INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC)

TRANSFORMATIONAL LEADERSHIP AND RESISTANCE TO ORGANISATIONAL CHANGE AMONG NURSING STAFF: A SYSTEMATIC LITERATURE REVIEW

2026-02-22T11:54:54+08:00

Organisational change in healthcare frequently provokes psychological and behavioural resistance among nursing staff, potentially undermining implementation effectiveness and workforce well-being. Transformational leadership has been widely recognised as a leadership approach capable of mitigating such resistance by fostering trust, empowerment, and psychological readiness for change. However, empirical evidence remains fragmented, particularly regarding the mechanisms and contextual factors influencing this relationship within nursing populations. This systematic literature review examines how transformational leadership influences resistance to organisational change among nursing staff, identifies mediating psychological mechanisms, and explores contextual moderators shaping leadership effectiveness. Guided by the SALSA framework and reported in accordance with PRISMA 2020 guidelines, 243 records were identified from Scopus, Web of Science, ScienceDirect, and Google Scholar. Following screening and eligibility assessment, 25 empirical studies published between 1993 and 2025 were included for synthesis. Thematic analysis revealed that transformational leadership consistently reduced resistance to change through enhanced trust, empowerment, communication clarity, and psychological safety. Organisational culture, hospital type, and demographic characteristics moderated these effects. This review contributes to organisational psychology and counselling-informed leadership literature by clarifying how transformational leadership operates as a psychosocial mechanism in managing resistance to change among nursing staff. Practical implications for leadership development and change implementation are discussed.

HUBUNGAN STRUKTURAL ANTARA KEPIMPINAN LESTARI, EFIKASI GURU DAN AMALAN PENGAJARAN PENDIDIKAN ALAM SEKITAR: SATU ANALISIS MODEL PERSAMAAN BERSTRUKTUR

2026-03-05T14:17:18+08:00

Pendidikan Alam Sekitar merupakan komponen penting dalam menyokong agenda pembangunan lestari, khususnya dalam konteks sekolah kebangsaan. Keberkesanan pelaksanaannya bukan sahaja bergantung kepada kurikulum, tetapi turut dipengaruhi oleh faktor organisasi seperti Kepimpinan Lestari dan faktor psikologi profesional seperti Efikasi Guru. Kajian ini bertujuan menguji hubungan struktural antara Kepimpinan Lestari, Efikasi Guru dan Amalan Pengajaran Pendidikan Alam Sekitar menggunakan pendekatan Structural Equation Modeling (SEM). Kajian kuantitatif keratan rentas ini melibatkan guru sekolah rendah dan menganalisis model pengukuran serta model struktural secara serentak. Dapatan menunjukkan bahawa Kepimpinan Lestari mempunyai pengaruh positif dan signifikan terhadap Efikasi Guru. Efikasi Guru pula memberi kesan signifikan terhadap Amalan Pengajaran Pendidikan Alam Sekitar. Analisis mediasi mengesahkan bahawa Efikasi Guru berperanan sebagai mediator separa dalam hubungan antara Kepimpinan Lestari dan amalan pengajaran. Penemuan ini menyokong teori efikasi kendiri Bandura yang menekankan peranan kepercayaan kendiri dalam mempengaruhi tingkah laku profesional guru. Secara keseluruhan, kajian ini menegaskan bahawa pembangunan Kepimpinan Lestari dan pengukuhan Efikasi Guru merupakan strategi utama untuk memperkukuh pelaksanaan Pendidikan Alam Sekitar secara lebih sistematik dan berkesan di sekolah. Kajian lanjutan disarankan untuk meneroka reka bentuk longitudinal dan variasi konteks budaya pendidikan.

Environmental Education is a critical component in advancing the sustainable development agenda, particularly in national primary schools. Its effectiveness depends not only on curriculum design, but also on organizational factors such as Sustainable Leadership and professional psychological factors such as Teacher Efficacy. This study aims to examine the structural relationships among Sustainable Leadership, Teacher Efficacy, and Environmental Education Teaching Practices using structural equation modeling (SEM). The cross-sectional quantitative study involved primary school teachers and simultaneously analysed both the measurement and structural models. The findings indicate that Sustainable Leadership has a positive and significant influence on Teacher Efficacy. In turn, Teacher Efficacy significantly affects Environmental Education Teaching Practices. Mediation analysis confirms that Teacher Efficacy partially mediates the relationship between Sustainable Leadership and teaching practices. These results support Bandura’s self-efficacy theory, which emphasizes the role of self-belief in shaping teachers’ professional behavior. Overall, the study underscores that strengthening Sustainable Leadership and enhancing Teacher Efficacy are key strategic approaches to improving the systematic and effective implementation of Environmental Education in schools. Future research is recommended to explore longitudinal research designs and variations across different educational cultural contexts.

MODEL AND INSTRUCTIONAL DESIGN APPROACHES IN DIGITAL ISLAMIC EDUCATION: A SYSTEMATIC LITERATURE REVIEW

2026-03-11T11:42:48+08:00

The rapid expansion of digital technologies has reshaped educational practices globally, including within the domain of Islamic education, where instructional models must balance pedagogical effectiveness with religious and ethical values. Despite growing scholarly interest, research on models and instructional design approaches in digital Islamic education remains fragmented, making it difficult to identify dominant trends, gaps, and directions for future development. To address this issue, this study conducts a systematic literature review (SLR) to synthesise and critically analyse existing empirical and conceptual research on instructional design and learning models applied in digital Islamic education contexts. Guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, a comprehensive search was carried out using two major academic databases, Scopus and Web of Science, employing advanced search strings based on the keywords Model, Instructional Design, and Digital Islamic Education. The review was limited to peer-reviewed journal articles published between 2024 and 2025 to capture the most recent developments in the field. Following the identification, screening, eligibility, and quality assessment phases, a total of 20 primary studies were included for final synthesis. Thematic analysis of the selected studies resulted in the identification of three overarching themes: (1) Instructional Design and Learning Models for Digital Pedagogy, highlighting structured frameworks, engagement strategies, and learner-centred designs; (2) Digital Technologies and Immersive/Innovative Learning Environments, focusing on the use of technologies such as AI-enabled platforms, virtual and augmented reality, simulations, and MOOCs; and (3) Islamic Education Reform, Curriculum Integration, and Teacher/Assessment Capacity, emphasising curriculum alignment, teacher digital competence, assessment practices, and the integration of Islamic values in digitally mediated contexts. Overall, the findings indicate a growing shift towards integrative and value-informed instructional design approaches that leverage digital innovation while preserving the core principles of Islamic education. This review contributes a consolidated evidence base that can inform future research, policy formulation, and the development of sustainable instructional models in digital Islamic education.

THE EFFECTIVENESS OF THE SPAGHETTI TOWER MARSHMALLOW CHALLENGE ON STUDENTS’ SELF-CONFIDENCE AND SOFT SKILLS AT HENRY GURNEY SCHOOL

2026-03-15T11:15:08+08:00

Experiential learning activities are becoming more widely recognized as an effective way to build students’ self-confidence and soft skills especially in rehabilitation-based education. The Spaghetti Tower Marshmallow Challenge (STMC) is often used for this purpose, but quantitative evidence of its effectiveness is still limited, particularly among students in rehabilitation institutions such as Henry Gurney School. To address this gap, this study explores how STMC contributes to the development of students’ intrapersonal skills specifically self-confidence, as well as their interpersonal skills. A total of 40 students completed pre and post intervention surveys using two validated instruments, namely the General Self-Efficacy Scale (GSE) and the Group Social Skills Inventory (GSSI). These instruments measured self-confidence, teamwork, communication, and problem-solving skills. The comparison of scores before and after the activity showed a clear and significant improvement across all skill domains. The findings provide quantitative support that experiential learning activities such as STMC can enhance students’ personal and social development. This supports the incorporation of similar activities should be incorporated into rehabilitation education programs to strengthen students’ reintegration into society. Overall, this study contributes empirical evidence on the usefulness of experiential learning in alternative education settings.

DEVELOPING THE 8S TAZKIYAH-BASED MARITAL COUNSELLING FRAMEWORK

2026-03-31T09:10:50+08:00

Marital instability has become an increasing concern across many Muslim societies, with rising divorce rates and relational distress, indicating the need for counselling models that are spiritually grounded and culturally congruent with Muslim societies. Although Islamic scholarship offers a rich reservoir of virtues such as ikhlāṣ (sincerity), ṣabr (patience), shukr (gratitude), shūrā (consultation), sakīnah (tranquility), ṣidq (truthfulness), khidmah (service), and Saʿādah (well-being/flourishing), these concepts remain thematically dispersed and have not been systematically integrated into a unified therapeutic framework for marital counselling. Likewise, while tazkiyah al-nafs (self-purification) is central to classical Islamic psychology, it remains under-theorized within contemporary marital counselling practice. This study addresses these gaps by developing the 8S tazkiyah-based marital counselling framework through a grounded content analysis of the Qurʾān, ḥadīth, classical texts, modern Islamic psychology literature, and empirical research on Muslim marital counselling. The analytical procedure involved textual coding and thematic categorization of classical and contemporary sources. The resulting model integrates three components: (a) tawḥīdic epistemology as the overarching worldview; (b) tazkiyah al-nafs as the core psychospiritual mechanism; and (c) eight virtue-based processes–ikhlāṣ, ṣabrr,shukrr,shūrāā,sakīnahh,ṣidqq,khidmahh, and Saʿādah–that collectively guide intrapersonal and interpersonal transformation within marriage. The framework contributes to Islamic psychology by offering a structured, spiritually anchored virtue model and providing practitioners with an evidence-informed tool for marital interventions. This study demonstrates how Islamic virtues, when systematically conceptualized, can form a cohesive therapeutic pathway to strengthen marital relationships and enhance family well-being in Muslim contexts.

INTEGRATING LOCAL CULTURE INTO EOP COURSES: PERCEPTIONS OF PRESCHOOL EDUCATION MAJORS IN A CHINESE VOCATIONAL COLLEGE

2026-04-01T12:51:19+08:00

As higher education institutions increasingly prioritise English for Occupational Purposes (EOP) to enhance internationalisation and equip students for specific professional roles, ensuring curriculum alignment with students' career needs becomes paramount. For preschool education major students, this necessitates mastering English proficiency tailored to kindergarten bilingual teaching contexts. Despite growing emphasis on EOP in higher education, limited research has examined how local cultural integration within hybrid project-based learning (HPBL) frameworks can enhance communicative competence among preschool education majors. This study employs needs analysis to investigate how integrating local culture within a hybrid project-based learning (HPBL) framework can address identified learner needs and enhance communicative competence. The study begins with a needs analysis to identify the specific linguistic, social, and cultural challenges learners face in real-world communication. Based on these findings, the pedagogical approach is developed by embedding culturally relevant content into project tasks, thereby increasing learner engagement and contextual relevance. These tasks are delivered through a hybrid project-based learning model, which combines face-to-face interaction with digital collaboration to create a flexible and supportive learning environment. Through this process, learners are guided to complete projects that require meaningful communication and cultural reflection. A qualitative needs analysis was conducted using open-ended questionnaires administered to 20 second-year preschool education majors. Data was analysed using inductive thematic analysis. Findings reveal strong learner support for integrating local folklore, classroom discourse practices, and culturally grounded teaching materials. However, existing curricula remain predominantly exam-oriented and linguistically focused, with minimal contextualisation to kindergarten teaching scenarios. The study contributes to EOP curriculum design by proposing a culturally responsive HPBL model that aligns vocational language training with localised pedagogical realities.

EMOTIONAL INTELLIGENCE IN EDUCATION: GLOBAL RESEARCH TREND

2026-02-27T13:41:52+08:00

Emotional intelligence (EI) has become an increasingly important area of study in the field of education, recognized for its role in shaping student achievement, psychological well-being, and social development. However, despite its growing prominence, research on EI in education remains scattered across disciplines, making it difficult to capture global patterns and thematic directions. To address this gap, this study conducts a comprehensive bibliometric analysis to map the research trends, collaborative networks, and thematic hotspots of EI in educational contexts. Data were collected from the Scopus database through an advanced search using the keywords emotional, intelligence, education, and psychological, limited to English-language publications. A total of 553 documents were retrieved, cleaned, and harmonized using OpenRefine. Descriptive statistics and trend graphs were generated using the Scopus Analyzer, while VOSviewer software was employed to construct visualization maps for co-authorship, co-citation, and keyword co-occurrence. The analysis reveals a consistent upward trend in publications from 2004 to 2024, with China, the United States, the United Kingdom, and Malaysia emerging as leading contributors, while Spain recorded the highest citation impact with 1,854 citations. Co-authorship analysis identified 34 countries surpassing the minimum threshold, resulting in eight clusters of international collaboration, with China and the United Kingdom positioned as central hubs of partnership. Keyword mapping highlighted dominant themes such as leadership, higher education, academic performance, and psychological well-being, demonstrating the multidimensional scope of EI research in education. These findings contribute to the body of knowledge by offering a comprehensive overview of the global intellectual structure, guiding future research directions, and underscoring the potential of EI as a vital framework for advancing educational practice and policy worldwide.

STAKEHOLDERS’ KNOWLEDGE AND SKILLS ON CORE THEMES OF HOLISTIC SEXUALITY EDUCATION FOR MALAYSIAN CHILDREN WITH LEARNING DISABILITIES

2026-03-05T20:40:08+08:00

A Holistic Sexuality Education (HSE) advocates that children, regardless of disabilities, learn about sexuality not only in formal education settings, but through multiple formal and informal channels. An effective HSE requires a collaborative effort involving various stakeholders to create a supportive environment. Despite documented challenges for adults to access and provide contemporary sexuality education to these children, fewer studies have empirically assessed their knowledge and skills. Thus, this study aimed to assess the current state of stakeholders' perceived levels of knowledge and skills regarding the core themes of Holistic Sexuality Education in Malaysia. An exploratory survey was conducted among 415 stakeholders with descriptive data analysis. The results revealed that the stakeholders demonstrated overall moderate levels of both knowledge and skills across the four targeted themes. However, performance varied among stakeholder groups and the four theme domains. The findings provided empirical input for the development of tailored content within a teaching guideline to ensure that the identified gaps are adequately addressed.

ADAPTATION AND VALIDATION OF THE READING MOTIVATION QUESTIONNAIRE FOR CHINESE UNIVERSITY EFL LEARNERS

2026-03-11T15:44:36+08:00

Reading motivation is a key factor in sustaining engagement and persistence in reading. However, most existing instruments were developed for first language learners and have rarely been rigorously validated in English as a foreign language (EFL) context. Guided by Self-Determination Theory, this study adapted the Self-Regulation Questionnaire for Reading Motivation (SRQ-Reading Motivation; De Naeghel et al., 2012) and validated it in a Chinese EFL learners. A total of 718 valid responses were collected from students at a regional university in Central China. The sample was randomly divided for exploratory factor analysis (EFA; N = 366) and confirmatory factor analysis (CFA; N = 352). EFA yielded a three-factor structure comprising 15 items, representing intrinsic motivation, identified motivation, and controlled motivation for EFL reading. This structure accounted for 73.89% of the total variance, with factor loadings ranging from 0.558 to 0.926. After one item with a low factor loading was removed, CFA indicated that the three-factor model demonstrated a good fit (GFI = 2.642, GFI = 0.927, CFI = 0.967, IFI =0.967, TLI = 0.959, NF = 0.948, RMSEA = 0.068). The adapted version of the questionnaire was named SRQ-EFL Reading Motivation. This study provides a theoretically coherent and psychometrically sound tool for assessing EFL reading motivation among Chinese university students. Practically, the validated questionnaire can support motivation diagnosis and inform the design of instructional practices that foster autonomous forms of EFL reading motivation in tertiary EFL contexts.

TEACHING ACROSS GRADES: LESSON DELIVERY STRATEGIES OF ESL TEACHERS IN MULTIGRADE CLASSROOMS AT SELECTED MALAYSIAN LOW ENROLMENT SCHOOLS

2026-03-17T12:34:21+08:00

Multigrade classrooms are a common feature of rural low enrolment schools worldwide, where students from two different grade levels are taught within the same classroom. In the Malaysian context, such settings pose distinct pedagogical demands, particularly for English as a Second Language (ESL) instruction. This study explores the lesson delivery strategies employed by ESL teachers in selected Malaysian low enrolment multigrade schools. Guided by the Learning Environment, Learning Processes, and Learning Outcomes (LEPO) framework, a qualitative case study design was adopted. Data were collected through semi-structured interviews, classroom observations, and document analysis involving eight ESL teachers from selected low enrolment schools in Selangor, Pahang, Perak, and Johor. The findings revealed six main themes; alternating instructional focus between different grade levels, alignment of language skills and topics across grades, peer-assisted learning practices, multigrade lesson planning approaches, utilisation of instructional materials, and, differentiated teaching strategies in multigrade classrooms. These findings offer practical insights into ESL teaching in multigrade settings and have implications for teachers, school leaders, policymakers, and other educational stakeholders seeking to support effective instruction in rural low enrolment schools.

KEBERKESANAN CHATGPT DALAM PEMBELAJARAN TATABAHASA BAHASA MELAYU TERHADAP MURID PINTAR DAN BERBAKAT

2026-03-31T13:42:20+08:00

Kajian ini bertujuan untuk menilai tahap keberkesanan aplikasi ChatGPT dalam pembelajaran tatabahasa Bahasa Melayu terhadap murid pintar dan berbakat. Seramai 18 orang murid pintar dan berbakat dari Kolej PERMATA@Pintar, UKM telah dipilih sebagai sampel melalui persampelan bertujuan.Reka bentuk kajian menggunakan kajian tindakan yang melibatkan beberapa fasa seperti perancangan, tindakan, pemerhatian dan refleksi. Instrumen kajian terdiri daripada Ujian Pra dan Ujian Post bagi mengukur tahap kefahaman murid sebelum dan selepas intervensi penggunaan ChatGPT. Analisis data menunjukkan terdapat peningkatan pencapaian akademik dalam kalangan majoriti responden, dengan 77.8% murid mencatatkan peningkatan markah dalam Ujian Post berbanding Ujian Pra. Dapatan ini membuktikan bahawa penggunaan ChatGPT berpotensi membantu meningkatkan pemahaman tatabahasa, menjana idea serta menyokong pembelajaran kendiri. Walau bagaimanapun, sebilangan kecil murid menunjukkan markah yang tidak berubah atau menurun, sekali gus menandakan bahawa keberkesanan aplikasi ini dipengaruhi oleh tahap keupayaan individu dan kemahiran menggunakan teknologi secara kritis. Secara keseluruhannya, kajian ini mengesahkan bahawa ChatGPT merupakan alat sokongan pedagogi yang berpotensi meningkatkan motivasi, penglibatan dan prestasi murid, namun penggunaannya perlu disertai dengan bimbingan guru serta penilaian terhadap ketepatan maklumat bagi memastikan keberkesanan pembelajaran yang optimum.

This study aims to evaluate the effectiveness of the ChatGPT application in learning Malay grammar among gifted and talented students. A total of 18 gifted and talented students from Kolej PERMATA@Pintar, UKM were selected as the sample through purposive sampling. The study employed an action research design involving several phases, namely planning, action, observation, and reflection. The research instruments consisted of a Pre-Test and Post-Test to measure students’ level of understanding before and after the ChatGPT intervention. Data analysis indicated an improvement in academic achievement among the majority of respondents, with 77.8% of students demonstrating higher scores in the Post-Test compared to the pre-Test. These findings suggest that the use of ChatGPT has the potential to enhance grammar comprehension, generate ideas, and support self-directed learning. However, a small number of students showed no change or a decline in scores, indicating that the effectiveness of the application is influenced by individual ability levels and the skills required to use technology critically. Overall, this study confirms that ChatGPT is a pedagogical support tool with the potential to increase students’ motivation, engagement, and academic performance. Nevertheless, its use should be accompanied by teacher guidance and careful evaluation of information accuracy to ensure optimal learning effectiveness.

PARENTAL ACCEPTANCE AND ITS IMPACT ON ENGAGEMENT IN SUPPORT SERVICES FOR CHILDREN WITH SPECIAL NEEDS IN MALAYSIA: A SYSTEMATIC REVIEW

2026-02-22T11:40:16+08:00

Parental acceptance significantly shapes how families respond to a child’s special needs diagnosis and engage with available support services. In Malaysia, where cultural, religious, and social norms influence parenting decisions, understanding the relationship between acceptance and engagement is vital for developing effective interventions. This systematic literature review (SLR) synthesizes empirical evidence on factors influencing parental acceptance and its impact on service engagement for children with special needs. Using PRISMA guidelines and the SALSA framework (Search, Appraisal, Synthesis, and Analysis), 11 peer-reviewed studies published between 2020 and 2025 were analysed. Studies were sourced from Google Scholar and Semantic Scholar. This was selected based on inclusion criteria focused on Malaysian parental populations and relevance to both acceptance and engagement. Three key themes emerged: (1) emotional and informational factors influencing acceptance, including denial, stigma, and professional communication; (2) patterns of engagement, with early acceptance linked to consistent use of therapy, intervention, and educational services; and (3) sociocultural moderators, such as religious beliefs, affiliate stigma, and disparities in access across urban and rural settings. These findings show that parental acceptance is both an emotional process and a catalyst for meaningful participation in service. This review underscores the importance of culturally sensitive, parent-centered approaches and of integrating emotional support into diagnostic pathways. It also identifies research gaps in longitudinal studies and father-specific perspectives. The findings have practical implications for educators, healthcare providers, and policymakers seeking to strengthen family-centered support systems for children with special needs in Malaysia.

TRANSFORMASI SARINGAN AWAL DISLEKSIA BERDASARKAN MODEL LINGKARAN EMPAT PIHAK (QHM)

2026-03-02T09:17:33+08:00

Kajian ini meneliti saringan awal disleksia melalui pendekatan bersepadu berdasarkan Model Lingkaran Empat Pihak (QHM) yang menekankan kolaborasi antara akademia, industri, kerajaan dan masyarakat. Pendekatan ini membuktikan potensi transformatif dalam menangani cabaran sistemik saringan, termasuk isu ketercapaian, keberkesanan dan kepekaan budaya. Melalui sumbangan akademia, instrumen berasaskan bukti dapat dibangunkan berlandaskan pemahaman saintifik terhadap aspek kognitif dan neurologi disleksia. Industri pula memacu inovasi teknologi seperti aplikasi diagnostik berasaskan kecerdasan buatan (AI) dan gamifikasi yang mesra pengguna dan kos efektif. Sokongan dasar kerajaan memperkukuh standardisasi, pembiayaan dan latihan guru, manakala masyarakat memperkukuh advokasi serta memastikan adaptasi saringan selaras dengan konteks budaya dan komuniti tempatan. Dapatan ini memberikan asas refleksi untuk tindakan (reflection for-action), dengan menekankan bahawa saringan awal tidak boleh dianggap sebagai proses diagnostik terasing, tetapi sebagai ekosistem pendidikan inklusif yang berpaksikan penyelidikan, didorong oleh teknologi, dimungkinkan melalui dasar dan diperkasa oleh komuniti. Implikasi kajian ini turut memperlihatkan bahawa keberkesanan saringan hanya dapat dicapai melalui sinergi pelbagai sektor yang saling melengkapi. Kajian ini juga menegaskan penjajaran saringan awal disleksia dengan Matlamat Pembangunan Lestari (SDG), khususnya SDG 4 (pendidikan berkualiti), SDG 9 (industri, inovasi dan infrastruktur), SDG 10 (pengurangan ketidaksamaan) dan SDG 17 (perkongsian untuk matlamat). Walaupun keterbatasan seperti ketiadaan data empirikal berskala besar perlu diatasi, model bersepadu ini berpotensi menjadi asas kepada reformasi pendidikan inklusif pada masa hadapan.

This study examines early dyslexia screening through an integrated approach based on the Quadruple Helix Model (QHM), which emphasizes collaboration among academia, industry, government and society. This approach demonstrates transformative potential in addressing systemic challenges of screening, including issues of accessibility, effectiveness and cultural sensitivity. Through the contributions of academia, evidence-based instruments can be developed, grounded in scientific understanding of the cognitive and neurological aspects of dyslexia. Industry drives technological innovation by introducing diagnostic applications powered by artificial intelligence (AI), gamification and cloud-based platforms that are user friendly and cost effective. Government support strengthens standardization, funding and teacher training, while society enhances advocacy and ensures that screening practices are adapted to local cultural and community contexts. The findings provide a reflection for action foundation, emphasizing that early screening should not be viewed as an isolated diagnostic process, but rather as an inclusive educational ecosystem that is anchored in research, enabled by technology, supported by policy and empowered by community engagement. The implications of this study highlight that the effectiveness of screening can only be achieved through the synergy of complementary sectors. Moreover, this study underscores the alignment of early dyslexia screening with the Sustainable Development Goals (SDGs), particularly SDG 4 (quality education), SDG 9 (industry, innovation and infrastructure), SDG 10 (reduced inequalities) and SDG 17 (partnerships for the goals). Although limitations such as the absence of large-scale empirical data need to be addressed, this integrated model holds significant potential as a foundation for future reforms in inclusive education.

A CULTURAL AND HISTORICAL STUDY OF HERO-STONE (NADUKAL) WORSHIP AMONG MALAYALIS (TRIBLE) IN THE KALVARAYAN HILLY AREA OF HERO-STONE WORSHIP

2026-03-11T11:08:52+08:00

Background: This paper analyzes the hero-stone (Nadukal) traditions of the Malayali tribes in the Kalrayan Hills. From the Megalithic era through the Sangam age, erecting memorials for warriors who perished in battle was a cornerstone of Tamil culture, extensively documented in the Tolkappiyam, Sangam literature, and devotional hymns. The study employs a Qualitative Descriptive-Historical Design. It adopts a longitudinal perspective to track the evolution of worship from prehistoric archaeological evidence to contemporary ethnographic practices. By integrating archaeology and anthropology, the research maps the continuity of tribal belief systems across millennia. A multi-disciplinary approach was utilized, involving. Direct observation of hero-stones (e.g., Vediappan and Karuppurayan deities) in the Kalrayan, Servarayan, and Kolli Hills. Correlating Neolithic tools, rock engravings, and Megalithic monuments with existing hero-stones. Comparing ritualistic descriptions in Sangam texts with physical ground-level evidence. The study highlights these stones as "open-air museums" requiring urgent protection from environmental decay and modern encroachment. It reveals how Nadukal serves as a focal point for tribal identity, reinforcing social cohesion and ancestral spiritual trust. Furthermore, it demonstrates that the Sangam-era heroic code is not extinct but survives through modern folk deity cults, providing a vital link between Tamil Nadu’s martial past and the present. In these highlands, hero-stone worship is more than a ceremony; it is a profound symbol connecting religion, history, and the enduring cultural heritage of the Malayali tribes.

A USER-CENTERED CONCEPTUAL FRAMEWORK FOR DESIGNING AUGMENTED REALITY OBJECT-RECOGNITION INTERVENTIONS TO SUPPORT EARLY COMMUNICATION IN CHILDREN WITH AUTISM

2026-03-15T10:20:32+08:00

Early communication difficulties remained a significant developmental challenge for children with autism spectrum disorder (ASD), often affecting learning engagement, social interaction, and functional independence. While Augmented Reality (AR) has gained attention as a promising intervention technology due to its interactive and context-aware capabilities, many existing AR-based solutions for autism are application-driven and lack a systematic design foundation grounded in user needs. This limits their consistency, scalability, and effectiveness across diverse learning contexts. This study proposed a user-centered conceptual framework to guide the design of AR-based object-recognition interventions aimed at supporting early communication development in children with autism. Grounded in User-Centered Design (UCD) principles, the framework integrates user needs, sensory-aware interaction design, and object-recognition mechanisms to align with the cognitive, communicative, and sensory characteristics of children with ASD. The framework was operationalized through the development of an AR prototype and examined through structured observation of children's interaction and quantitative usability evaluation by parents. Findings indicated that a framework-driven, user-centered approach supported engagement, attention, and object-function understanding, which are foundational to early communication skills. Parents' evaluations further validated the frameworks’ usability, learnability, sensory compatibility, and perceived communication support. Variations in user interaction outcomes also highlighted important framework refinement areas, including adaptive scaffolding and error-handling mechanisms for learners with lower communication readiness. This study contributed by offering a reusable and transferable conceptual framework that extends beyond a single application implementation. The framework provides practical guidance for educators, therapists, and developers in designing AR-based communication interventions for children with autism and establishes a foundation for future research in inclusive and technology-supported special education.

AMALAN QUDWAH HASANAH KEPIMPINAN ISLAM PENGETUA

2026-03-28T21:53:31+08:00

Kajian ini bertujuan mengenalpasti amalan qudwah hasanah dalam kepimpinan Islam pengetua. Kepimpinan Islam berteraskan qudwah hasanah atau teladan merupakan asas penting dan menuntut pengetua bukan sahaja berperanan sebagai pengurus organisasi tetapi juga sebagai teladan untuk akhlak dan nilai Islam. Namun begitu, sebahagian pengetua tidak dapat menzahirkan kepimpinan berasaskan qudwah hasanah secara konsisten. Objektif kajian ialah mengenalpasti amalan qudwah hasanah yang diamalkan oleh pengetua. Metodologi kajian ini menggunakan pendekatan kajian kepustakaan dengan menganalisis dokumen dan meneliti artikel berkaitan. Dapatan analisis menunjukkan bahawa amalan pengetua merangkumi sifat keikhlasan, adil, kasih sayang, musyawarah dan budaya organisasi memberi kesan positif yang mampu membentuk budaya organisasi cemerlang dan meningkatkan motivasi guru. Kajian ini akan menyumbang kepada pembangunan ilmu kepimpinan Islam yang relevan dengan cabaran semasa, memberi panduan kepada pengetua dan penggubal dasar dalam memperkukuh kepimpinan berasaskan qudwah hasanah sekaligus mengisi jurang kajian dimensi praktikal qudwah hasanah dalam kepimpinan Islam.

This study aims to identify the practices of Qudwah Hasanah in the Islamic leadership of school principals. Islamic leadership based on Qudwah Hasanah, or exemplary conduct, is an essential foundation that requires principals not only to function as organisational managers but also to serve as role models in embodying Islamic morals and values. However, some principals are unable to consistently demonstrate leadership grounded in Qudwah Hasanah. The objective of this study is to identify the Qudwah Hasanah practices adopted by school principals. This study employs a literature review approach by analysing documents and examining related scholarly articles. The findings indicate that the practices of principals include sincerity, justice, compassion, consultation (musyawarah), and the cultivation of a positive organisational culture and enhancing teachers’ motivation. This study contributes to the development of Islamic leadership knowledge that is relevant to contemporary challenges and provides guidance for principals and policymakers in strengthening leadership based on Qudwah Hasanah. At the same time, it helps to fill the research gap regarding the practical dimensions of Qudwah Hasanah in Islamic leadership.

THE RELATIONSHIP BETWEEN PARENT AND PEER ATTACHMENT, LONELINESS, PERSONALITY, SOCIAL MEDIA, AND TIME SPENT ALONE ON HOBBIES AMONG MALAYSIAN LATE ADOLESCENTS WITH ANXIOUS SELF-PREOCCUPATION

2026-04-01T12:24:54+08:00

Background: Social anxiety is prevalent among Malaysian late adolescents. Anxious self-preoccupation (ASP), characterised by heightened self-focused attention in social situations, has been proposed as a cognitive mechanism linking insecure attachment to social anxiety and interpersonal difficulties. However, limited research has examined ASP's relationship with parent and peer attachment and loneliness in the Malaysian context, or the pathways through which these relationships operate. Objective: This study examined whether personality traits, social media usage, and time spent alone on hobbies mediate the associations between ASP and relational outcomes (i.e., parent and peer attachment) as well as loneliness. Methods: A cross-sectional quantitative design was used. 189 Malaysian late adolescents (aged 18–24) completed self-report measures of ASP, parent and peer attachment, loneliness, personality, social media usage, and time spent alone on hobbies. Mediation analyses were conducted using PROCESS Macro with bootstrapped confidence intervals. Results: ASP significantly predicted lower maternal (β = −.33), paternal (β = −.25), peer attachment (β = −.23), and higher loneliness (β = .51). Extraversion and conscientiousness fully mediated the ASP–maternal attachment relationship; extraversion partially mediated the ASP–paternal attachment relationship; and neuroticism partially mediated the ASP–loneliness relationship. None of the tested mediators significantly accounted for the ASP–peer attachment relationship. Social media usage and time spent alone on hobbies did not significantly mediate any of the tested relationships. Conclusion: These findings extend Vertue's (2003) attachment-based model of social anxiety to a Malaysian context, suggesting that ASP-related reductions in extraversion and conscientiousness may impair parental relationship quality, while higher neuroticism levels may increase loneliness risk among Malaysian late adolescents. Practitioners working with socially anxious clients should consider prioritising personality-linked emotion regulation. Future longitudinal research using cross-lagged panel models is recommended to examine the directionality of these relationships.

ARTIFICIAL INTELLIGENCE IN NURSING LEADERSHIP AND CLINICAL PRACTICE: A BIBLIOMETRIC ANALYSIS

2026-02-23T11:54:06+08:00

Artificial intelligence (AI) is increasingly shaping healthcare systems, with growing implications for nursing leadership and clinical practice through enhanced decision-making, workforce management, education, and patient care delivery. Despite the rapid growth of AI-related research in nursing, the overall intellectual structure, research trends, and global collaboration patterns within this field remain insufficiently understood. This study aimed to systematically map and analyze the scientific landscape of artificial intelligence research related to nursing leadership and clinical practice using a bibliometric approach. A bibliometric analysis was conducted using data retrieved from Elsevier’s Scopus database. Peer-reviewed journal articles published in English between 2006 and 2025 were included. A total of 932 records met the inclusion criteria. Descriptive publication trends and citation indicators were analyzed using Scopus Analyzer, while bibliographic data were cleaned and standardized using OpenRefine. Keyword co-occurrence and international co-authorship networks were visualized using VOSviewer to identify dominant research themes and collaboration patterns. The findings reveal a sustained and accelerated growth in publications, particularly after 2018, indicating increasing scholarly attention to AI applications in nursing contexts. The United States emerged as the leading contributor in terms of publication output and collaborative strength, followed by the United Kingdom, Australia, and several European and Asian countries. Keyword analysis identified core research themes centered on clinical practice, nursing education, competence development, patient safety, and evidence-based practice, with artificial intelligence increasingly integrated within these domains rather than positioned as a standalone focus.In conclusion, this bibliometric analysis provides a comprehensive overview of research trends, thematic priorities, and global collaboration patterns related to artificial intelligence in nursing leadership and clinical practice. The findings offer valuable insights to guide future research, policy development, and strategic leadership initiatives, while highlighting the need for broader international collaboration and deeper empirical evaluation of AI implementation in nursing practice.

A SYSTEMATIC REVIEW OF ASSESSMENT APPROACHES FOR MEASURING CREATIVITY AND TECHNICAL SKILLS AMONG UNIVERSITY FASHION DESIGN STUDENTS

2026-03-05T20:05:50+08:00

This study examines the methods currently used to assess university fashion design students' technical proficiency and inventiveness. Fashion design school assessment is a special problem since it must strike a balance between objective assessments of technical proficiency and subjective assessments of creativity. The results of 20 peer-reviewed papers published between 1995 and 2025 are compiled in this study using the systematic literature review (SLR) approach and data from sources such as Scopus, Web of Science, ERIC, and Google Scholar. Two main areas of assessment practice are identified by the review: those that prioritise technical mastery through organised, rubric-based criteria and those that emphasise creative expression through project-based and portfolio evaluation. The results show that there are ongoing conflicts between standardisation and creative freedom because open-ended criticisms are frequently unreliable, and too strict rubrics run the danger of stifling creativity. To guarantee that both creativity and technical ability are equally appreciated, the study emphasises the significance of hybrid assessment frameworks that incorporate reflective practice, peer evaluation, and industry input. It comes to the conclusion that to prepare fashion graduates to satisfy professional industry standards, evaluation models that are clear, balanced, and contextually adaptive must be developed.

PREVALENCE OF OCCUPATIONAL STRESS AMONG POLICE OFFICERS IN LANG’ATA CONSTITUENCY, NAIROBI, KENYA

2026-03-11T15:11:14+08:00

Occupational stress is a psychological and physiological condition that manifests when an individual’s coping resources are inadequate to meet the demands and pressures of their work. This study sought to examine the prevalence of occupational stress among police officers in Lang’ata Constituency, Nairobi County, Kenya. A structured questionnaire was used to gather data from a sample size of 126 police officers drawn from a cluster sampling technique. Data was analysed in SPSS using both descriptive statistics and inferential techniques. The findings revealed that occupational stress was widespread among police officers. Analysis of socio-demographic characteristics in relation to indicators of occupational stress – namely general health and self-perception – showed notable variations across groups. Married and single officers reported poorer self-evaluation compared to those who were separated, divorced, or widowed, while female officers and younger officers exhibited poorer general health outcomes associated with occupational stress when compared to their male and older counterparts. These results indicate that married and single officers, female officers, and younger officers are particularly vulnerable to occupational stress. The study therefore recommends the establishment of structured stress management programs within the police service, with targeted interventions focusing initially on the most vulnerable socio-demographic groups, particularly young and female police officers.

NILAI DAN AKHLAK DALAM PEMBENTUKAN JATI DIRI MUSLIM PELAJAR PINTAR DAN BERBAKAT

2026-03-17T11:17:54+08:00

Kajian ini bertujuan meneliti peranan nilai dan akhlak dalam pembentukan jati diri Muslim dalam kalangan pelajar pintar dan berbakat (PPB). Seramai 50 orang PPB dari Kolej PERMATA@Pintar Negara, Universiti Kebangsaan Malaysia (UKM), Kampus Bangi terlibat sebagai sampel kajian. Data dikumpulkan melalui soal selidik merangkumi kefahaman nilai dan akhlak Islam serta pembentukan jati diri Muslim, dan dianalisis menggunakan statistik deskriptif (min dan sisihan piawai) melalui perisian SPSS. Dapatan kajian menunjukkan tahap kefahaman nilai Islam berada pada tahap persetujuan yang sangat tinggi (M = 4.69, SP = 0.47), manakala kefahaman nilai akhlak berada pada tahap persetujuan yang tinggi (M = 4.38, SP = 0.71). Pembentukan jati diri Muslim PPB juga mencatatkan tahap persetujuan yang sangat tinggi (M = 4.68, SP = 0.58). Secara keseluruhan kajian ini membuktikan bahawa nilai dan akhlak memainkan peranan penting dalam pembentukan jati diri Muslim pelajar pintar dan berbakat.

This study aims to examine the role of values and morals in the formation of Muslim identity among gifted and talented students (GTS). A total of 50 GTS from Kolej PERMATA@Pintar Negara, Universiti Kebangsaan Malaysia (UKM), Bangi Campus, were involved as the study sample. Data were collected through a questionnaire measuring the understanding of Islamic values, Islamic morals, and the formation of Muslim identity, and were analysed using descriptive statistics (mean and standard deviation) through SPSS software. The findings indicate that the level of understanding of Islamic values among GTS is at a very high level of agreement (M = 4.69, SD = 0.47), while the understanding of Islamic morals is at a high level of agreement (M = 4.38, SD = 0.71). The formation of Muslim identity among GTS also recorded a very high level of agreement (M = 4.68, SD = 0.58). Overall, the results of this study indicate that values and morals play an important role in shaping the Muslim identity of gifted and talented students.

MENEROKA TAHAP PELAKSANAAN MOD PELIBATAN PEMBELAJARAN OLEH GURU NOVIS DALAM PENGAJARAN DI NEGERI KEDAH

2026-03-31T13:29:09+08:00

Pelibatan murid merupakan indikator penting dalam menentukan keberkesanan proses pengajaran dan pembelajaran di bilik darjah, khususnya dalam konteks pendidikan abad ke-21 yang menekankan pembelajaran berpusatkan murid. Model ICAP menyediakan kerangka teori yang sistematik untuk memahami tahap pelibatan murid berdasarkan proses kognitif. Walau bagaimanapun, pelaksanaan mod pelibatan pembelajaran berasaskan Model ICAP dalam kalangan guru novis masih berhadapan dengan pelbagai halangan, termasuk jurang antara teori dan amalan pedagogi, kekangan pengalaman, motivasi dan efikasi kendiri. Justeru itu, kajian ini dijalankan untuk menilai tahap pelaksanaan serta meneroka pengalaman guru novis dalam mengaplikasikan mod pelibatan pembelajaran berasaskan Model ICAP di bilik darjah. Kajian ini menggunakan reka bentuk kaedah campuran eksplanatori berjujukan, di mana fasa kuantitatif melibatkan 243 responden menggunakan soal selidik skala Likert 5 mata dan dianalisis secara deskriptif serta inferensi menggunakan SPSS versi 29. Sementara itu, fasa kualitatif pula menggunakan pendekatan fenomenologi melalui persampelan bertujuan melibatkan lima peserta, dengan data temu bual separa berstruktur dianalisis secara tematik menggunakan Atlas.ti bagi meneroka pengalaman guru novis secara mendalam. Dapatan menunjukkan tahap pelibatan aktif dan konstruktif guru novis mempunyai hubungan positif dan signifikan dengan tahap pelibatan keseluruhan, khususnya mod konstruktif (r = 0.763, p < 0.001) manakala mod aktif (r = 0.749, p < 0.001). Dapatan kualitatif menyokong dapatan kuantitatif, di mana guru novis mengaplikasikan strategi aktif dan konstruktif melalui tugasan berfikir aras tinggi, perbincangan kumpulan, pembentangan, dan aktiviti kolaboratif walaupun menghadapi kekangan tertentu. Kesimpulannya, Model ICAP berpotensi meningkatkan kualiti pelibatan pembelajaran murid sekiranya guru novis diberikan sokongan latihan pedagogi dan bimbingan profesional yang berterusan. Kajian ini mencadangkan agar sokongan pembangunan profesional yang berterusan, latihan pedagogi berfokuskan Model ICAP bagi membantu guru novis melaksanakan mod pelibatan pembelajaran secara lebih berkesan.

Student engagement is an important indicator in determining the effectiveness of teaching and learning processes in the classroom, particularly in the context of 21st-century education that emphasizes student-centered learning. The ICAP model provides a systematic theoretical framework for understanding students’ engagement levels based on cognitive processes. However, the implementation of ICAP-based learning engagement modes among novice teachers still faces various challenges, including the gap between theory and pedagogical practice, limited experience, motivation and self-efficacy. Therefore, this study was conducted to assess the level of implementation and explore the experiences of novice teachers in applying ICAP-based learning engagement modes in the classroom. The study employed an explanatory sequential mixed-methods design, where the quantitative phase involved 243 respondents using a 5-point Likert scale questionnaire, analyzed descriptively and inferentially using SPSS version 29. Meanwhile, the qualitative phase adopted a phenomenological approach through purposive sampling involving five participants, with semi-structured interview data analyzed thematically using Atlas.ti to explore the experiences of novice teachers in depth. The findings indicate that the levels of active and constructive engagement among novice teachers are positively and significantly related to overall engagement, particularly the constructive mode (r = 0.763, p < 0.001) and the active mode (r = 0.749, p < 0.001). The qualitative findings support the quantitative results, showing that novice teachers implement active and constructive strategies through higher-order thinking tasks, group discussions, presentations and collaborative activities, despite facing certain constraints. In conclusion, the ICAP model has the potential to enhance the quality of student engagement if novice teachers are provided with ongoing pedagogical training and professional guidance. The study recommends continuous professional development and ICAP-focused pedagogical training to assist novice teachers in implementing learning engagement modes more effectively.

EFFECTIVENESS OF PEAR DECK IN ENHANCING COGNITIVE, BEHAVIOURAL, AND EMOTIONAL ENGAGEMENT IN ONLINE PHARMACOLOGY EDUCATION FOR NURSING STUDENTS: A SYSTEMATIC REVIEW

2026-02-22T11:24:55+08:00

The transition to online learning during and following the COVID-19 pandemic has accelerated the adoption of interactive educational technologies in nursing education, particularly for content-intensive subjects such as pharmacology. Pear Deck, an interactive slide-based response system, has emerged as a promising tool for fostering student engagement in virtual learning environments. This systematic literature review synthesises empirical evidence on the effectiveness of Pear Deck in enhancing cognitive, behavioural, and emotional engagement among nursing students in online pharmacology education. Guided by the PRISMA 2020 framework, a comprehensive search was conducted across Scopus, Google Scholar, and Semantic Scholar. Nineteen studies published between 2020 and 2025 met the inclusion criteria and were analysed using a thematic synthesis approach informed by the Population–Exposure–Outcome (PEO) framework. Although the primary focus was on nursing and pharmacology education, relevant studies from closely related health sciences and higher education. Contexts were included to address the limited availability of domain-specific research. The findings indicate that Pear Deck supports cognitive engagement through interactive questioning and retrieval practice, behavioural engagement through increased participation and attentiveness, and emotional engagement through reflective prompts and emotional check-in features. Instructor pedagogical readiness, structured lesson design, and student digital literacy emerged as key facilitators, while technological constraints and cognitive overload were identified as barriers. This review highlights Pear Deck’s pedagogical value in online nursing pharmacology education and provides evidence-based recommendations for educators and instructional designers.

KEPERLUAN PELAKSANAAN PENYELIAAN ON THE JOB TRAINING SECARA WEBINAR DALAM KALANGAN PENSYARAH DI KOLEJ VOKASIONAL

2026-03-02T08:46:20+08:00

On-the-Job Training (OJT) merupakan kursus teras dan syarat wajib dalam Kurikulum Standard Kolej Vokasional (KSKV) bagi pelajar program Diploma Vokasional Malaysia (DVM). Pelaksanaan OJT melibatkan pelajar semester akhir yang menjalani latihan di tempat kerja selama lima bulan di organisasi latihan serta diselia oleh pensyarah secara berkala. Seiring dengan perkembangan pembelajaran digital dan pengalaman pelaksanaan penyeliaan secara dalam talian semasa pandemik COVID-19, penggunaan platform webinar telah diiktiraf sebagai medium alternatif yang dibenarkan bagi penyeliaan OJT di kolej vokasional. Justeru, kajian ini bertujuan untuk mengenal pasti keperluan penyeliaan OJT secara dalam talian menggunakan platform webinar berdasarkan maklum balas pensyarah penyelia OJT di kolej vokasional. Kajian ini menggunakan reka bentuk deskriptif melalui kaedah tinjauan bagi mengumpul data secara sistematik dan berstruktur daripada responden yang berpengalaman. Dapatan kajian menunjukkan tahap sokongan pensyarah terhadap pelaksanaan penyeliaan OJT secara webinar berada pada tahap tinggi dengan purata skor min 4.15 dan sisihan piawai 0.64. Kesemua item keperluan mencatatkan nilai min melebihi 3.90 dan ini menunjukkan tahap penerimaan yang sangat positif. Item berkaitan keupayaan webinar dalam menyampaikan maklumat serta penjimatan masa dan kos mencatatkan skor min tertinggi manakala item berkaitan impak keseluruhan webinar mencatat skor min terendah. Secara keseluruhannya, dapatan kajian ini membuktikan bahawa penyeliaan OJT secara dalam talian melalui platform webinar merupakan satu keperluan yang signifikan dan berpotensi meningkatkan keberkesanan pelaksanaan OJT. Kajian ini juga bertujuan untuk menyokong pembangunan sebuah model penyeliaan OJT berasaskan webinar yang lebih sistematik dan berstruktur di kolej vokasional.

On-the-Job Training (OJT) is a core course and a compulsory requirement in the Vocational College Standard Curriculum (Kurikulum Standard Kolej Vokasional, KSKV) for students enrolled in the Malaysian Vocational Diploma (Diploma Vokasional Malaysia, DVM) programme. The implementation of OJT involves final-semester students undergoing workplace training for five months at selected training organisations under regular supervision by lecturers. In line with the advancement of digital learning and the experience of online supervision during the COVID-19 pandemic, the use of webinar platforms has been recognised as an approved alternative medium for OJT supervision in vocational colleges. Therefore, this study aims to identify the need for online OJT supervision using webinar platforms based on feedback from OJT supervising lecturers in vocational colleges. This study employed a descriptive research design using a survey method to systematically and structurally collect data from experienced respondents. The findings indicate that lecturers’ support for the implementation of webinar-based OJT supervision is at a high level, with a mean score of 4.15 and a standard deviation of 0.64. All requirement items recorded mean values above 3.90, indicating a very positive level of acceptance. Items related to the effectiveness of webinars in delivering information as well as time and cost efficiency recorded the highest mean scores, while the item related to the overall impact of webinars recorded the lowest mean score. Overall, the findings demonstrate that online OJT supervision through webinar platforms is a significant necessity and has the potential to enhance the effectiveness of OJT implementation. This study also aims to support the development of a more systematic and structured webinar-based OJT supervision model in vocational colleges.

A SYSTEMATIC REVIEW OF FORMATIVE ASSESSMENT IN ENGLISH AS A FOREIGN LANGUAGE WRITING

2026-03-10T14:32:23+08:00

Formative assessment (FA) has increasingly been recognized as an effective approach for enhancing English as a Foreign Language (EFL) writing, providing an alternative to traditional summative assessment. This systematic review aims to examine the types, effectiveness, and underlying mechanisms of FA practices in EFL writing classrooms. Following the PRISMA framework, empirical studies published between 2015 and 2024 were analysed. The review identifies three main categories of FA: mediated assessment, learner-centred practices, and technology-enhanced tools. Across diverse learner populations and instructional contexts, these approaches consistently support improvements in writing performance, often outperforming traditional assessment methods. Key mechanisms driving these outcomes include timely and actionable feedback, active engagement of learners in the assessment process, and opportunities for iterative reflection and revision. The findings highlight the importance of adopting process-oriented, learner-engaged, and technology-supported assessment practices in EFL writing instruction, providing insights for both practical classroom application and future research.

THE INFLUENCE OF GMP LOGO INCLUSION IN INFLUENCER POSTS ON CONSUMER PRODUCT PERCEPTION: AN A/B EXPERIMENTAL STUDY IN MALAYSIA’S COSMETIC SME CONTEXT

2026-03-15T09:46:07+08:00

The rapid growth of influencer marketing has intensified concerns regarding consumer trust, particularly within the cosmetic sector where perceived safety and credibility are critical. This study examines the impact of Good Manufacturing Practice (GMP) logo inclusion in influencer promotional content on consumer product perception. Using an experimental A/B testing design, participants were randomly assigned to view either a non-GMP stimulus (Image A) or a GMP-certified stimulus (Image B), with both visuals generated using artificial intelligence to minimise brand familiarity and influencer recognition bias. A total of 111 responses were collected, of which 100 valid cases were retained following attention-check screening. Product perception was measured using a composite construct encompassing credibility, perceived safety, and purchase intention. Reliability analysis demonstrated excellent internal consistency across all scales. Manipulation checks confirmed that participants clearly recognised the GMP cue. Independent-samples t-test results revealed a statistically significant difference between conditions, with the GMP stimulus producing substantially higher product perception scores compared to the non-GMP condition (M = 4.52 vs. M = 2.77, p < .001), accompanied by a large effect size (Cohen’s d = 1.35). The findings provide experimental evidence that GMP certification functions as a powerful visual trust cue in influencer-mediated cosmetic marketing. From a theoretical perspective, the results support signalling theory and the Elaboration Likelihood Model, highlighting how regulatory symbols reduce perceived risk and guide consumer judgement under conditions of limited information processing. Practically, the study underscores the importance of visible certification in influencer collaborations, particularly for small and medium-sized cosmetic enterprises seeking to enhance brand credibility and purchase intention. The results contribute to understanding how regulatory cues interact with influencer content to shape consumer perception in digital marketplaces.

THE ASSOCIATION BETWEEN MENTAL TOUGHNESS, COMPETITIVE ANXIETY, GOAL ORIENTATION, AND PERFORMANCE IN SCHOOL ATHLETES: A SYSTEMATIC LITERATURE REVIEW

2026-03-28T21:34:20+08:00

This systematic literature review synthesizes current evidence on the interrelationships between mental toughness, competitive anxiety, goal orientation, and athletic performance among school athletes. Despite extensive research on these constructs individually, their integrated effects within youth sport contexts remain insufficiently understood. Guided by the PRISMA framework, a comprehensive search was conducted across five major databases (PubMed, Scopus, ScienceDirect, SpringerLink, and Web of Science), supplemented by Google Scholar. Studies published between 2016 and 2023 were screened against predefined inclusion criteria, yielding a final sample of 65 empirical studies. The findings reveal that mental toughness consistently functions as a key moderating and mediating variable, attenuating the negative impact of competitive anxiety on performance outcomes. Task-oriented goal orientation shows a more adaptive association with performance stability and psychological resilience than ego-oriented frameworks, particularly under high-pressure conditions. Conversely, competitive anxiety, especially its cognitive dimension, tends to impair performance, although its effects vary depending on individual psychological profiles and contextual factors such as coaching style and motivational climate. Furthermore, psychological skills training interventions, including goal setting, imagery, and mindfulness-based approaches, show positive but context-dependent effects on enhancing mental toughness and regulating anxiety. Overall, the review highlights the multidimensional and interactive nature of psychological determinants in youth sport performance, supporting the need for integrated theoretical models and individualized intervention strategies. Methodological inconsistencies and the predominance of cross-sectional designs remain key limitations within the literature. Future research should prioritize longitudinal and cross-cultural investigations to better capture developmental trajectories and contextual variability. The findings provide practical implications for coaches, educators, and sport psychologists in designing holistic, evidence-based athlete development programs that balance performance optimization with psychological well-being.

MACHIAVELLIANISM TRAIT AMONG MALAYSIAN YOUNG ADULTS: AVOIDANT ATTACHMENT TENDENCIES AND PERCEPTION OF TRUST TOWARDS CLOSE FRIENDS AND ACQUAINTANCES

2026-04-01T11:59:38+08:00

This quantitative study aims to further explore individuals’ perception of trust within the Malaysian young adults’ context. Trust is measured based on two components: close friends and acquaintances. Individual differences are examined based on the Machiavellianism trait (i.e., low, neutral and high Machiavellianism) and the avoidant attachment styles (i.e., dismissive-avoidant, and fearful-avoidant attachment styles). 290 participants aged between 18 to 39 years old were recruited to complete an online survey. Correlation and one-way ANOVA(s) were conducted to analyse the data obtained. The present study found significant differences among those with low, neutral, and high Machiavellianism trait regarding their perception of trust specifically towards close friends. The Machiavellianism trait is also a negative predictor upon trust towards close friends. However, trust towards acquaintances is only marginally significant on each Machiavellianism level hence this relationship should be further explored in future studies. On the other hand, individuals with higher avoidant tendencies self-reported lower trust towards others regardless of their relationship (i.e., close friends versus acquaintances). The avoidant attachment styles are also negative predictors upon trust towards close friends. This study can serve as a reference for professional counsellors in assisting their clients in building trust. Limitations and future research are discussed.

THE EFFECT OF RESISTANCE BAND EXERCISE ON ACTIVITIES OF DAILY LIVING AND FUNCTIONAL INDEPENDENCE AMONG OLDER ADULTS: A SYSTEMATIC LITERATURE REVIEW

2026-02-22T12:16:36+08:00

This systematic literature review (SLR) investigates the impact of resistance band exercises on improving physical strength, mobility, and functional independence in older adults. The growing need for effective interventions to promote the health of aging populations has led to the increasing popularity of resistance band exercises due to their low cost, accessibility, and adaptability for individuals with varying physical capabilities. The review synthesizes studies examining the physical and psychosocial benefits of these exercises, particularly for older adults aged 60 and above. It explores the effectiveness of resistance band exercises in improving activities of daily living (ADLs), mobility, balance, and strength, as well as their positive impact on mental health and social engagement. Findings suggest that resistance band exercises offer comparable, if not superior, benefits to more traditional forms of resistance training, such as free weights, especially for individuals with mobility limitations. Additionally, these exercises contribute to improved mood, reduced anxiety, and increased social interaction, which are essential for enhancing overall well-being and combating isolation. Despite the promising results, the review identifies several gaps in the literature, including the need for long-term studies, subgroup-specific research, and further exploration of the physiological mechanisms behind the observed benefits. The review concludes that resistance band exercises are a practical and effective intervention for improving both the physical and psychosocial health of older adults, with significant implications for health practitioners and policymakers.

IMPLIKASI PENGGUNAAN MANUAL KAUNSELING SYARIE DALAM KALANGAN KAUNSELOR MUSLIM TERHADAP SPIRITUAL KLIEN

2026-03-05T18:26:05+08:00

Kepesatan pembangunan pasca modenisme dan arus teknologi maklumat telah mengubah landskap sosial masyarakat, sekali gus menimbulkan pelbagai cabaran baharu dari segi hubungan kekeluargaan, nilai moral, masalah ekonomi dan kesejahteraan sosial. Ini menyebabkan ramai individu tidak memiliki panduan yang jelas dalam menghadapi cabaran kehidupan. Dalam situasi ini, kaunselor Muslim memerlukan pendekatan yang dapat membimbing klien kembali kepada nilai, akhlak dan spiritual Islam, namun panduan yang sistematik untuk mengaplikasikan elemen-elemen ini masih terhad. Justeru itu kajian ini dilakukan bagi mengenal pasti implikasi penerapan manual Kaunseling Syarie dalam kalangan kaunselor Muslim terhadap spiritual klien. Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan, melibatkan 53 orang klien yang dipilih melalui persampelan bertujuan (purposive sampling). Hasil kajian menunjukkan bahawa penerapan Manual Kaunseling Syarie memberi implikasi positif terhadap perkembangan spiritual klien. Implikasi tersebut merangkumi pengukuhan hubungan klien dengan Allah SWT melalui peningkatan amalan ibadah dan kerohanian seperti solat, zikir dan qiyamullail, di samping peningkatan kesedaran spiritual terhadap peranan diri sebagai hamba Allah SWT dan khalifah di muka bumi. Selain itu, klien turut menunjukkan kecenderungan positif ke arah proses penyucian jiwa (tazkiyah al-nafs) serta mencapai tahap kesejahteraan dan kepuasan spiritual yang lebih baik selepas mengikuti sesi kaunseling berpandukan Manual Kaunseling Syarie. Implikasi kajian menunjukkan terdapat keperluan untuk meneruskan penggunaan Manual Kaunseling Syarie dalam kalangan kaunselor bagi meningkatkan keberkesanan kaunseling khususnya meningkatkan kesejahteraan spiritual klien.

The rapid development of postmodernism and the advancement of information technology have transformed the social landscape of society, giving rise to various new challenges related to family relationships, moral values, economic issues, and social well-being. As a result, many individuals lack clear guidance in coping with life’s challenges. In this context, Muslim counselors require approaches that can guide clients back to Islamic values, ethics, and spirituality; however, systematic guidelines for applying these elements remain limited. Therefore, this study was conducted to examine the implications of implementing the Syariah Counseling Manual among Muslim counselors on clients’ spiritual well-being. This study employed a quantitative approach using a survey research design and involved 53 clients selected through purposive sampling. The findings indicate that the implementation of the Syariah Counseling Manual has positive implications for clients’ spiritual development. These implications include the strengthening of clients’ relationship with Allah SWT through increased engagement in acts of worship and spiritual practices such as prayer, remembrance (dhikr), and night prayers (qiyamullail), as well as enhanced spiritual awareness of their roles as servants of Allah SWT and vicegerents (khalifah) on earth. In addition, clients demonstrated positive tendencies toward the process of spiritual purification (tazkiyah al-nafs) and achieved higher levels of spiritual well-being and satisfaction after participating in counseling sessions guided by the Syariah Counseling Manual. The findings further suggest the need to continue the use of the Syariah Counseling Manual among counselors to enhance the effectiveness of counseling practices, particularly in strengthening clients’ spiritual well-being.

TRUST IN STUDENTS’ VOLUNTARY USE OF CHATGPT AND GENERATIVE AI IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW

2026-03-11T12:27:12+08:00

The rapid diffusion of generative artificial intelligence (GenAI), particularly tools such as ChatGPT, has intensified students’ voluntary reliance on systems that operate under epistemic uncertainty. While existing research on GenAI adoption predominantly emphasises behavioural intention and usage outcomes, the psychological role of trust in enabling reliance remains conceptually fragmented. This systematic literature review synthesises empirical evidence on trust and techno-trust in students’ voluntary use of GenAI within higher education contexts. Guided by PRISMA 2020, a systematic search of Scopus and Web of Science identified 11 empirical studies published between 2023 and 2025 for descriptive synthesis. The findings reveal substantial heterogeneity in how trust is defined, operationalised, and positioned within empirical models. Trust is predominantly conceptualised as a cognitively oriented evaluation of system reliability or output credibility. Across studies, it is variably positioned as an antecedent, mediator, moderator, outcome, or remains implicitly embedded within adoption constructs. Behavioural intention and use-related outcomes dominate the literature, whereas reliance, acceptance, and calibrated trust receive comparatively limited empirical attention. By consolidating fragmented evidence through an integrative typology and analytical mapping of trust positioning, this review clarifies the inconsistent analytical roles assigned to trust in voluntary GenAI use. The findings reconceptualise trust as a psychological reliance mechanism operating under epistemic risk rather than a peripheral adoption variable. Educationally responsible engagement with GenAI therefore depends not on maximising trust, but on cultivating calibrated and warranted reliance. This synthesis provides a clearer foundation for future research on trust calibration, epistemic judgement, and decision-making in the educational use of generative artificial intelligence.

MOTIVATION FACTORS FOR PURSUING A PHD IN MALAYSIA: A CASE STUDY OF CHINESE INTERNATIONAL DOCTORAL STUDENTS

2026-03-17T10:33:38+08:00

In light of the growing higher education across borders as a trend, the student mobility across borders internationally have received much attention. But most of the literature has concentrated on undergraduate and masters students in well-established Anglophone destinations and the doctoral level mobility to new Global South destinations is yet to be explored. To fill this gap, the research explores the incentives behind Chinese students studying doctoral programs in Malaysia via a qualitative case study that was undertaken in a public university in Malaysia. The semi-structured interview with six Chinese doctoral students was used to produce data that were analyzed via thematic analysis. According to the findings, the decision making of participants was impacted on the basis of staged decision making. In the structural context, fierce competition to be admitted into the doctoral program in China and pressures associated with the advancement of careers were the most significant push factors, whereas Malaysia had a relatively easy admissions process, relative geographical proximity, affordability as well as a flexible doctoral structure which served as major pull factors. On an individual level, those external circumstances were filtered through the lens of expectancy-value appraisals such as the perception of possible success, professional and academic value, and the expected cost of study abroad in terms of money, time and emotions. The results also indicate a repetitive conflict of prestige and accessibility whereby Malaysia has frequently been chosen as a viable and desirable middle-ground destination. Combining the Push-Pull theory and the Expectancy-Value theory, the paper provides an explanation in the form of a process of how doctoral destinations are selected based on it and adds to the scholarly literature on the subject of South-South movement of students, doctoral education across the borders, and making decisions about the destination.

ONLINE ENGAGEMENT REVISITED USING CONNECTIVISM THEORY

2026-03-31T10:00:35+08:00

Studies on online learning have gone beyond its benefits and drawbacks. This is because many higher institutions are using online learning as part of the learning mode. Many institutions are now using mixed mode (traditional face-to-face and online classes) to impart knowledge to their students. So, when it comes to online classes, the concern is -how are the students engaging in the lessons? This study combines the engagement theory and the theory of connectivism to explore their connections. The study used existing theories to test the model for connectedness in online learning. 100 respondents were conveniently chosen to participate in this study. The instrument used for data collection is the constructs of engagements by Redmond et al. (2018). Data was analyzed using SmartPLS to confirm relationships among variables and to form a model of connectedness. The result of this study reveals the proposed connectivism model for online learning. Findings revealed that there are significant relationships between connectivism and diversity, openness, connectedness, and autonomy. The findings showed there are larger effects of all variables tested. Further tests reveal the goodness of the predicted model. Results of this study bear an interesting theoretical, conceptual, and practical framework for connectedness in online classes.

Autonomy, Connectedness, Diversity, Online Engagement, Openness, PLS-SEM

KEBERKESANAN PENGGUNAAN KECERDASAN BUATAN (AI) TERHADAP PENGUASAAN KEMAHIRAN MEMBACA BAHASA MELAYU MURID PEMULIHAN

2026-03-31T10:42:55+08:00

Kajian ini bertujuan untuk menilai keberkesanan penggunaan aplikasi Kecerdasan Buatan (AI) dalam usaha meningkatkan kemahiran membaca murid pemulihan Bahasa Melayu di sekolah rendah. Reka bentuk kajian menggunakan kaedah kuasi-eksperimen yang melibatkan 60 orang murid pemulihan, terdiri daripada 30 orang murid dalam kumpulan rawatan dan 30 orang murid dalam kumpulan kawalan di sebuah Sekolah Jenis Kebangsaan Cina di Selangor. Instrumen kajian merangkumi ujian pra dan ujian pasca yang direka untuk mengukur perubahan tahap kemahiran membaca selepas pelaksanaan intervensi. Data dianalisis menggunakan ujian-t untuk membandingkan perbezaan min skor antara kumpulan. Kumpulan rawatan mengikuti pembelajaran menggunakan aplikasi AI, manakala kumpulan kawalan mengikuti kaedah pengajaran tradisional. Dapatan menunjukkan bahawa kedua-dua kumpulan berada pada tahap bacaan yang setara dalam ujian pra. Namun begitu, keputusan ujian pasca menunjukkan peningkatan yang signifikan dalam kalangan murid kumpulan rawatan berbanding kumpulan kawalan. Hal ini membuktikan bahawa AI menyediakan sokongan pembelajaran yang konsisten dan responsif, sekali gus membantu meningkatkan penguasaan bacaan murid pemulihan. Secara keseluruhan, kajian ini merumuskan bahawa penggunaan aplikasi AI merupakan pendekatan yang efektif untuk meningkatkan kemahiran membaca murid pemulihan dan wajar dijadikan pelengkap kepada kaedah konvensional.

This study aims to evaluate the effectiveness of the use of Artificial Intelligence (AI) applications in improving the Malay reading skills of primary school remedial students. This study employed a quasi-experimental design involving 60 remedial pupils, comprising 30 pupils in the treatment group and 30 pupils in the control group at a Chinese National Type School in Selangor. The study instruments consisted of a pre-test and a post-test that measured changes in reading skills after the intervention. Data were analysed using a t-test to compare the difference in mean scores between groups. The treatment group followed learning using AI applications, while the control group followed traditional teaching methods. The findings showed that both groups were at equivalent reading levels in the pre-test. However, the results of the post-test showed a significant improvement in the treatment group compared to the control group. This proves that AI provides more consistent, responsive learning support and thus improves the reading mastery of remedial pupils more effectively. Overall, the study concluded that the use of AI applications is an effective approach to improve the reading skills of remedial students and should be used as a complement to conventional methods.

A METHODOLOGICAL FRAMEWORK FOR VOCAL RESONANCE TRAINING: INTEGRATING PHARYNGEAL VOICE PEDAGOGY AND MODERN ACOUSTICS

2026-03-02T08:18:01+08:00

Vocal resonance is the fundamental aspect of the quality of singing, projection, and richness of expression, but current training methods are still disjointed. Pedagogical approaches, e.g., the Eight Steps of Pharyngeal Voice Training offered by Lin Junqing, are valuable and practical, yet they are not always put into a systematic setup in an academic approach. Modern acoustic research, on the other hand, provides more elaborate explanations of resonance phenomena, such as formant tuning, singer formant and resonance tube phonation, but these results have not been applied to vocal pedagogy. This paper suggests a conceptual framework for vocal resonance training combining the traditional theoretical pharyngeal voice training with the modern theory of acoustics. The framework is conceptually a ten-step framework based on the literature synthesis and pedagogic analysis of the eight-step model presented by Lin, with each step characterised by its pedagogical goal, physiological process, anticipated outcome and scholarly support. This paper indicates that the suggested framework will help develop a more systematic perspective on resonance pedagogy and its applicability to performing arts research.

STUDENT PERSPECTIVES ON TEACHING AND LEARNING IN PHYSICS FOR NON-MAJORS: AN ANALYSIS OF COURSE FEEDBACK AND ENGAGEMENT

2026-03-07T08:38:24+08:00

Many students outside the sciences often view physics as a challenging subject, primarily due to its abstract concepts and reliance on mathematics. This study sets out to understand how undergraduates evaluate the Physics for Non-Majors course, which is part of the Bachelor of Science (Hons.) in Industrial Hygiene Technology and Safety program at Universiti Teknologi MARA (UiTM), Shah Alam. A survey was conducted with 35 students to examine their prior exposure to physics, their level of satisfaction with the course material, their views on the teaching methods, and the relevance of the course to their future work. The results showed that most students (91.2 percent) had studied physics before and that many rated the course positively. Almost half of them (47.1 percent) gave the overall quality a score of “4,” while 29.4 percent rated it “5.” Students highlighted topics such as Vectors, Thermal Physics, and Electric Current as the most engaging, since these had clear links to industry, while more abstract areas were rated less favorably. Although students were generally satisfied, their interest in pursuing further studies in physics remained moderate. These findings suggest that when physics is taught with practical examples and an emphasis on active learning, students are more likely to appreciate its importance. Improvements could include stronger emphasis on workplace applications, the use of digital tools and simulations, and additional support for students who begin with weaker foundations.

A CONCEPTUAL FRAMEWORK FOR TEACHING AND ASSESSING CRITICAL THINKING SKILLS IN EFL EDUCATION CLASSROOMS: A SKILL–TASK–EVIDENCE ALIGNMENT MODEL

2026-03-12T11:16:16+08:00

Critical thinking is widely regarded as a key learning outcome in EFL education; however, classroom practice often reveals a misalignment between the teaching of critical thinking and its assessment. Instruction frequently relies on open-ended discussion or task-based activities, while assessment tends to prioritize linguistic accuracy or surface-level responses, limiting insight into learners’ actual development of Critical Thinking Skills (CTSs), particularly in contexts where assessment practices remain predominantly language-focused. To address this issue, this paper proposes a conceptual framework for teaching and assessing critical thinking in English as a Foreign Language (EFL) classroom, termed the Skill–Task–Evidence Alignment Model. Grounded in research on critical thinking, EFL pedagogy, and educational assessment, the model conceptualizes critical thinking as a set of teachable and observable micro-skills and emphasizes alignment among instructional goals, classroom tasks, and assessment evidence. The paper outlines the theoretical rationale and core structure of the model and illustrates its potential application through selected teaching scenarios. Rather than reporting empirical findings, this study presents a theoretically grounded and pedagogically implementable framework intended to inform EFL classroom practice and support future empirical and design-based research.

DEVELOPMENT OF A COST MANAGEMENT FRAMEWORK FOR POLYTECHNIC STUDENT INNOVATION PROJECTS: A FUZZY DELPHI ANALYSIS

2026-03-28T21:00:13+08:00

Inefficient cost management is often a major constraint in ensuring that student innovation projects in Technical and Vocational Education and Training (TVET) institutions successfully transition from the prototyping phase to commercialization. This study aims to develop and validate a systematic cost management framework for student innovation projects using the Fuzzy Delphi Method (FDM). Ten experts from the Mechanical Engineering and Commerce Departments were selected as the evaluation panel to reach a consensus on the framework’s elements. The research instrument consisted of 20 items covering five key dimensions: 1. Planning and Cost Estimation, 2. Development Cost Management, 3. Commercialization Strategy, 4. Control and Sustainability, and 5. Impact Assessment. The findings revealed that 17 out of 20 items achieved expert consensus with a threshold value (d) ≤ 0.2, a consensus percentage exceeding 75%, and a defuzzification value > 0.5. The “Raw Material Cost Estimation” item ranked the highest, while elements such as “Opportunity Cost” were discarded due to perceived lack of practicality. The final framework provides a structured guideline to enhance financial accountability and project management literacy among students. Consequently, this framework has the potential to be adopted as a standard reference module for final-year project courses in Polytechnics to support the sustainability of TVET innovation.

TRANSLADDER: INTEGRATING GAME-BASED LEARNING INTO TRANSLATION CLASS

2026-04-01T11:16:38+08:00

In today’s increasingly globalized world, translation studies play a significant role in training future translators to translate written documents. Their translation work would be one of the means to bridge the gaps in the knowledge, skills, and cultures among peoples of different nations and countries. However, most students of translation courses experience difficulties in understanding translation theories and procedures, and in applying them when translating materials for their coursework. The Transladder: Translation Board Game (henceforth referred to as Transladder) is an interactive educational tool developed to assist and motivate students in translation classrooms. Adapted from the Political Fun Race board game by Abdul Rahim et al. (2018), which was designed for students taking a political science course, Transladder aims to engage students in foundational translation theory and procedures through a game-based learning approach. Its primary objectives are to equip learners with the ability to explain general terms and concepts in translation studies, and to identify the translation procedures introduced by Vinay and Darbelnet, two prominent scholars in translation studies. A questionnaire was developed and distributed as an online survey through Microsoft Forms to students taking the BBM321: Introduction to Principles of Translation course for academic session I 2025/2026 (October 2025 - February 2026) at Universiti Teknologi MARA (UiTM) Johor Branch, Segamat campus. This was to gain the students’ perception of Transladder as an instructional tool for the course. The findings revealed that the majority of the respondents reported high levels of enjoyment, engagement, and perceived learning value from the game. Their recommendations of the game to peers taking similar translation courses demonstrated a positive learning experience and engagement with the game.

SUSTAINABLE AGRICULTURE PRACTICES AND GREEN SKILLS FORMATION: A NARRATIVE REVIEW

2026-02-22T12:02:24+08:00

The global transition toward sustainable food systems necessitates a workforce equipped with complex “green skills”, yet agricultural education often remains tethered to traditional productivism paradigms. This narrative review synthesises contemporary literature to elucidate how engagement in sustainable agricultural practices catalyses the development of green skills. By analysing the intersection of vocational training and social science, the study identifies a fundamental conceptual shift: the redefinition of the agriculturist from a mere technician to a systemic “change agent” capable of navigating socio-ecological complexities. Three dominant themes emerge from the analysis: the prioritisation of affective competencies, such as stewardship and agency, over purely technical skills; the finding that skill acquisition is mediated primarily through immersive, participatory pedagogies rather than passive instruction; and the urgent need to dissolve the historical silos separating agricultural production from environmental education. Addressing the observed “novelty plateau” where competency growth stagnates, this review proposes the Integrated Eco-Social Competency (IESC) Framework. This theoretical contribution advocates for redesigning learning environments into “living labs”, offering a strategic roadmap for policymakers to bridge the gap between sustainability mandates and practical curriculum implementation.

FORMATION OF LITERACY AND SOCIO-EMOTIONAL CONSTRUCTS THROUGH BIBLIOMETRIC ANALYSIS FOR THE DEVELOPMENT OF IPLiPeD

2026-03-05T14:58:37+08:00

This study examines global research trends in language literacy and socio-emotional development and identifies key constructions underpinning the formation of the Language Literacy Development Instrument for Remedial Pupils at Risk of Dyslexia (IPLiPeD) through a bibliometric analysis approach. A total of 405 peer-reviewed journal articles published between 2018 and 2021 were retrieved from Scopus and Google Scholar, curated using Mendeley Reference Manager, and analysed using VOSviewer (version 1.6.20). The findings indicate a steady increase in publication output, accompanied by a conceptual shift from a primary focus on foundational literacy skills toward the integration of socio-emotional and motivational dimensions in literacy education. Keyword co-occurrence mapping identified two dominant clusters, namely Early Literacy Skills and Socio-emotional Competence. High-frequency terms such as phonemic awareness, decoding, motivation, and self-regulation reflect the cognitive and affective domains of literacy learning. Cross-cluster analysis further revealed linking terms such as vocabulary and engagement, confirming the interdependence between linguistic proficiency and socio-emotional competence. Overall, these findings provide a bibliometrically grounded framework for construct formation, supporting the development of IPLiPeD as a comprehensive and context-sensitive literacy assessment instrument for remedial pupils at risk of dyslexia within inclusive education settings.

POSTTRAUMATIC STRESS AND POSTTRAUMATIC GROWTH: A BIBLIOMETRIC ANALYSIS OF RESEARCH TRENDS

2026-03-11T11:55:40+08:00

The body of literature on posttraumatic stress and Posttraumatic Growth (PTG) has grown significantly within recent decades due to the growing interest of scholars in both negative and positive psychological outcomes of being exposed to traumatic events. With the ever-increasing volume of publications, it has become increasingly challenging to trace changing fashions, identify contributory forces, and chart the development of themes in the field as a whole. In order to overcome this issue, the current research conducts an extensive bibliometric search of international research on posttraumatic stress and PTG. The search strategy employed was an advanced search of the Scopus database, which retrieved 996 relevant documents as of the time the data were extracted. Publication trajectories, document categories, source outlets, authorship characteristics and national productivity, along with citation performance, were assessed with the help of Scopus Analyzer. To increase the reliability of the data, the cleaning, standardization, and harmonization of bibliographic data were supported by OpenRefine, especially when it comes to the identities of the authors, institutional affiliation, and consistency of the keywords. The bibliometric networks were then created by VOSviewer, which allows visualization of international co-authorship networks, source co-citation networks, and keyword co-occurrence networks that display hegemonic collaborations and intellectual clusters. The results indicate a steadily increasing tendency in production, and the production and cited impact of the United States, the United Kingdom, and China are the main ones. The keywords also reveal that PTG is directly related to trauma, PTSD, resilience, coping, and social support, which indicates an integrative framework between psychological distress and adaptive transformation. In general, this research provides a systematic review of the knowledge architecture that can guide current trauma studies and shape future theoretical and empirical applications.

BEYOND THE RED MARKINGS: EXPLORING TEACHER PERCEPTIONS AND PRACTICES OF AI INTEGRATION INTO MALAYSIAN WRITING INSTRUCTIONS

2026-03-15T11:28:59+08:00

Artificial Intelligence (AI) has become increasingly influential in English as a Second Language (ESL) instruction, offering new possibilities for supporting young learners’ writing development. In Malaysian primary schools, writing continues to pose challenges due to limited vocabulary, grammatical weaknesses, lack of ideas, and low motivation. This qualitative study investigates how Malaysian primary ESL teachers perceive and integrate AI tools such as ChatGPT, Grammarly, QuillBot, and Gemini in writing instruction. Five teachers participated in semi-structured interviews, revealing that they primarily use AI tools to support pre-writing, revision, and differentiation stage. Teachers reported benefits such as enhanced linguistic accuracy, increased student motivation, and decreased workload. However, the study also identified concerns related to over-reliance, academic integrity, loss of creativity among students, and technological constraints. The findings highlight the importance of pedagogical mediation, AI literacy, and professional development to ensure responsible and effective integration of AI in Malaysian ESL classrooms.

AYAT KURSI SEBAGAI TERAPI KOGNITIF TAUHIDI: ANALISIS TAFSIR DAN PSIKOLOGI KOGNITIF

2026-03-31T09:17:43+08:00

Kajian ini meneliti Ayat Kursi (Surah al-Baqarah 2:255) sebagai asas kepada model Terapi Kognitif Tauhidi yang berpaksikan epistemologi wahyu. Berasaskan analisis tafsir klasik seperti al-Tabari, al-Qurtubi dan Ibn Kathir, serta tafsir kontemporari seperti Sayyid Qutb dan Muhammad al-Sha'rawi, kajian ini mengintegrasikan dimensi tauhid dengan kerangka psikologi kognitif moden, khususnya konsep schemas, core beliefs dan cognitive restructuring dalam pendekatan Cognitive Behavioural Therapy (CBT). Menggunakan metodologi analisis dokumen kualitatif dan pendekatan tafsir maudhu‘i, kajian memetakan struktur makna Ayat Kursi kepada kategori psikologi kognitif bagi mengenal pasti fungsi terapeutiknya. Dapatan kajian menunjukkan bahawa Ayat Kursi mengandungi empat elemen utama yang membentuk struktur Terapi Kognitif Tauhidi: (1) pengukuhan core belief tauhidi melalui penegasan sifat Allah sebagai al-Ḥayy dan al-Qayyūm, (2) penghapusan distorsi kognitif berkaitan ketakutan dan catastrophizing melalui jaminan pengawasan Ilahi, (3) pemulihan kawalan diri berasaskan konsep tawakal, dan (4) penstrukturan semula makna hidup melalui kesedaran rububiyyah dan keterbatasan ilmu manusia. Kajian ini mengemukakan model awal yang dinamakan Tauhidi Cognitive Restructuring (TCR) sebagai kerangka psikoterapi Islam berasaskan wahyu, yang bukan sekadar adaptasi model Barat tetapi lahir daripada analisis struktur makna ayat al-Qur’an itu sendiri. Implikasi kajian mencadangkan bahawa Ayat Kursi berpotensi dijadikan modul intervensi dalam kaunseling dan psikoterapi Islam kontemporari bagi menangani isu kebimbangan, tekanan emosi dan kekosongan makna hidup dalam kalangan individu Muslim.

This study examines Ayat al-Kursi (Surah al-Baqarah 2:255) as a foundational framework for a Tawhidi Cognitive Therapy model grounded in revelational epistemology. Drawing upon classical exegetical works such as al-Tabari, al-Qurtubi, and Ibn Kathir, as well as contemporary interpretations by Sayyid Qutb and Muhammad al-Sha'rawi, the study integrates tawhidi theological dimensions with modern cognitive psychology, particularly the concepts of schemas, core beliefs, and cognitive restructuring within the framework of Cognitive Behavioural Therapy (CBT). Employing a qualitative document analysis and a thematic (mawdu‘i) exegetical approach, the research maps the semantic structure of Ayat al-Kursi onto cognitive psychology categories in order to identify its therapeutic functions. The findings indicate that Ayat al-Kursi encompasses four principal elements that construct a Tawhidi Cognitive Therapy structure: (1) the strengthening of tawhidi core beliefs through affirming Allah’s attributes as al-Ḥayy (The Ever-Living) and al-Qayyūm (The Sustainer), (2) the elimination of cognitive distortions related to fear and catastrophizing through divine assurance of constant vigilance, (3) the restoration of self-regulation based on the concept of tawakkul (trust in Allah), and (4) the reconstruction of life meaning through awareness of Allah’s rubūbiyyah and the limitations of human knowledge. This study proposes an initial model termed Tauhidi Cognitive Restructuring (TCR) as a revelation-based Islamic psychotherapy framework. Unlike mere adaptations of Western models, this framework emerges directly from the structural meaning of a Qur’anic verse itself. The study suggests that Ayat al-Kursi holds strong potential to serve as a cognitive intervention module within contemporary Islamic counseling and psychotherapy, particularly in addressing anxiety, emotional distress, and existential meaninglessness among Muslim individuals.

ALIGNING ENGLISH FOR OCCUPATIONAL PURPOSES (EOP) WITH EMPLOYMENT DEMANDS: AN ANALYSIS

2026-02-27T13:49:26+08:00

The increasing importance of English for Occupational Purposes (EOP) in meeting global employment demands has generated growing scholarly attention, yet research on its alignment with workplace needs remains fragmented. Addressing this gap, the present study conducts a bibliometric analysis to examine trends, patterns, and thematic structures in EOP-related research, offering insights into how English language education is adapting to labor market expectations. Using the Scopus advanced search, data were collected with the keywords “EOP,” “ESP,” “English for employment,” and “English at workplace,” resulting in a final dataset of 880 documents. To ensure reliability and consistency, the data were cleaned and harmonized using OpenRefine. The Scopus Analyzer was employed to generate descriptive statistics and graphical representations, identifying publication trends, prolific authors, active journals, and contributing countries. Furthermore, VOSviewer software (version 1.6.20) was applied to visualize co-authorship networks, co-citation patterns, and keyword co-occurrence, producing cluster maps that reveal the intellectual structure and thematic diversity of the field. The results highlight steady growth in EOP research, with notable contributions from Social Sciences, Education, and interdisciplinary studies, while keyword clustering identified nine major thematic areas, including workplace communication, employability skills, and curriculum design. These findings underscore the evolving role of English not merely as a linguistic competence but as a strategic skill directly tied to professional success in diverse employment contexts. The study concludes that EOP research is expanding in response to global labor market demands, though future studies must further bridge the gap between academic inquiry and practical workplace requirements. This bibliometric mapping provides both a comprehensive overview of the field and a roadmap for scholars, practitioners, and policymakers to strengthen the alignment of EOP with contemporary employment needs.

INTERCULTURAL COMPETENCE IN FOREIGN LANGUAGE EDUCATION: A REVIEW OF CONCEPTS, FRAMEWORKS, AND TRAINING APPROACHES IN THE CHINESE CONTEXT

2026-03-07T08:14:26+08:00

Intercultural competence has emerged as a crucial element of foreign language education as teachers work within classrooms that are increasingly diverse and globally interconnected. This review compiles and analyses important conceptual, theoretical, and empirical work on intercultural competence, focusing specifically on its implications for foreign language teaching in China. Drawing on key frameworks such as Byram’s Intercultural Communicative Competence model and Deardorff’s process-based approach, this review describes intercultural competence as a multidimensional construct that encompasses cultural knowledge, interpretive skills, communicative adaptability, reflective awareness, and open-minded attitudes. Research shows that training programmes that combine practical activities, reflective processes, and long-term engagement lead to significant gains in teachers’ intercultural sensitivity and self-efficacy. However, studies continue to highlight enduring challenges in China, where exam-driven classroom cultures, scarce intercultural contact, and uneven institutional backing hinder teachers from effectively using intercultural teaching approaches, particularly in regions like Jilin. The review suggests that improving intercultural competence in China calls for professional development that is both coherent and responsive to local contexts, bridging the gap between policy aims and everyday teaching realities. Long-term experiential training, strong institutional support, and chances for genuine intercultural engagement are crucial for helping teachers apply conceptual knowledge in their classroom practice. The findings provide a foundation for designing more sustainable, locally relevant intercultural training initiatives for foreign language teachers.

KEBERKESANAN PENDEKATAN PEMBELAJARAN QUANTUM TERHADAP PENGUASAAN MATEMATIK PELAJAR SEKOLAH MENENGAH AGAMA TAHFIZ

2026-03-11T16:21:52+08:00

Kajian ini bertujuan menilai keberkesanan pendekatan Pembelajaran Quantum terhadap penguasaan Matematik pelajar Sekolah Menengah Agama Tahfiz serta meneliti implikasinya terhadap aspek motivasi dan kefahaman konseptual pelajar. Pelaksanaan kajian ini didorong oleh kebimbangan terhadap prestasi Matematik pelajar Malaysia yang masih berada di bawah penanda aras antarabangsa, di samping cabaran khusus pelajar tahfiz yang perlu mengimbangi tuntutan akademik dan hafazan al-Quran. Kajian ini menggunakan reka bentuk kuasi-eksperimen dengan ujian pra dan pasca yang melibatkan kumpulan rawatan dan kumpulan kawalan tidak setara. Seramai 100 orang pelajar Tingkatan Dua dari dua buah Sekolah Menengah Agama Tahfiz di negeri Kedah terlibat sebagai responden. Kumpulan rawatan mengikuti pengajaran berasaskan Pembelajaran Quantum selama lapan minggu, manakala kumpulan kawalan mengikuti kaedah pengajaran konvensional. Data kuantitatif dianalisis menggunakan Analisis Kovarians (ANCOVA) selepas memenuhi andaian normaliti dan homogeniti, manakala data kualitatif dianalisis secara tematik. Dapatan kajian menunjukkan terdapat perbezaan yang signifikan dalam penguasaan Matematik antara kumpulan rawatan dan kumpulan kawalan dengan saiz kesan yang besar. Analisis kualitatif pula mendapati bahawa penggunaan strategi multisensori, kolaboratif dan kontekstual meningkatkan motivasi, keyakinan serta kefahaman konsep Matematik pelajar. Secara keseluruhan, Pembelajaran Quantum didapati berkesan dan sesuai diaplikasikan dalam konteks sekolah agama tahfiz sebagai pendekatan pedagogi yang holistik dan bermakna.

This study aims to evaluate the effectiveness of the Quantum Learning approach on the Mathematics achievement of Tahfiz Islamic Secondary School students and to examine its implications on students’ motivation and conceptual understanding. The implementation of this study was driven by concerns over Malaysian students’ Mathematics performance, which remains below international benchmarks, as well as the specific challenges faced by Tahfiz students who must balance academic demands with Qur’anic memorization. This study employed a quasi-experimental design involving pre- and post-tests with non-equivalent treatment and control groups. A total of 100 Form Two students from two Tahfiz Islamic Secondary Schools in the state of Kedah participated as respondents. The treatment group received instruction based on the Quantum Learning approach for eight weeks, while the control group was taught using conventional teaching methods. Quantitative data were analyzed using Analysis of Covariance (ANCOVA) after meeting the assumptions of normality and homogeneity, whereas qualitative data were analyzed thematically. The findings revealed a significant difference in Mathematics achievement between the treatment and control groups, with a large effect size. Qualitative analysis further indicated that the use of multisensory, collaborative, and contextual strategies enhanced students’ motivation, confidence, and conceptual understanding in Mathematics. Overall, the study concludes that Quantum Learning is effective and suitable for application in Tahfiz Islamic school settings as a holistic and meaningful pedagogical approach.

ANALISIS DIFFERENTIAL ITEM FUNCTIONING (DIF) INSTRUMEN KEPERIBADIAN ISLAM REMAJA (IKIR) MERENTAS JANTINA

2026-03-26T17:11:36+08:00

Instrumen Keperibadian Islam Remaja (IKIR) dibangunkan berasaskan kerangka psikospiritual Islam yang mengintegrasikan dimensi iman, tanggungjawab khalifah dan akhlak sebagai manifestasi ihsan dalam pembentukan sahsiah remaja Muslim. Pengukuran keperibadian Islam memerlukan instrumen yang sah, boleh dipercayai dan bebas daripada bias pengukuran agar interpretasi skor dapat dibuat secara adil merentas kumpulan responden. Sehubungan itu, kajian ini bertujuan menilai kesetaraan pengukuran Instrumen Keperibadian Islam Remaja merentas jantina menggunakan Model Rasch melalui analisis Differential Item Functioning (DIF). Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan. Seramai 130 orang pelajar sekolah menengah terlibat sebagai responden kajian yang terdiri daripada 52 pelajar lelaki dan 78 pelajar perempuan daripada pelbagai latar institusi pendidikan. Data dianalisis menggunakan pemodelan Rasch bagi menilai fungsi item serta mengesan kewujudan DIF jantina. Dapatan analisis menunjukkan bahawa majoriti item dalam IKIR berfungsi secara setara bagi responden lelaki dan perempuan, dengan hanya sebilangan kecil item menunjukkan perbezaan sederhana yang tidak menjejaskan kestabilan konstruk keseluruhan. Secara keseluruhan, keputusan kajian mengesahkan bahawa IKIR mempunyai tahap kesetaraan pengukuran yang memadai dan boleh digunakan untuk menilai keperibadian Islam remaja tanpa memerlukan pelarasan tafsiran berdasarkan jantina. Instrumen ini berpotensi diaplikasikan dalam konteks pendidikan dan kaunseling Islam sebagai alat penilaian sahsiah remaja yang sistematik, adil dan berasaskan bukti empirik.

The Islamic Personality Instrument for Adolescents (IKIR) was developed based on an Islamic psycho-spiritual framework that integrates the dimensions of faith (iman), the responsibility of humans as khalifah, and moral conduct (akhlaq) as manifestations of ihsan in the development of Muslim adolescents’ character. Measuring Islamic personality requires an instrument that is valid, reliable, and free from measurement bias so that score interpretations can be made fairly across different respondent groups. Therefore, this study aims to examine the measurement equivalence of the Islamic Personality Instrument for Adolescents across gender using the Rasch Model through Differential Item Functioning (DIF) analysis. This study employed a quantitative survey design. A total of 130 secondary school students participated as respondents, consisting of 52 male students and 78 female students from various educational institutions. The data were analysed using Rasch modelling to evaluate item functioning and to detect the presence of gender-related DIF. The findings indicate that the majority of items in IKIR function equivalently across male and female respondents, with only a small number of items showing moderate differences that do not affect the stability of the overall constructs. Overall, the results confirm that IKIR demonstrates adequate measurement equivalence and can be used to assess the Islamic personality of adolescents without requiring gender-based adjustments in score interpretation. The instrument has the potential to be applied in Islamic education and counselling contexts as a systematic, fair, and evidence-based tool for assessing adolescent character development.

PRE-SERVICE TEACHERS’ EVALUATIVE JUDGMENTS AND THE "HUMAN-IN-THE-LOOP" PARADIGM IN AI-ASSISTED ASSESSMENT DESIGN

2026-03-31T13:51:16+08:00

The paradigm for education has changed from a traditional teacher-tool approach to a hybrid intelligence framework due to the quick rise of Generative Artificial Intelligence (GenAI). This study examines the assessments of pre-service teachers at a public university in Malaysia as they utilise GenAI to generate subjective assessment items, including essay questions and interpretative exercises. Even though GenAI provides previously unheard-of efficiency for structural scaffolding and brainstorming, research shows that raw AI outputs frequently fall back on Lower-Order Thinking Skills (LOTS) and lack contextual empathy for learning demands. This study examines the ways in which aspiring teachers evaluate AI-generated content through a qualitative reflective thematic analysis of 35 teacher-designed artefacts. The results show that although AI provides a good "starting point" for draughting, human interaction is necessary to guarantee cognitive calibration, cultural sensitivity, and marking reliability. In order to close the gap between generic AI outputs and regional educational realities, pre-service teachers served as "cultural mediators," manually incorporating ideals like Adl (Justice) and Sejahtera into evaluations. In order to guarantee that automated content creation promotes deep conceptual learning rather than unthinking dependency, this study indicates that the teacher must continue to serve as the "essential architect" and maintain the pedagogical compass.

THE PURSUIT OF CREDIBILITY: A NARRATIVE SYNTHESIS OF GOVERNANCE AND GLOBAL TRENDS IN WASTE MANAGEMENT DISCLOSURE

2026-02-22T11:47:01+08:00

Corporate waste management disclosure has become a critical nexus of accountability in the circular economy; however, concerns persist over its credibility and susceptibility to greenwashing. This narrative review synthesises the literature to critically examine the governance mechanisms, global regulatory trends, and assurance practices that shape the evolution of waste-related reporting. This review of scholarly work in accounting, governance, and sustainability studies identifies five interconnected themes: the contested efficacy of assurance design, the role of mandatory regulation as a catalyst, governance structures as antecedents, the symbolic-substantive disclosure spectrum, and the powerful moderating influence of contextual factors. A key insight is that disclosure quality is not a linear output but an emergent property of the alignment or misalignment between internal governance capability, external regulatory pressure, and mediating assurance processes. Major contradictions are found in the assurance value proposition, where it signals credibility but often fails to verify forward-looking claims or methodologically robust data, and in a pronounced Global North research bias that limits theoretical generalisability. Theoretically, this review contributes an integrative framework that positions legitimacy, institutional, and agency theories as complementary. In practice, this implies that regulators must mandate not only assurance but also its specific design (level, scope, methodology) to combat greenwashing effectively. Future research must adopt configurational and process-oriented methodologies, such as Qualitative Comparative Analysis (QCA) and ethnographic studies of the assurance nexus, particularly in under-researched emerging economies, to close the identified gaps between disclosure form and function.

CABARAN KESEJAHTERAAN PSIKOLOGI PELAJAR PENGAJIAN SEPARUH MASA PASCASISWAZAH: SATU KAJIAN KUALITATIF

2026-03-02T09:28:15+08:00

Kesejahteraan psikologi adalah satu perkara penting yang perlu dititikberatkan bagi melancarkan proses pengajian para pelajar siswazah. Dengan tuntutan pengajian yang mendesak di samping memenuhi pelbagai tanggungjawab dan komitmen pekerjaan dan keluarga, adalah menjadi cabaran kepada para pelajar untuk memperbaiki dan mengekalkan kesejahteraan psikologi sedia ada. Banyak kajian yang lepas telah menekankan kesejahteraan psikologi pelajar di institusi pendidikan tinggi; walau bagaimanapun ia adalah terhad dan tidak memberikan tumpuan secukupnya kepada cabaran yang dihadapi oleh pelajar pengajian separuh masa. Disebabkan kekurangan ini, penulis telah menjalankan kajian ini untuk mengenalpasti cabaran yang dihadapi oleh para pelajar dalam mengekalkan kesejahteraan psikologi mereka. Kajian ini menggunakan pendekatan kualitatif iaitu melalui teknik pensampelan bertujuan dan melibatkan temubual terbuka dengan informan. Tiga cabaran utama telah dikenalpasti, iaitu keterbatasan sumber, tekanan dan sistem sokongan sosial. Model asas cabaran kesejahteraan psikologi pelajar pascasiswazah juga telah dibangunkan. Hasil kajian ini diharapkan dapat membuka jalan kepada pelbagai pihak berkepentingan dalam merangka strategi yang lebih sesuai bagi meringankan kesukaran yang dihadapi oleh pelajar pascasiswazah.

To facilitate the study process of postgraduate students, it is crucial to emphasise the importance of psychological well-being. With the urgent demands of studies in addition to fulfilling various work and family responsibilities and commitments, it is a challenge for the students to improve and maintain existing psychological well-being. Many past studies have emphasised the psychological well-being of students in higher learning institutions; however, they are limited and do not focus sufficiently on the challenges faced by part-time students. Owing to these shortcomings, the researchers conducted this study to pinpoint the challenges students face in maintaining their psychological well-being. This study uses a qualitative approach, which is through purposive sampling techniques and involves open-ended interviews with informants. Three main challenges have been identified, namely limited resources, stress, and social support systems. A basic model of the psychological well-being challenges of postgraduate students has also been developed. The results of this study are expected to pave the way for various stakeholders in formulating more appropriate strategies to alleviate the difficulties faced by postgraduate students.

SYSTEMATIC LITERATURE REVIEW: M-GOVERNANCE FRAMEWORK IN HIGHER EDUCATION ASSISTING AUTISTIC STUDENTS

2026-03-11T11:28:54+08:00

Mobile government (M‑Governance) platforms in higher education offer significant potential to strengthen accessibility and inclusion. Yet, autistic students frequently face sensory, communication, and predictability barriers that current systems fail to address. This systematic literature review synthesises evidence from 50 peer‑reviewed studies published between 2019 and 2025 to examine how m‑governance and mobile or assistive technologies support autistic learners in higher education institutions (HEIs). Following PRISMA 2020 guidelines, searches were conducted across Scopus, Web of Science, IEEE Xplore, ERIC, PsycINFO, and MEDLINE, with dual‑reviewer screening and quality appraisal using the Mixed Methods Appraisal Tool (MMAT) (Makabe et al., 2022). Five themes emerged: (1) M‑Governance in HEIs; (2) assistive mobile technologies for autism; (3) inclusive education frameworks; (4) accessibility and usability; and (5) policy, security, and governance. Across these themes, the findings reveal progress in mobile‑based educational support but highlight persistent gaps, particularly limited participatory co‑design, insufficient alignment with neurodiversity principles, and inadequate accommodation of autistic students’ sensory and cognitive needs. Mapping evidence to Universal Design for Learning (UDL) guidelines and Web Content Accessibility Guidelines 2.2 (WCAG 2.2) success criteria produced actionable requirements for inclusive M‑Governance, including predictable information architecture, customisable interfaces, multimodal communication supports, and integrated academic and wellbeing pathways. Overall, the review underscores the absence of M‑Governance models explicitly designed for neurodiverse learners and proposes an initial framework grounded in universal design, co‑creation, predictability, customisation, and cross‑service integration. Further research should validate this framework across diverse HEI contexts to support scalable, sustainable inclusion for autistic students.

KEBERKESANAN MODEL 4I-PBL (INSPIRE, INQUIRE, INNOVATE, IMPLEMENT) DALAM MENINGKATKAN PENGALAMAN PEMBELAJARAN STEM BAGI PELAJAR PINTAR DAN BERBAKAT

2026-03-15T10:56:45+08:00

Kajian ini bertujuan menilai keberkesanan Model 4I-PBL (Inspire, Inquire, Innovate, Implement) dalam memperkaya pengalaman pembelajaran STEM dalam kalangan pelajar pintar dan berbakat. Model ini mengintegrasikan pembelajaran berasaskan projek (PBL), teknologi digital dan kolaborasi dengan pakar industri sebagai alternatif kepada pedagogi konvensional yang kurang menekankan penerokaan aktif dan aplikasi dunia sebenar. Kajian melibatkan 77 orang pelajar aliran Digital Inovator di Kolej PERMATA@Pintar Negara, Universiti Kebangsaan Malaysia ini menggunakan pendekatan kaedah campuran merangkumi data kuantitatif dan kualitatif. Analisis statistik deskriptif menunjukkan tahap kepuasan dan motivasi pelajar yang tinggi, dengan nilai min antara 4.10 hingga 4.50 serta sisihan piawai yang rendah. Analisis korelasi Pearson pula mendapati hubungan positif yang signifikan antara kepuasan dan motivasi pelajar, serta antara konstruk afektif ini dengan kemahiran penyelesaian masalah, kreativiti dan inovasi. Dapatan ini menunjukkan bahawa fasa berperingkat dalam Model 4I-PBL berfungsi secara saling berkaitan dalam menyokong pembelajaran bermakna dan berorientasikan aplikasi sebenar. Dapatan kualitatif turut mengukuhkan hasil ini dengan menunjukkan peningkatan kemahiran teknikal, pemikiran kreatif dan aplikasi pengetahuan STEM. Secara keseluruhan, kajian ini membuktikan bahawa Model 4I-PBL merupakan strategi pedagogi STEM yang holistik dan berimpak tinggi untuk pembangunan potensi pelajar pintar dan berbakat.

This study aims to evaluate the effectiveness of the 4I-PBL model (Inspire, Inquire, Innovate, Implement) in enriching STEM learning experiences among gifted and talented students. The model integrates project-based learning (PBL), digital technologies, and collaboration with industry experts as an alternative to conventional pedagogical approaches that place limited emphasis on active exploration and real-world application. The study involved 77 students from the Digital Innovator stream at Kolej PERMATA@Pintar Negara, Universiti Kebangsaan Malaysia, and employed a mixed-methods approach incorporating both quantitative and qualitative data. Descriptive statistical analysis revealed high levels of student satisfaction and motivation, with mean scores ranging from 4.10 to 4.50 and low standard deviations. Pearson correlation analysis further identified significant positive relationships between student satisfaction and motivation, as well as between these affective constructs and the development of problem-solving, creativity, and innovation skills. These findings indicate that the progressive phases of the 4I-PBL model operate in an interconnected manner to support meaningful, application-oriented learning. Qualitative findings reinforced the quantitative results, highlighting improvements in technical skills, creative thinking, and the application of STEM knowledge in authentic contexts. Overall, the study demonstrates that the 4I-PBL model is a holistic and high-impact STEM pedagogical strategy for nurturing the potential of gifted and talented students.

THE IMPACT OF PADLET AS A DIGITAL TOOL ON VOCABULARY ACQUISITION AMONG YEAR 4 ESL PUPILS

2026-03-31T09:06:20+08:00

This study examines the effectiveness of Padlet in enhancing vocabulary acquisition among Year 4 ESL pupils in a Malaysian primary school. Using a quasi-experimental mixed-methods design, 30 pupils completed a pre-test and post-test and participated in a four-week Padlet-based intervention involving interactive and multimodal vocabulary tasks. Quantitative results showed a significant improvement in vocabulary performance, with mean scores increasing from 9.8 to 17.9 (t = 18.62, p < .001). Qualitative data from classroom observations and interviews indicated strong pupil engagement, enjoyment and motivation. Learners reported that Padlet’s visual features, multimedia support and collaborative functions made vocabulary learning easier, more meaningful and more memorable. The findings demonstrate that Padlet effectively supports vocabulary recognition, recall and usage, aligning with principles of Constructivist Learning Theory, Multimedia Learning Theory and the Technology Acceptance Model. This study provides empirical evidence for integrating digital tools in Malaysian primary ESL classrooms to promote interactive and learner-centered vocabulary instruction.

ENHANCING STUDENT LEARNING AND COMMUNITY IMPACT: SDG-BASED SULAM PROJECTS IN ENVIRONMENTAL ECONOMICS

2026-04-01T12:36:00+08:00

This study develops a structured model for embedding Sustainable Development Goals (SDGs) into SULAM (Service-Learning Malaysia – University for Society) activities within the Environmental Economics course at Universiti Teknologi MARA (UiTM). The aim is to enhance students’ experiential learning while generating meaningful, sustainable outcomes for host communities. Qualitative data were collected from 25 students and 15 community participants through reflective writings, programme reports, and feedback sessions, and analysed using thematic analysis. Findings highlight five main challenges: limited SDG alignment, overemphasis on environmental awareness, insufficient economic value creation, lack of sustainable monitoring, and minimal participatory planning. In response, a five-component SULAM–SDG framework is proposed, comprising cross-cutting environmental–economic goals, inclusive planning, SDG mapping, sustainable outputs, and measurable impact with continuous feedback. The framework integrates Environmental Economics principles, promotes SDG localisation, and strengthens community engagement. The study concludes that structured, participatory, and SDG-aligned SULAM projects can simultaneously deepen students’ understanding of environmental and economic interconnections and deliver tangible, long-term benefits to communities. The framework offers a replicable approach for higher education institutions to integrate service-learning with sustainability education, foster responsible graduates, and support inclusive community development.

THE EFFECTS OF JOB DEMANDS AND JOB RESOURCES ON TURNOVER INTENTION AMONG MALAYSIAN TEACHERS: THE MEDIATING ROLE OF BURNOUT WITHIN THE JOB DEMANDS-RESOURCES (J-DR) MODEL

2026-02-25T11:01:21+08:00

Turnover intention is the psychological readiness of employees when they leave their current role, which influenced by many factors like job satisfaction, workload and organizational support (Tetteh et al., 2022). Li and Yao (2022) in their study found that challenging student behaviors, poor school climate and insufficient compensation and other factors influenced teacher turnover. Rasanen et al. (2020) in the study found a job dissatisfaction plays a significant role in turnover intention. In addition, Rajendran et al. (2020) found a strong relationship between burnout and teacher turnover in their study. There is because of limited resources and workload. Positive work environment, offer support to the teachers and providing adequate resources in schools is needed to reduce turnover intentions among them. Therefore, this research shows high work demands, emotional distress and limited resources, a key predictor in numerous educational settings caused turnover intention. However, before this, most studies were only conducted outside Malaysia. This demonstrates the essential of investigating turnover intention in the local context, considering factors such as workload. work-life balance, work environment, perceived organizational support and job autonomy may have diverse influences on teachers’ turnover intention. In this study, teacher turnover intentions were the dependent variable. Turnover is recognized as a strong predictor impacting stability, efficiency and the educational system (Rajendran et al., 2020: Heffernan et al, 2022).

EFFECT OF SOCIAL MEDIA ON MALAYSIAN EDUCATION: A MIXED-METHOD STUDY

2026-03-05T20:17:01+08:00

This study investigates the impact of social media on Education among Malaysian students through a mixed-method survey of 48 respondents. The research aimed to identify the positive and negative effects of social media, assess its overall impact on learning, and explore the challenges it presents in academic settings. The results reveal that social media enhances communication, critical thinking, engagement, and access to educational resources. The integration of artificial intelligence (AI) was also found to reduce human error and personalize learning experiences. However, issues such as distraction, addiction, and mental health challenges were also identified. The findings suggest that while social media provides powerful tools for modern education, practical guidance and digital literacy training are crucial to mitigate its negative impacts. The study concludes that with appropriate management, social media can be a transformative tool for enhancing educational quality and student performance in Malaysia.

CONTENT VALIDITY AND RELIABILITY OF THE FUNCTIONAL ABILITIES ASSESSMENT INSTRUMENT FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS

2026-03-11T15:30:47+08:00

Functional abilities encompass adaptive skills essential for developing independence in daily tasks, with rapid acquisition occurring during early childhood. Assessing these abilities is crucial in education programs to ensure timely interventions for learners with additional support needs. Even though international functional assessment tools are available, there are few validated instruments for Malaysian primary school pupils with special educational needs. Therefore, this study evaluates the content validity and reliability of a newly developed functional abilities assessment instrument for Malaysian primary school pupils with special educational needs. A multidisciplinary panel of experts reviewed the instrument for fairness, relevance, clarity, and ease of understanding. The Scale-Level Content Validity Index (S-CVI) results demonstrated strong agreement among experts. Some items were removed or revised based on the Item-Level Content Validity Index (I-CVI) and modified kappa coefficients (k*). The Rasch Measurement Model was applied across three domains to examine internal construct validity and reliability, revealing strong psychometric properties, particularly for the Body Functions and Activity and Participation sections. However, the Environmental Factors section showed slightly lower reliability indices, suggesting reduced measurement precision, though still within an acceptable range. The findings support the instrument’s potential in inclusive educational settings, while highlighting the need for additional large-scale validation before broader implementation.

ENGLISH PROFICIENCY IN KELANTANESE ISLAMIC SCHOOLS: AN OVERVIEW OF CHALLENGES, STRENGTHS, AND PEDAGOGICAL IMPLICATIONS

2026-03-17T12:19:48+08:00

This study examines the current state of English proficiency within the specialized educational context of Kelantanese Islamic schools in Malaysia. Despite national efforts to align English language education with international standards such as the Common European Framework of Reference (CEFR), significant proficiency gaps persist among learners in religious-based institutions. Guided by the PRISMA 2020 and PCC frameworks, this study synthesized 10 high-quality empirical articles published between 2020 and 2026 to identify the primary factors influencing language outcomes and the efficiency of contemporary pedagogical interventions. The findings reveal that learners consistently demonstrate weaknesses in listening, writing, and foundational literacy, largely attributed to systemic barriers such as a ‘crowded curriculum’ that prioritizes religious studies and a lack of authentic communicative exposure. However, the results also highlight the transformative potential of structured pedagogical scaffolding, specifically genre-based writing, and the strategic integration of Educational Technology (EdTech), including generative AI and cloud-based multimedia tools, to foster learner autonomy and linguistic immersion. The study concludes that improving English proficiency in these institutions requires a multifaceted approach that aligns school-based assessment with national benchmarks while adopting context-sensitive, technology-assisted instruction. These insights provide a critical roadmap for educators and policymakers to enhance the academic mobility and global employability of students within the Islamic educational ecosystem.

LATENT PROFILES OF INTOLERANCE OF UNCERTAINTY AND ANXIETY SENSITIVITY AMONG CHINESE POSTGRADUATE STUDENTS IN MALAYSIA: LINKS TO PSYCHOSOCIAL WELL-BEING AND COUNSELLING-RELEVANT INSIGHTS

2026-03-31T10:55:28+08:00

Psychosocial well-being is an important educational and counselling outcome for international postgraduate students who often face sustained academic and acculturative uncertainty. Although intolerance of uncertainty (IU) and anxiety sensitivity (AS) have been widely studied as risk factors, less is known about how these risks cluster within individuals. Using a person-centred approach, this study examined latent profiles based on prospective IU (IU-PA), inhibitory IU (IU-IA), and anxiety sensitivity–cognitive concerns (AS-CC) in Chinese postgraduate students in Malaysia (N = 396; PhD n = 288; Master’s n = 108). Latent profile analysis supported a three-profile solution—Low-Risk (39.9%), Moderate-Risk (40.7%), and High-Risk (19.4%)—showing a clear gradient in overall risk severity. Psychosocial well-being differed across profiles, F (2, 393) = 9.91, p < .001, and post-hoc comparisons indicated that the High-Risk group reported lower well-being than both the Low-Risk (d = 0.56) and Moderate-Risk groups (d = 0.50). Degree level was not associated with profile membership, suggesting that these risk configurations cut across master’s and PhD programmes. The findings point to a practical implication for university counselling and student support: brief screening on IU-PA, IU-IA and AS-CC may help identify a subgroup with compounded cognitive risk, for whom uncertainty-management and culturally responsive support can be prioritised.

DIGITAL PEDAGOGIES IN DANCE EDUCATION: A NARRATIVE REVIEW OF MULTIMEDIA EFFECTIVENESS, CREATIVE LEARNING, AND IMPLEMENTATION BARRIERS

2026-02-22T11:34:04+08:00

The rapid expansion of digital technologies has reshaped the landscape of dance education, yet the pedagogical implications of this transformation remain unevenly understood. This narrative literature review examines how digital pedagogies influence learning across three interconnected domains: multimedia effectiveness, creative development, and the barriers that shape implementation. Synthesising findings from 20 peer-reviewed studies published between 2010 and 2025, the review highlights how multimedia tools, such as video analysis, mobile applications, virtual platforms, and interactive feedback systems, enhance technical performance, reflective practice, and learner engagement when aligned with sound pedagogical design. At the same time, digital environments expand creative possibilities, enabling new modes of choreographic exploration, interdisciplinary learning, and collaborative creation. However, the review identifies notable contradictions, including inconsistent measures of learning effectiveness, varied interpretations of creativity, and limited longitudinal evidence on sustained impact. Implementation challenges persist due to teacher readiness, institutional capacity, digital inequality, and cultural attitudes toward technology, reflecting an ongoing gap between technological potential and pedagogical reality. Theoretically, the review positions digital dance education as a dynamic system shaped by pedagogical intent, technological affordances, and contextual moderators. Practically, it underscores the need for strategic curriculum design, targeted teacher development, and equitable digital access. Future research should prioritise longitudinal designs, cross-cultural comparisons, and policy-oriented investigations to support a more sustainable and inclusive digital transformation in dance education.

FINANCIAL WELLBEING, PEACE OF MIND, HOPE, AND SUBJECTIVE HAPPINESS AS PREDICTORS OF GINHAWA AMONG FILIPINO ADULTS

2026-03-02T09:02:48+08:00

For decades, the prerogative that the western system of knowledge is more accurate in explaining the Filipino experience perpetuates the death of its culture. The epistemic violence resulted in psychology as science for the people to not deliver its purpose to the people i.e., to improve lives. Thus, the study examines financial well-being, peace of mind, subjective happiness, and hope as predictors of ginhawa (wellness). Using the Structural Equation Model, we developed a culturally appropriate model to understand Filipino wellness. This study hypothesized that (1) there are different levels of peace of mind, financial well-being, subjective happiness, and hope among Filipino adults and (2) financial well-being, subjective happiness, hope, and peace of mind predicts ginhawa. The proposed model was tested on N=366 adult Filipino citizens (63.39% female, 36.07% male, 0.55% intersex). Results find that financial well-being needs subjective happiness and peace of mind to predict ginhawa while peace of mind and subjective happiness explains how hope predicts ginhawa. Financial well-being plays a huge role in predicting ginhawa, having financial security and freedom proceeds to having life satisfaction, including happiness, peace of mind, and hope where Filipino perceived having a maginhawang buhay. Thus, findings of the study contribute to the present and future initiatives of the Philippines by implementing programs and therapeutic approaches for Filipinos.

COGNITIVE LANGUAGE LEARNING STRATEGIES AND ENHANCING READING COMPREHENSION AMONG MALAYSIAN PRIMARY ESL LEARNERS

2026-03-10T14:49:37+08:00

Reading comprehension remains a persistent challenge for many Malaysian primary ESL learners, despite its central role in the CEFR-aligned English curriculum and its assessment through the End of Academic Session Test (UASA) examination. This study investigated the use of Cognitive Language Learning Strategies (CLLS) among Year 6 ESL pupils and examined the relationship between these strategies and pupils’ reading comprehension performance. A quantitative correlational design was employed, involving 60 Year 6 Malaysian learners selected through simple random sampling from a national primary school in Perak. Data were collected using an adapted version of Oxford’s (1990) Strategy Inventory for Language Learning (SILL), focusing on 15 cognitive strategy items, and samples’ UASA English reading comprehension scores (Parts 1–4). Descriptive analyses revealed that learners used CLLS at a moderate to high frequency, favouring strategies such as using pictures and titles, guessing new word meanings, and translating into their first language. In contrast, higher-order strategies, including summarising, questioning, and grouping ideas, were less frequently applied. Pearson correlation analysis revealed a moderate, significant positive relationship between overall CLLS use and reading comprehension achievement (r = 0.46, p = 0.001). These findings suggest that the active use of cognitive strategies contributes to better reading outcomes and highlight the importance of explicit strategy instruction in ESL classrooms. The study provides pedagogical implications for curriculum development, teacher training, and learner strategy awareness in Malaysia’s CEFR-aligned educational system.

PERCEPTIONS OF AI-ASSISTED LEARNING MOTIVATION: A CASE STUDY ON GENDER DIFFERENCES IN A MALAYSIAN HIGHER EDUCATION CONTEXT

2026-03-15T09:57:08+08:00

The objective of this study is to understand how male and female students interact with artificial intelligence (AI) tools, the reasons why they use them, as well as how these tools influence their learning outcomes. A qualitative research design was adopted, and convenience sampling was used to select 10 students (5 male and 5 female) as the sample. Data was gathered via semi-structured interviews on students’ experiences with AI tools including the benefits, challenges and concerns. For data analysis, thematic analysis was conducted to identify students’ perceptions of AI and motivation using recurring themes and patterns. Both male and female students reported positive perceptions of AI tools, particularly when it comes to improving learning efficiency and academic success. These patterns are interpreted as context-specific perceptions arising from participants’ learning experiences rather than as fixed or universal gender characteristics. The challenges identified include privacy concerns and over-reliance on AI, which negatively impacted both intrinsic and extrinsic motivation. The present study is relevant to the limited research on gendered perceptions of AI tools in higher education, more specifically in the local higher education environment, highlighting insights on the use of AI tools to assist diverse learning needs. Results of this research can be used by educators, AI developers, and policymakers to develop a better understanding of how AI tools can be designed and applied for male and female students in an effective manner.

PSYCHOLOGICAL DETERMINANTS OF ATHLETIC PERFORMANCE IN FEMALE SOFTBALL PLAYERS: THE ROLE OF MENTAL TOUGHNESS, COMPETITIVE ANXIETY, AND GOAL ORIENTATION

2026-03-28T21:40:08+08:00

This study examines the psychological determinants of athletic performance in female softball players, focusing on mental toughness, competitive anxiety, and goal orientation. We conducted a quantitative cross-sectional survey of 120 participants from the Sabah Schools Sports Council Softball Championship, using validated instruments: the Sport Mental Toughness Questionnaire (SMTQ), the Competitive State Anxiety Inventory-2 (CSAI-2), and the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Descriptive analysis revealed that constancy, a component of mental toughness, was the highest-scoring factor, while cognitive anxiety emerged as the most prevalent form of competitive anxiety. Task orientation dominated goal orientation, particularly among high-achieving athletes. MANOVA results indicated significant differences in psychological constructs across achievement levels and age groups; champion teams exhibited higher confidence and control, whereas runner-up teams reported elevated somatic anxiety. Moreover, older athletes demonstrated stronger self-confidence and ego orientation. The findings underscore the critical influence of psychological factors on performance outcomes, suggesting that mental toughness and task-oriented motivation are key predictors of success. This research contributes to the growing body of literature in sport psychology by empirically validating the interplay between these constructs among competitive female athletes. The results have practical implications for designing targeted mental training interventions to optimize athletic performance.

CROSS-SUBJECT SYNERGY AND INNOVATIVE PRACTICE OF INTANGIBLE CULTURAL HERITAGE EDUCATION IN THE DIGITAL AGE: A STUDY BASED ON THE INHERITANCE OF YI ETHNIC CLOTHING CULTURE IN LIANGSHAN

2026-04-01T12:09:53+08:00

The rapid development of digital technology has brought new opportunities and challenges to the education of Intangible Cultural Heritage (ICH), and insufficient collaboration among multiple stakeholders is a core bottleneck hindering the large-scale, sustainable development of ICH education. This study takes the inheritance of Yi ethnic costume culture in Liangshan as a case, drawing on theories of collaborative governance, cultural adaptation, and digital communication, and adopting a mixed-method research approach to explore the cross-stakeholder collaborative mechanism and the innovative path of ICH education in the digital age. The research revealed that the effective implementation of ICH education requires the construction of a four-in-one collaborative framework of "government - school - community - enterprise." It is also discovered that digital technology plays a key role in resource integration, scene expansion, and communication empowerment. Through innovative practices such as virtual workshops, online learning communities, and short video teaching, the collaborative education model has achieved multiple effects. This includes expanding educational coverage, increasing youth participation, and enhancing cultural communication. In addition, the "digital empowerment - cross-stakeholder collaboration" framework for ICH education constructed by this study provides an empirical solution to the problems of resource dispersion, an inheritance gap, and innovation deficiency in the education of ICH among ethnic minorities, and has important reference value for promoting the modern transformation of ICH education.

KESAN PENGGUNAAN TELEFON PINTAR TERHADAP PRESTASI PELAJAR: PERANAN TINGKAH LAKU NOMOFOBIA SEBAGAI MEKANISME PERANTARA

2026-02-22T12:31:22+08:00

Dalam era perkembangan pesat teknologi digital, penggunaan telefon pintar secara meluas telah menimbulkan pelbagai isu berkaitan dengan tingkah laku akademik dan bukan akademik dalam konteks bilik darjah. Kajian ini dijalankan bagi mengenal pasti hubungan antara penggunaan telefon pintar semasa dalam kelas dengan prestasi pelajar, serta menilai peranan tingkah laku nomofobia sebagai pemboleh ubah perantara dalam hubungan tersebut. Reka bentuk kajian yang digunakan ialah kuantitatif dengan pendekatan tinjauan melalui soal selidik yang melibatkan seramai 382 orang pelajar tingkatan enam di Malaysia yang dipilih secara persampelan rawak mudah. Data dianalisis menggunakan perisian SPSS versi 26 melalui kaedah analisis pengantara dijalankan dengan menggunakan ujian Sobel dan teknik bootstrapping bagi menilai peranan nomofobia sebagai pemboleh ubah perantara. Dapatan kajian menunjukkan bahawa nomofobia bertindak sebagai pengantara penuh dalam hubungan antara penggunaan telefon pintar dan prestasi akademik, apabila hubungan langsung antara penggunaan telefon pintar dan prestasi akademik didapati tidak signifikan. Namun, setelah pemboleh ubah pengantara dimasukkan, hubungan tidak langsung antara penggunaan telefon pintar, nomofobia dan prestasi akademik menjadi signifikan. Sebaliknya, bagi prestasi bukan akademik, dapatan menunjukkan bahawa nomofobia berfungsi sebagai pengantara separa, apabila kedua-dua kesan langsung antara penggunaan telefon pintar dan prestasi bukan akademik serta kesan tidak langsung melalui nomofobia didapati signifikan dan bergerak dalam arah yang sama. Penemuan kajian ini menunjukkan keperluan mendesak untuk memperkenalkan intervensi pendidikan digital holistik untuk mengurus penggunaan telefon pintar dan mengurangkan tahap nomofobia, tanpa mengabaikan manfaat teknologi dalam pembelajaran. Selain itu, hasil kajian ini juga dapat dijadikan rujukan kepada pihak kementerian dalam pembangunan dasar dan peraturan berkaitan penggunaan telefon pintar di dalam kelas agar selaras dengan objektif pembelajaran serta tidak menjejaskan keseimbangan akademik dan kesejahteraan emosi pelajar.

In the era of rapid digital technological advancement, the widespread use of smartphones has raised various concerns related to students’ academic and non-academic behaviours within classroom contexts. This study aims to examine the relationship between smartphone use during class and student performance, as well as to assess the role of nomophobia as a mediating variable in this relationship. A quantitative research design employing a survey approach was adopted, involving a sample of 382 Malaysian Form Six students selected through simple random sampling. Data were analysed using SPSS version 26, with mediation analysis conducted through the Sobel test and bootstrapping techniques to evaluate the mediating role of nomophobia. The findings indicate that nomophobia acts as a full mediator in the relationship between smartphone use and academic performance, as the direct relationship between smartphone use and academic performance was found to be non-significant. However, upon the inclusion of the mediating variable, the indirect relationship between smartphone use, nomophobia, and academic performance became significant. In contrast, for non-academic performance, the results reveal that nomophobia functions as a partial mediator, whereby both the direct effect of smartphone use on non-academic performance and the indirect effect through nomophobia were significant and moved in the same direction. These findings highlight the urgent need to introduce holistic digital education interventions aimed at managing smartphone use and reducing levels of nomophobia, without neglecting the potential benefits of technology in learning. Furthermore, the results provide valuable insights for policymakers and educational authorities in the formulation of guidelines and regulations regarding smartphone use in classrooms, ensuring alignment with learning objectives while maintaining a balance between academic outcomes and students’ emotional well-being.

A CONCEPTUAL FRAMEWORK FOR CROSS-CULTURAL TRAINING AND INTERCULTURAL COMPETENCE AMONG FOREIGN LANGUAGE TEACHERS IN JILIN PROVINCE

2026-03-05T19:54:57+08:00

Intercultural competence has become a core dimension of foreign language education, particularly as globalisation has reshaped expectations for communication across cultural boundaries. Teachers are increasingly expected to support learners in interpreting cultural meanings and developing adaptable communicative abilities. Yet, foreign language teachers in Jilin Province frequently report limited preparedness when attempting to implement intercultural teaching practices. Grounded in established theories of intercultural competence and cross-cultural training, the paper builds on the work of Byram (1997), Deardorff (2006), and Kolb (1984) to underline the combined importance of knowledge, attitudes, skills, and experiential learning in promoting intercultural development. The paper proposes a conceptual framework that shows how cross-cultural training, experiential learning, institutional support, and teacher motivation interact to enhance intercultural competence. When applied to the Jilin context, the framework reveals how cultural homogeneity and exam-oriented teaching traditions restrict opportunities for intercultural engagement. The discussion demonstrates that effective intercultural learning depends not only on theoretical understanding but also on reflective practice, sustained institutional support, and experiential opportunities, with important implications for teacher education, curriculum development, and institutional policy. This paper is conceptual in nature and develops a theoretical framework informed by established models and literature rather than empirical data collection.

MAPPING A LANDSCAPE OF DIGITAL STORYBOARDING IN EDUCATION: A NEW SYSTEMATIC LITERATURE REVIEW

2026-03-11T14:59:19+08:00

The intensive development of technology, particularly the widespread application of video platforms on social media among youth, highlights the need to implement digital technology into education. Regardless of the increasing scholarly interest, current research is spread across the fields, contexts, and applications of technology, which hinders establishing a unified vision of present research patterns and disciplinary focus. In this respect, the specified systematic review of the literature will serve as an attempt to chart the research space of the sphere of digital storyboarding in education by synthesising the recent empirical studies and expounding on the current themes in research. The systematic search was designed and formulated based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, and two primary databases, such as Scopus and ERIC, were utilized with the assistance of the advanced keyword, which is “digital storyboarding.” Peer-reviewed journal articles published between 2023 and 2025 were restricted in the search strategy to capture the current developments in the field. After applying the inclusion and exclusion criteria, screening, and eligibility checking, 26 primary studies were chosen to be studied in detail. The results reveal three major themes that appear across the literature: (1) the pedagogical application of digital storytelling and storyboarding to improve learning and skill acquisition, indicating the improvements in cognitive, creative, and communicative learning outcomes; (2) digital storytelling as a means of identity, culture, inclusion and social interaction, which underlines the voice of the learner, sense of belonging, and more culturally responsive practice; and (3) technology-enhanced and novel innovations in visual storytelling, which revolves around the incorporation of Artificial Intelligence (AI), immersive media, and interactive platforms to make them more accessible and engaging to learners. On the whole, the review suggests that there is a visible trend toward replacing traditional skill-based practices with more inclusive, identity-affirming, and technology-oriented applications of digital storyboarding. This contribution presents a systematic overview of recent studies, determines the gaps in the areas of longitudinal influence and pedagogical architecture, and suggests future research areas that could contribute to the development of theory, practice, and innovation in the field of digital storyboarding in educational settings.

THE VIABILITY OF PSYCHOEDUCATIONAL SCHOOL COUNSELLING PROGRAMS FOR REFUGEE STUDENTS IN MALAYSIA

2026-03-17T11:04:32+08:00

The aim of this paper is to explore the viability of psychoeducational school counseling programs for refugee students’ population in Malaysia. It is done by generally synthesizing the information gathered from literatures on the refugee phenomenon in Malaysia, the nature of psychoeducational programs provision in school settings, and the evolution of school counseling programs in Malaysia. The viability of psychoeducational school counseling programs for refugee students’ population in Malaysia was evaluated and discussed by integrating all the information gathered from this literature review analyses. The literatures’ syntheses provided baseline data to understand the possibility to establish appropriate psychoeducational and counseling programs for refugee school students in Malaysia.

ESL TEACHERS’ PERCEPTIONS OF AI-POWERED WRITING ASSISTANTS IN LANGUAGE LEARNING

2026-03-31T10:13:25+08:00

This study investigates Malaysian primary school English as a Second Language (ESL) teachers’ perceptions of AI-powered writing assistants, with a focus on the perceived benefits and challenges of using tools such as Grammarly, QuillBot, and ChatGPT. Writing remains a challenging skill for primary pupils, and teachers often face constraints in providing individualized feedback due to large class sizes and varied proficiency levels. AI-powered writing assistants have the potential to address these challenges by providing immediate, personalized feedback and supporting learner autonomy. A quantitative descriptive survey was administered to 100 ESL teachers across five Malaysian states, and data were analyzed using descriptive statistics, including means, standard deviations, frequencies, and percentages. The findings reveal that teachers recognize multiple benefits of AI integration, including enhanced student engagement, improved revision habits, personalized support for weaker pupils, vocabulary development, and promotion of learner independence. However, teachers also identified challenges, such as ethical concerns, overreliance by pupils on AI suggestions, occasional inaccuracies in feedback, insufficient training, and limited digital infrastructure in certain schools. The study highlights the need for targeted professional development, clear ethical guidelines, and equitable access to technology to facilitate responsible and effective AI integration in primary ESL classrooms. By focusing on teachers’ perspectives, this research contributes empirical evidence from a Malaysian primary school context, offering practical and theoretical insights for policymakers, educators, and curriculum planners seeking to enhance writing instruction through AI tools.

MENGURANGKAN RISIKO HARTA TIDAK DITUNTUT: PERANAN NIAT DAN PERSEPSI PENGGUNA TERHADAP PRODUK WASIAT

2026-02-22T11:09:19+08:00

Masalah harta tidak dituntut di Malaysia semakin membimbangkan akibat kelemahan dalam amalan perancangan harta. Meskipun wasiat merupakan instrumen penting untuk menangani isu ini, kadar penggunaannya masih rendah dalam kalangan masyarakat. Kajian ini bertujuan untuk menyemak secara sistematik literatur berkaitan niat dan persepsi pengguna terhadap produk wasiat, serta mengenal pasti halangan utama yang dihadapi oleh komuniti Muslim. Kajian Literatur Sistematik (SLR) ini dijalankan berpandukan protokol PRISMA. Artikel dikumpul daripada Scopus, Google Scholar, dan Semantic Scholar, meliputi tahun 2000 hingga 2025. Kata kunci dibina berdasarkan kerangka PEO, dan data dianalisis secara tematik dan naratif. Sebanyak 93 artikel dikaji. Dapatan menunjukkan bahawa niat pengguna dipengaruhi oleh sikap, norma sosial, dan kawalan tingkah laku. Persepsi pengguna pula berkait rapat dengan tahap kesedaran, kepercayaan terhadap institusi, dan kefahaman agama. Halangan utama termasuk kurang pengetahuan, kekeliruan hukum, dan keengganan berbincang tentang kematian. Kajian ini menekankan keperluan model tingkah laku dalam perancangan harta Islam. Implikasi praktikal disarankan untuk membantu institusi dan pembuat dasar meningkatkan kesedaran dan pendidikan masyarakat.

Unclaimed inheritance remains a growing concern in Malaysia due to poor estate planning practices. Although wills are a key instrument to address this issue, their adoption among the public remains low. This study aims to systematically review the literature on users’ intention and perception toward will products and to identify common barriers faced by Muslim communities. A Systematic Literature Review (SLR) was conducted using the PRISMA protocol. Articles from Scopus, Google Scholar, and Semantic Scholar published between 2000 and 2025 were analysed. Search terms were constructed using the PEO framework, and data were synthesised thematically and narratively. A total of 93 articles were reviewed. Findings revealed that intention is shaped by users’ attitudes, social influence, and perceived behavioural control. Perceptions are influenced by awareness, trust in institutions, and religious understanding. Barriers include low knowledge, legal confusion, and discomfort discussing death. Existing studies often focus on legal aspects, with limited behavioural insights. This review highlights the need for behavioural models in Islamic estate planning. It provides practical implications for financial institutions and policymakers to improve education and awareness. Future research should explore mixed methods and culturally grounded frameworks.

MODELLING FEAR OF ORAL PRESENTATION THROUGH SOCIAL COGNITIVE THEORY:AN APPLICATION OF PLS-SEM

2026-03-02T08:30:27+08:00

This study investigates facets of fear of oral presentations among EFL university. Oral presentations are almost a compulsory requirement in higher education, yet many learners’ experience anxiety due to the simultaneous demands of content preparation and language proficiency across all courses. Guided by Social Cognitive Theory, this study predicts a model explaining the factors of oral presentation anxiety. This quantitative design used the PLS-SEM to address four research questions and test four corresponding hypotheses. Data was collected from 104 undergraduates enrolled in a Malaysian public university. The analysis showed that the null hypotheses for Hypothesis 1 and Hypothesis 3 were accepted, indicating no significant relationships between fear and personal factors, nor between and environmental factors. In contrast, behavioural components demonstrated a significant association with presentation anxiety. Additionally, findings for Research Question 4 revealed notable effects across personal, behavioural, and environmental components; effect sizes were substantial for personal and behavioural factors, while environmental influences also demonstrated a considerable impact. These results underscore the complexity of factors shaping oral presentation anxiety and highlight behavioural components as the most prominent predictors within the proposed model.

PENGARUH PERSEKITARAN DAN PERSONAL TERHADAP KETERLIBATAN MURID BERISIKO CICIR: ANALISIS MODEL PERSAMAAN BERSTRUKTUR

2026-03-07T09:12:14+08:00

Dalam fenomena keciciran, tindakan murid meninggalkan alam persekolahan adalah kerana terputusnya keterlibatan dengan sistem pendidikan. Meskipun kajian lepas menyatakan faktor persekitaran dan faktor personal punca kepada keciciran pendidikan, namun bukti empirik yang mengkaji interaksi pengaruh persekitaran khususnya konteks keluarga dan sekolah serta pengaruh personal yang terdiri daripada daya tahan dan pembelajaran regulasi kendiri terhadap keterlibatan murid dalam satu model kajian adalah masih terhad. Justeru, kajian ini dilaksanakan untuk meneliti pengaruh faktor pelindung keluarga, iklim sekolah, daya tahan dan pembelajaran regulasi kendiri terhadap keterlibatan murid berisiko cicir di peringkat sekolah menengah. Kajian ini merupakan kajian kuantitatif berbentuk korelasi yang dilaksanakan secara tinjauan keratan rentas menggunakan satu set soal selidik. Kajian ini mengaplikasikan persampelan pelbagai peringkat (Multistage Sampling). Sampel kajian terdiri daripada 395 orang murid Tingkatan Empat di sekolah menengah harian dari seluruh negeri Sarawak yang dikategorikan sebagai berisiko cicir. Data dianalisis menggunakan perisian IBM SPSS dan AMOS versi 29. Dapatan pengujian model berstruktur mendapati tujuh laluan yang diuji, tujuh laluan tersebut menghasilkan keputusan yang signifikan. Analisis pengujian daya tahan sebagai mediator mendapati daya tahan bertindak sebagai mediator separa antara faktor pelindung keluarga dan keterlibatan murid manakala pembelajaran regulasi kendiri didapati berperanan sebagai mediator separa antara iklim sekolah dan keterlibatan murid. Model persamaan berstruktur menunjukkan indeks kesepadanan yang baik dengan perincian nilai p (0.000<0.005), RMSEA (0.068<0.08), CFI (0.911>0.90), TLI (0.903>0.90) dan nilai relative chi-square (2.796< 3.00). Nilai R2 menunjukkan empat faktor peramal iaitu faktor pelindung keluarga, iklim sekolah, daya tahan dan pembelajaran regulasi kendiri menyumbang sebanyak 63% kepada keterlibatan murid berisiko cicir di negeri Sarawak. Kesimpulannya, dapatan kajian ini memberi implikasi secara teori dan praktikal menyokong kepentingan persekitaran dan personal untuk meningkatkan keterlibatan murid berisiko cicir.

In the phenomenon of dropout, the act of students leaving school is due to the disengagement with the education system. Although previous studies state that environmental factors and personal factors are the cause of dropping out of education, empirical evidence that examines the interaction of environmental influences, especially family and school contexts, as well as personal influences that consist of resilience and self-regulation learning on student engagement in a study model is still limited. Therefore, this study was carried out to examine the influence of family protective factors, school climate, resilience and self-regulated learning on the engagement of students at risk of dropping out at the secondary school level. This study is a quantitative study in the form of correlation which is carried out in a cross-sectional survey using a set of questionnaires. This study applies multistage sampling. The study sample consisted of 395 Form Four students in secondary schools from all over the state of Sarawak who were categorized as being at risk of dropping out. Data was analysed using IBM SPSS software and AMOS version 29. The results of structured model testing found that seven paths were tested, the seven paths produced significant results. The analysis of testing resilience as a mediator found that resilience acted as a partial mediator between family protective factors and student engagement while self-regulated learning was found to act as a partial mediator between school climate and student engagement. The structural equation model shows a good fit index with detailed p value (0.000<0.005), RMSEA (0.068<0.08), CFI (0.911>0.90), TLI (0.903>0.90) and relative chi-square value (2.796< 3.00). The R2 value shows that four predictor factors, namely family protective factors, school climate, resilience and self-regulated learning contribute as much as 63% to the engagement of students at risk of dropping out in the state of Sarawak. In conclusion, the findings of this study give theoretical and practical implications supporting the importance of the environment and personal to increase the engagement of students at risk of dropping out.

KESAN TEKNOLOGI TERHADAP MASALAH KESIHATAN MENTAL: SATU PENDEKATAN DAKWAH ISLAM

2026-03-12T11:30:43+08:00

Perkembangan teknologi digital telah mentransformasikan kehidupan manusia secara signifikan dalam aspek komunikasi, pendidikan dan interaksi sosial. Walaupun teknologi meningkatkan akses maklumat dan kecekapan komunikasi, penggunaan secara berlebihan dan tidak terkawal telah dikaitkan dengan peningkatan tekanan emosi, kebimbangan, kemurungan dan ketagihan media sosial. Kebanyakan kajian terdahulu menumpukan kepada pendekatan psikologi dan sosiologi dalam menjelaskan fenomena ini tanpa mengintegrasikan kerangka spiritual Islam secara sistematik. Oleh itu, kajian ini bertujuan menganalisis kesan penggunaan teknologi terhadap kesihatan mental serta membangunkan satu kerangka konseptual berasaskan pendekatan dakwah Islam yang diperkukuh melalui prinsip Maqasid Syariah. Kajian ini menggunakan pendekatan kualitatif berbentuk analisis kandungan terhadap artikel jurnal berindeks dan literatur berkaitan psikologi digital serta psikoterapi Islam. Dapatan menunjukkan bahawa konsep wasatiyyah, i’tidal dan mujahadah al-nafs berfungsi sebagai mekanisme regulasi dalaman dalam memelihara keseimbangan emosi dan pemeliharaan akal (hifz al-‘aql). Kajian ini menyumbang kepada pembangunan model integratif antara literasi digital dan pendidikan berasaskan nilai Islam dalam menangani cabaran kesihatan mental era digital.

The rapid development of digital technology has significantly transformed human life in the areas of communication, education, and social interaction. While technology enhances access to information and improves communication efficiency, excessive and uncontrolled usage has been associated with increased emotional stress, anxiety, depression, and social media addiction. Most previous studies have focused on psychological and sociological approaches in explaining this phenomenon without systematically integrating an Islamic spiritual framework. Therefore, this study aims to analyse the impact of technology use on mental health and to develop a conceptual framework based on an Islamic da‘wah approach strengthened by the principles of Maqasid al-Shariah. This study adopts a qualitative approach using content analysis of indexed journal articles and relevant literature on digital psychology and Islamic psychotherapy. The findings indicate that the concepts of wasatiyyah (moderation), i‘tidal (balance), and mujahadah al-nafs (self-discipline) function as internal regulatory mechanisms in preserving emotional stability and safeguarding the intellect (hifz al-‘aql). This study contributes to the development of an integrative model that combines digital literacy and value-based Islamic education in addressing mental health challenges in the digital era.

A SYSTEMATIC REVIEW OF MENTAL TOUGHNESS STRATEGIES IN SPORT: IMPLICATIONS FOR COMPETITIVE ANXIETY AND GOAL ORIENTATION

2026-03-28T21:16:08+08:00

Mental toughness has been widely recognised as a critical psychological construct underpinning athletic performance, particularly in high-pressure competitive environments. This systematic review aims to synthesise empirical evidence on the interplay between mental toughness, competitive anxiety, and goal orientation in sport, with a focus on identifying underlying mechanisms, intervention strategies, and performance outcomes. The review was conducted in accordance with PRISMA guidelines, involving a comprehensive search across five major databases (PubMed, Web of Science, Scopus, ScienceDirect, and SpringerLink), supplemented by Google Scholar to capture emerging and grey literature. Eligible studies published between 2000 and 2023 were screened against predefined inclusion and exclusion criteria, yielding a final corpus of empirical research across multiple sports contexts. The findings indicate that mental toughness functions as a dynamic and multidimensional construct, closely associated with athletes’ capacity to regulate anxiety and sustain goal-directed behaviour. Psychological skills training (e.g., imagery, self-regulation, and cognitive restructuring) has emerged as a central mechanism for developing mental toughness, contributing to reduced competitive anxiety and enhanced performance consistency. Furthermore, the relationship between mental toughness and goal orientation was found to be context dependent. Mastery-oriented climates tend to foster adaptive psychological profiles characterised by intrinsic motivation and resilience, whereas performance-oriented environments may produce contingent confidence and vulnerability to stress. The review also highlights the significant role of contextual factors, including coaching behaviours and motivational climate, in shaping psychological outcomes and performance trajectories. Despite growing empirical support, inconsistencies remain in the conceptualisation and measurement of mental toughness, limiting comparability across studies. Accordingly, this review underscores the need for greater theoretical integration and methodological standardisation in future research. Overall, the findings provide evidence-based insights for the design of targeted psychological interventions aimed at optimising both performance and athlete well-being.

CONSTRUCTION AND PRACTICE OF A DUAL-TRACK EDUCATION MODEL IN INTANGIBLE CULTURAL HERITAGE TRANSMISSION-A CASE STUDY OF YI ETHNIC CLOTHING SKILLS IN LIANGSHAN

2026-04-01T11:45:09+08:00

Under the impact of globalization and modernization, Intangible Cultural Heritage (ICH), such as the clothing of the Yi nationality in Liangshan, faces the severe dilemma of inheritance discontinuity and skill loss. Education, as the core means of the living inheritance of ICH, has problems such as the singularity of the model and the disconnection between supply and demand that need to be urgently addressed. Based on critical ethnography and Community-Based Participatory Action Research (CPAR) methods, this study focuses on the educational practices in the inheritance of Yi ethnic clothing skills. It constructs a dual-track education model of “traditional track + modern track” through in-depth interviews with 50 key informants and a survey of 450 structured questionnaires. Concurrently, the study discovered that the traditional track, centered on the clan-apprenticeship system, activates the intergenerational oral teaching and mental instruction mechanism through the “1+5” inheritance unit, effectively preserving core skills and cultural genes. Furthermore, the modern track, based on situational learning theory, establishes an educational pathway of “dual-mentorship + digital media + cross-sector collaboration,” enhancing the modern adaptability of skills and youth participation.According to the ADAPT (Authenticity, Development, Adaptation, Participation, Transmission) matrix assessment, this model increased the retention rate of young practitioners from 28% to 46% and improved cultural identity scores by 35%, achieving a dynamic balance between cultural authenticity and educational effectiveness. Overall, this study enriches the theoretical framework of ICH education and provides a replicable educational model for the transmission of minority cultural heritage. It also holds significant practical value for integrating ICH into both formal and informal education systems.

UNDERSTANDING HOW PERCEPTION AND LEARNING SATISFACTION SHAPE ACADEMIC PERFORMANCE IN FLIPPED CLASSROOM OBSTETRICS NURSING EDUCATION: A SYSTEMATIC LITERATURE REVIEW

2026-02-22T12:09:03+08:00

The flipped classroom (FC) model has emerged as a transformative pedagogical strategy in health education, particularly in disciplines that require integrating theoretical knowledge and practical skills. This systematic literature review examines the impact of the FC approach on academic performance, student perceptions, and learning satisfaction in nursing education, with a specific focus on obstetrics contexts. Guided by the PRISMA 2020 protocol and SALSA framework, the review synthesizes findings from 28 peer-reviewed empirical studies published between 2019 and 2025. Articles were identified through Scopus, ScienceDirect, and Google Scholar using Boolean search strings and screened for inclusion based on language, empirical nature, and relevance to nursing education. Thematic and narrative synthesis were employed to categorize findings into three core areas aligned with the research questions. Results demonstrate that the FC model significantly enhances academic performance when implemented with structured pre-class materials and interactive in-class activities. Additionally, students generally perceive the model positively, citing improved engagement and autonomy. Learning satisfaction was found to mediate academic outcomes, highlighting the importance of the quality of instructional design and facilitation. However, gaps remain in the application of FC in specialized areas such as obstetrics nursing, as well as in long-term assessments of clinical competence. This review provides theoretical insights and practical recommendations for nursing educators, curriculum designers, and researchers seeking to optimize learner outcomes through flipped pedagogies.

THE RELATIONSHIP BETWEEN JOB BURNOUT AND EMOTIONAL DISTRESS AMONG POLICE OFFICERS: THE MODERATING ROLE OF PERCEIVED ORGANIZATIONAL SUPPORT

2026-03-05T15:18:12+08:00

This study examines the relationships between job stress, job burnout, perceived organizational support, and emotional distress among police officers. Using a cross-sectional survey, data were collected from police officers in multiple departments, and Pearson correlation, regression, and moderation analyses were conducted. Results revealed that job burnout was significantly positively correlated with emotional distress, while perceived organizational support was negatively correlated with emotional distress. Regression analysis indicated that higher levels of burnout were positively associated with higher levels of emotional distress. Furthermore, moderation analysis showed that perceived organizational support significantly buffered the association between burnout and distress on emotional distress, suggesting that officers who perceived stronger organizational support experienced less emotional distress under high burnout conditions. These findings highlight the critical role of organizational support in mitigating the psychological impact of job burnout. Enhancing training on emotional regulation, optimizing workload distribution, and fostering supportive organizational environments are recommended to promote police officers’ psychological well-being and organizational functioning.

SCHOOL-TO-WORK TRANSITION FOR STUDENTS WITH SPECIAL NEEDS: A SYSTEMATIC REVIEW

2026-03-11T12:11:58+08:00

The transition from school to employment remains a persistent challenge for students with special needs, with many experiencing fragmented supports, limited access to authentic work experiences, and uneven post-school outcomes despite policy attention and expanding transition initiatives. This systematic literature review (SLR) addresses the problem of scattered and rapidly growing evidence by synthesising recent empirical studies to clarify what is currently known and where critical gaps remain in supporting school-to-work transition for this population. Following the PRISMA protocol, an advanced search was conducted in two databases (Scopus and ERIC) using the keywords “transition to work”, “students” and “special needs”, with publication years limited to 2022–2025. After screening and eligibility assessment, 35 primary studies (n = 35) were included for analysis and thematic synthesis. Numerical results indicate that the reviewed evidence clustered into four dominant themes: (1) Pre-Employment Transition Services and Vocational Rehabilitation Systems (Pre-ETS/VR), (2) Work-Based Learning, Apprenticeship, and Community/Employer Pathways, (3) Psychosocial Readiness, Aspiration, Motivation, and Career Development, and (4) Contextual and Ecological Barriers, Inclusion, and Structural Transition Challenges. Across these themes, findings commonly emphasised the importance of coordinated interagency services, meaningful employer-linked learning, strengthened career self-determination, and mitigation of structural barriers that restrict participation and inclusion. Overall, the synthesis suggests that effective transition support is multi-component and context-sensitive, requiring integration of service systems, sustained workplace-based opportunities, and family, school and community collaboration. This review concludes that future research and practice should prioritise scalable models with clear implementation guidance, strengthen equity-driven supports for diverse learners, and evaluate longer-term post-school outcomes to move beyond short-term indicators of readiness and participation.

ISLAMIC VALUES–BASED EDUCATIONAL LEADERSHIP AS A FRAMEWORK FOR ADDRESSING TEACHER BURNOUT

2026-03-15T11:48:19+08:00

Teacher burnout has escalated globally and is increasingly recognised as a problem shaped primarily by organisational conditions rather than individual coping capacities. Leadership, therefore, occupies a central position in creating the working environments in which burnout either intensifies or is mitigated. This paper develops an organizationally grounded framework that explains how education leadership informed by both contemporary leadership scholarship and Islamic value-based principles can mitigate teacher burnout by addressing its structural and ethical causes. A narrative review was conducted on empirical and conceptual studies published between 2015 and 2025 using Scopus and Google Scholar. The selected studies were analysed thematically to identify leadership strategies consistently associated with improvements in teacher well-being. Four organisational practices emerged across the literature (1) the reduction of administrative workload, (2) the strengthening of professional autonomy, (3) the use of shared decision-making structures that support psychologically safe school climates, and (4) the equitable distribution of resources, professional development opportunities, and institutional support. These practices align closely with established Islamic leadership principles, particularly justice, trust, responsibility, compassion, and consultation. The framework demonstrates how ethical leadership values translate into concrete organisational conditions that directly intervene in established burnout mechanisms, including emotional exhaustion, depersonalization, and diminished professional efficacy. The framework indicates that leadership approaches centred on structural and organisational reform have the most sustained impact on reducing burnout. By integrating insights from secular leadership scholarship and Islamic value-based leadership models, this paper proposes a theoretically coherent framework for creating more humane, supportive, and professionally sustainable educational environments, providing a foundation for future empirical investigation.

EFFICIENCY, ENGAGEMENT, AND COGNITIVE OFFLOADING: A REVIEW OF GENERATIVE AI IN EDUCATION

2026-03-31T09:27:13+08:00

This narrative review examines how generative artificial intelligence (GenAI) influences student learning through three interrelated dimensions: efficiency, engagement, and cognitive offloading. A structured search of Scopus identified 56 studies published between 2022 and 2025 that examined GenAI use in educational contexts and its implications for cognitive or learning processes. The review reveals consistent evidence that GenAI enhances task efficiency by accelerating drafting, feedback cycles, and information processing. However, efficiency gains do not uniformly translate into deeper learning, as several studies report tendencies toward surface-level completion strategies. Findings related to engagement are mixed, with perception-based studies emphasizing reduced anxiety and increased confidence, while experimental studies report variable effects on cognitive involvement. Cognitive offloading emerges as a central tension: although GenAI use is associated with reduced cognitive load and support for higher-order reasoning, concerns persist regarding over-reliance and diminished independent thinking. To interpret these patterns, this review advances a three-lens framework positioning GenAI as a mediator of cognitive effort rather than a uniformly beneficial or detrimental tool. The framework highlights the interdependence of efficiency gains, engagement dynamics, and cognitive delegation. The findings underscore the critical role of learner regulation and instructional design in shaping GenAI’s educational impact. Future research should prioritize longitudinal designs, objective learning measures, and process-oriented methodologies to clarify long-term cognitive implications.

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

2026-03-02T08:03:39+08:00

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

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

ANALISIS KETAKSAAN HOMONIM DALAM BUKU TEKS BAHASA MELAYU(BM) SEKOLAH KEBANGSAAN MURID TAHUN LIMA BERDASARKAN TEORI SEMANTIK KOGNITIF

2026-03-07T08:29:00+08:00

Kajian ini bertujuan menganalisis kefahaman makna tiga leksikal homonim yang terdapat dalam Buku Teks Bahasa Melayu (BM) Sekolah Kebangsaan Murid Tahun Lima berdasarkan Teori Semantik Kognitif. Data kajian diperoleh melalui kaedah kepustakaan dan analisis dokumen. Responden merupakan sembilan orang murid tahun lima berbangsa Melayu di sebuah sekolah rendah dalam daerah Kuala Pilah, Negeri Sembilan. Dapatan kajian dianalisis berdasarkan Teori Semantik Kognitif yang merangkumi konsep trajektor (TR) dan landmark (LM), kerangka jaringan radial serta skema imej Lakoff (1987). Hasil kajian menunjukkan tahap kefahaman murid terhadap tiga leksikal homonim, iaitu (i) raut, (ii) laras, dan (iii) kelam adalah sederhana. Dapatan menunjukkan responden kerap menggunakan makna pinggiran baharu (MPB) yang bersifat abstrak berbanding makna teras (MT) yang konkrit. Perluasan makna berlaku secara sistematik daripada domain konkrit kepada abstrak melalui proses metafora yang berlandaskan pengalaman badaniah. Faktor persekitaran fizikal, andaian dan pengalaman peribadi menjadi faktor utama yang mendorong murid mentafsir makna leksikal homonim berdasarkan konteks sosial dan keperluan komunikasi semasa. Implikasinya, kajian ini mengetengahkan faktor-faktor kognitif yang mempengaruhi tafsiran makna homonim serta memberi sumbangan kepada perkembangan teori semantik, institusi bahasa, penggubal dasar dan amalan pengajaran dan pemudahcaraan (PdPc) mata pelajaran Bahasa Melayu (BM).

This study aims to analyze the understanding of the meaning of three homonymous lexemes found in the Year Five Malay Language National School Student Textbook based on Cognitive Semantic Theory. Research data was obtained through library research and document analysis methods. Informants were nine Malay Year Five students at a primary school in the district of Kuala Pilah, Negeri Sembilan. The findings were analyzed based on Cognitive Semantic Theory, which includes the concepts of trajector (TR) and landmark (LM), radial network framework, and Lakoff's (1987) image schema. The results show that the students' level of understanding of the three homonymous lexemes, namely (i) raut, (ii) laras, and (iii) kelam, is moderate. The findings indicate that informants frequently used new peripheral meanings which are abstract, compared to concrete core meanings. Semantic extension occurred systematically from concrete to abstract domains through a metaphorical process based on embodied experience. Physical environmental factors, assumptions, and personal experiences were the main factors influencing students to interpret the meaning of homonymous lexemes based on social context and current communication needs. The implication is that this study highlights the cognitive factors that influence the interpretation of homonymous meanings and contributes to the advancement of semantic theory, language policy development, and the teaching and learning practices of the Malay Language.

EXPLORING THE EXPERIENCE OF PERCEIVED SUPPORT SYSTEMS AMONG HOUSEWIVES

2026-03-12T11:01:10+08:00

Society often perceives housewives as a group with complex emotional and social demands, especially when societal expectations and economic pressures shape their daily experiences. Although they are central to family stability, limited attention has been given to understanding how they manage these challenges through the support systems available to them. The study aims to explore the perceived support systems of housewives and how these networks influence their daily functioning and overall well-being. Using a qualitative case study design, this study collected data from 20 full-time housewives in the Klang Valley through semi-structured interviews and analysed the findings using thematic analysis, supported by member checking and peer debriefing techniques. The results indicate that housewives’ support systems comprise three key components, namely as nuclear family networks, extended family networks, and community networks. Support from spouses, children, and parents emerged as the most immediate and crucial source of emotional stability, while extended family members provided valuable assistance, particularly in childcare. Community relationships, including friendships and neighbour interactions, offered additional emotional and social resources, although some housewives reported experiencing isolation due to limited social engagement. Overall, the findings demonstrate that strong support systems help housewives navigate domestic responsibilities, enhance resilience, and maintain healthier psychological well-being. This study contributes to a more nuanced understanding of housewives lived experiences and underscores the importance of strengthening social support structures within families and communities. Future research is recommended to expand the geographical scope and further explore differences across diverse cultural and socioeconomic backgrounds.

ANALISIS FAKTOR PENEROKAAN & KEBOLEHPERCAYAAN INSTRUMEN AMALAN PDP STEM-TPACK, PEMBANGUNAN PROFESIONAL, SIKAP DAN EFIKASI KENDIRI PENSYARAH POLITEKNIK MALAYSIA

2026-03-26T17:26:24+08:00

Kajian ini bertujuan mengesahkan struktur faktor dan kebolehpercayaan instrumen bagi mengukur Amalan Pengajaran dan Pembelajaran STEM-TPACK, Pembangunan Profesional, Sikap dan Efikasi Kendiri dalam kalangan pensyarah Politeknik Malaysia. Walaupun beberapa instrumen berkaitan STEM-TPACK telah dibangunkan dalam konteks pendidikan umum, kajian yang mengesahkan instrumen tersebut dalam konteks pendidikan dan latihan teknikal dan vokasional (TVET), khususnya dalam kalangan pensyarah politeknik Malaysia, masih terhad. Oleh itu, kajian ini dijalankan bagi mengesahkan kesesuaian instrumen tersebut dalam konteks TVET tempatan. Kajian ini menggunakan pendekatan kuantitatif dan pengumpulan data melalui borang soal-selidik dalam talian. Seramai 119 orang pensyarah Politeknik terlibat dalam kajian ini. Data dianalisis menggunakan Analisis Faktor Penerokaan (EFA) dan ujian kebolehpercayaan pekali alfa Cronbach. Dapatan menunjukkan nilai Kaiser–Meyer–Olkin adalah tinggi iaitu berada dalam julat 0.886 hingga 0.905 dan ujian Bartlett adalah signifikan (ρ <0.001) menunjukkan data sesuai untuk analisis faktor. Keputusan EFA mengekstrak faktor yang sejajar dengan dimensi teori dengan jumlah varians kumulatif melebihi 60% bagi semua konstruk. Nilai muatan faktor pula berada dalam julat 0.507 hingga 0.888, menunjukkan bahawa setiap item memberikan sumbangan yang memadai kepada konstruk masing-masing. Proses penilaian muatan faktor telah menyingkirkan beberapa item, menjadikan jumlah akhir instrumen sebanyak 64 item daripada 69 item asal. Nilai alfa Cronbach bagi semua konstruk melebihi 0.90, menunjukkan ketekalan dalaman yang sangat baik. Secara keseluruhannya, instrumen ini didapati mempunyai kesahan struktur dan kebolehpercayaan yang baik serta sesuai untuk digunakan dalam kajian lanjutan menggunakan Analisis Faktor Pengesahan (CFA) dan Model Persamaan Struktur (SEM) bagi mengesahkan model pengukuran secara lebih menyeluruh.

This study aimed to validate the factor structure and reliability of an instrument developed to measure STEM-TPACK teaching and learning practices, professional development, attitude, and self-efficacy among Malaysian Polytechnic lecturers. Although several STEM-TPACK-related instruments have been developed in general education contexts, studies validating these instruments within the Technical and Vocational Education and Training (TVET) context, particularly among Malaysian Polytechnic lecturers, remain limited. Therefore, this study was conducted to validate the suitability of the instrument within the local TVET context. This study employed a quantitative approach, and data were collected through an online questionnaire. A total of 119 Polytechnic lecturers participated as respondents in this study. The data were analysed using Exploratory Factor Analysis (EFA) and Cronbach’s alpha reliability testing. The findings indicated that the Kaiser–Meyer–Olkin (KMO) values were high, ranging from 0.886 to 0.905, while Bartlett’s Test of Sphericity was significant (p < 0.001), indicating that the data were suitable for factor analysis. The EFA results extracted factors consistent with the theoretical dimensions, with the cumulative variance exceeding 60% for all constructs. The factor loadings ranged from 0.507 to 0.888, indicating that each item contributed adequately to its respective construct. The factor loading evaluation process removed several items, resulting in a final instrument consisting of 64 items from the original 69 items. The Cronbach’s alpha values for all constructs exceeded 0.90, indicating a high level of internal consistency. Overall, the instrument demonstrated good structural validity and reliability and is suitable for further studies using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to validate the measurement model more comprehensively.

BELIEFS-ATTITUDES AND JOB MOTIVATION PREDICTING DEVELOPMENTALLY APPROPRIATE VISUAL ARTS AMONG PRIVATE PRESCHOOL TEACHERS IN SELANGOR

2026-03-31T13:59:53+08:00

Private preschool teachers played a vital role in implementing Developmentally Appropriate Practices (DAP), particularly in visual arts education, to support children’s cognitive, socio-emotional, and creative development. Despite the recognized importance of DAP in early childhood education, empirical evidence within the Malaysian context remained limited, particularly regarding how teachers’ beliefs-attitudes and job motivation influenced the implementation of DAP in visual arts among private preschool teachers. This gap limited understanding of the psychological factors that supported effective pedagogical practices in early childhood classrooms. Therefore, this study investigated the influence of teachers’ beliefs-attitudes and job motivation on their implementation of DAP in visual arts. A quantitative cross-sectional survey was conducted among 400 private preschool teachers in Selangor using a validated questionnaire and stratified two-stage random sampling. Multiple regression analysis revealed that teachers’ beliefs-attitudes significantly predicted job motivation (R² = 0.542), which in turn positively influenced the implementation of DAP in visual arts (R² = 0.532). Predictive validity analysis further supported the robustness of the proposed model. The findings indicated that teachers’ beliefs-attitudes and job motivation were significant predictors of DAP implementation, highlighting their important role in promoting effective developmentally appropriate visual arts practices in early childhood education. These results provided empirical evidence to support teacher professional development initiatives and policy strategies aimed at strengthening developmentally appropriate visual arts education in Malaysian private preschools.