INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC)

TRACING PROCESS WRITING INSTRUCTION REFORMS IN PRIMARY ESL EDUCATION: A TIME-STRUCTURED REVIEW

Sri Roshini Devi Theva Manoharam, Farah Nachiar Mohd Khaja — Wed, 03 Jun 2026 00:00:00 +0800

Process writing instruction is known as a developmental and recursive, rather than product-based, pedagogy for writing. The theories of this pedagogy are well articulated. However, there are differences in classroom practices and with the increased use of digital technologies, we also have fragmented knowledge about how process writing is practised and how it evolves in the classroom, especially in primary English as a Second Language (ESL) classrooms. This research seeks to resolve this problem by mapping the chronology of process writing teaching, including the evolution in the focus of research, teaching practice and research methodology. The search terms include: “process writing,” “primary education,” and “English as a second language.” After careful screening, 133 primary studies were identified. We divided the findings into three time periods: (1) Emergence and Conceptual Grounding (1997–2012), (2) Pedagogical Expansion and Classroom Integration (2013–2019), and (3) Acceleration, Digital Mediation, and Pedagogical Reframing (2020–2026). The trend in the numbers shows a gradual increase in the first period, a moderate increase in the second, and a sudden increase in the final period, suggesting increasing interest in the topic. The review shows that the initial investigations focused on establishing theoretical principles of recursive writing processes, and later the emphasis shifted to classroom practice, collaboration, and multimodal approaches. In the last step, findings show a strong focus on digital mediation, a technology-enhanced writing environment, and teacher cognition in the construction of teaching quality. Overall, the paper shows a strong shift from basic theory to a refined, context-sensitive pedagogical practice, demonstrating that contemporary process writing pedagogy is more about creativity and the changing classroom environment.

FROM COMMUNICATION TO CONNECTION: A CONCEPTUAL PAPER IN EXAMINING THE ROLE OF RELATIONAL COMMUNICATION IN STRENGTHENING CROSS-FUNCTIONAL COLLABORATION IN OPEN, DISTANCE AND DIGITAL EDUCATION

Thu, 11 Jun 2026 00:00:00 +0800

Communication in Open, Distance and Digital Education (ODDE) institutions is often treated as a functional process centred on information exchange, coordination, and service delivery. Yet in digitally mediated universities, communication that is frequent and efficient may still fall short of producing genuine interpersonal connection across staff roles. This conceptual paper argues that the quality of communication between academic and non-academic staff should be examined through a relational lens, particularly in settings where collaboration is necessary for effective student support. Drawing on John C. Maxwell’s connecting principles, the paper proposes that communication becomes more effective when it is grounded in attentiveness to others, common purpose, responsiveness, and intentional relational effort. The discussion integrates recent scholarship on internal communication, empathic communication, social presence, and cross-functional collaboration in higher education to argue that connection-oriented communication is an important institutional capability in ODDE settings. A conceptual framework is advanced in which connecting principles are positioned as predictors of communication effectiveness and collaborative support for students, with staff role included as a moderator and communication effectiveness proposed as a mediating factor. The paper also outlines a quantitative survey-based methodology suitable for testing the proposed relationships within an ODDE university. Conceptually, the paper extends current discussion on digital education by shifting attention towards staff-to-staff communication as a critical yet underexamined dimension of institutional functioning. Practically, it offers a foundation for future research, staff development, and communication-focused interventions aimed at strengthening collaboration and improving coordinated student support in digitally mediated higher education environments.

AI-ENHANCED EDUCATIONAL SHORT VIDEOS: KNOWLEDGE DISSEMINATION AND LEARNING EFFICIENCY

Liang Jingjing, Suraya Md Nasir — Thu, 18 Jun 2026 00:00:00 +0800

Current educational short videos generally suffer from problems such as loosely structured knowledge presentation, excessive learner workload, and low knowledge retention. To address these issues, this study proposes an Artificial Intelligence (AI) enhanced educational short-video framework based on multimodal analysis and dynamic AI adaptation. This framework utilizes pre-trained VideoMAE, Whisper, and fine-tuned Contrastive Language–Image Pre-training (CLIP) models to parse and align video content across visual, audio, and text modalities, generating fine-grained semantic indexes. Furthermore, a subject-specific knowledge graph is constructed based on structured segments, enabling adjacency relationships and cross-module association recommendations. A Long Short-Term Memory (LSTM) network is designed for real-time diagnosis of learners' attention states and knowledge mastery levels. Finally, a rule-driven dynamic content adaptation engine triggers personalized intervention strategies based on diagnostic results and the graph topology. This method significantly improves learning outcomes. In the reported learning experiment, the experimental group demonstrated greater improvement in post-test scores, with a 31.6% reduction in cognitive load, a 40.2% increase in fixation time in important domains, and high knowledge retention. This effectively promotes long-term memory and the comprehensive application of knowledge.

BRIDGING THE READINESS-EXPERIENCE GAP: A NEEDS ANALYSIS FOR VIRTUAL REALITY INTEGRATION IN INCLUSIVE EDUCATION

Mon, 29 Jun 2026 00:00:00 +0800

This study examines students’ readiness, knowledge, acceptance and learning needs regarding the integration of Virtual Reality (VR) in inclusive education, with the aim of informing the development of a VR-based instructional module known as InclusiveVR. Employing a quantitative survey design within Phase 1 (Needs Analysis) of the Design and Development Research (DDR) framework, data were collected from 405 undergraduate students enrolled in inclusive education-related programmes at Universiti Pendidikan Sultan Idris (UPSI). The instrument consisted of five constructs: technology access and readiness, VR knowledge and literacy, acceptance of VR, inclusive education content needs, and VR design and learning experience. The findings indicate that students demonstrate high levels of technological readiness (M = 4.33) and acceptance of VR (M = 4.20), but only moderate levels of VR knowledge and practical experience (M = 3.54). Notably, very high mean scores were recorded for inclusive education content needs (M = 4.49) and preferences for immersive and interactive learning design (M = 4.44). These findings reveal a critical readiness–experience gap, where students are prepared and willing to engage with VR but lack meaningful exposure to its pedagogical application. The study contributes to the literature on immersive learning and inclusive pedagogy by providing empirical evidence supporting the integration of VR within inclusive education contexts. The findings also offer practical implications for instructional design, particularly within the frameworks of DDR and ADDIE, by highlighting the need for structured, experiential and user-centred VR-based learning environments. The development of InclusiveVR is therefore positioned as a pedagogically grounded intervention to transform inclusive education from traditional, lecture-based instruction to immersive and practice-oriented learning.

MEASURING THE UNMEASURABLE: A CRITICAL REVIEW OF ENVIRONMENTAL FACTORS IN THE CFAM-PS WITHIN A BIOPSYCHOSOCIAL FRAMEWORK

Nur Liyana Mohd Nazli, Siaw Yan-Li, Loh Sau Cheong — Tue, 30 Jun 2026 00:00:00 +0800

Environmental factors are crucial to understanding how biopsychosocial models explain functioning. However, defining and measuring these factors within school-based assessments remains challenging. This article critically reviews the Environmental Factors section of the Child Functional Abilities Measure for Primary Schools (CFAM-PS). CFAM-PS is a locally developed instrument used to assess the functional abilities of primary school pupils with special educational needs in Malaysia. The review highlights the conceptual, methodological, and psychometric issues involved in translating environmental influences in the school environment into measurable assessment constructs. The review draws on data from a larger validation study of the CFAM-PS, involving 85 special education teachers and 167 pupils with special educational needs from seven public primary schools in Malaysia. The Environmental Factors section consisted of 26 items, which covered school and home contexts, and was analysed using the Rasch Measurement Model. The findings indicate that the section was able to capture a range of contextual issues that may influence pupils’ functioning. These included relationships, attitudes, physical surroundings, access to resources and services, and conditions within the home and school environments. However, the Rasch results also raised several measurement concerns. In particular, the section showed weak evidence of unidimensionality, lower person reliability and separation, ceiling effects, rating scale disorder, and several misfitting items. Taken together, these findings suggest that environmental factors in the CFAM-PS may not function as a single construct. Rather, they appear to represent a set of related but distinct contextual influences that vary according to the pupil, setting, and type of support or barrier involved. While the Environmental Factors section of the CFAM-PS remains useful for identifying supports and barriers in pupils’ daily functioning, its total score should be interpreted carefully. Future refinement should include clearer item definitions, improved rating categories, possible subdomain groupings, and further validation across diverse educational settings.

KESAN TIGA JENIS INTERVENSI RELAKSASI TERHADAP PRESTASI UJIAN SPESIFIK BOLA SEPAK DALAM KALANGAN ATLET REMAJA

Jeckry John, Thariq Khan Azizudin Khan — Tue, 09 Jun 2026 00:00:00 +0800

Prestasi bola sepak dipengaruhi bukan sahaja oleh keupayaan fizikal dan teknikal, tetapi juga oleh kesiapsiagaan psikologi yang menyumbang kepada konsistensi prestasi semasa pertandingan. Walaupun intervensi relaksasi digunakan secara meluas dalam psikologi sukan bagi meningkatkan regulasi fisiologi dan kestabilan prestasi, bukti empirikal mengenai keberkesanan perbandingan intervensi relaksasi terhadap prestasi spesifik bola sepak dalam kalangan atlet remaja masih terhad. Oleh itu, kajian ini bertujuan menyiasat kesan tiga intervensi relaksasi, iaitu Relaksasi Otot Progresif (ROP), Relaksasi Autogenik (RA), dan Latihan Pernafasan Mendalam (LPM), terhadap prestasi spesifik bola sepak dalam kalangan pemain lelaki bawah 16 tahun. Kajian menggunakan reka bentuk kuasi-eksperimen kuantitatif dengan pendekatan kumpulan kawalan ujian pra dan ujian pasca tidak setara. Seramai 60 pemain bola sepak lelaki berumur 13 hingga 16 tahun dipilih secara pensampelan bertujuan dan diagihkan kepada empat kumpulan: ROP (n = 15), RA (n = 15), LPD (n = 15), dan kumpulan kawalan (n = 15). Intervensi dilaksanakan selama empat minggu dengan dua sesi seminggu. Prestasi spesifik bola sepak dinilai melalui bateri ujian kemahiran piawai meliputi kawalan bola, hantaran pendek, hantaran jauh, menggelecek, dan menjaring. Analisis data menggunakan Mixed-Design ANOVA dan ujian pos hoc Tukey HSD menunjukkan kesan utama kumpulan yang signifikan, F(3,56) = 3.23, p = .029, ηp² = .15, serta kesan utama masa yang signifikan, F(1,56) = 66.49, p < .001, ηp² = .54. Kesan interaksi kumpulan × masa juga signifikan, F(3,56) = 6.84, p < .001, ηp² = .27, menunjukkan peningkatan prestasi yang berbeza mengikut intervensi. Semua kumpulan intervensi menunjukkan peningkatan prestasi yang lebih baik berbanding kumpulan kawalan, dengan LPM mencatat peningkatan paling ketara. Dapatan kajian menyokong keberkesanan intervensi relaksasi berstruktur dalam meningkatkan prestasi spesifik bola sepak pemain remaja serta menekankan kepentingan pengintegrasian latihan kemahiran psikologi dalam program pembangunan bola sepak.

Football performance is influenced not only by physical and technical abilities but also by psychological readiness that contributes to performance consistency during competitive situations. Although relaxation interventions are widely applied in sport psychology to enhance physiological regulation and performance stability, empirical evidence comparing their effectiveness on football-specific performance among youth athletes remains limited. Therefore, this study examined the effects of three relaxation interventions, namely Progressive Muscle Relaxation (PMR), Autogenic Relaxation (AR), and Deep Breathing Exercise (DBE), on football-specific performance among male Under-16 football players. A quantitative quasi-experimental design employing a nonequivalent pre-test and post-test control group approach was used. Sixty male football players aged 13 to 16 years were purposively selected and assigned into four groups: PMR (n = 15), AR (n = 15), DBE (n = 15), and a control group (n = 15). The intervention was conducted over four weeks with two sessions per week. Football-specific performance was assessed using a standardized skill test battery consisting of ball juggling, short passing, long passing, dribbling, and shooting. Data were analysed using Mixed-Design ANOVA followed by Tukey HSD post hoc tests. The findings indicated a significant main effect of group, F(3,56) = 3.23, p = .029, ηp² = .15, and a significant main effect of time, F(1,56) = 66.49, p < .001, ηp² = .54. A significant group × time interaction effect was also observed, F(3,56) = 6.84, p < .001, ηp² = .27, demonstrating differential performance improvements across intervention conditions. All intervention groups outperformed the control group, with Deep Breathing Exercise showing the greatest improvement. These findings support the effectiveness of structured relaxation training in enhancing football-specific performance and highlight the importance of integrating psychological skills training into youth football development programmes.

HUMAN DEVELOPMENT PRACTICES AMONG MALAYSIAN HINDU YOUTH: INSIGHTS FROM THIRUMANTHIRAM WITHIN MASLOW’S FRAMEWORK

Anitha Subbramaniam, Kartheges Ponniah, Vasanthan Maruthapillai — Thu, 11 Jun 2026 00:00:00 +0800

Modern social issues, such as the loss of morals, identity, and weak spiritual involvement in the youth, make it clear that culturally grounded developmental models are required. Although Thirumanthiram is a philosophical treatise, there is still very little research regarding its use in current youth development. The research seek to determine the main principles of human development that are embedded in Thirumanthiram and examine these principles in terms of Maslows Hierarchy of Needs, includes the practical application of the principles to Hindu youth. The research design used was a mixed-methods approach which incorporated a qualitative content analysis of Thirumanthiram and a survey conducted on 470 Hindu young people aged 15-40 in Johor Bahru, Malaysia. The analysis was performed in the form of descriptive and inferential statistics with the help of SPSS. The results demonstrate that the overall mean of the scores is high (3.78), which means that human development principles are highly adopted in terms of physiological needs (M=3.81), safety and security (M=3.74), social belonging (M=3.69), self-esteem (M=3.82), self-actualization (M=3.76), and spiritual perception (M=3.85). Pearson correlation also shows that there is a significant positive correlation between the involvement with Thirumanthiram teaching and holistic practice of human development (r=0.71, p<0.01). The findings prove that philosophical and ethical constructs of Thirumanthiram are still very much relevant in bringing balanced personal, moral, social and spiritual development in the modern youth of Hinduism. The paper offers a strong empirical evidence to the use of classical spiritual frameworks in youth development strategies and education interventions.

TEACHER STRATEGIES FOR EMOTION REGULATION IN SPECIAL EDUCATION: A PHENOMENOLOGICAL STUDY IN MALAYSIAN PRIMARY SCHOOLS

Tue, 23 Jun 2026 00:00:00 +0800

Mastering emotion regulation is a critical component of personal and academic growth for students with special educational needs, who often experience heightened difficulties with emotional control. Despite the pivotal role of educators in inclusive and special education settings, empirical research on the everyday practices of Malaysian teachers in supporting emotion regulation remains limited. This study investigates the strategies employed by special education teachers to manage emotion regulation among students in Malaysia, addressing the gap between teachers' experience-based knowledge and the lack of structured institutional support. Using a qualitative phenomenological design, the study captured the lived experiences of four special education teachers from Malaysian primary schools, selected via purposive sampling. Data were gathered through semi-structured, in-depth interviews and analysed using a six-phase thematic analysis approach. Five core themes emerged: (1) understanding individual student needs and emotional triggers; (2) fostering trust-based emotional relationships; (3) implementing behavioural and reinforcement strategies; (4) creating supportive environments and safe spaces; and (5) utilizing de-escalation and calming techniques. The findings suggest that teachers rely on a multifaceted blend of relational, behavioural, and environmental approaches that are largely adaptive and grounded in practical experience. The study concludes that effective emotion regulation management requires holistic teacher involvement, bolstered by formal professional training and conducive learning environments. These insights offer significant implications for teacher education programs and the development of culturally responsive, inclusive strategies within the Malaysian special education framework.

ETHNIC DIVERSITY AND HISTORICAL UNDERSTANDING: TEACHING MULTICULTURAL PERSPECTIVES IN SABAH HISTORY

Lee Bih Ni, Normimeh Atim, Jason Mathew Guntala — Mon, 29 Jun 2026 00:00:00 +0800

This research examines ethnic diversity and historical comprehension by incorporating multicultural viewpoints in the teaching of Sabah history. Located in Sabah’s diverse society, which includes indigenous groups like the Kadazandusun, Bajau, Murut, and various other ethnicities, the study explores how history education can promote inclusive narratives, intercultural understanding, and critical historical thinking in students. A qualitative case study approach was employed to gather data via semi-structured interviews with history educators and learners, observations of classrooms, and analysis of curriculum documents and textbooks. Thematic analysis was utilized to uncover trends in teaching methods, portrayal of ethnic stories, and difficulties faced in applying multicultural strategies. Results show that incorporating oral traditions, histories from local communities, and various viewpoints increases student involvement and enriches their comprehension of Sabah's intricate history, while fostering appreciation for cultural diversity and social unity. The research highlights the significance of culturally aware teaching methods and context-appropriate curriculum creation in enhancing historical awareness and fostering national unity in diverse environments.

GRAMMAR ACHIEVEMENT IN AI-SUPPORTED EFL LEARNING: ACADEMIC ENGAGEMENT, AI LITERACY, AND TASK-ASSESSMENT ALIGNMENT

Wang Yadan, Soon Singh Bikar Singh, Connie Shin, Zhang Qianqian — Thu, 11 Jun 2026 00:00:00 +0800

As artificial intelligence (AI) becomes increasingly integrated into higher education, grammar achievement in English as a Foreign Language (EFL) context remains uneven, suggesting that technology alone is insufficient to ensure effective learning. Existing research has often examined AI-supported learning, academic engagement, AI literacy, and grammar achievement separately, leaving unclear how these factors interact under conditions of task-assessment alignment. This review adopts a targeted conceptual narrative approach to examine how academic engagement and AI literacy shape grammar achievement in AI-supported environments. Drawing on a narrative synthesis of research in language education, educational psychology, and learning analytics, this review identifies key mechanisms underlying grammar learning outcomes. The synthesis indicates that academic engagement functions as a proximal learning mechanism through which grammar-related learning processes are sustained, while AI literacy serves as an enabling condition that shapes the quality of learner engagement. In addition, task-assessment alignment is identified as a validity constraint influencing whether AI-supported learning behaviours meaningfully reflect assessed outcomes. This review proposes a novel mechanism-condition-constraint framework and provides a theoretically grounded basis for designing engagement-driven tasks, scaffolding learner AI literacy, and aligning AI-supported learning activities with grammar assessment in higher education EFL contexts.

PENERAPAN KEMAHIRAN KEUSAHAWANAN KEPADA MURID BEKEPERLUAN PENDIDIKAN KHAS DALAM MATA PELAJARAN KEMAHIRAN VOKASIONAL SPESIFIK: SATU KAJIAN KES

Azita Ali, Muhammad Sukri Saud, Khairul Anuar Abdul Rahman, Marlina Mohamad — Thu, 18 Jun 2026 00:00:00 +0800

Pendidikan khas di Malaysia bermatlamat memberikan peluang saksama melalui Sekolah Pendidikan Khas, Program Pendidikan Khas Integrasi (PPKI), dan Program Pendidikan Inklusif. Walaupun subjek Kemahiran Vokasional Spesifik (KVS) diperkenalkan untuk memperkasakan potensi Murid Berkeperluan Pendidikan Khas (MBPK), namun sejauh mana elemen keusahawanan diterapkan secara holistik bagi menjamin kebolehpasaran mereka masih kurang diterokai. Terdapat jurang dalam literatur mengenai aplikasi praktikal elemen kompetensi kognitif, interpersonal, dan intrapersonal dalam pengajaran guru KVS yang menentukan hala tuju kerjaya murid. Kajian ini bertujuan untuk meneroka penerapan kemahiran keusahawanan oleh guru kepada MBPK dalam subjek KVS di PPKI sekolah menengah harian, Kajian kualitatif ini menggunakan reka bentuk studi kes yang melibatkan lima orang guru pendidikan khas subjek KVS di dua buah sekolah menengah di daerah Jeli. Peserta kajian dipilih melalui pensampelan bertujuan. Data dikumpul melalui teknik temu bual mendalam, pemerhatian di lapangan, dan analisis dokumen, seterusnya dianalisis secara bertema. Hasil kajian mendedahkan bahawa penerapan kemahiran keusahawanan merangkumi tiga dimensi utama iaitu kompetensi kognitif, interpersonal, dan intrapersonal. Kajian juga mengenal pasti cabaran kritikal dalam pengajaran vokasional serta strategi intervensi yang diambil oleh guru untuk memastikan MBPK menguasai kemahiran tersebut. Kajian ini menyumbang kepada pembangunan model pengajaran vokasional yang lebih komprehensif bagi MBPK dengan mengintegrasikan elemen keusahawanan sebagai pemacu kebolehpasaran. Implikasinya, dapatan ini menjadi panduan kepada pendidik dan penggubal dasar dalam mengoptimumkan potensi kendiri MBPK supaya mereka mampu berdikari, mencipta peluang pekerjaan, dan mencapai kualiti hidup yang lebih bermakna pada masa hadapan.

Special education in Malaysia aims to provide equitable opportunities through Special Education Schools, the Special Education Integrated Program (PPKI), and the Inclusive Education Program. Although the Specific Vocational Skills (KVS) subject was introduced to empower Students with Special Educational Needs (SEN), the extent to which entrepreneurial elements are holistically integrated to ensure their employability remains under-explored. There is a notable gap in the literature regarding the practical application of cognitive, interpersonal, and intrapersonal competencies in KVS teaching, which are critical in determining students' career trajectories. This study aims to explore the integration of entrepreneurial skills by teachers for SEN students within the KVS subject at secondary school PPKIs. This qualitative study employed a case study design involving five special education teachers teaching KVS at two secondary schools in the Jeli district. Participants were selected via purposive sampling. Data were collected through in-depth interviews, field observations, and document analysis, and subsequently analysed thematically. The results reveal that the application of entrepreneurial skills encompasses three main dimensions: cognitive, interpersonal, and intrapersonal competencies. The study also identifies critical challenges in vocational instruction and the intervention strategies adopted by teachers to ensure SEN students master these essential skills. This study contributes to the development of a more comprehensive vocational teaching model for SEN students by integrating entrepreneurship as a driver for employability. These findings serve as a guide for educators and policymakers in optimizing the self-potential of SEN students, enabling them to become self-reliant, create job opportunities, and achieve a more meaningful quality of life in the future.

GLOBAL RESEARCH TRENDS ON NURSE BURNOUT WITHIN HEALTHCARE SYSTEMS: A BIBLIOMETRIC ANALYSIS

Wed, 24 Jun 2026 00:00:00 +0800

The growing complexity of healthcare systems has intensified occupational stress among nurses, making burnout a critical global concern with implications for workforce sustainability and patient care quality. Despite increasing scholarly attention, a thorough understanding of the progression, framework, and influence of research concerning nurse burnout across healthcare systems continues to be insufficient. This study seeks to bridge this gap through a bibliometric analysis designed to examine global research patterns, determine influential scholarly contributions, as well as explore collaborative and thematic developments in the field. A total of 830 publications indexed in the Scopus database from 1985 to May 2026 were retrieved using an advanced search strategy based on three primary keywords: “Nurse,” “Burnout,” and “System.” Data were analyzed through Scopus Analyzer to generate descriptive indicators, OpenRefine to perform data cleansing and standardization, and VOSviewer to construct network visualizations encompassing co-citation, co-authorship, as well as keyword co-occurrence analyses. The results indicate a marked escalation in publication productivity, especially following 2015, with a pronounced surge observed throughout the COVID-19 pandemic era, underscoring intensified global attention toward the issue. The United Kingdom, Australia, and the United States were identified as the predominant contributors with respect to publication output and citation influence, while collaborative networks demonstrated strong inter-country linkages. Keyword analysis highlighted dominant themes such as occupational stress, mental health, resilience, and healthcare system challenges. Highly cited articles predominantly focused on pandemic-related burnout and systemic risk factors. In conclusion, the study demonstrates a rapidly expanding and evolving research landscape on nurse burnout, driven by global health crises and systemic pressures, emphasizing the importance of targeted interventions, interdisciplinary collaboration, as well as policy-oriented approaches to reduce burnout and reinforce healthcare systems across the globe.

FLOW IN EFL AND ESL CONTEXTS: A SCOPING REVIEW OF EMPIRICAL RESEARCH

Ying Huang, Seriaznita Mat Said — Tue, 30 Jun 2026 00:00:00 +0800

Over the past two decades, research on flow in English as a Foreign Language (EFL) and English as a Second Language (ESL) settings have grown steadily, driven by a broader surge of research interest in learners’ positive emotional and motivation. However, this body of work remains scattered. Studies differ notably in their theoretical learnings, methodological choices, and what they choose to examine. To provide a clearer picture of how flow has been conceptualized and investigated in language education, this scoping review synthesizes empirical studies published between 2000 and 2026. Following the PRISMA-ScR framework, a systematic search of Web of Science, Scopus, and ScienceDirect identified 47 studies for inclusion. The analysis examined major research foci, participant characteristics, theoretical foundations, methodological approaches, key findings, and reported limitations. The review shows that flow research has been conducted predominantly with university-level EFL learners, while younger learners and diverse educational settings remain underrepresented. Existing studies have focused largely on factors that trigger flow, particularly task features and technology-mediated learning environments, whereas its longer-term educational consequences and its relationships with other academic emotions, such as boredom and anxiety, have received comparatively limited attention. The findings also indicate the continuing influence of positive psychology frameworks, alongside increasing attempts to integrate perspectives from related disciplines. Methodologically, the literature is still dominated by cross-sectional survey research, although recent studies have begun to adopt longitudinal, experience-sampling, and physiological approaches. Emerging evidence further suggests that flow in today’s technology-enhanced environments is highly context-sensitive and shaped by the interaction of pedagogical, technological, and learner-related factors. Taken together, the findings highlight both the progress made in understanding flow in language learning and several important directions for future research and pedagogical practice.

BURNOUT AND TURNOVER INTENTION AMONG ELEMENTARY TEACHERS: A QUANTITATIVE STUDY

Suzita Md Shah, Nor Farehan Omar — Wed, 03 Jun 2026 00:00:00 +0800

Teacher turnover is a crucial issue and has a significant impact on student outcome and school performance in the education sector. Burnout is characterized by anxiety, fatigue and indifference towards work is a major factor that influencing teachers’ turnover intention affects the quality of education. Consideration to leaving their position increases teachers to accept alternative employment. To maintaining excellent teaching, students’ achievement and learning outcome, improving work environment, practical and supportive policies and effective workload management are essential to reduce burnout and increase teacher well-being and retention. This study is focused to examine the relationship between burnout and teacher turnover intention on elementary teachers in the Melaka Tengah District of Melaka. Sample size was 332, using via Google Form utilizing quantitative method approach. Positive relationship was found in this study indicating that higher level of burnout significantly influenced teacher’s turnover intention. Critical role of burnout is recognized and to manage this issue holistic approach is essential to cope teacher turnover intention. These findings, provide valuable comprehension for educational stakeholder and institutional focus to escalate supportive work environment with feasible intervention to delineation specific initiative to enhance teacher retention and well-being in their profession.

THE APPLICATION OF FUZZY DELPHI METHOD IN DEVELOPING ISLAMIC PSYCHOSPIRITUAL MODULE TO IMPROVE STUDENTS’ EMOTIONAL WELL-BEING

Aiman Hakim Muhammed Azmi, Zaharah Hussin, Norharyanti Mohsin — Thu, 11 Jun 2026 00:00:00 +0800

Mental health issues among students have become a critical global concern, with increasing recognition of the role mental health plays in academic success. This study aims to develop an Islamic psychospiritual module to enhance students’ emotional well-being, aligned with the Malaysia Higher Education Plan (RPTM) 2026–2035, which prioritizes mental health for academic success. The research utilized the Fuzzy Delphi Method (FDM) to obtain expert consensus on the module's key elements, involving 10 experts from fields such as Islamic studies, psychology, and curriculum development. The experts evaluated the module’s objectives, content, learning strategies, and assessment methods through structured questionnaires, with data analyzed using threshold values (d), expert agreement percentages, and defuzzification processes. The results showed that all proposed elements met the required criteria, with threshold values (d) below 0.2 and expert agreement exceeding 75%, indicating strong consensus. The findings confirm that the identified elements form a valid framework for the module, which is deemed appropriate and essential for improving students’ emotional well-being through a religion-based approach. This module is particularly relevant for the Form Three Usuluddin subject in the Curriculum Dini, with the potential to effectively address mental health challenges and support holistic student development. The study underscores the importance of integrating spiritual practices into mental health interventions within the educational system.

ANTARA YAKIN DAN SYAK: DEKONSTRUKSI IDENTITI VEGETATIF DALAM NOVEL HAN KANG MENERUSI LENSA KAEDAH FIQH AL-ISTISHAB

Lau Yoke Lian — Tue, 23 Jun 2026 00:00:00 +0800

Kajian ini bertujuan untuk menganalisis perubahan identiti watak utama, Yeong-hye, dalam novel The Vegetarian yang ditulis oleh Han Kang, menggunakan pendekatan fiqh Al-Istishab. Kajian ini berfokus pada menilai konflik antara "keyakinan" (Yaqin) peribadi watak mengenai identiti vegetatifnya dan "keraguan" (Shakk) yang ditimbulkan oleh sistem sosial serta psikiatri terhadap kewarasan dirinya. Metodologi: Kajian ini mengaplikasikan pendekatan kualitatif dengan menggunakan kaedah analisis teks dan pembacaan teliti. Kerangka teori kajian ini dibentuk berdasarkan empat prinsip utama Al-Istishab dalam Usul al-Fiqh, iaitu: (1) Memelihara keadaan asal, (2) Menerima hakikat asal pada suatu perkara, (3) Kebebasan asas daripada sebarang beban, dan (4) Keyakinan tidak boleh dihapuskan oleh keraguan. Penemuan: Kajian menunjukkan bahawa keputusan Yeong-hye untuk menolak daging bukan hanya sekadar reaksi terhadap trauma, tetapi juga merupakan usaha untuk mengembalikan semula kesucian asal yang tercemar oleh keganasan patriarki. Analisis menunjukkan bahawa Yeong-hye mempunyai "keyakinan" yang mendalam terhadap proses transformasinya menjadi tumbuhan sebagai cara untuk menyembuhkan diri. Selain itu, masyarakat memaksakan prinsip "pengekalan status quo" untuk mengkategorikannya sebagai tidak waras. Ketegangan ini menunjukkan bahawa identiti vegetatif tersebut adalah bentuk kedaulatan diri yang sah menurut logik keberadaan subjek, yang mana keraguan daripada luar tidak berjaya menggoyahkan keyakinan dalam diri watak. Kesimpulan: Kajian ini menyimpulkan bahawa penerapan konsep fiqh dalam analisis sastera moden memberikan perspektif baharu untuk memahami konflik identiti. Penemuan ini mempertikaikan norma-norma perundangan sosial dengan memberikan pengiktirafan kepada "keyakinan" individu sebagai asas dalam menentukan autonomi tubuh yang berdaulat.

This paper breaks down how Yeong-hye develops as a character throughout Han Kang’s book The Vegetarian with respect to the islamic legal principal Al-Istishab. The main objective is to explore how there is a collision between Yeong-hye’s “certain” knowledge (Yaqin) of who she is in relation to her vegetarian identity and the “doubt” (Shakk) that the social and psychiatric systems apply to whether or not she has lost her mind. This study includes a qualitative textual analysis using a close reading style. The theory in this study was developed around the four principles of Al-Istishab in Usul al-Fiqh; (1) The assumption of continuity of the original state, (2) The original rule of things is permissibility, (3) The original state is free from liability, (4) Certainty cannot be overturned by doubt. The findings show that Yeong-hye’s decision to stop eating meat is not simply a result of trauma, it is also her attempt to regain her original innocence from patriarchal violence. The analysis indicates that Yeong-hye is entirely “certain” about becoming a plant as a way of healing herself and yet, society is applying the “presumption of status quo” to define her as insane. However, this shows that Yeong-Hye’s vegetative identity represents an autonomous form of sovereignty within the logic of the subject’s existence. Moreover, regardless of what society may claim to believe about her identity, external doubt cannot replace internal certainty. This study concludes that the use of Islamic Legal Maxims in Contemporary Literary Analysis provides a new area for studying identity conflicts. The Vegetarian illustrates that trauma recovery can occur when one rejects their responsibilities as humans to return to a passive state of nature. Overall, these conclusions are challenging social norms of authority and providing recognition of individuals' "certainty" as the basis for individualized bodily autonomy.

IN-SERVICE PRESCHOOL TEACHERS’ EXPERIENCES IN CREATING DIGITAL STORYBOOKS USING A DIGITAL TOOL

Balvinder Kaur Khalsa, Iylia Dayana Shamsudin — Mon, 29 Jun 2026 00:00:00 +0800

The paper aims to investigate in-service preschool teachers’ experiences of creating digital storybooks using the digital tool Book Creator. Book Creator is an open digital tool available easily on the website. This digital tool was introduced to the in-service preschool teachers via an 8-hour training program. This research paper utilised a blend of quantitative and qualitative methods to obtain the data. The survey questionnaires were distributed to 30 in-service preschool teachers involved in the training program. The findings show a very high mean of 4.300, indicating that Book Creator is an easy-to-use digital tool for creating digital storybooks. JASP demonstrated a high mean value for the teachers' experience in applying multimedia elements available in Book Creator to create digital storybooks: adding text (4.10), inserting images (4.13), embedding videos (4.07), and adding recorded audio (4.10). Qualitatively, open-ended interviews were conducted to understand teachers' perceptions and use of the multimedia elements in Book Creator. The in-service preschool teachers described Book Creator as having great functionality and accessibility. Some challenges encountered were gaps in creativity and technological glitches. In conclusion, Book Creator, as a digital tool for creating digital storybooks, was well favoured and accepted by the in-service preschool teachers, although some limitations were noted. The experience gained through the training significantly enhanced the teacher's knowledge, providing positive, enriching hands-on practice in creating digital storybooks.

EFFECTS OF MORPHOLOGICAL INSTRUCTION ON MORPHOLOGICAL AWARENESS, READING COMPREHENSION AND READING MOTIVATION AMONG LOWER SECONDARY LIMITED ENGLISH PROFICIENT LEARNERS: A PILOT STUDY

Kang Kiah Tian, Wirawati Ngui — Thu, 11 Jun 2026 00:00:00 +0800

Restricted vocabulary acquisition, limited exposure to English, and low English proficiency often lead to weak reading performance and declined motivation among ESL learners. While morphological instruction (MI) has exhibited positive effects in numerous ESL contexts, limited research has investigated its implementation among lower secondary learners in Malaysia. Moreover, the application of gamified approaches within MI is still restrained in the global research landscape. This pilot quasi-experimental study examined the effects of non-digital gamified (NG) and digital gamified (DG) MI on morphological awareness, reading comprehension, and reading motivation among 34 lower secondary limited English proficient (LEP) learners. Through gamified activities, learners received explicit instruction on inflectional and derivational morphemes over a three-week intervention. By adopting the Morphological Awareness Assessment Battery (MAAB), English Reading Comprehension Assessment (ERCA), and Motivation for Reading Questionnaire (MRQ), quantitative data from pre- and post-tests were analysed and discussed. Findings revealed stable outcomes in morphological awareness, reading comprehension, alongside positive trends in reading motivation across both groups. Pedagogical implications for classroom-based ESL instruction in both low-resource and technology-enhanced classroom settings are presented.

ARTIFICIAL INTELLIGENCE IN HADITH EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF ASTRONOMICAL STUDIES

Mon, 15 Jun 2026 00:00:00 +0800

Astronomical hadith, particularly those related to lunar observation and the determination of the Islamic calendar, play an important role in Islamic studies. In recent years, Artificial Intelligence (AI) has emerged as a powerful tool for analyzing complex astronomical data. This study examines the application of AI in the study of astronomical hadith through a Systematic Literature Review (SLR). The objectives are to identify previous studies, analyze the AI models used, and determine existing research gaps. The review was conducted using a systematic approach involving the identification, screening, and analysis of relevant scholarly sources, followed by thematic analysis. The findings reveal a growing use of AI technologies, particularly in studies related to crescent moon visibility and lunar phases. Models such as Machine Learning (ML), Artificial Neural Networks (ANN), and Convolutional Neural Networks (CNN) have been applied to improve analytical accuracy. The thematic analysis identified key themes, including astronomical data analysis, crescent moon prediction, parameter modeling, and lunar image processing. However, most studies focus on technical aspects and lack integration with hadith studies, indicating the need for a more integrated approach.

CURRENT PRACTICES, CHALLENGES, AND TRENDS IN INTEGRATED CURRICULUM ASSESSMENT IN PRIMARY EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Tue, 23 Jun 2026 00:00:00 +0800

In educational context, the adoption of integrated curricula aims to help students make connections between concepts across academic subjects and real-world applications. However, given the nature of integrated curricula that combine multiple disciplines, assessing student learning within this framework is challenging. Therefore, using the systematic review process outlined by the PRISMA guidelines, this review identifies 9 eligible articles that meet the criteria from 283 published between 2013 and 2025. This review found that some assessment methods are traditional and standardized, while others are more flexible and focus on real-world projects that allow students to apply their knowledge and skills outside of the classroom. There appears to be a clear trend toward combining rigid, structured assessment processes with flexible, real world-based processes that utilize technology to improve the entire range of learning outcomes more effectively. Tools commonly used for assessment include formal assessment frameworks and classroom instruments that assess skills such as critical thinking and collaboration. The findings of this systematic review also provide evidence in the assessment of integrated curriculum learning outcomes, such as misalignment between the objectives of integrated curricula and existing examination-oriented assessment systems, a lack of validated assessment frameworks, difficulties in measuring multidimensional learning outcomes, and inadequate teacher preparedness for interdisciplinary assessment. All of these challenges demonstrate a significant gap between theoretical advancements in integrated learning and the practical implementation of assessment strategies in educational settings. Therefore, to develop more effective assessments for integrated curricula in primary education, it is necessary to align the curriculum, teaching practices, and assessments. These efforts are better supported by robust frameworks, improved teacher training, and effective policy integration to ensure accurate evaluation of students’ competencies.

PERSONALITY TRAITS AND SOCIAL MEDIA'S IMPACT ON MENTAL ILLNESS STIGMA IN HIGHER EDUCATION

Tue, 30 Jun 2026 00:00:00 +0800

Despite the increasing awareness of mental illnesses, stigma remains an important impediment to help-seeking among university students. Guided by the Big Five Personality Theory and the social learning perspective of media influence, this study aimed to examine the level of stigma and its relationship with personality traits and social media usage among university students. A quantitative cross-sectional survey was conducted with a sample of 350 students using validated instruments such as Stigma and Self-Stigma Scales (SASS) measuring stigma, selected Big Five personality traits (openness, agreeableness and neuroticism) and social media usage. Descriptive findings indicated that the majority of students exhibited a moderate level of stigma (49.1%), followed by low (28.0%) and high stigma (22.9%). Correlation analysis revealed that openness and agreeableness were significantly negatively associated with stigma (r=-0.42; r=-0.38), while neuroticism showed a positive relationship. Social media usage was also found to be positively related to stigma (r=0.31), suggesting higher exposure to social media is associated with higher stigma levels. Multiple regression analysis demonstrated that personality traits and social media usage collectively explained 41% of the variance in stigma, with openness emerging as the strongest predictor (β = −0.31); F(4, 345) = 59.87, p < .001, R² = 0.41. Agreeableness also showed a significant negative relationship with stigma (β= −0.24) indicating that more agreeable individuals tend to exhibit less stigmatizing attitudes. In contrast, neuroticism was found to be a significant positive predictor (β = 0.19). These findings highlight the importance of both individual psychological factors and digital environments in shaping mental illness stigma. The study suggests that targeted interventions incorporating personality-based approaches and strategic use of social media may be effective in reducing stigma among university students.

FROM 'RIZZ' TO ROUTINE: A CONCEPTUAL PAPER ON THE ACQUISITION, DIGITAL DISSEMINATION, AND NORMALIZATION TRAJECTORIES OF MODERN ENGLISH-BASED SLANG AMONG MALAYSIAN YOUTH

Wed, 03 Jun 2026 00:00:00 +0800

The prevalence of modern English slang among Malaysian youth, particularly on digital platforms, reflects significant shifts in language use, identity construction, and communication practices. However, despite its growing prevalence, there remains limited theoretical understanding of how such informal expressions are acquired, disseminated, and normalized within multilingual societies like Malaysia. This conceptual paper aims to examine the sociolinguistic, technological, and psychological factors that contribute to the life cycle of these linguistic forms among Malaysian youth. Using a narrative review methodology, relevant literature was collected from the Scopus database and synthesized through integrative thematic analysis. The review identified four key trajectories: the acquisition of slang driven by bilingual peer interaction and global media; its dissemination accelerated by social media and digital communication platforms; its normalization through repeated usage and integration into Malaysian English; and its cognitive and psychological impacts, which include identity expression and increased communicative complexity. The study proposes a conceptual framework and four propositions that illustrate these interrelated processes. Theoretically, this study contributes to sociolinguistics and digital discourse studies by offering an interdisciplinary model that explains how slang evolves within digitally mediated environments. Practically, the findings highlight the importance of acknowledging youth language practices in educational settings and suggest more culturally responsive approaches to language instruction. Although conceptual in nature, this study lays a foundation for future empirical research and encourages a deeper examination of informal linguistic innovation within Malaysia’s evolving digital landscape.

A STUDY ON FACTORS AFFECTING DIGITAL ENTREPRENEURIAL INTENTION AMONG STUDENTS IN MALAYSIAN PRIVATE UNIVERSITIES

Shien-Peng Low, Xiao-Yue Chow, See-Haw Ha, Yong-Hooi Lim — Thu, 11 Jun 2026 00:00:00 +0800

Digital entrepreneurship is now an important innovative economic driver, especially in Malaysia's rapidly developing digital economy. Through the Theory of Planned Behavior (TPB), this study investigates the factors that determines students' digital entrepreneurial intentions at a private university in Malaysia. The impact of perceived behavioral control (PCB), personal attitude (PA) and subjective norm (SN) on intention of students to participate in digital entrepreneurship have been analysed empirically. This study adopted a quantitative research design and distributed structured questionnaire to 388 private university students in Malaysia. The findings showed that PCB, PA and SN are all significantly influenced digital entrepreneurship intention. The findings highlight the importance of developing relevant digital skills in students, fostering positive perceptions of digital entrepreneurship, and leveraging social influence to encourage entrepreneurship. Overall, this paper contributes in-depth understanding of digital entrepreneurial intentions and offer practical implications for fostering future young digital entrepreneurs in Malaysia.

TRENDS AND DEVELOPMENT OF ENVIRONMENTAL EDUCATION RESEARCH IN HIGHER EDUCATION: A BIBLIOMETRIC PERSPECTIVE (2016-2026)

Joann P. S. Lim, Renugala Shollunayagam, Sangita Jeyaram — Thu, 18 Jun 2026 00:00:00 +0800

This study examines the trends and development of environmental education research within higher education. This field has gained increasing importance in response to global sustainability challenges and policy agendas. Despite the increasing volume of research, a thorough understanding of publication patterns, thematic evolution, influential contributions as well as international collaboration remains limited. To address this gap, a bibliometric analysis was conducted to systematically map the field’s intellectual structure and research dynamics. Data were retrieved from the Scopus database utilising an advanced search strategy based on four core keywords: Environmental Sustainability, Sustainability Education, Environmental Education, and Higher Education. The dataset was refined and standardized using OpenRefine, while Scopus Analyzer and VOSviewer were employed for quantitative analysis and visualization of publication trends, keyword co-occurrence networks, and country-level co-authorship patterns. The final dataset comprised 1,446 peer-reviewed journal articles published between 2016 and April 2026. The findings reveal a strong upward trend in scholarly output, with notable acceleration after 2021 and a peak in 2025, indicating increasing academic interest and institutional commitment to sustainability in higher education. Keyword analysis demonstrates a dominant focus on sustainability, higher education, and environmental education. This includes emerging themes such as climate change, transformative learning, digital transformation, and pro-environmental behavior. Citation analysis highlights that highly influential publications are predominantly interdisciplinary and policy-oriented, linking higher education to broader sustainability and societal transitions. Furthermore, co-authorship analysis indicates that research collaboration is concentrated in developed regions, particularly the United States and Europe, while participation from emerging economies is growing, though it remains less integrated. Overall, the study demonstrates the field's maturation and diversification and gives valuable insights for researchers, institutions, and policymakers seeking to advance sustainability-oriented research and collaboration in higher education.

UNIVERSITY STUDENTS’ PERSPECTIVES ON USING CANVA AS A PRESENTATION TOOL: A CASE STUDY AT YERSIN UNIVERSITY OF DA LAT

Pham Thi Trang Thanh — Mon, 29 Jun 2026 00:00:00 +0800

This study investigates university students’ perspectives on using Canva as a presentation tool at Yersin University of Dalat, during the academic year 2025–2026. The research involved 234 student participants from various majors. A quantitative research approach was employed to collect and analyse students’ opinions regarding the effectiveness and usability of Canva in academic presentations. The findings after analysing SPSS result revealed that students generally have positive impressions of Canva as a presentation tool. Most participants considered Canva easy to use, time-saving, and effective in creating visually appealing presentations. In addition, students believed that Canva contributes to improving their presentation skills, and self-confidence. The results also indicated a strong demand among students for further training on Canva features and practical applications. Furthermore, many participants expressed the desire for Canva to be more widely integrated into the school curriculum to support teaching and learning activities.

LEVELS OF DIGITAL POVERTY AMONG RURAL STUDENTS: EVIDENCE FROM SCHOOLS IN KEDAH, MALAYSIA

Tue, 09 Jun 2026 00:00:00 +0800

Digital technologies are increasingly central to contemporary education, shaping how students access learning resources and engage in academic activities. However, unequal access to digital infrastructure, devices, and digital skills perpetuates disparities, especially among students in rural areas. This study examines the level of digital poverty among students in rural schools in Kedah, Malaysia. This qualitative study collected data through semi-structured interviews with 55 students from nine rural schools in the districts of Sik, Baling, and Pulau Tuba. Data were analysed thematically and interpreted using Barrantes’ digital poverty framework, which conceptualizes digital inclusion as a continuum rather than a binary condition. Most students demonstrated basic digital capabilities but faced constraints in device availability and reliable internet access. A smaller group experienced severe digital deprivation, with minimal exposure to technology. Few students had adequate access but limited digital skills, and no cases of voluntary nonuse were observed. Findings suggest that rural students are generally willing to engage with digital learning; however, structural barriers such as economic limitations and inadequate infrastructure restrict their participation. These results underscore the need for targeted interventions to improve digital access and infrastructure, promoting more equitable participation in rural education.

TEACHING COMPLEX ENGLISH CONCEPTS IN LINGUISTICALLY DIVERSE UAE MIDDLE SCHOOLS: CHALLENGES AND EVIDENCE-BASED TECHNOLOGICAL INTERVENTIONS

Jancie D’mello, Amutha Navamoney — Mon, 15 Jun 2026 00:00:00 +0800

Teaching complex English concepts to middle school students in the United Arab Emirates is not always straightforward, especially in classrooms where learners come from diverse linguistic backgrounds. Many students struggle to understand abstract elements such as advanced grammar structures, cohesive devices, idiomatic expressions, and literary interpretation. Although national initiatives like UAE Vision 2031 and the Smart Learning Program strongly promote digital transformation in education, there is still a noticeable gap between having technological tools available and using them meaningfully in multilingual classrooms where students speak Arabic, Hindi, Urdu, Tagalog, and other home languages. In many cases, traditional teacher-centred and text-heavy approaches do not make abstract language concepts visible or engaging. Teachers also face challenges in addressing mixed proficiency levels within the same classroom, while opportunities for targeted professional development in technology integration remain limited. As a result, students often experience cognitive overload and may hesitate to participate due to low confidence. This Design-Based Research study proposes a Technology-Integrated Model grounded in Constructivist Learning Theory, Dual Coding Theory, and Cognitive Load Theory, guided by the SAMR framework. It develops and refines practical visualisation strategies using interactive applications, multimedia, and gamified tools to make abstract English concepts more accessible and engaging for diverse learners in the UAE.

MATHEMATICS TRAINEE TEACHERS' CONFIDENCE AND SELF-EFFICACY: A CORRELATIONAL STUDY

Tue, 23 Jun 2026 00:00:00 +0800

Self-efficacy among mathematics trainee teachers is often influenced by their confidence level. Thus, the aim of this study is to investigate the correlation between teachers’ confidence and self-efficacy in teaching mathematics. Specifically, the research aims to identify current levels of both confidence and self-efficacy, analyse their correlation, and evaluate the effect of teaching confidence and self-efficacy. This study applies a quantitative approach where data is collected from a target population of 50 trainee teachers. Next, the data is analysed using SPSS where descriptive statistics (mean and standard deviation) and inferential statistics (Pearson’s Correlation Coefficient and simple linear regression) are applied. Finally, it is found out that there is a strong positive relationship between the two variables. This means confidence influences the trainee teachers’ self-efficacy. The results suggest that teacher education programs should be implemented to ensure the future teachers are ready and have confidence in teaching mathematics effectively.

REKONSEPTUALISASI PENDIDIKAN INKLUSIF MELALUI MODEL HIBRID “CELEBRATING DIVERSITY”: SATU TINJAUAN LITERATUR SISTEMATIK

Noor Aznaim Abd Latib, Siti Sarah Izham, Amal Hayati Ishak — Mon, 29 Jun 2026 00:00:00 +0800

Pendidikan inklusif merupakan suatu pendekatan yang bertujuan menjamin kesaksamaan akses pendidikan berkualiti kepada semua murid tanpa mengira latar belakang budaya, etnik dan keupayaan individu. Walau bagaimanapun, pelaksanaan agenda ini di Malaysia didapati menghadapi pelbagai cabaran terutamanya daripada aspek pedagogi, penyepaduan teknologi Pendidikan serta tahap penerimaan terhadap kepelbagaian kemmapuan murid di dalam satu bilik darjah. Sehubungan dengan itu, kajian ini dilaksanakan bertujuan untuk merekonseptualisasikan pendidikan inklusif melalui pembangunan model hibrid Celebrating Diversity berasaskan kajian lepas. Bagi mencapai objektif kajian ini, pendekatan Tinjauan Literatur Sistematik (SLR) digunapakai dengan mengaplikasikan kaedah PRISMA serta kerangka kerja PICOS. Data primer diperoleh daripada pangkalan data Scopus dan Web of Science menggunakan kata kunci rujukan yang berkaitan dengan “pendidikan inklusif” dan “kepelbagaian” antara tahun 2020 hingga tahun 2025. Proses analisis kajian lepas melibatkan saringan artikel secara berperingkat, pengelasan tema, dan sintesis naratif secara kritis. Dapatan kajian ini menunjukkan bahawa pedagogi responsif budaya, struktur pembelajaran koperatif, pemanfaatan teknologi inklusif, dan penglibatan komuniti merupakan elemen teras dalam memperkukuh acuan pendidikan inklusif. Selain itu, penerapan kaedah pembelajaran fleksibel dikenal pasti berupaya mempertingkat penyertaan murid daripada pelbagai latar belakang serta tahap keupayaan. Hasil analisis serta perbincangan telah mencadangakan satu model hibrid “Celebrating Diversity” sebagai satu kerangka konseptual baharu yang mengintegrasikan aspek pedagogi inklusif, teknologi pendidikan secara holistik. Isu ini dihasratkan mampu menyumbang kepada pengukuhan teori pendidikan inklusif di samping menjadi rujukan kepada penggubal dasar serta institusi pendidikan dalam memperkasakan sistem pendidikan yang lebih inklusif, mampan, dan sejajar dengan aspirasi Pendidikan Abad Ke-21 serta Matlamat Pembangunan Mampan (SDG 4).

Inclusive education is an important approach in ensuring equitable access to education for all students regardless of their cultural background, ethnicity, and abilities. However, the implementation of inclusive education in Malaysia continues to face challenges in terms of pedagogy, technology integration, and acceptance of diversity within classroom settings. Therefore, this study aims to reconceptualize inclusive education through the development of the hybrid model “Celebrating Diversity” based on the synthesis of contemporary literature. This study employed a Systematic Literature Review (SLR) approach using the PRISMA protocol and PICOS framework. Data were collected from the Scopus and Web of Science databases using keywords related to “inclusive education” and “diversity” for the period 2020 to 2025. The analysis process involved article screening, thematic classification, and narrative synthesis. The findings show that culturally responsive pedagogy, cooperative learning, inclusive technology, and community engagement are the main elements supporting inclusive education. In addition, flexible learning approaches were found to improve participation among students from diverse backgrounds and abilities. Based on the synthesis, this study proposes the hybrid model “Celebrating Diversity” as a conceptual framework that integrates inclusive pedagogy, educational technology, and diversity elements. This study is expected to contribute to inclusive education theory and provide reference for policymakers and educational institutions in strengthening a more inclusive and sustainable education system in line with 21st Century Education and Sustainable Development Goal 4 (SDG 4).

TEACHING STRATEGIES AND PRACTICES FOR ENHANCING TEACHER COMPETENCE: A TIME-STRUCTURED REVIEW

Ernyza Yusuff , Mohamad Zaid Mustafa — Wed, 03 Jun 2026 00:00:00 +0800

This chronological literature review explores the evolution of research on Teaching Strategies and Practices for Enhancing Teacher Competence, aiming to identify key trends and developmental patterns over time. Despite growing interest, existing studies remain fragmented, limiting a comprehensive understanding of how teaching strategies contribute to teacher competence. A systematic advanced search was conducted using the Scopus database with the main keywords teaching practices, teaching strategies, and teacher competence. Following a rigorous screening process, 97 high-quality journal articles were selected for analysis. The studies were categorised into four phases: Foundational Stage (2001–2013), Development and Consolidation Stage (2014–2019), Expansion and Acceleration Stage (2020–2023), and Rapid Growth and Intensification Stage (2024–2026). The findings reveal a clear progression in publication trends, methodological refinement, and increasing emphasis on digital pedagogy and competency-based approaches. This review highlights the growing maturity of the field and the value of chronological analysis in understanding research development.

CHALLENGES OF USING PIXLR EXPRESS AI IMAGE GENERATOR AMONG RESOURCE-CONSTRAINED RURAL PRIMARY SCHOOL ENGLISH TEACHERS

Punnithann Subramaniam, Nurul Ashikin Izhar, Liew Wai Kit — Thu, 11 Jun 2026 00:00:00 +0800

This study explores the challenges faced by resource-constrained rural primary school English teachers in using the Pixlr Express AI Image Generator for instructional purposes. Grounded in the process-oriented framework (before, during, and after teaching) and informed by the Technological, Pedagogical, and Content Knowledge (TPACK) model, the study adopts a qualitative case study design to provide an in-depth understanding of AI integration in a low-enrolment rural school context in Malaysia. Data were collected through semi-structured interviews with four non-specialist English teachers and analysed using thematic analysis. The findings reveal four major interrelated challenges across all instructional phases: limited digital infrastructure, lack of professional development training, time constraints, and insufficient teaching qualifications. Before teaching, unstable internet connectivity, lack of AI-related training, and heavy workloads restricted teachers’ ability to prepare effective teaching aids. During teaching, non-English major teachers struggled to generate accurate prompts, leading to less relevant AI-generated content, while time limitations hindered real-time instructional adaptation. After teaching, the lack of training and content knowledge limited the use of AI tools for remedial instruction and assessment, further compounded by persistent connectivity issues. The study concludes that although Pixlr Express has the potential to enhance visual pedagogy and support differentiated learning, its practical implementation in rural low-enrolment schools remains constrained by systemic and contextual barriers. The findings highlight a critical imbalance in TPACK competencies, particularly in technological and pedagogical domains. To address these issues, the study recommends targeted professional development, improved digital infrastructure, workload management strategies, and policy interventions to support non-specialist teachers. Overall, this research contributes to rural education literature by providing empirical insights into the realities of AI integration in under-resourced educational settings.

ARTIFICIAL INTELLIGENCE IN MENTAL HEALTH INTERVENTIONS: A BIBLIOMETRIC REVIEW

Jocelyn Ker Sin Lee, Joo Siang Tan — Thu, 18 Jun 2026 00:00:00 +0800

Artificial intelligence (AI) has developed into a transformative framework within mental health interventions, facilitating the creation of scalable, data-driven, and personalized approaches for diagnosing, monitoring, and treating psychological conditions. Despite the fact that scholarly work in this interdisciplinary field has expanded rapidly, a full and systematic comprehension of its publication trajectories, intellectual architecture, and international collaboration dynamics is still insufficient. This study aims to close the existing gap by undertaking a bibliometric examination of scholarly literature focused on artificial intelligence within mental health interventions, covering the period from 2003 through April 2026. The dataset was compiled from the Scopus database through an advanced search strategy based on three primary keywords, comprising artificial intelligence, AI, and mental health interventions, which yielded a final corpus of 360 documents. A suite of tools, including Scopus Analyzer, OpenRefine, and VOSviewer software, was employed to perform descriptive, performance, and network analyses. Scopus Analyzer was used to evaluate publication trends, subject areas, and country contributions, while OpenRefine ensured data cleaning and consistency. VOSviewer was applied to construct and visualize keyword co-occurrence as well as co-authorship at the country level. The findings demonstrate a marked escalation in scholarly output, particularly after 2023, indicating growing global interest in AI-driven mental health solutions. Keyword analysis underscores prevailing focal areas, including mental health, artificial intelligence, chatbots, machine learning, and depression, while also drawing attention to newer and increasingly prominent subjects such as generative AI, large language models, and digital mental health. In addition, the co-authorship mapping reveals that the United States, the United Kingdom, and Australia function as primary nodes of international research collaboration, playing a pivotal role in connecting global scholarly networks. In summary, this study delivers a thorough examination of the research domain, illustrating that artificial intelligence is substantially reshaping approaches to mental health interventions. The results contribute meaningful insights for both scholars and clinical professionals, while also emphasizing the importance of sustained cross-disciplinary cooperation alongside careful ethical reflection in the progression of AI-driven mental health solutions.

A BIBLIOMETRIC ANALYSIS OF AFFECTIVE, PSYCHOLOGICAL, AND PEDAGOGICAL FACTORS IN UNIVERSITY MATHEMATICS EDUCATION

Foo Fong Yeng, Shamsatun Nahar Ahmad, Shafaruniza Mahadi — Mon, 29 Jun 2026 00:00:00 +0800

Mathematics at the university level is challenging as it requires intense logical reasoning, and the content is delivered in a fast-paced environment. Over the decades, researchers have devoted themselves to improving the effectiveness of teaching and learning mathematics through different techniques, investigating the influences of affective, psychological, and pedagogical factors on the students’ performance. This study aims to provide a comprehensive understanding of this field by conducting a bibliometric analysis on data retrieved from Scopus, which contains bibliographic data of publications published between 2001 and 2025. The analysis provides information about the publication trends, the most active contributors, the most cited publications, and research themes. The findings show that existing research could be grouped into technology-integrated learning, psychological and policy factors, cognitive development in mathematics, teacher-related factors, educational pressures and artificial intelligence adoption, and anxiety-related constructs. Among these, motivation and self-efficacy received high attention, showing that psychological and cognitive factors are important. The findings also suggest that problem-based learning, educational policy, collaborative learning, teaching confidence, formative assessment, stress, working memory, and depression could be possible future research directions. This study contributes an integrated perspective on mathematics education by connecting pedagogical practices with learner-related psychological and affective factors. The findings offer valuable implications for educators, researchers, and policymakers in enhancing student learning and success in university-level mathematics education.

THE FEELINGS OF LOVE AND EMOTIONAL DEPENDENCY AMONG PERSONS WITH DISABILITIES (PWD): A PSYCHOLOGICAL ASPECT VIEW

Mohganathashini M.S.K. Kannadasan, Zuhda Husain, Mazidah Mohd. Dagang — Tue, 30 Jun 2026 00:00:00 +0800

This concept paper examines the psychological dimensions of romantic love and emotional dependency among Persons with Disabilities (PWDs), or Orang Kurang Upaya (OKU) in Malaysia. It draws on the Triangular Theory of Love, which describes love as comprising intimacy, passion, and commitment (Sternberg, 1986). Romantic love is recognized as a significant component of socio-emotional development and quality of life. There is limited research on romantic love and emotional dependency on PWD compared to non-disabled persons. Many studies mainly focus on the socioeconomic issues among PWD, which has caused a significant gap in the field of romantic love and emotional dependency among PWD. The conceptual foundation of this concept paper is based on the three fundamental aspects of love: intimacy, passion, and commitment. These are derived from Sternberg’s Triangular Theory of Love (1986) and are augmented by four additional aspects: attraction, connection, trust, and respect. Therefore, seven aspects are used to form this study. Based on the thematic review from existing literature, this concept paper aims to (1) explore the feelings of love among PWD, (2) explore the emotional dependency among PWD, and (3) develop a conceptual framework to demonstrate the depth of romantic love and emotional dependency in PWD. PWDs are as capable of experiencing love as non-disabled people. However, they also face psychosocial challenges and are commonly misunderstood in the context of romantic love. This evidence supports the aims of this concept paper. Thus, by applying Sternberg’s Triangular Theory of Love, a classical approach among PWD, who are excluded from traditional relationship research, highlights the novelty of this study. Overall, this study extends conceptual frameworks by applying Sternberg’s Triangular Theory of Love to examine how attachment influences relationship satisfaction. It also offers insights relevant to counseling, policy development, and further research on PWDs (Madey & Rodgers, 2009).

FROM PHRASE MEMORISATION TO COMMUNICATIVE COMPETENCE: A GENRE-BASED MODEL FOR SMCP TRAINING

Nurul Nadia Ansar Ahmad Khan , Normaizura Mat Rom — Tue, 09 Jun 2026 00:00:00 +0800

The International Maritime Organization (IMO) introduced the Standard Marine Communication Phrases (SMCP) to standardise communication and enhance safety in multilingual maritime environments. Despite its institutional importance, empirical studies consistently demonstrate a divergence between prescribed SMCP structures and actual communicative practices during shipboard and VHF radio interactions. Seafarers frequently adapt, simplify, or reorganise standard phrases in response to operational constraints, suggesting that current instructional approaches may inadequately prepare learners for real-world communication demands. This paper addresses this gap by reconceptualising SMCP as a genre-based communicative practice rather than a fixed set of linguistic forms. Drawing on genre theory, communicative competence, and the transactional model of communication, the study proposes an integrated pedagogical framework that emphasises both structural awareness and strategic language use. The model outlines a series of pedagogical stages designed to develop learners’ ability to interpret, construct, and adapt SMCP in authentic maritime contexts. By shifting the focus from memorisation to communicative performance, this study contributes to the advancement of Maritime English pedagogy and offers practical implications for training institutions aiming to align language instruction with the realities of professional maritime communication.

A STRUCTURAL MODEL OF FAMILY-BASED RISK FACTORS CONTRIBUTING TO SCHOOL BULLYING BEHAVIOR

Liley Afzani Saidi — Thu, 11 Jun 2026 00:00:00 +0800

School bullying remains a global concern that undermines students’ psychological well-being, academic achievement, and social adjustment, with family dynamics increasingly recognized as critical determinants of both risk and resilience. Despite the growing body of research, limited attention has been given to understanding how family-based risk factors interact structurally to shape bullying behaviour. This study aims to fill this gap by applying Interpretive Structural Modelling (ISM) and Matrice d'Impacts Croisés Multiplication Appliquée à un Classement (MICMAC) analysis, validated through consensus from seven domain experts, to systematically model the interrelationships among family risk factors. Specifically, the objectives were: (i) to identify and structurally model the interrelationships among family-based risk factors contributing to school bullying behaviour through expert consensus using ISM; and (ii) to classify and validate the driving and dependence power of family-based risk factors through MICMAC analysis, thereby establishing a consensus-driven framework for prioritizing interventions in bullying prevention. The ISM results revealed a clear hierarchical structure, with Parental Support and Monitoring emerging as the most influential driver, followed by Family Communication as a key bridging factor, while outcomes such as Parent Child Relationships and Family Life Satisfaction were identified as dependent variables. These results were also supported by the MICMAC analysis, which placed Family Communication as an independent variable with high driving power. Most other factors were grouped as linkage variables with high interdependence as well as sensitivity. Based on these analyses, three broad themes were formed: (1) Parental Support and Monitoring as the Foundational Driver, (2) Family Communication as the Bridge to Relational Stability, as well as (3) Outcomes of Supportive Family Environments. Together, these findings offer a solid model that can enhance the theoretical knowledge on the role of family in bullying and offer educators, policymakers, as well as counsellors a comprehensive strategy to publicize the role of family in bullying by proposing a family-related intervention to prevent bullying in schools.

COMPUTATIONAL THINKING AS A COGNITIVE MEDIATOR FOR RENEWABLE ENERGY AWARENESS IN PRIMARY SCIENCE EDUCATION

Heerashini Subramaniam, Dennis Andrew Lajium — Tue, 23 Jun 2026 00:00:00 +0800

The study investigates the role of computational thinking (CT) as a mediator in increasing renewable energy awareness among primary level students in Sabah. While CT is widely conceptualised as learning outcome, this study restructures it as a mechanism through which sustainability learning occurs. This is a quasi-experimental design which involved 78 year 4 students parted into treatment and control groups. The treatment group received CT module intervention while control group followed conventional teaching. Researcher used Renewable Energy Awareness (REA) test and computational thinking pre-post-test to examine computational thinking and renewable energy awareness. PROCESS Model 4 by Andrew F. Hayes (2018) were used to analyse mediation analysis. Finding revealed CT-Module significantly improved computational thinking (B=25.00, p <.001), and computational thinking significantly predicted renewable energy awareness (B = 0.54, p <.001). The direct effect of the intervention for increasing renewable energy awareness was not significant (B = 1.95, p <.373) when CT was included in the model. However, the indirect effect was significant with (effect = 13.56, 95% CI [9.41,17.43]), proving full mediation. The findings highlights that computational thinking fully mediates relationship between module intervention and renewable energy awareness, suggest that the effectiveness of CT-Module depends on its ability to develop students’ cognitive processes than mere content delivery. The study contributes to sustainability education by reframing CT as cognitive mediator that supports high order thinking and complex concept understanding. The study brings in light the importance of integrating computational thinking in complex science concept among young learners to provide better understanding and increased awareness about environment besides highlights constructivist approach that lays strong foundation for cognitive learning and behavioural change.

STUDENTS’ ATTITUDES TOWARDS CHATGPT AS A LEARNING ASSISTANT

Nur Zainie Abd Hamid, Azlina Muzaini, Hairulniza Abd Rahman, Mutiiah Mohamad — Mon, 29 Jun 2026 00:00:00 +0800

The emergence of artificial intelligence (AI) technologies has transformed teaching and learning practices in higher education institutions. Among all, ChatGPT has gained widespread attention as a learning assistant capable of supporting academic writing, idea generation, research assistance as well as personalised learning. Despite its increasing use among university students, concerns regarding academic integrity, reliability of information, ethical usage, and overdependence on AI technologies continue to raise questions about students’ acceptance and attitudes towards ChatGPT in educational settings. Therefore, the aim of this study is to examine the influence of perceived usefulness and perceived ease of use on attitudes as well as the influence of attitudes on behavioral intention to use ChatGPT as a learning assistant among students in higher education institutions. A quantitative cross-sectional research design was employed using a survey method. Data were collected from 250 undergraduate students from public and private higher education institutions in Malaysia through an online questionnaire distributed via Google Forms. The measurement items were adapted from previous validated studies and assessed using a five-point Likert scale. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) and Partial Least Squares Structural Equation Modelling (PLS-SEM) through SmartPLS. The findings revealed that perceived usefulness and perceived ease of use significantly influenced students’ attitudes towards ChatGPT as a learning assistant. In addition, students’ attitudes significantly influenced behavioural intention to use ChatGPT for academic purposes. The structural model explained 68.7% of the variance in behavioural intention. The findings indicate that students generally hold positive attitudes towards ChatGPT and perceive the technology as useful, accessible, and supportive of learning activities. The study contributes to the growing literature on AI adoption in higher education by extending the Technology Acceptance Model (TAM) within the context of AI-powered conversational learning tools.

DIGITAL READING IN ESL YOUNG LEARNERS: A CHRONOLOGICAL REVIEW

Nadhirah Nor Azmi, Khazaila Zaini — Wed, 03 Jun 2026 00:00:00 +0800

Digital reading has become a strategic component in enhancing literacy development among young learners in English as a Second Language (ESL) contexts, particularly within increasingly technology-mediated classrooms. Despite the growing adoption of digital tools, existing scholarship remains dispersed, with limited chronological synthesis to explain how research trends, pedagogical approaches, and learning outcomes have evolved over time. This study addresses this gap by conducting a structured chronological literature review to map the development of digital reading in ESL young learners. The methodology employs a systematic advanced search of the Scopus database using the primary keywords “digital reading,” “ESL,” and “young learners.” A total of 101 primary studies were identified and analyzed, and subsequently categorized into four temporal phases: Phase 1: Emergent Foundations (2009–2013), Phase 2: Early Expansion and Conceptual Consolidation (2014–2017), Phase 3: Acceleration and Empirical Growth (2018–2021), and Phase 4: Intensification and Innovation (2022–2026). The findings indicate a clear progression in both research volume and instructional sophistication. Early-phase studies primarily explored basic digital texts and reported modest improvements in reading comprehension, typically within the range of 5%–15% over traditional methods. In later phases, the integration of interactive e-books, multimedia features, and adaptive learning systems demonstrated more substantial gains, with reported improvements in comprehension and engagement ranging from 20% to above 40%. Furthermore, recent studies highlight the emergence of personalized learning environments, analytics-driven feedback, and self-regulated reading strategies, reflecting a shift toward learner-centered and data-informed pedagogies. In conclusion, the chronological trajectory illustrates a transition from exploratory implementation to evidence-based innovation, positioning digital reading as a high-impact intervention for improving ESL reading outcomes among young learners.

A PRELIMINARY QUALITATIVE STUDY TO UNDERSTAND HOW THE YOUTH IN URBAN MALAYSIA EXPERIENCE PARENT-CHILD RELATIONSHIPS

Lim Yen Teng Tracy, Asong Joseph, Teoh Gaik Kin, Foo Fatt Mee — Thu, 11 Jun 2026 00:00:00 +0800

Many Western studies have shown the associations between attachment and youth depression. However, in the context of a collective culture such as Malaysia, how youth experience the parent-child attachment or relationship is different. It is even less understood from the perspective of youth who are diagnosed with depression. Thus, this study aimed to explore the preliminary understanding of how youth with depression experience the parent-child relationship. Using a qualitative case study design, two participants aged 25 were purposively selected based on age, clinical diagnosis, and family living arrangements. Data from semi-structured interviews were analysed thematically. The findings revealed that yearning for emotional validation and emotional security in the parent-child relationship seemed to be vulnerable for the youth with depression. Participants have similarly highlighted the distance with fathers due to the societal and traditional role of father as the provider of the family. However, the bonding evolved as more practical support from fathers was involved. The results suggest that emotional security, birth order, practical support and the sickness of parents can be areas for further research in the context of understanding youth depression. The findings cannot be generalized to all youth in Malaysia, since cultural and regional differences are widespread.

AI-DRIVEN REFORM OF CAREER PLANNING IN CHINESE HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Shi Wei, Mohammad Ismath Ramzy, Syed Kamaruzaman Syed Ali — Thu, 18 Jun 2026 00:00:00 +0800

Despite the widespread attention to the potential of AI in career preparation, there is a lack of systematic reviews of its application to career planning in Chinese higher education. To fill this research gap, this paper aims to systematically review existing research findings on AI-driven reform of career planning in Chinese higher education. This study, through analysis of 128 articles published on CNKI and Google Scholar between 2010 and 2025, found that the application of AI-based career planning in Chinese higher education is still in its infancy. Meanwhile, this study developed a conceptual framework for AI-driven career planning based on CIP theory. Finally, the review identifies gaps that make suggestions for further research in this area by systematically classifying and integrating the existing literature on the application of artificial intelligence in career planning within Chinese higher education，thereby providing a theoretical foundation for understanding how AI empowers career preparation.

UNDERSTANDING THE INFLUENCE OF DIGITAL HABITS AND SOCIAL FACTORS ON ACADEMIC PERFORMANCE

Wed, 24 Jun 2026 00:00:00 +0800

Private higher education institutions in Malaysia play a vital role in producing digitally skilled workers that can support the Malaysia Education Blueprint, Malaysian Qualifications Framework, Industry4WRD and MyDIGITA, while also achieving the outcomes of the Sustainable Development Goals. However, these institutions face several significant issues including not developing 21st century skillsets (e.g., critical thinking, self-regulation and responsible use of technology) consistently among their students. This conceptual paper reconceptualises academic performance as being determined mostly by demonstrable employability skills/competencies and not by academic results. This research will then consider how well constructs such as digital well-being, digital self-control, satisfaction with life, digital homo-ignorance, and social anxiety can predict students’ success at private higher education institutions (HEIs). Using Social Cognitive Theory (SCT) as a theoretical foundation, the proposed conceptual framework will delineate how there are reciprocal relationships among personal factors, digital environments, and self-regulatory behaviours of students, with self-efficacy being the primary mechanism for achieving lifelong success. The research has the potential to contribute to academia by providing a performance discourse which is inclusive of both the digital and the socio-psychological dimensions while also providing valuable information for policymakers and HEIs to assist in reframing their curricula, digital hygiene, information literacy and student well-being interventions. The research helps mitigate urgent gaps in employability, improves the competitiveness of institutions, to underpin Malaysia's aspirations as a leading education hub. This paper is limited in its conceptual nature, thus potential research is warranted to empirically test this framework, encompassing broader student populations, advanced quantitative methods and longitudinal designs. Ultimately, the framework demonstrates that HEIs need to develop holistic graduates that are digitally balanced, with cognitive expertise, emotional robustness, and future preparedness.

PERSONAL QUALITIES IN TEACHERS THROUGH CONSTRUCTIVIST GROUNDED THEORY STUDY

Nurul Salwani Mohd Noor, Nor Junainah Mohd Isa — Tue, 30 Jun 2026 00:00:00 +0800

This study aims to explore teachers’ personal qualities in facing challenges in today’s education using the Constructivist Grounded Theory (CGT) design. The researcher used semi-structured interviews with 26 study participants selected through purposive sampling. Research analysis, including initial and focused coding, was conducted according to Charmaz’s recommendations. Findings of this study indicate that personal qualities of teachers consist of the mahmudah and mazmumah personalities. This study reveals that teachers face various challenges in the current education system, including personal challenges, teachers’ workload, and students’ attitudes, as well as how teachers implement strategies to address these challenges. In terms of substantive theory, the researcher identified four main themes: teacher personality, aspects of influence, strategies, and the role of teachers in addressing educational challenges. The overall relationship between these main themes forms a theoretical model. This model demonstrates that teachers always face various challenges in education and need to overcome them through strategies and roles involving multiple parties, which, in turn, influence the personal qualities of teachers. In conclusion, teachers’ experience and strategies for facing challenges are the key to addressing educational challenges and identifying the personal qualities of teachers. The implication is that the substantive theories and theoretical models developed for the study can benefit educational psychology and school education by enabling the implementation of intervention programs for teachers to address current educational challenges.

EXPLORING THE RELATIONSHIP BETWEEN NEW MEDIA LITERACY AND PSYCHOLOGICAL WELL-BEING AMONG YOUNG ADULT IN PERLIS

Tue, 09 Jun 2026 00:00:00 +0800

Skills in New Media Literacy (NML) are considered essential in the 21st century. However, the existing literature has yet to sufficiently address whether the younger generation can effectively apply critical thinking to distinguish between accurate and misleading information on social media, despite being among its most active users. Therefore, the aim of this study is to investigate the relationship between New Media Literacy (NML), social media usage, and psychological well-being among Malaysian youth aged 15 to 24, with a specific focus on those residing in Perlis. Adopting a quantitative research approach, data were collected through a structured questionnaire distributed via Google Forms. This study utilizes simple random sampling technique in respondent selection and a total of 110 respondents participated in this study. The analysis examined the correlations between four dimensions of NML which are Functional Consuming, Critical Consuming, Functional Prosuming, Critical Prosuming and levels of psychological well-being. The findings indicate that Malaysian youth demonstrate high levels of both new media literacy and psychological well-being. A statistically significant correlation was observed between NML and psychological well-being, except for the Functional Consuming dimension, which did not show a significant relationship. This study underscores the importance of cultivating critical and responsible media engagement among youth as a means to enhance their psychological well-being.

THE IMPACT OF PERSONALITY TRAITS ON THE FEAR OF DIVINE PUNISHMENT AMONG MUSLIM PARTICIPANTS IN INDONESIA

Subhan El Hafiz, Jas Laile Jaafar, Ahmad Shamsuri Muhamad — Thu, 11 Jun 2026 00:00:00 +0800

Divine punishment is an important yet often overlooked concept in the study of religiosity. Past studies have shown that the effects of divine punishment can be contradictory. To better understand this contradiction, the current study examines the relationship between personality traits and the fear of divine punishment among 249 Muslim participants in Indonesia. The findings indicate that only two personality traits significantly predict fear of divine punishment: Neuroticism and Agreeableness. Higher levels of Neuroticism are associated with an increased fear of divine punishment, while greater Agreeableness is linked to a heightened fear as well. These results suggest that fear of divine punishment may serve as an indicator of religiosity and reflect excessive emotionality. Overall, this study enhances our understanding of how individual personality influences religious experiences and attitudes.

AI-ASSISTED ANALYSIS OF GRANDPARENTS’ INFLUENCE ON CHILDREN’S ORAL LANGUAGE LITERACY: A PILOT CASE STUDY IN XI’AN, CHINA

Zhang Ting, Liang Jingjing — Tue, 23 Jun 2026 00:00:00 +0800

Oral language literacy plays a foundational role in early childhood development and later academic learning, with everyday family interaction serving as a primary context for its emergence (Dickinson et al., 2023). In contemporary urban China, grandparents frequently assume substantial caregiving responsibilities. However, the interactional mechanisms through which grandparents may shape children’s oral language experiences remain underexplored, particularly through scalable, transparent analytic approaches (Zhang et al., 2024). This study reports a pilot case study conducted in Xi’an, China, employing an Artificial Intelligence (AI) assisted analytical workflow to examine grandparents’ influence on preschool children’s oral language literacy. Specifically, the data were collected from six grandparent–child dyads (children aged 3–6 years), including short naturalistic home audio recordings (5–10 minutes) and semi-structured interviews with grandparents and parents. Automated speech processing was used as an assistive tool to structure language samples and extract interpretable interaction indicators, complemented by confidence-aware processing and targeted human audit (Liu, 2023; Pelfrey et al., 2024). Interview data were thematically coded and systematically triangulated with AI-derived discourse features to support interpretability in a small-sample design (Braun & Clarke, 2022). Rather than producing generalizable estimates, the study demonstrates the methodological feasibility of integrating AI-assisted language sample analysis with qualitative family research to examine intergenerational language interaction. Overall, the findings highlight patterned associations between grandparents’ interactional practices and children’s observed language behaviors, generating testable hypotheses for future large-scale research on family literacy and early language development (Creswell & Poth, 2023).

PERSONAL AUTONOMY VALUES IN INDONESIAN YOUNG ADULT NOVELS: STUDENTS’ PERSPECTIVES AND PEDAGOGICAL IMPLICATIONS FOR SELF-ACTUALIZATION

Ariva Luciandika, Lina Mursyidah Hamzah, Mazlen Arepin — Mon, 29 Jun 2026 00:00:00 +0800

The aims of education in Indonesia are to achieve self-actualization with an emphasis on eight dimensions of graduate profiles. The research objective is to explore autonomy values—as one of the dimensions of graduate profiles—in young adult novels from students’ perspective and its pedagogical implication for students’ self-actualization. The methodology is qualitative research. The data was collected through semi-structured interviews with 31 students. The findings: (a) students are inspired by character who is capable of making decisions, perseveres in achieving goals, strength in difficult circumstances, has the courage to resist external control, have big dream; and (b) by plot that depict autonomy through achieving a dream chosen from the beginning, mental preparedness in difficult circumstances, commitment to achieve goals; also (c) personal autonomy has an impact on students’self-development, freedom in choosing life path, and open up possibilities for achieving future dreams, and all of which are consistent with the concept of self-actualization development. The results of this study have pedagogical implications for the Indonesian government as policy makers or school administrators to be recommended as a reference in designing textbooks that contain personal autonomy, as an effort to realize self-actualization.

EXPLORING SELF-EFFICACY AMONG UNDERGRADUATES LEARNING MANDARIN

Chong Peng Hwa, Toh Ling Ling — Thu, 11 Jun 2026 00:00:00 +0800

The increasing global importance of Mandarin has led to a rise in student enrolment in Mandarin language learning. However, learner success depends on both the quality of instruction and psychological factors like self-efficacy. In the context of language acquisition, self-efficacy plays a crucial role in determining how well someone understands language (listening and reading) and how effectively they produce language (speaking and writing). Theoretically, self-efficacy acts as a central mediator of learner agency, influencing the intensity of effort and the degree of persistence maintained when facing linguistic obstacles. High efficacy beliefs are strong predictors of language learning motivation and the proactive employment of self-regulated learning strategies. Conversely, low self-efficacy can trigger avoidance behaviors and heighten foreign language anxiety, serving as a precursor to academic burnout. This study contributes to the field by addressing the lack of research on the dual framework of accepting and producing self-efficacy within a single pedagogical context. Understanding these aspects of self-efficacy offers valuable insights for developing effective learning strategies and curriculum. This study examines the relationship between reception self-efficacy and production self-efficacy in 145 Malaysian undergraduates at the beginning of their Mandarin language learning. The scope of this investigation is limited to the early-stage psychological profiles of these students, focusing on different tasks during the learning of Mandarin. The instrument used is a structured questionnaire comprising three sections: demographic information, reception self-efficacy, and production self-efficacy. The findings show that learners generally perceive their self-efficacy in Mandarin as low to moderate across all four Mandarin language skills: listening, reading, speaking, and writing. This indicates a pervasive lack of high confidence in their receptive and productive abilities. It is important to address the task where learners feel most insecure, tailoring support to improve their perceived competence in Mandarin skills.

UNIVERSITY SPRINT TRAINING IN CHINA AND MALAYSIA: A SYSTEMATIC REVIEW OF COACHING PRACTICE, STUDENT ATHLETE DEVELOPMENT, AND CONTEXT IN HIGHER EDUCATION

Guo Chang Qing, Thariq Khan Azizuddin Khan — Thu, 18 Jun 2026 00:00:00 +0800

This paper reviews the sprint training studies published from 2021 to 2025 and interprets the evidence from a higher education perspective, especially with regard to university training practice in China and Malaysia. A systematic literature review approach was used and the reporting logic was informed by PRISMA 2020 to enhance transparency. Relevant studies were obtained from the Web of Science Core Collection and Scopus using sprint-training-related keywords, including acceleration, maximal velocity, resisted sprinting, force-velocity profiling, neuromuscular adaptation, sprint biomechanics, speed monitoring, and sprint recovery. The first search resulted in 188 records. After removal of duplicates, subject area screening and full-text assessment 53 studies were retained for final analysis. The review highlighted three main themes: sprint technique and acceleration mechanics; strength-speed integration and development of specific abilities; and fatigue, recovery and training monitoring. The findings indicate that recent research is becoming more data informed and individualised but remains focused on quantitative designs and elite or semi professional populations. Direct evidence on university athletes, coaching pedagogy in higher education and cross cultural comparison is limited. This paper recontextualises the literature on learning, coaching practice and student-athlete development to suggest that university sprint training should be understood as both a performance issue, and an educational and contextual issue, shaped by institutional schedules, support systems, and local training environments. This perspective offers a stronger conceptual basis for future comparative work on university sprint training in China and Malaysia.

AI-MEDIATED INTERPRETATION OF CULTURAL SYMBOLS IN VISUAL DESIGN EDUCATION: A CASE STUDY ON CHINESE TIGER IMAGERY

Yan Yikang, Jamilah Omar, Tian Lili — Wed, 24 Jun 2026 00:00:00 +0800

The integration of Artificial Intelligence (AI) into visual design education is reshaping how students engage with creative practice, cultural meaning, and visual problem-solving. This study investigates how AI functions as a mediating tool in the interpretation and transformation of cultural symbols in visual design education, using Chinese tiger imagery as a case study. Rather than treating AI merely as a generative technology, the study positions it as an interpretive support that can assist students in cultural analysis, symbolic understanding, and reflective decision-making in design. A qualitative case study approach was adopted in an undergraduate visual design course at an application-oriented university in China. Specifically, the dataset consisted of 24 design artefacts, 24 reflective materials, 16 student interviews, 8 teacher interviews, and 3 expert interviews. Data were analyzed using thematic analysis to examine how AI influenced students’ interpretations of symbolic meaning, visual reconstructions, and learning experiences within a Project-Based Learning (PBL) context. The findings revealed that AI-supported learning enhanced students’ ability to articulate the cultural meanings embedded in Chinese tiger imagery, to expand their visual exploration, and to reflect more critically on the relationship between symbolism and design form. Additionally, the study identified that AI-generated outputs could easily lead to visual homogenization and superficial cultural interpretation when students relied on generic prompts or insufficient contextual research. Teacher and expert guidance, therefore, played a crucial role in helping students refine prompts, evaluate cultural appropriateness, and maintain interpretive depth. The study concludes that AI has significant pedagogical value in culturally grounded visual design education when it is used as an interpretive mediator rather than a substitute for human creativity. Its educational effectiveness depends on structured instructional design, reflective practice, and sustained pedagogical guidance.

STANDARD GURU MALAYSIA (SGM) 2.0: HUBUNGAN ANTARA PENGETAHUAN, KEFAHAMAN DAN AMALAN DENGAN PROFESIONALISME

Nurul Razreena Amilin, Muhamad Suhaimi Taat — Tue, 30 Jun 2026 00:00:00 +0800

Kajian ini bertujuan untuk mengkaji tahap pengetahuan, kefahaman, dan amalan guru tentang MTS 2.0, serta hubungannya dengan profesionalisme keguruan. Pendekatan kuantitatif menggunakan reka bentuk tinjauan yang melibatkan 350 guru sekolah menengah di Sabah, Malaysia, yang dipilih melalui teknik persampelan berstrata, kluster, dan rawak mudah. Data dianalisis menggunakan statistik deskriptif dan korelasi Pearson. Dapatan kajian menunjukkan bahawa semua variabel iaitu pengetahuan, kefahaman, amalan, dan profesionalisme berada pada tahap yang tinggi, dengan profesionalisme mencatatkan skor min tertinggi. Analisis korelasi menunjukkan hubungan positif yang signifikan antara pengetahuan (r=0.636), kefahaman (r=0.697), dan amalan (r=0.781) dengan profesionalisme guru. Kajian ini menyimpulkan bahawa walaupun guru-guru menunjukkan tahap profesionalisme yang tinggi, masih terdapat jurang kritikal dalam pengetahuan pedagogi yang mendalam. Penemuan ini menekankan kepentingan menterjemahkan pengetahuan dan kefahaman ke dalam amalan bilik darjah yang berkesan. Oleh itu, inisiatif pembangunan profesional harus mengutamakan latihan berasaskan praktikum dan peningkatan pengetahuan yang disasarkan untuk memperkukuh penjajaran antara kecekapan MTS 2.0 dan amalan pengajaran sebenar.

This study aimed to examine the level of teachers' knowledge, understanding, and practice of MTS 2.0, as well as its relationship with teacher professionalism. This quantitative approach used a survey design involving 350 secondary school teachers in Sabah, Malaysia, who were selected through stratified, cluster, and simple random sampling techniques. The data were analyzed using descriptive statistics and Pearson correlation. The findings showed that all variables, namely knowledge, understanding, practice, and professionalism, were at a high level, with professionalism recording the highest mean score. Correlation analysis showed a significant positive relationship between knowledge (r=0.636), understanding (r=0.697), and practice (r=0.781) with teacher professionalism. The study concluded that although teachers demonstrated high levels of professionalism, there remained a critical gap in deep pedagogical knowledge. These findings underscore the importance of translating knowledge and understanding into effective classroom practice. Therefore, professional development initiatives should prioritize practicum-based training and targeted knowledge enhancement to strengthen the alignment between MTS 2.0 competencies and actual teaching practice.

ENHANCING INCLUSIVE LEARNING IN FASHION ILLUSTRATION: EVALUATING THE IMPACT OF EDUFIGURE9 ON COGNITIVE LOAD AND ENGAGEMENT

Nurrul Asmar Azhan, Nor Afizah Jalil, Mohamad Nizam Nazarudin — Wed, 03 Jun 2026 00:00:00 +0800

This study evaluates the impact of EduFIGURE9, a visual pedagogical tool designed to enhance inclusive learning in fashion illustration, focusing on reducing cognitive load and improving engagement. The research addresses the challenge of bridging beginner skills and industry-ready competencies in Technical and Vocational Education and Training (TVET) contexts, particularly for hearing-impaired learners. We employ a mixed-method approach, combining quantitative surveys and performance metrics from 122 participants, including a hearing-impaired subgroup, with qualitative feedback on usability and accessibility. The tool integrates Visual Learning Theory, User-Centered Design (UCD), and Universal Design for Learning (UDL) principles to provide structured visual scaffolding. Quantitative results demonstrate high usability scores, with learners reporting clear visual guidance and improved task completion rates, while qualitative insights reveal reduced reliance on verbal instruction among deaf students. Lecturers observed increased instructional efficiency, allowing more time for creative exploration. The findings highlight EduFIGURE9’s effectiveness as a low-tech assistive technology, significantly reducing cognitive load and fostering engagement across diverse learner groups. This study contributes to inclusive education by validating a practical, scalable tool that promotes equitable learning opportunities in fashion illustration. The results underscore the pedagogical and technical value of visual scaffolding in specialized vocational training, offering implications for educators and curriculum designers seeking to enhance accessibility and instructional efficiency.

CORRELATION BETWEEN CONTINUOUS ASSESSMENT AND FINAL EXAMINATION PERFORMANCE: THE CASE OF LAND LAW AND ADMINISTRATION COURSE

Thu, 11 Jun 2026 00:00:00 +0800

Previous scholars have revealed various findings regarding the correlation between continuous assessment and the final examination performance. Some research findings showed that continuous assessment are positively correlated with the final examination performance in various courses. However, the research on the correlation between continuous assessment and the final examination performance in law-related courses is limited especially for the Town and Regional Planning programme. Hence, the aim of this research was to examine the correlation between continuous assessment and the final examination performance in the Land Law and Administration course. This law-related course was chosen because it is thought to be challenging for non-law students, specifically those in the Town and Regional Planning programme. This research utilised a quantitative approach by using records of marks of two continuous assessments which are the first assignment, second assignment and one final examination. The data were analysed using Pearson correlation analysis as embedded in the IBM SPSS Statistics software. The Pearson correlation results reveal that the first assignment shows a positive correlation with the final examination performance, but its correlation was too weak (r = 0.195, p = 0.362 (p > 0.05)). Besides, the second assignment shows a positive correlation with the final examination performance, but its correlation was too weak also (r = 0.069, p = 0.750 (p > 0.05)). Moreover, the second assignment has a weaker correlation compared to the first assignment. This research concludes that the continuous assessment which consist of both assignments merely show too weak correlation with the final examination performance. These findings provide useful guidance for educators and curriculum planners seeking to achieve good academic performance both in continuous assessment and the final examination. Hence, further research should be carried out to investigate the suitability of continuous assessment components and factors contributing to poor performance among the students in the final examination.

FOSTERING CREATIVITY IN COMPUTER GRAPHICS EDUCATION THROUGH AN AI-SUPPORTED TEACHING MODULE

Li ZIye, Balamuralithara Balakrishnan — Sun, 21 Jun 2026 00:00:00 +0800

Creativity is a critical competency in Computer Graphics (CG) education. However, university instruction remains largely technique-oriented and insufficiently supportive of creative thinking. This study develops and evaluates an Artificial Intelligence (AI)-supported teaching module designed to enhance creativity among undergraduate CG students. Grounded in contemporary creativity theory and constructivist instructional design, the module integrates AI as a cognitive scaffold across four stages of the creative process: ideation, exploration, refinement, and reflection. A Design-Based Research (DBR) approach was employed, involving iterative development and implementation in an undergraduate CG course. A mixed-methods design was adopted, with quantitative data collected using a validated self-report creativity scale (pre–post design, n = 96) and qualitative data obtained from student reflections, project artifacts, and instructor observations. Quantitative data were analyzed using paired-samples t-tests, and qualitative data were analyzed using thematic analysis. The findings indicate a statistically significant improvement in students’ creative thinking and originality following the intervention (p < .05). Qualitative results further reveal enhanced ideation fluency, increased willingness to experiment, and deeper reflective engagement. The study demonstrates that AI, when positioned as a supportive cognitive partner rather than a substitute for human creativity, can effectively foster creative learning. This research contributes a process-oriented AI-supported pedagogical model and provides empirical evidence for integrating AI into creative education.

INSTRUCTIONAL COACHING AS A CENTRAL MECHANISM LINKING MIDDLE LEADERSHIP AND TEACHER INNOVATIVE WORK BEHAVIOUR: A MULTILEVEL CONCEPTUAL FRAMEWORK

Norizan Abdul Patah , Al-Amin Mydin — Mon, 29 Jun 2026 00:00:00 +0800

This study examines how middle leadership influences teacher Innovative Work Behaviour (IWB) within educational settings. Despite growing interest in instructional innovation, existing literature remains fragmented in explaining the mechanisms through which leadership shapes teacher behaviour. This study adopts a conceptual paper design, using a structured, systematic conceptual synthesis approach to integrate theoretical and empirical literature on middle leadership, instructional coaching, and teacher innovation. The findings indicate that leadership influences IWB indirectly through instructional coaching as a central mechanism, supported by psychological mediators such as teacher autonomy and self-efficacy, as well as professional learning processes. These mechanisms enable teachers to internalise and enact innovative practices rather than respond to direct control. The study further demonstrates that innovation emerges through the interaction of structural, motivational, and contextual factors. By integrating leadership, coaching, and motivational theories, this study proposes a multilevel framework that provides a coherent explanation of instructional change. Overall, the findings contribute to educational leadership literature and offer practical insights for designing structured coaching systems to support sustained teacher innovation.

THE LEVEL OF IMPLEMENTATION OF LEARNING CONTINUITY PLAN FOR KINDERGARTEN LEARNERS IN THE CITY DIVISION OF LUCENA

Abegail Sollestre Raquel — Thu, 11 Jun 2026 00:00:00 +0800

This study determined the level of implementation of the Learning Continuity Plan for Kindergarten Learners in the City Division of Lucena, which would come up with a basis for an action plan. The study employed a descriptive type of research. The respondents were the Ninety-Five (95) Kindergarten Teachers in the City Division of Lucena. The school profile mainly consists of those from the North District, operates schools for 1 to 10 years, has 21 or more teachers, and more than 1,000 enrollees. Moreover, a very good rating was given on the level of implementation of the Learning Continuity Plan. The Principles of the Learning Continuity Plan revealed that the LCP implementation helped protect the health, safety, and well-being of kindergarten learners, teachers and personnel and prevent the further transmission of COVID-19. Also, along with the Learning Strategies and Modalities, it further showed that the LCP implementation enables the schools to apply Modular Distance Learning for kindergarten learners. There was no significant difference in the Level of Implementation of the Learning Continuity Plan when the respondents were grouped according to school profile. Lastly, the respondents have yet to encounter problems in the implementation of the Learning Continuity Plan (LCP). It revealed that there was not enough budget to sustain the implementation of the LCP.

ANALISIS ETIKA RUMAH TANGGA DAN NILAI-NILAI KELUARGA DI THIRUKKURAL: GAYA HIDUP PASANGAN

Kogiladevi Maniam, Kartheges Ponniah — Mon, 15 Jun 2026 00:00:00 +0800

Kajian ini menganalisis gaya hidup berpasangan dan nilai kekeluargaan dalam karya klasik Thirukkural oleh Thiruvalluvar, sebuah teks yang kaya dengan panduan moral sejagat. Dengan menggunakan pendekatan kualitatif melalui analisis kandungan teks, kajian ini memfokuskan kepada peranan pasangan serta nilai utama seperti kesetiaan, kejujuran, dan toleransi dalam membina keluarga harmoni. Hasil kajian menunjukkan bahawa prinsip yang diutarakan dalam Thirukkural menekankan keseimbangan peranan suami isteri yang penting untuk kestabilan rumah tangga, baik dalam konteks tradisional mahupun moden. Secara keseluruhannya, karya ini merupakan manual komprehensif bagi pasangan untuk mengamalkan kehidupan berteraskan etika, sekali gus menyumbang kepada keharmonian sosial dan kesejahteraan masyarakat.

This study analyzes the lifestyle of couples and family values in the classical work Thirukkural by Thiruvalluvar, a text rich in universal moral guidance. Using a qualitative approach through content analysis of the text, the study focuses on the roles of partners and key values such as loyalty, honesty, and tolerance in building a harmonious family. The findings indicate that the principles presented in the Thirukkural emphasize a balanced role between husband and wife, which is essential for household stability in both traditional and modern contexts. Overall, this work serves as a comprehensive manual for couples to practice an ethical way of life, thereby contributing to social harmony and the well-being of society.

FROM CHAOS TO COHESION: ABILITY GROUPING, SOCIAL LOAFING, AND THE RISE OF DATA-DRIVEN GROUP FORMATION IN SECONDARY SCHOOL CLASSROOMS

Chen Choon How, Norasyikin Mohaiyuddin — Tue, 23 Jun 2026 00:00:00 +0800

Group work in secondary school classrooms is consistently disrupted by three structural problems: unbalanced group formation, social loafing, and free riding. These problems undermine collaborative learning and burden teachers who rely on manual and unstructured grouping methods. The following research question is explored: What is the current evidence regarding within-class ability grouping, social loafing, and the development of data-driven group formation tools in secondary school and what are the implications for classroom practice? The objective is to systematically synthesise empirical evidence on these three areas and draw clear conclusions for secondary school educators and educational tool developers. A systematic search was conducted in SCOPUS and Google Scholar following PRISMA guidelines. Studies published between 2022 and 2026, written in English, and focused on ability grouping, social loafing, free-riding, academic performance, and student well-being at the secondary school level were included. 24 studies were included and analysed in five themes: ability grouping concepts, academic and psychological impacts, social loafing issues, and data-driven tools to create groups. The results indicate that ability grouping has a positive effect on achievement when it is well structured but has a negative effect when it is poorly structured and taught, leading to psychological harm and social loafing. An emerging trend toward algorithmic group formation tools is found that are superior to manual processes in achieving academic, demographic, and individual accountability. Based on the evidence presented in this review, it is concluded that secondary schools need to go beyond the manual grouping system and use evidence-based tools, which make the contribution of individual students visible, measurable and consequential to achieve true collaborative learning outcomes. This paper introduces BlendEdu, a novel contribution that is the first web-based, data-driven group formation tool specifically developed for secondary school classrooms, as a research-based intervention to end grouping chaos and create measurable classroom cohesion.

THE EFFECTIVENESS OF DIGITAL MEDIA TYPES ON LEARNING MOTIVATION AMONG UNIVERSITY STUDENTS: A SYSTEMATIC LITERATURE REVIEW

Aisyah Arina Mohammad Shahrazel, Hafiz Zaini — Tue, 30 Jun 2026 00:00:00 +0800

This study is a systematic review of the literature on the types of digital media that most effectively increase university students' motivation during the learning process in an asynchronous learning model. Based on the PRISMA 2020 guidelines, a total of 30 empirical articles retrieved from Scopus, Web of Science, ERIC, and Google Scholar underwent thematic synthesis between 2019 and 2025. Results show that interactive multimedia tools, such as H5P-based content and augmented reality applications, in combination with digital games and simulations, were well aligned with the three basic psychological needs of Self-Determination Theory (SDT): autonomy, competence, and relatedness. Short instructional videos also showed significant motivational effects, especially if they had an apparent teaching presence and interactive components. In contrast, static document formats (PDFs) had the lowest motivational influence across all SDT dimensions. A total of six moderating variables were found, which are students' digital competence, the quality of the instructional design, instructor facilitation, digital infrastructure, individual learning preferences, and the length of exposure to media. These are all of which have the potential to increase or decrease the motivational effects of a medium. The review, based on an integrative TAM–SDT theoretical framework, suggests a hierarchical model of digital media use in higher education in the context of an asynchronous learning environment, especially in the case of the public universities in Malaysia. Instructional designers, academics, and institutional policy makers are discussed in terms of implications.

ENHANCING FASHION DESIGN EDUCATION: EVALUATING THE IMPACT OF THE EDUFIGURE9 SMART RULER ON DRAWING ACCURACY AND STUDENT MOTIVATION IN TVET SETTINGS

Nurrul Asmar Azhan, Nor Afizah Jalil, Mohamad Nizam Nazarudin — Wed, 03 Jun 2026 00:00:00 +0800

This study evaluates the effectiveness of the EduFIGURE9 Smart Ruler, a 3-in-1 tool that combines an upright figure, a pose figure, and a technical ruler, in improving drawing accuracy and learning motivation among Technical and Vocational Education and Training (TVET) fashion students. We address the challenges faced by beginner-level and hearing-impaired learners in achieving anatomical consistency and maintaining engagement in fashion design education. The research employs a quasi-experimental one-group pretest–posttest design with repeated measures, involving 122 participants, including 8 deaf students. The intervention integrates a structured “Trace → Guide → Refine” workflow, supported by the ruler’s 9head proportion silhouette and dual measurement system. Data were collected through performance assessments (proportion accuracy, body structure identification, time efficiency) and motivation surveys, and then analyzed using descriptive statistics and repeated-measures ANOVA. Results indicate significant improvements in drawing accuracy, with students achieving standardized 9-head proportions and reducing drawing time from over 30 minutes to 10–20 minutes. Motivation metrics, such as enjoyment and confidence, also showed marked enhancement, particularly among deaf learners, demonstrating the tool’s efficacy in low-verbal visual instruction. The effect sizes for repeated measures were moderate to large, confirming the intervention’s robustness. Our findings highlight the EduFIGURE9 Smart Ruler as a transformative tool for inclusive fashion education, bridging gaps for diverse learners while improving efficiency and engagement. The study contributes to adaptive instructional design in vocational education, offering practical insights for educators and policymakers aiming to enhance technical skill development in underrepresented student populations.

AI-EMPOWERED CAREER PLANNING IN CHINESE HIGHER EDUCATION: THE IMPACT OF AI-BASED CAREER READINESS ON GRADUATES' EMPLOYABILITY

Shi Wei, Mohammad Ismath Ramzy , Syed Kamaruzaman Syed Ali — Thu, 11 Jun 2026 00:00:00 +0800

The impact of artificial intelligence (AI) on university graduates’ career preparation and employability in higher education has increased in recent times. However, research on the application of artificial intelligence (AI) in the Chinese higher education context, particularly in the resource-constrained province of Gansu, remains notably scarce. Hence, this study aims to address this gap and test the relationship between behavioural beliefs – career planning – perceived employability based on the stimulus-organism-response (SOR) framework and social cognitive career theory (SCCT). This study was conducted over a period spanning October 2024 to September 2025, and data was collected from 770 senior students pursuing a bachelor’s degree at a finance and economics university in Gansu Province and analysed using structural equation modelling (SEM). The findings indicate that graduates’ behavioural beliefs about the usefulness of AI significantly influence their employability, with career planning playing a crucial mediating role. Although AI applications do not directly impact employment, they indirectly influence university graduates’ confidence in finding a job and their competitiveness in the market. This study extends SCCT’s applicability within technological contexts and enriches SOR theory’s explanatory power regarding multi-level mechanisms between environmental stimuli and responses. Meanwhile, it offers fresh perspectives and insights for reforming career planning in higher education regarding AI integration in China.

MAPPING THE RESEARCH LANDSCAPE OF MINDFULNESS INTERVENTION AND MATHEMATICS ANXIETY: A BIBLIOMETRIC ANALYSIS

Vikneswray Mani Raj, Mohd Muslim Md Zalli, Johthi Subramaniam — Thu, 18 Jun 2026 00:00:00 +0800

The growing recognition of affective factors in mathematics learning has positioned mindfulness interventions as a promising approach to mitigating mathematics anxiety and enhancing academic performance. Despite increasing scholarly attention, the research landscape remains fragmented, with limited synthesis of publication trends, influential works, thematic developments, as well as global collaboration patterns. Accordingly, this investigation seeks to delineate the intellectual configuration and developmental trajectory of scholarship concerning mindfulness-based interventions and mathematics anxiety through a rigorous bibliometric examination. The dataset was extracted from the Scopus database via advanced search protocols anchored on the principal terms “mindfulness intervention” and “mathematics anxiety,” producing a final corpus of 230 scholarly works covering the period from 1980 through May 2026. The analytical procedure incorporated Scopus Analyzer for initial metric assessment, OpenRefine for systematic data refinement and normalization, and VOSviewer for bibliometric network mapping, encompassing co-authorship structures, co-citation linkages, and keyword co-occurrence patterns. The results demonstrate a pronounced escalation in publication productivity, especially post-2017, reaching its highest levels in recent years, indicating growing academic interest driven by the integration of psychological well-being in education. Highly cited articles are predominantly grounded in cognitive and educational psychology, emphasizing constructs such as working memory, attention, and emotion regulation. Keyword co-occurrence analysis identifies “anxiety,” “mathematics learning,” and “mathematics education” as dominant themes, alongside emerging areas such as mindfulness, self-regulated learning, and executive function. Country-level collaboration networks highlight the dominance of the United Kingdom, the United States, as well as Canada, while other regions exhibit comparatively limited international integration. Overall, the study delivers a structured and comprehensive survey of the field, demonstrating its transition from a niche research area to an expanding interdisciplinary domain. The findings contribute meaningful perspectives for educators, researchers, alongside policymakers by highlighting research gaps, key trends, as well as opportunities for future investigation in mindfulness-based approaches to reducing mathematics anxiety.

SHORT-FORM DEMOCRACY: THE IMPACT OF TIKTOK’S ALGORITHMIC ENVIRONMENT ON THE POLITICAL BEHAVIOR AND VALUES OF MALAYSIAN YOUTH

Mon, 29 Jun 2026 00:00:00 +0800

In today’s digital era, TikTok has emerged as a significant and influential platform for youth engagement in political discourse in Malaysia, increasingly serving as an important alternative to traditional mainstream media. This study investigates the mechanisms and motivations underlying youth’s political expression through short-form video content, while also examining how the platform’s dual role as an algorithmic agent structure shapes and reinforces social and political perspectives. Grounded by Media Dependency Theory (MDT and framed within Jürgen Habermas’s concept of the public sphere, this research employs a mixed-methods approach conducted in two phases. The first phase comprised of in-depth interviews with 20 Malaysian youths who actively engaged with political content representing both government and opposition viewpoints. The second phase consisted of a quantitative survey of 800 respondents, with the collected data analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to ensure methodological rigor and validity. Findings then demonstrate a growing distrust among youths towards mainstream newspapers, consequently encouraging greater reliance on TikTok as a trusted, accessible, and timely source of political information. In addition, the platform’s interactive features, particularly its comment sections, play an important role as a public forum in mobilizing youths towards political activity by encouraging discussions, facilitating communication between politicians and citizens. Ultimately, this study contributes valuable insights for policymakers, educators, and relevant stakeholders by highlighting the strategic and transformative role of TikTok in shaping contemporary democratic practices and enhancing political participation among young Malaysians.

RETHINKING HIGHER EDUCATION GOVERNANCE: LEADERSHIP, ACADEMIC INTEGRITY, AND POLICY CHALLENGES IN MALAYSIA

Sharfika Raime, Norsafriman Abd. Rahman, Muhamad Saufi Che Rusuli — Tue, 30 Jun 2026 00:00:00 +0800

This paper discusses the critical function of academic experience, academic expertise, and knowledge of quality assurance agencies such as the Malaysian Qualifications Agency (MQA) for vice-chancellors and deputy vice-chancellors. The increasing number of non-academics appointed to senior management positions in private universities has fostered a series of universal issues because of a declining governance foundation, academic integrity, and the further marketisation of education. Evidence from compliance reports, public inquiries, and policy review has confirmed that the focus on profit over pedagogy is having a detrimental impact, resulting in decreased quality of teaching, the failure of quality assurance to be effective, and decreased quality of graduates. These failures of educational leadership have immediate ramifications and heightened implications over the short and long term for decreased institutional reputation, employment opportunities for potential graduates, and destruction of public confidence in the higher education system. Educational technology is often an investment wasted by leaders who lack or do not have an academic background or knowledge, which disrupts what could be a pedagogical transformation, turning life into extensive marketing, which means there is less chance for education. Due to the ongoing promotion of this pattern and without any tighter regulation and intervention, Malaysia may end up with a two-tier structure to its education, which separates the academically managed institutions from “credential factories” to profit from students. This paper also offers recommendations for a restructuring of leadership positions, academic governance, and innovating a transparent and sustainable governance system to clarify the underlying purposes of higher education, as well as its actual existence, to protect and transfer knowledge to develop and advance society. This study adopts a policy-oriented narrative review approach, synthesising secondary sources to provide a conceptual analysis of higher education governance.

FACTORS ASSOCIATED WITH PURPOSE IN LIFE AMONG UNIVERSITY STUDENTS: A SCOPING REVIEW

Tue, 09 Jun 2026 00:00:00 +0800

This scoping review synthesized existing literature on factors associated with purpose in life among university students by systematically searching Scopus and Web of Science databases for empirical studies published between 2000-2025. Following PRISMA-ScR guidelines, 73 studies were included after screening 416 records, with data analyzed using thematic analysis to identify key patterns. Six themes emerged: Individual Psychological Resources, Physical and Mental Health, Identity Development, Religious and Spiritual Factors, Educational Experiences, and Social Support and Relationships. Self-efficacy emerged as the strongest individual predictor, explaining 41% of purpose variance, while mental health challenges consistently undermined purpose development. High-quality mentoring relationships and social support showed significant positive associations, with service-learning demonstrating effects lasting 13 years post-graduation. Religious engagement patterns varied by intrinsic versus extrinsic orientations, and identity exploration showed temporal complexity—current exploration reduced purpose while completed exploration enhanced it. Gender and cultural contexts moderate several relationships. The findings indicate that purpose development among university students is influenced by multiple interconnected factors spanning individual, relational, and institutional levels. Self-efficacy interventions, accessible mental health support, quality mentoring programs, and meaningful engagement opportunities represent evidence-based approaches for supporting purpose. Substantial methodological limitations—primarily cross-sectional designs and limited cultural diversity—indicate needs for longitudinal research across diverse populations and experimental studies testing intervention effectiveness.

A CONCENTRIC RING MODEL FOR DIAGNOSING PROFESSIONAL LEARNING COMMUNITY (PLC) EFFECTIVENESS: A CONCEPTUAL STUDY

Goh Kok Ming, Lavina Nair Madawan Nair, Dayang Rafidah Syariff M. Fuad — Mon, 15 Jun 2026 00:00:00 +0800

Professional Learning Communities (PLCs) are widely promoted to improve teaching and learning, yet many schools report uneven impact despite formal adoption. Persistent variability suggests that structural arrangements alone do not guarantee sustained professional learning or instructional change. Schools often misdiagnose and confuse procedural compliance with effectiveness and overlook the interplay between organizational conditions and teachers’ psychological readiness. Without a clear diagnostic lens, leaders tend to apply generic solutions that fail to move practice. This conceptual study develops a practical, theory‑informed framework to explain and diagnose PLC effectiveness by distinguishing enabling structures from enabling psychologies, and by positioning PLCs along developmental continua of leadership distribution and motivational quality. Using a structured conceptual synthesis, the study integrates recent evidence on PLCs, leadership, implementation, and teacher motivation to construct a proposed Concentric Ring Model that separates Organizational factors (time, resources, routines, facilitative leadership) from Individual factors (trust, collective efficacy, autonomous motivation). Two orthogonal axes, which are Hierarchy to Collaboration and Control to Commitment, are overlaid to identify typical PLC states and pathways for improvement. The study shows that durable PLC improvement requires the concurrent alignment of structural and psychological prerequisites. The axes enable the diagnosis of PLC maturity by capturing interaction quality and motivational climate. PLC success is most likely when organizational supports and professional psychologies converge at a clearly defined “bullseye.” The Concentric Ring Model provides both an explanatory lens and a practical diagnostic tool, enabling schools to move beyond compliance toward collaborative, inquiry-rich, and sustained professional learning.

DIGITAL COMPETENCE DEVELOPMENT IN TVET HOSPITALITY EDUCATION: A SYSTEMATIC REVIEW

Nor Roselidyawaty Mohd Rokeman, Che Ghani Che Kob, Mohd Nasir Mohd Yaacob — Tue, 23 Jun 2026 00:00:00 +0800

Digital technologies are increasingly transforming Technical and Vocational Education and Training (TVET) within hospitality education. Despite the growing adoption of digital competence frameworks in education, existing studies remain fragmented and insufficiently tailored to the practice-oriented and industry-driven nature of hospitality TVET. This study aims to examine the development of digital competence in TVET hospitality education and identify key gaps that inform future framework development. A Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol was conducted using Scopus and Google Scholar databases. The search yielded 620 records, of which 41 studies published between 2020 and 2025 met the inclusion criteria and were subjected to thematic synthesis. The findings reveal four interrelated themes: (i) the integration of digital technologies in teaching and learning, (ii) the evolving role of educators in digital environments, (iii) persistent challenges related to digital readiness and professional development, and (iv) the mismatch between educational practices and industry expectations. These findings indicate a shift from technology-centred approaches towards a more holistic and ecosystem-based understanding of digital competence. However, the review identifies a significant gap in the integration of pedagogical, technological, and behavioural dimensions within existing frameworks. This study contributes to the literature by providing synthesized evidence base and establishing the conceptual foundation for an integrated digital competence framework that combines DigCompEdu, TPACK, and Technology Acceptance Model (TAM) perspectives. The findings offer practical implications for competency-based curriculum design, educator professional development, and digital transformation policies in hospitality TVET.

ANALISIS KEPERLUAN PERKHIDMATAN KAUNSELING UNTUK PEGAWAI PERUBATAN SISWAZAH (PPS) DALAM TEMPOH LATIHAN HOUSEMANSHIP

Abu Yazid Abu Bakar — Mon, 29 Jun 2026 00:00:00 +0800

Pengalaman latihan housemanship untuk Pegawai Perubatan Siswazah (PPS) atau doktor pelatih untuk tempoh dua tahun seringkali dikaitkan dengan pelbagai insiden terkait kesejahteraan psikologi dan emosi yang dihadapi golongan PPS ini. Fenomena ini dibuktikan dengan peningkatan kes-kes bunuh diri, buli, dan burnout serta statistik kegagalan menamatkan tempoh latihan (turnover) dalam kalangan PPS tempatan dewasa ini. Kajian analisis keperluan awal ini dilakukan untuk menilai keperluan memperkasakan perkhidmatan kaunseling dalam tempoh latihan housemanship ini bagi membantu PPS yang berdepan isu-isu kesihatan mental menguruskan tekanan tinggi dalam persekitaran kerja agar tidak menjejaskan kesejahteraan psikologi mereka secara menyeluruh. Tinjauan yang dibuat menerusi kaedah analisis dokumen ini mendapati wujud kelompangan dalam konteks peranan pegawai psikologi atau kaunselor yang diperjawatkan di Kementerian Kesihatan Malaysia (KKM) dalam menyediakan sokongan psikososial yang berkesan kepada kelompok PPS yang memerlukan, ekoran ketiadaan garis panduan yang jelas dalam kerangka latihan PPS tempatan. Justeru, dapatan kajian ini menunjukkan wujud keperluan kritikal untuk menerapkan elemen system sokongan psikososial yang mampan menerusi perkhidmatan kaunseling dalam struktur latihan housemanship dalam persekitaran semua hospital di bawah seliaan KKM.

The two-year housemanship training experience for graduate medical officers or trainee doctors is often associated with various incidents related to the psychological and emotional well-being faced by them. This phenomenon is evidenced by the increase in cases of suicide, bullying, and burnout, as well as statistics of failure to complete the training period (turnover) among local graduate medical officers today. These preliminary needs assessment study was conducted to evaluate the need to strengthen counseling services during the housemanship training period to assist trainee doctors facing mental health issues in managing high stress in the work environment so as not to affect their overall psychological well-being. A review conducted through document analysis found a gap in the context of the role of psychological officers or counselors employed by the Malaysian Ministry of Health (MMOH) in providing effective psychosocial support to the trainee doctors group in need, due to the absence of clear guidelines within the framework of local graduate medical officers’ training. Therefore, the findings of this study indicate a critical need to implement a sustainable psychosocial support system through counseling services within the structure of housemanship training in all hospitals under the supervision of the MMOH.