, khususnya dalam konteks Revolusi Industri Keempat (IR 4.0). Metasemesta muncul sebagai inovasi paling signifikan yang berpotensi mengubah kaedah, serta falsafah pembelajaran. Artikel ini membincangkan bagaimana metasemesta sebagai ruang maya imersif yang menggabungkan Realiti Maya (VR), Realiti Terimbuh (AR), Kecerdasan Buatan (AI), dan teknologi blockchain dalam merevolusikan pendekatan pengajaran dan pembelajaran (PdP) masa hadapan. Metodologi kajian yang digunakan adalah kaedah kualitatif- kajian kepustakaan. Artikel atau jurnal telah dianalisis yang berkaitan dengan kajian. Hasil dapatan membuktikan metasemesta mengubah cara penyampaian ilmu, peranan tenaga pengajar, serta reka bentuk kandungan yang lebih dinamik, dan responsif terhadap keperluan pelajar abad ke-21. Di samping itu, perubahan juga berlaku dalam pengalaman pembelajaran pelajar yang mampu membina penglibatan pelajar secara aktif, membina kemahiran insaniah, serta memperluas kefahaman budaya global tanpa sempadan fizikal. Walau bagaimanapun, pelaksanaan teknologi ini turut wujudnya pelbagai risiko, malahan terdapat beberapa strategi telah dihuraikan berdasarkan kajian literatur yang dijalankan. Kajian ini diharap dapat menjadi rujukan dalam membentuk hala tuju pembangunan dasar, dan inovasi pendidikan yang bersifat futuristik. Secara keseluruhannya, revolusi metasemesta diyakini berpotensi membentuk ekosistem pendidikan yang lebih dinamik, anjal, dan relevan dengan keperluan masa depan.

The emergence of disruptive technology such as metaverse has triggered radical changes in the global education landscape, especially in the context of the Fourth Industrial Revolution (IR 4.0). Metaverse has emerged as the most significant innovation that has the potential to change the methods, and philosophies of learning. This article discusses how metaverse as an immersive virtual space that combines Virtual Reality (VR), Augmented Reality (AR), Artificial Intelligence (AI), and blockchain technology in revolutionizing future teaching and learning (T&L) approaches. The research methodology used is qualitative method- library research. Articles or journals were analyzed which related to research. The findings prove that metaverse transform the way knowledge delivered, the role of teachers, and content design that is more dynamic, and responsive to the needs of 21st century students. In addition, changes have also occurred in the student learning experience that is able to build active student engagement, build soft skills, and expand understanding of global cultures without physical boundaries. However, the implementation of this technology also involves various risks, and several strategies have been described based on the literature review conducted. This study hopes to be as reference in shaping the direction of policy development, and futuristic educational innovations. Overall, the metaverse revolution is believed to have the potential to form an educational ecosystem that is more dynamic, flexible, and relevant to future needs.

EFFECTIVE PRACTICE STRATEGIES FOR OVERCOMING BURNOUT AMONG MUSIC STUDENTS

2025-10-20T15:50:43+08:00

In this era of increasing importance of mental health, reports and complaints about burnout is not uncommon, even amongst music students. This research explores the factors contributing to burnout and investigates effective music practice strategies to mitigate its impact. Focusing on undergraduate students at the Conservatory of Music, Universiti Teknologi MARA (UiTM), Shah Alam, the study adopted a qualitative approach to examine the challenges and coping mechanisms employed by students, through the use of interviews and content analysis. Semi-structured interviews were conducted with 10 participants to gain in-depth insights into the causes of burnout, including time management struggles, performance pressure, and ineffective practice routines. The findings revealed that burnout manifests through emotional exhaustion, physical fatigue, and decreased motivation, significantly affecting students’ academic and artistic performance. Moreover, through content analysis, the research highlighted several strategies to prevent and manage burnout. The role of support systems, including mentorship and institutional resources, was also emphasized in fostering a healthier and more sustainable learning environment. This study contributes to the growing body of research on burnout in music education by providing actionable recommendations for students, educators, and institutions. It underscores the importance of promoting mental well-being, effective practice strategies, and supportive environments to ensure the long-term success and resilience of music students.

CULTURAL IDENTITY OF HMONG CHINESE: A STUDY IN NORTHERN THAILAND

2025-10-26T09:18:10+08:00

This study investigates the cultural identity of the Hmong Chinese in Northern Thailand, a transnational community that shares ancestral origins, language, and customs with the Miao people in China. It aims to reveal the current state and influencing factors of their cultural identity within the unique cultural ecology of Northern Thailand. A mixed-methods approach was employed. A total of 222 questionnaires were distributed, with 139 valid responses analyzed using descriptive statistics, correlation, and regression analysis through SPSS 26.0. In addition, five semi-structured interviews were conducted to complement the quantitative data. The results indicate that the Hmong Chinese in Northern Thailand maintain a moderately high level of identification with both Chinese and Miao cultures across the cognitive, emotional, and behavioral dimensions. Younger generations, particularly students, exhibit stronger identification compared to older participants. Age and occupation significantly influenced cultural identity, while gender, education, and religion showed no significant effect. Furthermore, there is a strong positive correlation between identification with Chinese culture and Miao culture. It is recommended to strengthen international Chinese education in Northern Thailand by incorporating localized cultural elements, enhancing online communication platforms between Chinese and Thai Miao communities, and promoting cultural exchange through cooperation with local Chinese-language schools. These strategies can reinforce cultural identity, deepen cross-border cultural ties, and support the sustainable transmission of Chinese and Miao cultures among the Hmong Chinese in Northern Thailand.

ANALISIS KONSEPTUAL PERANAN KECERDASAN EMOSI DALAM MENINGKATKAN EFIKASI KENDIRI DI KALANGAN GURU BIMBINGAN DAN KAUNSELING SEKOLAH RENDAH

2025-10-27T11:26:39+08:00

Peranan guru bimbingan dan kaunseling di sekolah rendah semakin mencabar dalam menghadapi kepelbagaian isu psikososial murid. Artikel ini menganalisis secara konseptual hubungan antara kecerdasan emosi (EI) dan efikasi kendiri dalam meningkatkan keberkesanan guru bimbingan dan kaunseling. EI memberi kemampuan kepada guru untuk mengurus emosi sendiri serta memahami perasaan murid, manakala efikasi kendiri memberikan keyakinan terhadap keupayaan melaksanakan tugas secara berkesan. Artikel ini turut membincangkan implikasi pembangunan profesional guru termasuk peranan Kementerian Pendidikan Malaysia (KPM) dan Institut Pendidikan Guru (IPG) dalam menyediakan latihan relevan. Cadangan kajian lanjutan juga dikemukakan bagi memperkukuh bidang ini. Hasil analisis diharap dapat menyumbang ke arah meningkatkan kualiti perkhidmatan kaunseling serta kesejahteraan murid sekolah rendah.

The role of guidance and counselling teachers in primary schools is becoming increasingly vital in addressing pupils’ psychosocial and academic challenges. Their effectiveness is not solely dependent on technical counselling skills but also on psychological factors such as emotional intelligence and self-efficacy. This conceptual paper explores the interplay between these two constructs and their implications for the professional practice of school counsellors in Malaysia. Emotional intelligence is highlighted as a key component in managing emotions, fostering empathy, and establishing effective interpersonal relationships, while self-efficacy is emphasised as the foundation of confidence and resilience in facing professional challenges. By integrating both elements, this paper underscores the importance of strengthening counsellors’ capacity to deliver quality services and support holistic student development. Furthermore, implications for training, continuous professional development, and future research directions are discussed. It is anticipated that the insights from this paper will contribute to enhancing the effectiveness of counselling services in primary schools and support the development of competent, emotionally intelligent, and resilient guidance and counselling teachers.

UNDERSTANDING PERSONAL PRO-ENVIRONMENTAL BEHAVIOR AMONG INDONESIAN YOUTH USING THEORY OF PLANNED BEHAVIOR

2025-10-02T11:17:08+08:00

This study examines the psychological determinants of personal pro-environmental behavior among Indonesian youth using the Theory of Planned Behavior (TPB). A total of 446 respondents aged 15 to 24 participated in the survey. Structural equation modeling (SEM) was employed to test the hypothesized relationships among attitude, subjective norms (SN), perceived behavioral control (PBC), intention (I), and personal pro-environmental behavior (PEB). The model demonstrated an acceptable fit, explaining 63.5% of the variance in intention and 19.1% in behavior. The results indicated that attitude and perceived behavioral control (PBC) significantly predicted intention, whereas subjective norms did not. Intention, in turn, significantly influenced personal pro-environmental behavior (PEB). Mediation analysis revealed that intention significantly mediated the relationships between attitude and perceived behavioral control (PBC) with personal pro-environmental behavior (PEB), but not between subjective norms and PEB. Implications and future research directions related to environmental psychology and youth engagement are discussed.

THE FUTURE OF WORKPLACE WELL-BEING: A SCOPUS-AI REVIEW ON EMOTIONAL INTELLIGENCE AND AI-DRIVEN HAPPINESS MANAGEMENT

2025-10-21T22:29:20+08:00

The rapid evolution of workplace dynamics, driven by technological advancements and shifting employee expectations, has underscored the importance of workplace well-being as a cornerstone of organizational success. However, while emotional intelligence (EI) has long been recognized as a critical factor in fostering workplace well-being, its integration with artificial intelligence (AI)-driven happiness management remains underexplored. This study aims to address this gap by examining the role of emotional intelligence in enhancing workplace well-being, exploring the potential of AI to promote employee happiness, and identifying strategies for integrating EI and AI to create supportive work environments. A systematic literature review was conducted using Scopus AI data-driven analytics. The findings reveal that emotional intelligence significantly contributes to mental health, work engagement, and satisfaction with social support, while AI offers scalable solutions for monitoring well-being and delivering personalized interventions. The integration of EI and AI creates synergistic effects, enabling organizations to design empathetic and data-driven strategies that balance human-centric values with technological efficiency. The study highlights practical implications for leaders and organizations, emphasizing the importance of EI training programs and ethical AI adoption to build trust and enhance employee happiness. Despite its contributions, the study acknowledges limitations, including potential selection bias and underrepresentation of cultural and sector-specific nuances. Future research should explore longitudinal effects, ethical considerations, and the role of emerging technologies in promoting emotional awareness. By bridging emotional intelligence and AI-driven happiness management, this study provides a foundation for creating workplaces that prioritize employee well-being, productivity, and sustainable success.

ANALYSING DIFFERENT PROMPTS FOR CHATGPT IN DEVELOPING WRITING SKILLS

2025-10-26T16:31:11+08:00

Writing has consistently been a challenge for students, particularly when compared to other language skills. Among the four core competencies—listening, speaking, reading, and writing—students often struggle the most with writing. To enhance their writing proficiency, learners require high-quality model texts that demonstrate appropriate essay structure and linguistic features. ChatGPT has emerged as a valuable tool in this regard, offering substantial support in various fields, including EFL education. The model has demonstrated its ability to generate well-structured essays that serve as model texts, particularly in terms of grammatical accuracy, coherence and cohesion, and lexical resource—all essential components of effective academic writing. However, the quality of ChatGPT-generated content is highly dependent on the prompts used. This study aims to analyze the linguistic structures produced in response to different prompt types: open-ended, closed-ended, role-based, and iterative prompts. The findings indicate that open-ended and closed-ended prompts did not yield significant differences in linguistic structure, and both types exhibited areas for improvement. Overall, the essays generated from these prompts were assessed at a B2 level, suggesting that additional refinement—particularly through iterative prompting—would be necessary to produce outputs at the C2 level. Notably, role-based prompts provided references to support arguments; however, while these references were real, some of the information generated was fabricated. This highlights a critical limitation of ChatGPT: the potential for misinformation, necessitating careful verification of its outputs. Furthermore, all three prompt types—open-ended, closed-ended, and role-based—produced responses in bullet-point format rather than fully developed argumentative essays, reinforcing the need for iterative prompting to refine and structure the content appropriately. Overall, ChatGPT-generated essays serve as useful samples for learners seeking to improve their writing skills. However, to achieve more nuanced and expert-level guidance, instructor intervention remains essential.

BEYOND COGNITIVE LEARNING: INTEGRATING SPIRITUAL, EMOTIONAL, AND VOLITIONAL DIMENSIONS IN AI-ENHANCED EDUCATIONAL FRAMEWORKS

2025-10-27T12:45:17+08:00

Contemporary educational systems predominantly emphasize cognitive development while largely overlooking the interconnected nature of human learning that encompasses spiritual, emotional, and volitional dimensions. This research investigated the efficacy of a tri-partite educational framework that positions spiritual governance as the primary driver of holistic learning outcomes, followed by emotional processing and volitional decision-making, culminating in cognitive and behavioral manifestations. Using synthetic data generation techniques, we developed comprehensive student profiles incorporating metrics across three dimensions: spiritual indicators (creative insight frequency, wisdom application, purpose alignment), emotional indicators (empathy development, emotional regulation, values integration), and volitional indicators (ethical decision-making patterns, persistence, intentional choices). Machine learning models were trained to predict educational outcomes under two distinct governance paradigms: the proposed spirit-led hierarchical model versus conventional cognitive-first approaches. Our predictive modeling framework employed regression and classification algorithms to analyze learning trajectories, creativity scores, character development indices, and academic performance metrics. The AI-enhanced analysis revealed significant outcome differentials between the two educational approaches, with the tri-partite model demonstrating superior performance in holistic development measures including creative problem-solving, ethical reasoning, and sustained motivation. The findings provided evidence that educational frameworks prioritizing spiritual development as the foundational governance layer produce more integrated learning outcomes compared to purely cognitive-focused methodologies. This study adds to the body of holistic learning research by presenting quantitative proof of multi-dimensional learning methods, with implications for curriculum planning, evaluation methodologies, and AI system development capable of discovering and fostering the entire range of human potential within learning settings.

A BIBLIOMETRIC ANALYSIS OF LEARNING MOTIVATION IN BLENDED TEACHING ENVIRONMENT (2014-2024)

2025-10-20T15:01:23+08:00

From 2014 to 2024, research on learning motivation in blended teaching environments has developed for 10 years. The research hotspots, frontiers, and development trends in related fields urgently need to be explored in order to provide valuable references for future research endeavors . In this study, The CiteSpace literature visualization analysis tool is employed to conduct co-citation analysis, keyword analysis, burst detection analysis as well as keyword clustering and temporal zone analysis. The findings revealed that during the aforementioned period, research primarily focused on the influencing factors of learning motivation; the relationship between motivation and actions, learning performance, and self-regulated ; as well as blended teaching design and strategies for enhancing learning motivation. The research hotspots in this field mainly include: studies on the impact of blended teaching design and strategies on learning motivation, students' behavioral intentions; and the practical application of learning motivation in blended teaching environments. The research trend has evolved from initial development to steady growth and then rapid growth with diversified development. The frontier areas include "performance," "medical education," "games," etc. These findings provide directions for future research on learning motivation in blended teaching environments.

THE RESHAPING OF UNIVERSITY STUDENT AFFAIRS MANAGEMENT MECHANISM BASED ON ARTIFICIAL INTELLIGENCE TECHNOLOGY: INTEGRATION OF EDUCATIONAL THEORY AND CONSTRUCTION OF PSYCHOLOGICAL SUPPORT PATHWAYS

2025-10-24T17:56:05+08:00

With the rapid development of artificial intelligence (AI) technology, its application in university student affairs management has gradually deepened, driving the transformation of traditional management models toward intelligence, precision, and human-centeredness. Currently, university student management systems face many practical challenges, such as information fragmentation, delayed services, and weak psychological support mechanisms. These issues urgently need to be addressed through technological empowerment and theoretical innovation. Based on educational management theory, AI application theory, and psychological support models, this paper explores how AI technology can enhance the effectiveness of university student affairs management in aspects such as data integration, behavior analysis, early warning intervention, and decision support. At the same time, in line with the fundamental task of "moral education," the paper constructs an intelligent management mechanism that integrates ethical awareness, emotional warmth, and autonomous adaptability. The article focuses on analyzing the functional potential of generative AI in task processing, personalized services, and mental health support, reviewing the outcomes and limitations of domestic and international practical cases, and proposing a mechanism restructuring pathway that integrates educational goals, technological innovation, and psychological support systems. The study suggests that in the future, universities should strengthen the construction of a "human-machine-system" collaborative mechanism, break down data silos, enhance the work efficiency of counselors, and improve students' sense of fulfilment, ultimately achieving a comprehensive upgrade of the student affairs management system, centered on people and empowered by intelligence.

INNOVATIVE PEDAGOGICAL APPROACHES IN MALAYSIAN UNIVERSITIES: TRENDS AND CHALLENGES IN 21ST CENTURY LEARNING

2025-10-27T10:53:49+08:00

The 21st century has brought profound transformations to education, driven by rapid technological advancements, evolving pedagogical approaches, and shifting student expectations. In Malaysia, university education is continuously adapting to modern teaching strategies to equip students with essential skills for a highly competitive global workforce. This paper examines contemporary trends, challenges, and opportunities in Malaysian higher education, focusing on the integration of innovative pedagogical practices, digital learning tools, and policy frameworks. Key areas discovered include the impact of blended and online learning, the role of artificial intelligence in personalized education, and the effectiveness of competency-based learning models. Additionally, the study evaluates the influence of government initiatives and institutional policies on curriculum development and quality assurance. By analyzing these factors, the paper aims to provide valuable insights into effective educational strategies that enhance student engagement, foster critical thinking, and promote lifelong learning. The findings contribute to ongoing discussions on the future of higher education in Malaysia and offer recommendations for optimizing teaching methodologies to meet the demands of an evolving academic and professional landscape.

FROM CONFUCIAN COURTESY TO WESTERN CANDOUR: A FILM-BASED ANALYSIS OF GENDERED POLITENESS IN CROSS-CULTURAL INTERACTIONS

2025-10-01T11:59:19+08:00

Politeness is vital to sustaining harmonious communication, yet its expression and interpretation are shaped by both cultural norms and gender roles. While prior research has examined politeness through either a cultural or gender lens, little is known about how these factors interact within the same cross-cultural context, particularly in everyday family settings. Moreover, studies rarely integrate Western and Chinese politeness frameworks to explore how cultural and gendered norms intersect in real-time, informal interactions. Addressing this gap, the present study investigates gendered politeness strategies in Chinese–Western communication, drawing on the film When a Beijing Family Meets an Au Pair as its primary data source. Using qualitative content analysis of 201 utterances, the findings reveal that both Chinese and Western characters frequently employed positive politeness to reduce social distance and build rapport. Wenjuan and Natalie (female characters) favoured indirect strategies such as off-record and negative politeness to maintain relationships, while Youzhi (male) used fewer politeness strategies and preferred direct speech, reflecting traditional Chinese male communication norms. The Chinese characters displayed modesty, harmony, and indirectness, characteristic of a collectivist style, whereas the Western character emphasised assertiveness and equality, reflecting an individualist style. Overall, the results suggest that women are generally more relationship-oriented, while men tend toward directness and efficiency. These findings highlight the need to consider both cultural and gender dimensions in cross-cultural pragmatics, offering practical insights for intercultural competence development and language education.

TEACHING CREATIVITY IN ART AND DESIGN STUDIO CLASSES: A SYSTEMATIC LITERATURE REVIEW

2025-10-21T22:00:37+08:00

Creativity is widely regarded as a core graduate attribute in art and design education, yet its teaching and assessment within studio-based learning remain complex and contested. This study conducts a systematic literature review of empirical research published between 2000 and 2025 to examine how creativity is conceptualized, taught, and evaluated in art and design studio contexts. Using structured search strategies and defined inclusion criteria, the review identifies four dominant pedagogical approaches: interdisciplinary collaboration to broaden perspectives, scaffolded learning to nurture creative autonomy, design thinking and problem-based learning to stimulate divergent and convergent thinking, and critique sessions to foster reflective practice. Findings highlight the persistent tension between structured guidance and open-ended exploration, underscoring the need for balanced pedagogical strategies that support both innovation and institutional accountability. Significant gaps remain in cross-institutional studies and in understanding online or hybrid studio models. The review offers evidence-based insights for educators, curriculum designers, and policymakers seeking to enhance creativity in studio pedagogy while preserving its distinctive culture.

ISSUES AND CHALLENGES IN THE APPLICATION OF SPORTS SCIENCE IN THE ASPECT OF PHYSICAL FITNESS WITHIN THE COACHING PROCESS OF UNDER-17 FOOTBALL IN SAMARAHAN

2025-10-26T15:35:24+08:00

This study examines the issues and challenges faced by under-17 football coaches in Samarahan in applying sports science in the coaching process, specifically in terms of physical fitness. Using a qualitative approach through semi-structured interviews with five active coaches, supplemented by observations and document reviews, this study reveals several key constraints such as the lack of formal educational background in sports science, an unstructured coaching pathway based primarily on experience, limited access to professional training courses and relevant academic resources, and a high dependence on informal learning. These constraints result in inconsistent and less effective application of scientific principles in training, which undermines the quality of youth athlete development. The study emphasises the urgent need for a practical, contextual, and continuous model for the application of sports science that can support grassroots coaches in enhancing their skills and training effectiveness. By integrating relevant theoretical frameworks, namely Grounded Theory (Strauss & Corbin, 1990), the Long-Term Athlete Development (LTAD) model (Balyi et al., 2013), and the Youth Physical Development (YPD) model (Lloyd & Oliver, 2012), this research situates its findings within broader academic discourse. The implications of this study are critical for strengthening coaching development, aligning with Malaysia’s National Football Development Programme (NFDP), and enhancing youth football performance.

FROM EXTERNAL COMPLIANCE TO SPIRIT-LED EXCELLENCE: A TRIADIC IDENTITY-PURPOSE MODEL FOR TRANSFORMING HIGHER EDUCATION MOTIVATION

2025-10-27T12:24:09+08:00

Universities globally are faced with a critical problem increasingly which includes the ever-increasing dependence of students on extrinsic systems of motivation. Institutional assistance has become the sole source of completing homework, projects, theses, and independent study tasks. Although the dependency consumes valuable institutional resources, but it does not produce graduates who are self-driven and complete with meeting an innovation-based world economy calling for adaptive thinking and innovative problem-solving. In this article, the Triadic Identity-Purpose Model (Spirit → Soul → Body) is presented, a theoretical model that brings together spiritual development and academic achievement. According to the model, godly identity is where solid academic motivation can be established. Based on Self-Determination Theory, neuroplasticity research, and transformational leadership, it illustrates how students who internalize their identity as God’s children are loved, valued, and created with purpose. These demonstrate stronger intrinsic motivation, enhanced psychological resilience, and greater innovative capacity. By addressing the contemporary challenge of digital distraction, the model provides a holistic response that extends beyond rational engagement with technology. It emphasizes the cultivation of imagination, intuition, and fault tolerance, the qualities essential for fostering breakthrough innovation. The implications of this model extend to curriculum planning, assessment practices, and instructional design. It offers a comprehensive framework for reimagining educational excellence in the twenty-first century. Future research directions include the empirical evaluation of this model to quantify its impact on learning outcomes, student well-being, and institutional effectiveness.

A CONCEPTUAL FRAMEWORK FOR UNDERSTANDING STRESS, ANXIETY, DEPRESSION, AND BURNOUT AMONG ACADEMIC AND NON-ACADEMIC UNIVERSITY STAFF

2025-10-20T10:12:10+08:00

Mental health challenges such as stress, anxiety, depression, and burnout have become pressing concerns for both academic and non-academic staff in higher education institutions, driven by rising workloads, administrative demands, and organisational change. This study aims to develop a comprehensive conceptual framework to explain how job demands contribute to burnout, incorporating three established theories: The Job Demands-Resources (JD-R) model, Conservation of Resources (COR) theory, and Social Support Theory. The framework positions stress, anxiety, and depression as mediating variables that arise from prolonged exposure to excessive job demands, while organisational resources and interventions such as social support, autonomy, and structured wellbeing policies act as moderating factors that can buffer these effects. Through theoretical integration and conceptual synthesis, the study finds that burnout is more likely to occur when psychological distress remains unaddressed due to insufficient workplace support, leading to emotional exhaustion, depersonalisation, and reduced personal accomplishment. The framework highlights the importance of theory-based, context-sensitive strategies, recommending leadership development, mental health training, recognition systems, and proactive workload management to improve staff wellbeing. It also identifies directions for future research, including longitudinal validation, exploration of role-specific stressors, and cross-cultural comparisons to assess the influence of cultural and institutional factors on burnout development. This conceptual model offers an evidence-informed foundation for universities to design strategic interventions that move beyond reactive responses and towards a systematic, sustainable approach to protecting employee mental health and enhancing institutional effectiveness.

STUDIO-BASED LEARNING IN HIGHER EDUCATION: A SYSTEMATIC REVIEW OF PEDAGOGICAL APPROACHES IN ART AND DESIGN

2025-10-21T23:35:32+08:00

This systematic analysis summarises the results of 42 peer-reviewed papers that were published between 2000 and 2025 and looks at modern pedagogical approaches in studio-based learning (SBL) in higher education art and design programs. Through iterative creation, critique, and reflection, SBL which is based on constructivist and experiential learning theories promotes creativity, critical thinking, and cooperative problem-solving. Five major topics emerge from the analysis: (1) SBL's instructional features; (2) digital technology integration; (3) multidisciplinary collaboration; (4) inclusivity and learner diversity; and (5) ongoing implementation issues. The results show that while interdisciplinary initiatives improve relevance and employability, digital tools, blended studios, and AI-enhanced methods increase flexibility and global connectivity. But there are still issues like scarce resources, difficult evaluation of creative outputs, institutional restrictions on exploratory learning, and disparities in inclusivity. The review emphasises the necessity for flexible, culturally sensitive, and long-lasting SBL models that strike a balance between the embodied, social, and creative aspects of traditional studio culture and technology innovation. To make sure SBL stays inclusive, future-ready, and in line with changing expectations from the creative industry, recommendations include funding for infrastructure, curriculum change, and educator training.

A PILOT STUDY ON INTEGRATING COGNITIVE BEHAVIOURAL THERAPY AND BIOFEEDBACK IN COUNSELLING JUVENILE CLIENTS AT A MALAYSIAN REHABILITATION CENTRE

2025-10-27T10:21:29+08:00

This pilot study, conducted in a Malaysian juvenile rehabilitation institution, explored the implementation and effectiveness of a structured counselling protocol that integrates Cognitive Behavioural Therapy (CBT) with Heart Rate Variability (HRV) biofeedback to address emotional deregulation and behavioural difficulties among adolescents with traumatic backgrounds, impulsivity, and poor self-regulation. Using a qualitative case study design, ten male adolescents aged 14 to 17 participated in eight structured sessions involving CBT techniques such as the ABC model, cognitive restructuring, visualization, and imagery descripting, combined with HRV biofeedback to support real-time physiological regulation. Data were collected through observation, session notes, client journals, and HRV recordings. Thematic analysis revealed significant outcomes including increased emotional awareness, improved engagement, reduced impulsivity, and enhanced self-efficacy. Participants showed progress in linking thoughts to emotional and physiological responses and began applying coping strategies in real-life situations. The biofeedback component notably increased motivation and insight, especially among those initially resistant to traditional talk therapy. Overall, the integrated CBT-biofeedback approach promoted greater autonomy in emotional and behavioural regulation, demonstrating its clinical potential as a holistic and sustainable therapeutic model for high-risk adolescent populations in rehabilitation settings.

CHATGPT AND CRITICAL THINKING SKILLS IN HIGHER EDUCATION: AN OVERVIEW

2025-09-30T15:01:20+08:00

Artificial intelligence (AI) is transforming the teaching and learning paradigm and this shift opens up new possibilities in improving educational outcomes. As a widely adopted tool in higher learning institutions, Chat Generative Pre-Trained Transformer (ChatGPT) helps students engage with content, provide prompt feedback as well as create a learning environment that is interactive. This paper examines three underpinning theoretical frameworks: Scaffolding Theory, Cognitive Load Theory and Dual-Process Theory, in relation to the integration of ChatGPT in educational pursuits. Secondly, it discusses the impact of ChatGPT on students' critical thinking skills in higher learning institutions. These aspects are often overlooked as previous research focus mainly on how ChatGPT enhances students’ academic performance and issues pertaining to academic integrity. Hence, this paper offers a cohesive viewpoint that illustrates the incorporation of technology and critical thinking skills in complementing students’ learning experiences. ChatGPT has the capacity to provide external assistance, manage limited cognitive resources and serve as facilitation strategy but in the same vein it could also inhibit the development of critical thinking skills. Thus, the use of AI in higher education remains a contested terrain and students need to be guided on how to use ChatGPT responsibly so that the academic standards are not compromised.

THE INTERPLAY OF SOCIAL SUPPORT, ACADEMIC STRESS, AND MENTAL HEALTH HELP-SEEKING AMONG UNIVERSITY STUDENTS

2025-10-21T21:17:46+08:00

University students worldwide face increasing mental health challenges, yet disparities in help-seeking behaviour persist across cultural and social contexts. This study explores how different levels of perceived social support interact with academic stress and mental health help-seeking intentions among a diverse group of university students, with a focus on differences by nationality and gender. A cross-sectional survey of 259 students (55.2% female; 62.9% Malaysian, 37.1% non-Malaysian) assessed perceived social support (using the Multidimensional Scale of Perceived Social Support, MSPSS), academic stress, and mental health help-seeking behaviour. Results showed a significant relationship where students with moderate social support had lower help-seeking intentions compared to those with low (mean difference = 0.56, p = .002) or high support (mean difference = -0.44, p = .005). Malaysian students reported higher academic stress (mean difference = -0.13, p = .034) but lower help-seeking behaviour (mean difference = 0.34, p = .007) than their non-Malaysian peers, suggesting that cultural stigma may influence these effects. Gender differences were not significant. These findings challenge the belief that moderate social support is enough to promote mental health engagement and highlight the need for culturally tailored interventions in academic settings.

GAYA KEPIMPINAN TRANSFORMASIONAL GURU BESAR DAN HUBUNGANNYA TERHADAP KEPUASAN KERJA GURU DI SEKOLAH RENDAH PEDALAMAN 3 DAERAH PENSIANGAN, SABAH

2025-10-26T15:10:38+08:00

Kajian ini bertujuan mengenal pasti tahap kepimpinan transformasional guru besar dan tahap kepuasan kerja guru serta hubungan antara kedua-dua pemboleh ubah tersebut dalam kalangan guru sekolah rendah Pedalaman 3 di daerah Pensiangan, Sabah. Kajian ini menggunakan reka bentuk tinjauan kuantitatif dengan borang soal selidik berdasarkan Model Kepimpinan Transformasional Bass dan Teori Dua Faktor Herzberg. Seramai 113 orang guru daripada 12 buah sekolah dipilih sebagai responden melalui pensampelan rawak mudah. Analisis deskriptif menunjukkan tahap kepimpinan transformasional guru besar adalah tinggi (min keseluruhan = 4.09, s.p = 0.75), dengan dimensi rangsangan intelektual mencatat skor tertinggi (min = 4.15). Tahap kepuasan kerja guru juga tinggi (min keseluruhan = 3.80, s.p = 0.46), dengan dimensi sifat kerja paling dominan (min = 4.49). Analisis korelasi Pearson mendapati wujud hubungan yang positif dan signifikan tetapi lemah antara kepimpinan transformasional guru besar dan kepuasan kerja guru (r = 0.384, p = 0.000). Dapatan ini menegaskan bahawa gaya kepimpinan transformasional berperanan penting dalam meningkatkan kepuasan kerja guru walaupun berdepan cabaran konteks pedalaman.

This study aimed to identify the level of transformational leadership among headteachers, the job satisfaction of teachers, and the relationship between these two variables among primary school teachers in Pedalaman 3 schools in Pensiangan district, Sabah. Employing a quantitative survey design, data were collected using questionnaires adapted from Bass’s Transformational Leadership Model and Herzberg’s Two-Factor Theory. A total of 113 teachers from 12 schools were selected through simple random sampling. Descriptive analysis revealed that the level of headteachers’ transformational leadership was high (overall mean = 4.09, SD = 0.75), with intellectual stimulation scoring the highest dimension (mean = 4.15). Teachers’ job satisfaction was also high (overall mean = 3.80, SD = 0.46), with job nature emerging as the most influential factor (mean = 4.49). Pearson correlation analysis found a positive and significant but weak relationship between the transformational leadership of headmasters and teachers’ job satisfaction (r = 0.384, p = 0.000). These findings highlight the crucial role of transformational leadership in enhancing teacher job satisfaction, particularly in challenging rural school contexts.

STEM ACTIVITIES WITH PRESCHOOLERS: PRE-SERVICE EARLY CHILDHOOD TEACHERS’ EXPERIENCES

2025-10-27T12:06:42+08:00

This study aims to explore the experiences of pre-service early childhood education (ECE) teachers in conducting STEM activities with preschoolers. This study employed a combination of quantitative and qualitative approaches to collect the data. Questionnaires were distributed to 19 pre-service early childhood education (ECE) teachers who were involved in STEM activities with preschoolers. The findings showed that 68.4% of them had no idea what STEM was, even during their secondary education, and 73.3% of them were quite confused about STEM before they took the Science and Technology course. SPSS indicated a high mean value of 4.32, suggesting that pre-service (ECE) teachers felt fulfilled and happy conducting STEM activities with preschoolers. A mean value of 4.11 indicated an increased confidence level among the teachers in carrying out STEM activities. Qualitatively, semi-structured interviews were conducted to gather information and understand the teachers' experiences during STEM activities. Pre-service (ECE) teachers reported that STEM activities improve their self-confidence in executing them, they are practical and engaging for preschoolers, and concurrently enhance problem-solving, through the combination of science, technology, mathematics and engineering elements. In conclusion, STEM activities are fun, integrated, and uncomplicated, while promoting holistic development in young children. The experience gained positively enhanced the teachers' knowledge of STEM and increased hands-on, yet exciting opportunities for the preschoolers.

AN INDUSTRY-ORIENTED GAP ANALYSIS OF COMIC CURRICULUM IN CHINESE HIGHER EDUCATION

2025-10-20T09:20:34+08:00

This study investigates the alignment between comic curricula in Chinese higher education institutions and the practical demands of the comics industry, employing a gap analysis approach. Semi-structured interviews were conducted with six senior industry experts from major cities in China, and the data were analysed using NVivo to identify primary industry expectations: creative skills at 60.59%, technical skills at 31.76%, and supporting skills at 7.65%. Curricula from two selected universities, totally 157 courses and 8,908 contact hours, were examined and categorised. The gap analysis revealed substantial undersupplies in creative courses (47.88% in contact hours) and technical skills (15.68%), contrasted with oversupplies in supporting (13.32%), practice (30.61%), and unrelated courses (19.63%). These discrepancies indicate a misalignment in resource allocation that affect graduate employability. The study suggests prioritizing creative and technical training, integrating industry-relevant practice, and reducing unrelated courses. For future study, expanding the scope to more universities or incorporating international comparisons could provide deeper insights into optimizing comic education.

PERKATAAN PINJAMAN BAHASA TAMIL DALAM BAHASA MELAYU: ANALISIS MAKNA DAN IMPLIKASINYA

2025-10-21T23:08:43+08:00

Kajian ini mengenal pasti pengaruh bahasa Tamil dalam pembentukan kosa kata bahasa Melayu melalui analisis perkataan pinjaman yang terdapat dalam buku teks Bahasa Melayu. Fokus utama kajian adalah mengenal pasti perkataan berasaskan bahasa Tamil dan menilai perbezaan maknanya dalam konteks bahasa Melayu. Reka bentuk kajian bersifat kualitatif dengan pendekatan deskriptif, di mana enam belas perkataan Tamil yang paling kerap digunakan dalam buku teks dianalisis berdasarkan makna asal, perubahan makna, serta konteks penggunaannya. Dapatan kajian menunjukkan bahawa perkataan pinjaman Tamil dalam bahasa Melayu wujud dalam pelbagai kategori, termasuk perkataan yang mengekalkan makna asal, mengalami penyempitan atau peluasan makna, beralih sepenuhnya makna, membawa nilai budaya atau keagamaan, serta digunakan sebagai nama tempat. Fenomena ini mencerminkan proses percampuran bahasa yang dipengaruhi oleh interaksi sejarah, perdagangan, sosial, dan budaya antara masyarakat Tamil dan Melayu. Kajian ini memberi implikasi penting dalam bidang pendidikan, linguistik, dan pemeliharaan warisan budaya, dengan cadangan agar perkataan dwibahasa disertakan dengan nota atau glosari dalam buku teks bagi memudahkan pemahaman pelajar. Hasil kajian juga menekankan kepentingan mengiktiraf bahasa Melayu sebagai bahasa dinamik yang terbuka kepada pengaruh sejarah dan budaya luar.

This study identifies the influence of the Tamil language on the development of Malay vocabulary through an analysis of loanwords found in Malay textbooks. The primary focus of the study is to identify words of Tamil origin and to evaluate the differences in their meanings within the context of the Malay language. The study employs a qualitative design with a descriptive approach, analyzing sixteen of the most frequently used Tamil words in textbooks based on their original meanings, semantic changes, and contextual usage. The findings reveal that Tamil loanwords in Malay exist across various categories, including words that retain their original meanings, undergo semantic narrowing or broadening, experience complete shifts in meaning, convey cultural or religious values, and function as place names. This phenomenon reflects the process of language mixing influenced by historical, trade, social, and cultural interactions between the Tamil and Malay communities. The study carries significant implications for education, linguistics, and the preservation of cultural heritage, with recommendations that bilingual words be accompanied by notes or glossaries in textbooks to facilitate student comprehension. The findings also underscore the importance of recognizing Malay as a dynamic language that is open to historical and cultural influences.

PERANAN AL-QUR’AN DALAM MEMBENTUK MINDA INTELEKTUAL MUDA: SATU ANALISIS KRITIKAL

2025-10-27T09:53:27+08:00

Al-Qur’an bukan sahaja berfungsi sebagai kitab suci untuk diamalkan secara ritual, tetapi juga sebagai asas epistemologi dalam pembentukan minda intelektual generasi muda Muslim. Artikel ini meneliti peranan al-Qur’an dalam membangunkan intelektualisme belia melalui analisis kritikal terhadap ayat-ayat yang menekankan penggunaan akal, pencarian ilmu, dan pembinaan nilai moral. Kajian ini menggunakan pendekatan kualitatif berbentuk kepustakaan dengan merujuk kepada tafsir klasik, penulisan ulama kontemporari, dan literatur akademik terkini. Analisis tematik menunjukkan bahawa al-Qur’an mengangkat konsep tafakkur, tadabbur, ta‘aqqul, dan hikmah sebagai asas pengukuhan daya fikir kritis, keseimbangan emosi, serta keteguhan spiritual. Nilai seperti amanah, keberanian moral, disiplin, dan tanggungjawab sosial yang digariskan dalam al-Qur’an turut membentuk jati diri intelektual muda yang berakhlak dan berdaya saing. Artikel ini merumuskan bahawa pemerkasaan pendidikan berteraskan al-Qur’an secara sistematik dan kontekstual mampu melahirkan intelektual Muslim yang bukan sahaja cemerlang dalam ilmu pengetahuan, tetapi juga relevan menghadapi cabaran ideologi, krisis identiti, dan keruntuhan moral pada era globalisasi.

The Qur’an functions not only as a sacred scripture for ritual practice but also as a fundamental epistemological source for shaping the intellectual development of young Muslims. This article critically examines the role of the Qur’an in fostering youth intellectualism by analyzing verses that emphasize rational reflection, pursuit of knowledge, and the cultivation of moral values. Employing a qualitative library-based approach, the study draws on classical Qur’anic exegesis, contemporary scholarly writings, and recent academic literature. Thematic analysis reveals that the Qur’an highlights key concepts such as tafakkur (reflection), tadabbur (deep contemplation), ta‘aqqul (rational reasoning), and hikmah (wisdom) as essential foundations for critical thinking, emotional balance, and spiritual resilience. Moreover, values including trustworthiness, moral courage, discipline, and social responsibility, as outlined in the Qur’an, contribute to forming ethical and resilient intellectual identities among youth. The article concludes that systematically and contextually strengthening Qur’anic-based education is crucial for producing Muslim intellectuals who excel academically while remaining relevant in addressing contemporary challenges such as ideological confusion, identity crises, and moral decline in the era of globalization.

CHALLENGES, LEARNING NEEDS AND COPING STRATEGIES OF STUDENTS WITH DISABILITIES IN ENGLISH LANGUAGE COURSES: A MALAYSIAN HIGHER EDUCATION CONTEXT

2025-09-30T14:37:17+08:00

This study investigates the challenges, learning needs and coping strategies of students with disabilities enrolled in English language courses at a Malaysian public university. It also explores the perspectives of English language instructors to provide a triangulated understanding of institutional and pedagogical readiness. Using a qualitative approach grounded in semi-structured interviews with 24 students from diverse disability categories, the research provides nuanced insights into their academic and social experiences. Thematic analysis identified five overarching themes: (1) physical and environmental barriers, (2) learning and instructional challenges, (3) communication and social participation, (4) coping strategies and support systems, and (5) inclusive pedagogy and lecturer support. Findings reveal that students with disabilities face compounded barriers such as inaccessible learning environments, inconsistent teaching accommodations and emotional fatigue from self-advocacy. Instructors acknowledged a lack of formal training in inclusive pedagogy and expressed a need for structural and policy-level support. Despite these limitations, students demonstrated resilience and agency by adopting various strategies, including self-regulation, peer support and direct communication with lecturers. The study highlights the importance of systematic inclusive training for instructors, institutional support structures such as disability support centres and flexible, universally designed learning environments. It underscores the need for policy implementation that extends beyond infrastructure and addresses pedagogical practices within language classrooms. These insights contribute to the growing body of literature on inclusive education in Southeast Asia and offer practical implications for institutions striving to create more equitable English language learning experiences.

HUBUNGAN DI ANTARA KONSEP KENDIRI, SOKONGAN IBU BAPA DAN PENCAPAIAN AKADEMIK DALAM KALANGAN PELAJAR KOLEJ VOKASIONAL

2025-10-20T16:30:14+08:00

Kajian ini bertujuan untuk mengenal pasti tahap konsep kendiri, sokongan ibu bapa dan pencapaian akademik serta meneliti hubungan antara ketiga-tiga pemboleh ubah tersebut dalam kalangan pelajar Program Seni Kulinari di Kolej Vokasional Langkawi, Kedah. Objektif adalah menilai perbezaan pencapaian akademik berdasarkan jantina dan kelas. Kajian ini menggunakan reka bentuk tinjauan kuantitatif dengan instrumen soal selidik berskala Likert lima mata. Seramai 86 orang pelajar dipilih melalui kaedah pensampelan rawak mudah daripada populasi seramai 105 pelajar. Nilai kebolehpercayaan Cronbach’s Alpha bagi konstruk konsep kendiri ialah .907, sokongan ibu bapa .907 dan pencapaian akademik .904, kesemuanya dikategorikan sangat tinggi. Data dianalisis menggunakan perisian Statistical Package for the Social Sciences (SPSS) versi 29.0.2.0 melalui statistik deskriptif dan inferensi termasuk korelasi Spearman dan ujian-t. Dapatan menunjukkan terdapat hubungan sederhana positif yang signifikan antara konsep kendiri dan sokongan ibu bapa dengan nilai r = .528 dan nilai p < .001, serta antara konsep kendiri dan pencapaian akademik dengan nilai r = .579 dan nilai p < .001. Terdapat juga hubungan lemah tetapi signifikan antara sokongan ibu bapa dan pencapaian akademik dengan nilai r = .279 dan nilai p = .009. Ujian-t pula menunjukkan perbezaan signifikan kecil dalam pencapaian akademik berdasarkan jantina dengan nilai p = .050 bagi satu SVM dan perbezaan signifikan berdasarkan kelas dengan nilai p = .001. Kesimpulannya, konsep kendiri dan sokongan ibu bapa memainkan peranan penting dalam menentukan pencapaian pelajar. Implikasi kajian menyarankan agar intervensi pendidikan yang berstruktur digiatkan bagi membina konsep kendiri pelajar dan memperkukuh penglibatan ibu bapa dalam pendidikan vokasional.

This study aims to identify the level of self-concept, parental support and academic achievement and examine the relationship between the three variables among students of the Culinary Arts Program at Langkawi Vocational College, Kedah. The objective is to assess differences in academic achievement based on gender and class. This study uses a quantitative survey design with a five-point Likert scale questionnaire instrument. A total of 86 students were selected through simple random sampling from a population of 105 students. The Cronbach’s Alpha reliability value for the construct of self-concept was .907, parental support .907 and academic achievement .904, all categorized as very high. Data were analysed using Statistical Package for the Social Sciences (SPSS) software version 29.0.2.0 through descriptive and inferential statistics including Spearman correlation and t-test. The findings showed that there was a significant positive moderate relationship between self-concept and parental support with a value of r = .528 and a p value < .001, as well as between self-concept and academic achievement with a value of r = .579 and a p value < .001. There was also a weak but significant relationship between parental support and academic achievement with a value of r = .279 and a p value = .009. The t-test also showed a small significant difference in academic achievement based on gender with a p value = .050 for one SVM and a significant difference based on class with a p value = .001. In conclusion, self-concept and parental support play an important role in determining student achievement. The implications of the study suggest that structured educational interventions should be intensified to build students' self-concept and strengthen parental involvement in vocational education.

VARIASI AMALAN DIDIK HIBUR DALAM PENGAJARAN SIMPULAN BAHASA MURID SEKOLAH RENDAH

2025-10-26T14:33:29+08:00

Kajian ini bertujuan menghuraikan variasi amalan didik hibur dalam pengajaran simpulan bahasa murid sekolah rendah. Kajian ini merupakan sebuah kajian kes yang menerapkan kaedah kualitatif. Data kajian diperoleh melalui kaedah kepustakaan dan pemerhatian. Instrumen yang digunakan terdiri daripada alat perakam audio digital model Sony X240 dan model Philips. Responden kajian ini melibatkan seorang guru mata pelajaran bahasa Melayu dan 12 orang murid tahun lima di sebuah sekolah rendah di daerah Kuala Selangor. Hasil kajian mendapati bahawa guru telah menggunakan pendekatan didik hibur secara nyanyian, lakonan dan puisi untuk menjelaskan bentuk dan maksud simpulan bahasa kepada murid sekolah rendah. Kaedah yang digunakan ini juga dilihat telah dapat menarik minat murid terhadap sesi pengajaran yang dijalankan. Dari segi implikasi, pendekatan didik hibur merupakan antara pendekatan yang sesuai untuk menyampaikan pengajaran tentang topik simpulan bahasa yang mengutamakan pengajaran menyeronokkan dan penglibatan murid secara aktif terhadap aktiviti yang dilaksanakan dalam bilik darjah.

This study aims to describe the diversity of entertaining educational practices in teaching language idioms to primary school students. This study is a case study that applies qualitative methods. Research data is obtained through library and observation methods. The instrument used consists of a Sony X240 digital audio recorder and a Philips model. The respondents of this study involved a Malay subject teacher and 12 fifth year students in a primary school in the Kuala Selangor district. The results of the study found that teachers have used the approach of teaching entertainment through singing, acting and poetry to explain the form and meaning of idioms to primary school students. The method used is also seen to have been able to attract students' interest in the teaching session. In terms of implications, the didik hibur approach is one of the appropriate approaches to deliver lessons on idiom topics that prioritize fun teaching and active student involvement in the activities carried out in the classroom.

EXPLORING STUDENTS’ EXPERIENCES OF STUDIO PEDAGOGY, COLLABORATION, AND STUDIO ENVIRONMENT IN SHAPING LEARNING OUTCOMES: A QUALITATIVE INQUIRY USING THE INPUT-PROCESS-OUTPUT MODEL

2025-10-27T11:43:38+08:00

This study adopted the Input–Process–Output (IPO) model to explore how studio pedagogy, collaboration, and the studio environment influence student learning outcomes in textile and apparel education. Using a qualitative approach, semi-structured interviews were conducted with eight undergraduate students from two universities in Tianjin, China. Reflexive thematic analysis revealed that key pedagogical elements, including case-based instruction, iterative design processes, critical reflection, and formative assessment, significantly influenced student learning. Collaboration and the studio environment functioned as core processes, fostering interaction and creativity while also presenting challenges related to workload and feedback culture. The perceived outcomes extended beyond technical skills, encompassing creativity, critical thinking, communication, and cooperation. The findings highlight the value of IPO as an analytical lens and underscore the importance of process-oriented studio practices in cultivating higher-order competencies in design education. Future research could further investigate how studio pedagogy, collaborative practices, and studio environments influence various dimensions of learning outcomes, and how these outcomes may vary across different stages of learning.

PENERIMAAN PELAJAR TERHADAP PEMBELAJARAN DALAM TALIAN DI UNIVERSITI MALAYSIA KELANTAN (UMK): SATU KAJIAN DESKRIPTIF

2025-10-02T11:30:39+08:00

Pembelajaran dalam talian atau e-learning merupakan pendekatan pengajaran yang memberi akses kepada pengetahuan melalui platform digital. Penggunaannya semakin meluas di institusi pengajian tinggi di Malaysia, termasuk Universiti Malaysia Kelantan (UMK). Platform seperti Learning Content Management System (LCMS) bukan sahaja membolehkan penciptaan serta perkongsian kandungan akademik, tetapi turut mengurus aspek seperti yuran, penilaian gred, dan komunikasi antara pelajar. Walau bagaimanapun, terdapat sebilangan pelajar yang beranggapan e-pembelajaran bersifat sehala kerana interaksi bersama pensyarah adalah terhad, sekali gus menjejaskan keupayaan mereka mendapatkan penjelasan lanjut terhadap bahan pembelajaran yang kompleks. Sehubungan itu, kajian ini dijalankan untuk menilai tahap penerimaan pelajar UMK terhadap e-pembelajaran dengan menggunakan pendekatan kuantitatif melalui soal selidik yang melibatkan 361 responden daripada semua fakulti di UMK Kampus Kota. Kajian ini melihat secara deskriptif penerimaan pelajar UMK dalam e-pembelajaran dari konteks keberkesanan kursus, ciri-ciri pensyarah, kebolehgunaan dan kemudahan yang tersedia. Analisis dijalankan dengan tujuan untuk mengira frekuensi, peratusan dan min bagi setiap kategori data untuk dianalisis secara kuantitatif. Data dianalisis menggunakan data perisian statistik berkomputer iaitu SPSS. Hasil kajian menunjukkan tahap penerimaan pelajar adalah tinggi dan positif, sekali gus membuktikan bahawa e-pembelajaran diterima baik sebagai medium yang relevan pada masa kini. Penemuan ini penting untuk dijadikan rujukan oleh pensyarah dalam usaha memperkukuh strategi pengajaran dengan menekankan aspek interaktif dan mesra pengguna agar pengalaman pembelajaran pelajar lebih berkesan, menarik, serta berpotensi menyokong transformasi pendidikan jangka panjang di UMK.

Online learning or e-learning is a teaching approach that provides access to knowledge through digital platforms. Its adoption has become increasingly widespread in higher education institutions in Malaysia, including Universiti Malaysia Kelantan (UMK). Platforms such as the Learning Content Management System (LCMS) not only enable the creation and sharing of academic content but also manage aspects such as tuition fees, grade assessments, and student communication. Nevertheless, some students perceive e-learning as a one-way instructional method due to limited interaction with lecturers, which in turn affects their ability to seek further clarification on complex learning materials. Accordingly, this study was conducted to assess the level of student acceptance of e-learning at UMK using a quantitative approach through a survey involving 361 respondents from all faculties at the UMK City Campus. The study examines students’ acceptance of e-learning descriptively in terms of course effectiveness, lecturer characteristics, usability, and available facilities. The analysis was conducted with the purpose of calculating the frequency, percentage, and mean for each data category to be examined quantitatively. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) software. The findings indicate that the level of student acceptance is high and positive, thereby demonstrating that e-learning is well received as a relevant medium in the current context. These results are significant as a reference for lecturers in enhancing teaching strategies by emphasizing interactive and user-friendly elements to ensure that students’ learning experiences are more effective, engaging, and capable of supporting the long-term transformation of education at UMK.

JENIS DAN KEPENTINGAN PENTERJEMAHAN BAHASA TAMIL: SATU META-ANALISIS

2025-10-21T22:44:23+08:00

Kajian ini membentangkan satu meta-analisis mengenai jenis dan kepentingan penterjemahan Bahasa Tamil dengan memberi fokus kepada dimensi linguistik, budaya, pendidikan, ekonomi, dan sosial. Melalui analisis sistematik terhadap artikel jurnal, buku, prosiding dan laporan penyelidikan, empat tema utama dikenal pasti, iaitu jenis penterjemahan, peluang pekerjaan, faedah penterjemahan, serta peranan dan kepentingannya dalam masyarakat. Hasil dapatan menunjukkan bahawa penterjemahan Tamil merangkumi pelbagai bentuk seperti intralingual, interlingual, transliterasi, adaptasi dan transkreasi, yang masing-masing mempunyai fungsi tersendiri bergantung kepada konteks dan audiens. Selain membuka peluang kerjaya yang luas dalam sektor kerajaan, penerbitan, persidangan antarabangsa dan kehakiman, penterjemahan juga terbukti memberi faedah besar dalam aspek pemeliharaan budaya, komunikasi global, perkembangan pendidikan, serta pembangunan kognitif. Secara keseluruhannya, penterjemahan Tamil bukan sekadar aktiviti linguistik, tetapi berperanan sebagai instrumen perpaduan, wahana budaya, dan medium kesinambungan identiti masyarakat dalam era globalisasi.

This study presents a meta-analysis on the types and significance of Tamil language translation, focusing on linguistic, cultural, educational, economic, and social dimensions. By systematically analyzing journal articles, books, conference proceedings, and research reports, four main themes were identified: types of translation, employment opportunities, benefits of translation, and its roles and significance in society. Findings reveal that Tamil translation encompasses diverse approaches such as intralingual, interlingual, transliteration, adaptation, and transcreation, each serving specific purposes depending on context and audience. Beyond offering extensive career opportunities in government, publishing, international conferences, and the judiciary, translation has proven to contribute significantly to cultural preservation, global communication, educational development, and cognitive growth. Overall, Tamil translation is not merely a linguistic activity but serves as an instrument of unity, a cultural medium, and a channel for sustaining identity in the era of globalization.

LEADING TO LEAD: PRINCIPALS’ SITUATIONAL LEADERSHIP AND ITS INFLUENCE ON TEACHER LEADERSHIP

2025-10-26T16:45:22+08:00

Leadership in educational institutions significantly shapes teacher performance, student achievement, and overall school effectiveness. This conceptual study explores the relationship between principals’ situational leadership styles and secondary school teacher leadership in Malaysia. Guided by Hersey and Blanchard (1988) situational leadership model, comprising directing, coaching, supporting, and delegating. The study examines how adapting leadership styles to teacher readiness can enhance motivation, professional commitment, and school climate. A systematic literature review was conducted using secondary sources such as indexed journal articles, academic books, educational reports, and Malaysian Ministry of Education policy documents. Data were retrieved from Scopus, Web of Science, ERIC, and Google Scholar using relevant keywords. Content analysis and thematic synthesis were applied to organise findings according to the four leadership dimensions, leading to a proposed conceptual framework. Results indicate that each style uniquely influences teacher leadership: the directing style benefits new teachers, guiding develops skills and confidence, supporting fosters innovation, and delegating strengthens experienced teachers’ autonomy. Flexible adaptation of leadership styles was found to boost motivation, reduce work-related stress, and cultivate a positive school climate. This study contributes in three main ways: academically, it enriches the body of Malaysian educational leadership literature; for the education sector, it offers training guidelines for principals to tailor leadership styles to teacher maturity; and nationally, it supports the Malaysian Education Blueprint (MEB) by enhancing teacher leadership and educational competitiveness.

FAKTOR KESANTUNAN BAHASA GURU PELATIH DALAM PENGAJARAN DAN PEMBELAJARAN MURID BERKEPERLUAN KHAS

2025-10-28T12:27:12+08:00

Kesantunan berbahasa merupakan elemen penting dalam komunikasi yang bukan sahaja melibatkan pertukaran maklumat antara penutur dan pendengar, malah mencerminkan nilai, budaya, dan keperibadian individu. Bahasa dan pemikiran saling berkait rapat cara seseorang berbahasa mencerminkan cara mereka melihat, menilai dan bertindak terhadap dunia di sekeliling. Justeru itu, penerapan kesantunan dalam pertuturan perlu diberi penekanan, khususnya dalam konteks pendidikan. Kajian ini bertujuan untuk mengenal pasti faktor-faktor yang mempengaruhi penggunaan kesantunan berbahasa dalam kalangan guru pelatih semasa sesi Pengajaran dan Pembelajaran (PdP), khususnya ketika berinteraksi dengan murid berkeperluan khas (MBK). Kajian ini menggunakan pendekatan kualitatif dengan tumpuan terhadap pemerhatian dan pengalaman guru pelatih dalam situasi bilik darjah sebenar. Dapatan kajian menunjukkan bahawa terdapat beberapa faktor utama yang mempengaruhi penerapan kesantunan berbahasa, termasuk nilai peribadi dan emosi guru, tahap keyakinan dalam komunikasi, suasana dan persekitaran kelas, budaya sekolah, sokongan daripada guru pembimbing, serta tindak balas dan keperluan khusus murid MBK. Secara keseluruhannya, kesantunan berbahasa dilihat sebagai satu strategi pedagogi yang signifikan dalam memperkasa pengalaman pembelajaran murid berkeperluan khas melalui pendekatan yang berasaskan empati, hormat dan profesionalisme.

Politeness in language is a crucial element of communication that not only involves the exchange of information between speaker and listener but also reflects an individual’s values, culture, and personality. Language and thought are closely intertwined the way a person speaks reflects how they perceive, evaluate, and respond to the world around them. Therefore, the application of linguistic politeness should be emphasized, especially in educational contexts. This study aims to identify the factors influencing the use of polite language among trainee teachers during the Teaching and Learning (T&L) sessions, particularly in interactions with students with special educational needs (SEN). This research adopts a qualitative approach, focusing on the observations and experiences of trainee teachers in actual classroom settings. The findings reveal several key factors that affect the application of linguistic politeness, including teachers’ personal values and emotions, confidence in communication, classroom atmosphere and environment, school culture, support from mentor teachers, as well as the responses and specific needs of SEN students. Overall, linguistic politeness is seen as a significant pedagogical strategy that empowers the learning experience of students with special needs through an approach rooted in empathy, respect, and professionalism.

A SYSTEMATIC REVIEW OF HYBRID LEARNING IN HIGHER EDUCATION: IMPLEMENTATION STATUS, ADVANTAGES, CHALLENGES, AND FUTURE DIRECTIONS

2025-09-29T12:09:56+08:00

In the digital era, traditional higher education models face significant challenges in terms of flexibility and accessibility. Hybrid learning (HL) emerged as a transformative approach to address theses challenges, which involves onsite (i.e., in the classroom) and online (e.g., in different locations) students simultaneously under the instruction of the same teacher, has gained widespread global attention and application. Despite its benefits for teaching effectiveness and resource optimization, HL implementation faces significant obstacles. To gain an in-depth understanding of HL's current implementation status and promote its effective application, this study adopted the PRISMA protocol (literature screened April–June 2025; N = 115 articles) to conduct a systematic literature review on HL in higher education. We analyze HL’s definitions, implementation status, advantages (e.g., flexibility, accessibility, efficiency), challenges (e.g., technological barriers, pedagogical adaptation), and future directions. Findings reveal that while HL enhances educational access, its adoption requires addressing institutional readiness, faculty training, and equitable resource distribution. The study further identifies opportunities (e.g., AI integration, global collaboration) and proposes actionable recommendations for stakeholders (institutions, policymakers, ed-tech firms) to optimize HL practices. By synthesizing HL’s implementation landscape, this study aids educators and administrators in strategic decision-making and supports HL’s sustainable development in higher education.

DISRUPTING SELF-SABOTAGE THROUGH SELF-COMPASSION: AN INTEGRATIVE COUNSELING FRAMEWORK FOR MALADAPTIVE BEHAVIORAL CYCLES

2025-10-20T15:19:59+08:00

Self-sabotage represents a recurring and self-defeating behavioral cycle that impairs personal, emotional, and goal-oriented functioning. Despite extensive reliance on cognitive-behavioral techniques to address its symptoms, these approaches often fail to resolve the deeper emotional roots—particularly shame, self-criticism, and emotional dysregulation. This conceptual paper introduces a theoretically integrated counseling framework in which self-compassion functions as a core mechanism for disrupting maladaptive behavioral cycles. Synthesizing elements from Compassion-Focused Therapy (CFT), Cognitive Behavioral Theory (CBT), and Self-Determination Theory (SDT), the framework posits that self-sabotaging behaviors are maintained through the dynamic interaction of negative self-appraisal, emotional threat responses, and thwarted psychological needs. In response, self-compassion defined through mindfulness, self-kindness, and the recognition of shared human fallibility offers a corrective emotional and motivational process. This approach enables clients to regulate internal shame, challenge harsh inner narratives, and re-engage with personally meaningful values and goals. Specific interventions such as compassionate reframing, values clarification, and mindfulness training are positioned as therapeutic tools to promote emotional safety, psychological flexibility, and long-term behavioral change. The discussion critically examines the strengths of this model, including its compatibility with trauma-informed practice and its capacity to bridge cognitive and affective interventions. Potential challenges such as client resistance to self-compassion and cultural misinterpretations are also addressed. Ultimately, this paper highlights the transformative role of self-compassion in counselling and calls for its empirical validation in clinical settings where self-sabotage is prevalent.

DEVELOPMENT OF THE MALAYSIAN VERSION OF WELL-BEING INSTRUMENT FOR EDUCATORS

2025-10-26T08:39:17+08:00

Introduction: This study aims to explore, modify, and develop the revised instruments for measuring multidimensional well-being construct (PERMA) among educators in Malaysia. Methods: The researcher adapted 34 items from previous study and modified the statement to suit current study. The PERMA model statement was translated into Bahasa Malaysia, resulting in a dual-language format, and was validated by experts for content validity and face validity. Purposive sampling was used to obtain a sample of 123 patients to participate in this study. The exploratory factor analysis (EFA) was conducted to examine and interpret the data. Results: 34 items loaded into four underlying components based on the EFA procedure. The components are renamed as positive emotion, positive relationship, meaning, and sense of accomplishment. The items under these four components explained 69.89% of the total variance. The internal reliability of the well-being constructs was above 0.80. The newly validated and modified instruments will be the outcome of this study. Conclusion: These findings not only building on existing body of knowledge but also provide a reliable source of information for researchers and professional practitioner interested in future research in well-being among educators in Malaysia.

EXPLORING RELATIONSHIP BETWEEN LEARNERS’ ROLES AND READING CIRCLE’S TASKS

2025-10-27T11:03:03+08:00

This study examines the relationship between learners' roles and tasks in Reading Circles (RCs) within China's EFL context, where teacher-centred instruction prevails. The quantitative survey analysed 431 Chinese college EFL learners' perceptions of RC roles and tasks after a semester-long intervention using a 31-item Likert-scale survey. Results showed structured roles (e.g., Summarizer, Discussion Leader) significantly increased engagement (p < .01) and reduced anxiety (d = 0.42), though complex tasks (e.g., Connector) elicited lower confidence. Over 70% endorsed role rotation, but 35% struggled with dense texts, highlighting the need for pre-reading supports. Learners demonstrated greater autonomy and critical thinking skills through collaborative role-based activities, with participation rates increasing by 40% compared to traditional reading instruction. However, cultural factors such as reluctance to express dissenting opinions and preference for teacher validation influenced role effectiveness. Key pedagogical implications include scaffolding roles by proficiency level, integrating metacognitive strategies to enhance reading comprehension, and blending group collaboration with individual accountability tasks to optimize learning outcomes. Future research should explore the implementation of hybrid RC-digital models that incorporate technology-enhanced features and investigate the longitudinal effects of sustained RC practice on learners' reading proficiency and autonomous learning capabilities in diverse EFL contexts.

THE USE OF POSITIVE EMOTIVE LANGUAGE BY ENGLISH EDUCATORS: IMPACT ON STUDENT ENGAGEMENT AND LEARNING EXPERIENCE

2025-10-01T13:27:35+08:00

There’s growing awareness that the way educators speak, their tone, word choices, and overall language, can shape how students respond in class. This study explores how English lecturers at a public university in Johor use Positive Emotive Language (PEL), and how that connects to student motivation and participation. Using a mixed-methods approach, the research combined survey data from 20 English educators with follow-up interviews to dive deeper into their experiences. The survey asked how often they used positive or inclusive expressions, and which types they preferred. The interviews added color to the numbers where educators shared real-life examples, like giving a kind remark after a student’s mistake or using gentle prompts to keep discussions going. The quantitative data, analyzed using Pearson correlation, revealed a clear link between the frequent use of affirming language and higher levels of student engagement. The interviews revealed the role of sincerity as many educators said it was not just what they said, but how and when they said it that mattered most. Some also shared the challenge of finding the right tone in culturally diverse classrooms, where interpretations of “supportive” language can vary. In the end, this study shows that thoughtful, well-timed, and genuine communication does not just help students feel seen and heard; it can directly influence how willing they are to participate and take academic risks.

MERAPATKAN JURANG PENDIDIKAN UNTUK KOMUNITI KENSIU: PENILAIAN INISIATIF PENDIDIKAN LEMBAGA ZAKAT NEGERI KEDAH

2025-10-21T22:16:37+08:00

Kajian ini menilai keberkesanan inisiatif Lembaga Zakat Negeri Kedah (LZNK) dalam meningkatkan hasil pendidikan komuniti Kensiu, satu subkumpulan orang asli di Kedah yang berhadapan dengan cabaran pendidikan disebabkan faktor geografi, sosio-budaya, bahasa, dan tahap kesedaran ibu bapa yang rendah. Walaupun Malaysia menekankan pendidikan inklusif, jurang pencapaian komuniti Kensiu kekal ketara. Bagi menangani isu ini, LZNK melaksanakan program pendidikan Islam melalui pelantikan mubaligh zakat, penglibatan komuniti, serta sokongan logistik seperti pengangkutan, peralatan, dan bantuan kewangan. Kajian kualitatif ini menggunakan Model Penilaian Program CIPP (Context, Input, Process, Product), dengan data diperoleh daripada temu bual pentadbir sekolah, guru, pegawai LZNK, serta lima pelajar Kensiu, disokong analisis dokumen dan pemerhatian lapangan. Dapatan menunjukkan peningkatan dalam keyakinan diri, kemahiran kepimpinan, penghargaan agama, dan pencapaian akademik. Kesimpulannya, inisiatif LZNK membuktikan potensi untuk menutup jurang pendidikan orang asli Kensiu melalui pendekatan bersepadu yang menggabungkan sokongan agama, komuniti, dan institusi pendidikan.

This study evaluates the effectiveness of the Kedah Zakat Board (LZNK) initiative in improving educational outcomes for the Kensiu community, a sub-group of the indigenous people in Kedah, Malaysia, who face persistent challenges due to geographical isolation, socio-cultural barriers, language difficulties, and low parental awareness. Despite Malaysia’s commitment to inclusive education, the educational attainment of the Kensiu remains a concern. To address these issues, LZNK introduced an Islamic education program through the appointment of zakat missionaries, community engagement activities, and logistical support including transportation, equipment, and financial aid. This qualitative study applied the CIPP Program Evaluation Model (Context, Input, Process, Product), with data collected through interviews with school administrators, teachers, LZNK officers, and five Kensiu students, supported by document analysis and field observations. Findings reveal improvements in students’ self-confidence, leadership skills, religious appreciation, and academic achievement. In conclusion, LZNK’s educational initiatives demonstrate significant potential to bridge the educational gap of the Kensiu by integrating religious, community, and institutional support in a holistic approach.

EXPLORING THE COMPETENCY AND CHALLENGES OF PRESCHOOL TEACHERS IN HEALTH EDUCATION: A QUALITATIVE STUDY IN THE CHINESE CONTEXT

2025-10-26T15:54:32+08:00

This study explores preschool teachers’ competency in delivering health education in China and investigates the barriers they face in implementing it effectively. Qualitative research design based on the interpretive phenomenological approach (IPA) was employed. Semi-structured interviews were conducted with 12 preschool teachers from both urban and rural kindergartens in Henan Province. Thematic analysis was used to extract key patterns from the data. Four major themes emerged: varying conceptualizations of health education, with an emphasis on hygiene and physical care; informal and reactive teaching practices due to lack of structure; inadequate professional training and resource support; and limited institutional and family engagement. Despite recognizing the importance of health education, teachers reported low confidence and inconsistent practices due to systemic constraints. This study provides new empirical insights into the lived experiences of Chinese preschool teachers in promoting child health. It highlights the urgent need for curriculum reform, targeted teacher training, and enhanced collaboration with families to support holistic health education in early childhood settings.

EXPLORING EMOTIONAL DEMANDS AND TEACHER WELLBEING: A SCOPING REVIEW OF THE EVIDENCE

2025-10-27T12:36:28+08:00

The teaching profession has long been recognized as emotionally demanding, yet fewer studies have examined how these emotional demands specifically affect teacher well-being. This scoping review aims to systematically assess the current evidence regarding the influence of emotional demands on teacher well-being, with a particular focus on their role in shaping teachers' intentions to retire early. Following Arksey and O'Malley's model and the PRISMA-ScR guidelines, this study reviewed 11 quantitative studies published between 2016 and 2025. Three broad themes emerged: emotional processes, impact outcomes, and supportive enablers. The findings indicate that high emotional demands, especially related to surface acting and work-life conflict, are strongly associated with burnout, emotional exhaustion, and the intention to retire early, particularly among mid- to late-career teachers. Conversely, deep acting, emotional regulation skills, and supportive leadership were found to mitigate these negative impacts. This review underscores the necessity for schools to create emotionally supportive environments and implement leadership strategies that prioritize teacher well-being. It also highlights the importance of developing targeted interventions and culturally sensitive policies to address emotional demands. Future research should focus on longitudinal studies to explore the effects of different time horizons and intervention strategies on this critical issue.

ENHANCING BACTERIAL PHYSIOLOGY EDUCATION: A MIXED-METHODS STUDY ON THE IMPACT OF GAMIFICATION AND YOUTUBE-BASED INSTRUCTION

2025-10-20T14:43:28+08:00

Bacterial physiology is a crucial component of microbiology education, but its abstract and complex content often leads to student disengagement and poor academic performance. Traditional lecture-based methods frequently fail to promote active participation or conceptual clarity. This study investigates the impact of combining gamification and YouTube-assisted teaching strategies on student engagement, understanding, and academic achievement in a bacterial physiology course. Using a mixed-methods design, data were collected from 136 undergraduate microbiology students through structured questionnaires and open-ended responses. Quantitative findings revealed strong student support for both gamified and video-enhanced learning approaches, with high agreement on improvements in motivation, engagement, conceptual understanding, and exam preparedness. Qualitative responses highlighted the benefits of visual content, including its motivational effect, interactivity, and immediate feedback, although some challenges, such as internet access and time constraints, were also noted. The integration of gamification and YouTube was found to align well with contemporary educational theories that emphasize active and multimedia learning. These methods enhanced both cognitive outcomes and emotional engagement, fostering deeper understanding and learner autonomy. Overall, the study supports the value of incorporating gamified and multimedia strategies into microbiology education to better meet diverse learning needs and improve academic success.

RELATIONSHIP BETWEEN PERCEIVED PARENTING STYLES AND ANXIETY LEVEL AMONG YOUNG ADULTS IN KUALA LUMPUR

2025-10-22T20:38:25+08:00

Parenting styles shape an individual’s psychological development and mental well-being. This study explores the relationship between perceived parenting styles and anxiety levels among young adults in Kuala Lumpur, focusing on Baumrind’s parenting styles (authoritative, authoritarian, permissive) and their correlation with anxiety measured through the Generalized Anxiety Disorder 7 (GAD-7). Using a cross-sectional survey design, data were collected from 112 participants aged 18 to 25. Findings revealed significant gender differences in anxiety levels, maternal tendencies toward permissive parenting, and the protective role of authoritative parenting in reducing anxiety. These findings affect family dynamics, mental health interventions, and parenting education initiatives.

TEACHER PERFORMANCE EVALUATION SYSTEMS: CATALYSTS FOR PROFESSIONAL DEVELOPMENT AND SCHOOL IMPROVEMENT

2025-10-27T10:41:07+08:00

This paper examines teacher performance evaluation systems as strategic mechanisms for fostering professional development and advancing school improvement. In the context of global educational reform, teacher evaluation has evolved from a traditional supervisory tool into a developmental approach that enhances teacher growth and institutional effectiveness. Adopting a conceptual research method, the study systematically reviews domestic and international literature through the lens of educational management theories, motivation theories, and continuous professional development models. The review highlights the positive roles of evaluation in improving teaching quality, motivating teachers, and informing education policy. Findings suggest that a scientific and well-designed evaluation system can optimize teacher resource allocation, strengthen professional awareness, and raise the overall management capacity of schools. To enrich the analysis, three classical performance management theories—Management by Objectives (MBO), Expectancy Theory (Vroom), and Equity Theory (Adams)—are introduced to demonstrate their practical value in shaping teacher evaluation practices. Furthermore, the paper compares widely used evaluation methods in education, including Key Performance Indicators (KPIs), 360-degree feedback, Behaviorally Anchored Rating Scales (BARS), and MBO. Through the analysis of real-world cases, the study identifies persistent challenges, such as poorly designed indicators, weak alignment between evaluation and incentives, lack of fairness, and insufficient feedback mechanisms. In response, it proposes optimization strategies that include differentiated goal setting, effective incentive structures, enhanced transparency, and improved feedback and data utilization. These strategies aim to better support teacher professional development and improve the overall quality of education.

PEER PRESSURE AS A MODERATOR IN THE RELATIONSHIP BETWEEN PARENTAL INVOLVEMENT AND STUDENT ENGAGEMENT AMONG MALAYSIAN INDIAN SECONDARY SCHOOL STUDENTS

2025-10-01T11:38:19+08:00

This study investigates the moderating role of peer pressure in the relationship between parental involvement and student engagement among Malaysian Indian secondary school students. Grounded in Astin’s Student Involvement Theory (1987), the study examines how various dimensions of parental involvement: supportive, controlling, learning environment management, and participation in homework are interact with peer pressure to shape student behavioural, emotional, and cognitive engagement. Data were collected from 181 Form Two Malaysian Indian students using a structured questionnaire and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that peer pressure moderates the relationship between parental involvement and student engagement. Notably, high levels of peer pressure can diminish the effects of parental involvement. The study highlights the critical need to consider peer dynamics alongside family-based strategies to foster student educational engagement. Implications for educators, parents, and policymakers are discussed, with recommendations for culturally sensitive engagement interventions.

FREUD’S PSYCHOANALYST ACT AND HYSTERIA AMONG SCHOOL STUDENTS: ONE YEAR FOLLOW-UP

2025-10-21T21:47:57+08:00

Hysteria among school students is becoming an outbreak episode and is known as a serious psychological and emotional problem. Employing a qualitative research approach, the study of 50 participants who had undergone psychological tests such as the DASS 21 questionnaire a drawing test and 10 respondents were selected for in-depth interviews. Based on the analysis, using qualitative research, eight factors were identified, which were classified into two categories: mainly internal and external. There are four internal personalities identified as influencing the hysteria among school students which namely (1) low self-confidence, (2) fear, (3) stress, (4) anxiety, and (5) depression. For external factors, there are three factors, including (6) academic pressure, (7) family issues and (8) friends’ influence. Findings from this study contribute towards a better understanding of mass hysteria to overcome the psychological prob lems faced by secondary school students. This study might be helpful to school teachers and psychologists how these psychological factors can contribute to more effective interventions, encouraging healthier emotional guidelines and personality development in school settings.

SCAFFOLDING THROUGH GROUP DISCUSSIONS: ENHANCING EFL STUDENTS' ORAL PROFICIENCY IN CHINESE UNIVERSITIES

2025-10-26T15:21:17+08:00

This mixed-methods study examines how scaffolding strategies within group discussions affect the oral English proficiency of Chinese EFL undergraduates, addressing the conflict between exam-focused education and communicative competence in China. Based on Vygotsky’s Sociocultural Theory and Lave and Wenger’s Community of Practice, a 16-week intervention was conducted with 60 first-year non-English majors at Guilin University of Electronic Technology. The intervention combined cognitive, social, and technological scaffolding through role allocation, sentence frames, peer feedback, and technology-based reflection (WeChat and TikTok). Quantitative results from the Malaysian University English Test (MUET) speaking component showed significant improvement, with mean scores rising from Band 3.2 to 4.1 (p<0.001). Fluency and interactional competence improved by around 40%, while grammatical accuracy increased by 11%. Qualitative findings revealed greater willingness to communicate, lower anxiety, and stronger collaborative learning identities. Key success factors included phased scaffolding withdrawal, diverse grouping, and technology use. The study offers a tailored scaffolding model for Chinese EFL contexts and practical curriculum reform suggestions.

FROM PERSONAL AND ENVIRONMENTAL FACTORS TO AI IMPACT: RETHINKING THE ACCOUNTING CAREER PATHWAY

2025-10-27T12:14:33+08:00

This study investigates how personal traits (self-efficacy and motivation) and environmental influences (parental and peer influence) shape accounting career choices while emphasizing the growing impact of artificial intelligence (AI) on the profession. AI is transforming accounting by automating repetitive tasks, redefining required competencies, and creating demand for digital literacy, data analytics, and technological adaptability. This study, which involved 103 accounting students, used a quantitative methodology with purposive sampling and was based on Bandura's Social Cognitive Career Theory (SCCT). Descriptive statistics and Spearman correlation were used to analyse the data, which were gathered using a structured questionnaire with career-related scales and demographic questions. Findings revealed that all four factors recorded high mean scores, with motivation ranking the highest. Correlation analysis, however, revealed that only motivation had a marginally positive association with students' profession choices; peer, parental, and self-efficacy factors exhibited negative associations. These results suggest that traditional personal and environmental factors may no longer decisively influence accounting career pathways. Instead, AI-driven changes, such as evolving skill requirements, professional certifications are linked to technology readiness, and new career opportunities shaped by automation—are becoming more influential. By integrating traditional factors with AI’s disruptive role, this study explores how future accountants must adapt to shifting expectations, where success depends not only on personal drive but also on digital competence in an AI-augmented profession. The study provides theoretical insights by extending SCCT into the Malaysian context and practically by offering guidance for educators, policymakers, and parents to align career support with the realities of an AI-driven labour market. Future research should examine additional predictors such as digital readiness, career exposure, and global employability trends.

THE INFLUENCE OF RESOURCE MANAGEMENT ON LEARNING STRATEGIES AMONG UNDERGRADUATES

2025-10-20T09:38:09+08:00

This study examines how undergraduate students use learning strategies with a particular focus on resource management, cognitive, and metacognitive techniques. It explores students' perceptions of these strategies and their impact on learning. The study employs a quantitative survey methodology using a 5-point Likert scale instrument consisting of 41 items across four sections. Data were collected from 318 undergraduate students. The results were analyzed with SPSS to present findings that address the research questions of this study. The findings indicate that students’ cognitive strategies focus on memorization and organization of information, prioritizing mental and written methods instead of verbal or visual approaches. Although they practice critical thinking, their approach focuses more on linking new information to prior knowledge and assessing validity, rather than generating original concepts or thoroughly examining evidence. Students perceive their metacognitive strategies as a means of actively monitoring and regulating comprehension, mainly by recognizing and addressing points of confusion. They effectively apply self-monitoring and adaptive learning strategies but are less inclined to engage proactively in pre-reading strategies, such as formulating questions. The minimal in-class distractions indicate that they see themselves as attentive learners. The results also suggest that students manage their learning effectively by controlling their environment and effort, demonstrating resilience and a strong degree of persistence, even when facing challenging or less engaging content. They actively seek assistance, mainly from peers, when they face challenges. Although they typically handle their study environment effectively, there is a small inconsistency in completing all weekly tasks. The findings indicate a notable connection between resource management and their cognitive approaches, as well as metacognitive regulation. This suggests that efficient resource management is a crucial element related to a learner's application of both fundamental study methods and advanced self-regulation skills.

PENGARUH KESIHATAN MENTAL DAN KESEJAHTERAAN TERHADAP PRESTASI KERJA PEKERJA WANITA DI LEMBAH KLANG

2025-10-21T23:24:19+08:00

Kajian ini berkenaan hubungan antara kesejahteraan pekerja dan kesihatan mental dalam kalangan pekerja wanita di kawasan Lembah Klang, dengan menumpukan kepada faktor-faktor yang mempengaruhi prestasi kerja. Secara khususnya, objektif kajian ini bertujuan menganalisis hubungan di antara kepimpinan sokongan, persekitaran kerja, sokongan sosial, serta program latihan dan kesedaran terhadap prestasi pekerja. Data telah dikumpul daripada 381 responden Wanita yang bekerja di Lembah Klang, dan dianalisis menggunakan SPSS dan SmartPLS. Dapatan menunjukkan bahawa keempat-empat faktor tersebut mempunyai hubungan yang positif dan signifikan dengan prestasi kerja. Diantara kesemua faktor, program latihan dan kesedaran merupakan faktor paling berpengaruh, diikuti oleh sokongan sosial yang dirasai dan kepimpinan sokongan. Kajian ini menyumbang kepada literatur sedia ada dengan menekankan kepentingan faktor-faktor ini dalam meningkatkan prestasi pekerja, khususnya dalam konteks wanita di Malaysia. Hasil kajian turut mencadangkan agar organisasi memberi keutamaan kepada elemen-elemen ini bagi memupuk budaya kerja yang menyokong kesejahteraan dan kesihatan mental pekerja wanita, yang akan membawa kepada peningkatan prestasi mereka.

This study explores the relationship between employee well-being and mental health among women workers in the Klang Valley, focusing on factors that influence job performance. Specifically, the objectives of the study are to analyze the relationship between supportive leadership, work environment, social support, and training and awareness programs with employee performance. Data were collected from 381 female respondents working in the Klang Valley and analyzed using SPSS and SmartPLS. The findings shows that all four factors have a positive and significant relationship with job performance. Training and awareness programs as the most influential factor, followed by perceived social support and supportive leadership. This study contributes to the existing literature highlighting the importance of these factors in enhancing employee performance, particularly within the context of women in Malaysia. The results also suggest that organizations should prioritize these elements to foster a work culture that supports the well-being and mental health of female employees, ultimately leading to improved performance.

MODEL PELAJAR PINTAR DAN BERBAKAT MENURUT AL-GHAZALI DAN IBNU KHALDUN: SUATU PENDEKATAN KONSEPTUAL DALAM PENDIDIKAN ISLAM

2025-10-27T10:07:54+08:00

Kajian ini bertujuan membina satu model konseptual pelajar pintar dan berbakat berasaskan sintesis pemikiran dua tokoh agung Islam, iaitu al-Ghazali dan Ibn Khaldun. Pelajar pintar lazimnya dirujuk dalam konteks Barat berdasarkan ukuran kecerdasan intelek (IQ), kreativiti, dan prestasi akademik. Namun, pendekatan ini cenderung mengabaikan dimensi spiritual, etika dan sosial yang menjadi teras dalam pendidikan Islam. Justeru, pendekatan Islam perlu diketengahkan semula bagi mengimbangi pembangunan pelajar secara menyeluruh. Kajian ini menggunakan reka bentuk kualitatif berbentuk analisis dokumen, di mana karya utama kedua-dua tokoh seperti Ihya’ Ulum al-Din dan al-Muqaddimah telah dianalisis secara tematik. Hasil kajian mengenal pasti lima komponen utama dalam model pelajar pintar dan berbakat menurut perspektif Islam: (1) asas tauhid dan akhlak, (2) kecerdasan pelbagai dimensi, (3) pembelajaran berperingkat, (4) keseimbangan ilmu duniawi dan ukhrawi, dan (5) kepimpinan serta sumbangan sosial. Model ini dirumuskan dalam bentuk piramid bertingkat dan lingkaran integratif bagi menggambarkan keseimbangan antara dimensi spiritual-intelektual dan sosial-kepimpinan. Kajian ini menyumbang kepada pemerkasaan kurikulum pendidikan Islam, khususnya dalam kerangka pendidikan pelajar gifted dan berbakat yang menuntut pendekatan holistik berasaskan nilai. Sintesis pemikiran al-Ghazali yang menekankan adab dan tazkiyah al-nafs, serta Ibn Khaldun yang menekankan struktur sosial, pengalaman dan pengulangan dalam pendidikan, memberikan asas kukuh untuk membentuk pelajar cemerlang dari segi dalaman dan luaran. Kajian ini diharap dapat menjadi asas kepada pembangunan dasar, latihan guru, dan penyelidikan lanjutan dalam bidang pendidikan Islam kontemporari berasaskan pemikiran tokoh klasik.

This study constructs a conceptual model of gifted and talented students grounded in the synthesis of classical Islamic thought, particularly the works of al-Ghazali and Ibn Khaldun. While Western paradigms typically define giftedness through metrics such as IQ, creativity, and academic achievement, they often neglect the spiritual, ethical, and social dimensions integral to Islamic education. To address this gap, this research proposes a holistic, value-based Islamic model for nurturing gifted learners. Employing a qualitative document analysis approach, the study thematically examines two primary texts: al-Ghazali’s Ihya’ Ulum al-Din and Ibn Khaldun’s al-Muqaddimah. Five core components emerge from the analysis: (1) the foundation of tawhid and moral ethics, (2) multidimensional intelligence encompassing spiritual, intellectual, and emotional capacities, (3) staged and developmentally appropriate learning, (4) balanced integration of worldly and spiritual knowledge, and (5) leadership oriented toward social contribution. The model is visually conceptualized as both a tiered pyramid and an integrative circle, reflecting the dynamic equilibrium between inner spiritual-intellectual growth and outward social-leadership development. By integrating al-Ghazali’s emphasis on adab and tazkiyah al-nafs with Ibn Khaldun’s insights on social cohesion, experiential learning, and pedagogical repetition, this framework offers a culturally rooted, comprehensive approach to gifted education. The study contributes to curriculum development, teacher training, and policy formulation in contemporary Islamic education, advocating for an educational paradigm that cultivates excellence in both character and competence. It further invites future research to operationalize and empirically validate this model within modern educational contexts.

IMPROVING PHONEMIC AWARENESS AND READING FLUENCY IN YOUNG ESL LEARNERS THROUGH GOOGLE READ ALONG

2025-09-30T14:52:57+08:00

The growing demand for effective early literacy interventions among young English as a Second Language (ESL) learners highlights the need for accessible, engaging, and pedagogically sound digital tools. Many children in multilingual and low-resource settings face challenges in developing foundational reading skills particularly phonemic awareness and fluency due to limited access to qualified teachers and learning materials. This study adopts a systematic literature review design, conducted in accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) framework, to evaluate the effectiveness of Google Read Along, a speech-based digital reading application, in enhancing phonemic awareness and reading fluency among young ESL learners. The review followed four structured phases identification, screening, eligibility, and inclusion/exclusion across five major academic databases: ERIC, Scopus, JSTOR, SpringerLink, and Google Scholar. Search strings combined targeted keywords with Boolean operators, and strict inclusion criteria limited the scope to 25 peer-reviewed empirical studies published between 2019 and 2024 that focused on ESL learners aged 5–12 and directly employed Google Read Along as an intervention. Exclusion criteria ruled out studies involving first-language English speakers, non-speech-based tools, non-empirical research, and non-English publications. Thematic analysis of the selected studies revealed five recurring themes: (1) digital tools for enhancing phonemic awareness, (2) reading fluency development through repetition and feedback, (3) learner engagement and motivation in ESL contexts, (4) accessibility and equity in low-resource settings, and (5) the evolving role of teachers in digital integration. Overall, findings suggest that Google Read Along is a promising tool for supporting early literacy in ESL learners, particularly when integrated with complementary instructional strategies. The results offer evidence-based insights for educators, curriculum developers, and policymakers seeking to strengthen early literacy programs through technology integration.

WASHBACK EFFECTS OF REFORMED COLLEGE ENGLISH TEST GRADE 4 (CET4) ON EFL LEARNING

2025-10-20T16:50:46+08:00

Washback, a key concept in language testing, examines how high-stakes exams influence teaching and learning. In China, the College English Test Band 4 (CET4) plays a crucial role in shaping students’ English learning experiences. However, few studies have explored how students perceive and respond to the revised CET4 in real contexts. This study investigates undergraduates' attitudes toward the reformed CET4 and its washback effects on EFL learning in China. A mixed-methods approach was employed, combining surveys (N=300) and follow-up interviews (n=8) at a Chinese university. Data were analyzed via SPSS (descriptive/inferential statistics) and thematic analysis. Students perceived the reformed CET4 as challenging yet valuable, particularly ilistening/speaking sections. Positive washback included diversified learning strategies and skill prioritization, though test-driven learning persisted. Results inform CET4's alignment with international standards and pedagogical implications for balanced language assessment. The test generally promoted essential skills like listening and speaking. Overall, the revised CET4 has a positive impact on EFL learning. While students appreciate its improvements, the difficulty remains an issue. Adjustments could help balance language skill development more effectively.

PSYCHOMETRIC EVALUATION AND MEASUREMENT INVARIANCE OF THE SOCIAL EMOTIONAL ASSETS AND RESILIENCE SCALE (SEARS) AMONG ADOLESCENTS

2025-10-26T14:46:10+08:00

In the context of increasing awareness on youth resilience and emotional development, this study investigates the psychometric properties of the Social Emotional Assets and Resilience Scale – Adolescent Version (SEARS-A) among adolescents in urban settings. Specifically, it aims to (i) evaluate the factorial structure, internal consistency, and concurrent validity of SEARS-A, and (ii) examine its measurement invariance across gender, ethnicity, and caregiver background. A total of 115 adolescents aged 17 completed the SEARS-A, while 58 primary caregivers completed the SEARS-P to assess concurrent validity. Confirmatory factor analysis (CFA) using the WLSMV estimator supported the hypothesised four-factor model Self-Regulation, Empathy, Responsibility, and Communication showing good model fit and structural validity. Multi-group CFA confirmed configure, metric, and scalar invariance, demonstrating the scale’s psychometric stability across key demographic groups. Reliability analysis indicated high internal consistency across all subscales (α = .79–.87) and total score (α = .91). Concurrent validity was supported through significant positive correlations between adolescent and caregiver responses, while criterion validity was established via associations with the Behaviour Assessment System for Children Second Edition (BASC-2). Although overall psychometric performance was strong, several empathy items showed relatively lower factor loadings, highlighting the importance of cultural and contextual sensitivity in item construction. The findings suggest that SEARS-A is a robust and multidimensional instrument for assessing core social-emotional competencies among adolescents. Its validated structure, strong reliability, and invariance across diverse demographic profiles make it suitable for both applied interventions and empirical research. By capturing key psychological strengths, SEARS-A contributes to the broader efforts in youth mental health, educational planning, and resilience-building programs across diverse cultural and urban contexts.

ADVANCING PHYSICS AND SCIENCE EDUCATION THROUGH INNOVATIVE TECHNOLOGIES AND PEDAGOGICAL STRATEGIES

2025-10-27T11:54:14+08:00

Physics education continues to face persistent challenges, including abstract content, entrenched misconceptions, and declining student engagement. Recent innovations in technology, pedagogy, assessment, and curriculum offer opportunities to address these issues, but their impact depends on coherent integration rather than isolated adoption. Drawing on 52 articles published between 2010 and 2025, this review synthesizes developments across five thematic domains: technological innovations, pedagogical strategies, teacher professional development, assessment practices, and curriculum integration. The findings highlight that tools such as virtual laboratories, artificial intelligence, and AR/VR environments can expand inquiry-based learning, yet they require strong pedagogical grounding to move beyond novelty. Active, inquiry-oriented, and collaborative strategies enhance conceptual understanding but remain resource-intensive. Teacher professional development emerges as the linchpin of sustainable reform, underscoring the need for iterative, reflective, and practice-oriented models that strengthen pedagogical content knowledge and professional identity. Assessment practices must evolve from reliance on concept inventories toward authentic, technology-enhanced approaches that capture higher-order competencies. Curriculum reform, through interdisciplinary STEM links and sustainability themes, provides systemic opportunities but also raises concerns regarding equity and scalability. This review concludes that meaningful transformation in physics education requires coherence across technologies, pedagogies, assessments, and curricula.