INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

KEISTIMEWAAN KURIKULUM SEKOLAH AGAMA RAKYAT (SAR) DAN SEKOLAH CINA (SC) DALAM MENGEKALKAN IDENTITI UTAMA SEKOLAH

2026-09-20T18:01:04+08:00

Kurikulum Sekolah Agama Rakyat (SAR) dan Sekolah Cina (SC) mempunyai keunikan identiti agama dan etnik yang tersendiri dalam landskap pendidikan di Malaysia. Walaupun menghadapi pelbagai cabaran, kedua-dua kurikulum ini menyumbang kepada pendidikan negara dan membuktikan bahawa kepelbagaian institusi boleh wujud bersama dalam satu sistem pendidikan kebangsaan yang kohesif. Kajian akademik yang meneliti secara komprehensif peranan dan interaksi kedua-dua kurikulum dalam kerangka pendidikan kebangsaan masih terhad, sekali gus menimbulkan keperluan untuk penyelidikan lanjut bagi mengisi jurang tersebut. Kajian ini bertujuan untuk menganalisis keistimewaan kurikulum Sekolah Agama Rakyat (SAR) dan Sekolah Cina (SC) serta peranannya dalam mengekalkan identiti utama sekolah dalam landskap pendidikan Malaysia yang majmuk. Kajian ini menggunakan kaedah kualitatif melalui temu bual bersama tujuh (7) informan terpilih. Hasil dapatan menunjukkan bahawa kurikulum SAR dan SC berperanan besar dalam mengekalkan identiti sekolah melalui agama, bahasa, budaya dan sosial. SAR menekankan kepada pembentukan sahsiah berteraskan nilai Islam, penguasaan bahasa Arab, serta amalan rutin seperti hafazan, tilawah, zikir dan penggunaan kitab turath. Pendekatan inklusif yang menerima pelajar tanpa mengira tahap akademik menjadikan SAR sebagai penggerak pendidikan komuniti. SC pula mengekalkan identiti budaya melalui penggunaan bahasa Mandarin sebagai bahasa pengantar dan meningkatkan kebolehpasaran pelajar dalam konteks global. Sokongan komuniti melalui budaya pendermaan menyumbang kepada kelestarian SC, manakala penekanan terhadap disiplin, etika kerja dan keterbukaan kepada pelajar pelbagai kaum memupuk toleransi serta menarik minat pelajar bukan Cina. Kedua-dua SAR dan SC turut menyediakan laluan pensijilan lanjutan untuk melanjutkan pelajaran ke peringkat pengajian yang lebih tinggi di dalam atau luar negara. Secara keseluruhannya, kajian ini merumuskan bahawa kepelbagaian kurikulum SAR dan SC bukan sahaja memperkayakan modal budaya negara, malah membuktikan bahawa institusi berasaskan identiti boleh wujud bersama dalam sistem pendidikan kebangsaan yang kohesif.

The curricula of Sekolah Agama Rakyat (SAR) and Chinese Schools (SC) possess distinctive religious and ethnic identities within Malaysia’s educational landscape. Despite facing various challenges, both curricula contribute to the nation’s educational diversity and demonstrate that diverse educational institutions can coexist within a cohesive national education system. Academic studies that comprehensively examine the roles and interactions of both curricula within the framework of the national education system remain limited, thereby creating the need for further research to address this gap. This study aims to analyse the distinctive features of the curricula of Sekolah Agama Rakyat (SAR) and Sekolah Cina (SC), as well as their role in preserving the schools’ core identities within Malaysia’s plural educational environment. A qualitative research approach was employed through interviews with seven (7) selected informants. The findings indicate that the curricula of SAR and SC play a significant role in maintaining school identity through religion, language, culture, and social values. SAR emphasises character development based on Islamic values, Arabic language proficiency, and routine religious practices such as Qur’anic memorisation (hafazan), recitation (tilawah), remembrance of God (zikir), and the use of classical Islamic texts (kitab turath). Its inclusive approach, which accepts students regardless of academic achievement, positions SAR as a medium for social mobility and community-based education. Meanwhile, SC preserves its cultural identity through the use of Mandarin as the medium of instruction and enhances students’ employability in a global context. Community support through a culture of philanthropy contributes to the sustainability of SC, while the emphasis on discipline, work ethics, and openness to students from diverse ethnic backgrounds fosters tolerance and attracts non-Chinese students. Both SAR and SC also provide pathways to advanced certifications, enabling students to pursue higher education locally and internationally. Overall, this study concludes that the curricular diversity of SAR and SC not only enriches the nation’s cultural capital but also demonstrates that identity-based educational institutions can coexist within a cohesive national education system.

DETERMINANTS OF ACCOUNTING STUDENTS’ READINESS FOR ARTIFICIAL INTELLIGENCE ADOPTION: A QUANTITATIVE STUDY

2026-09-21T22:24:51+08:00

Nowadays, the utilization of AI technologies such as ChatGPT, QuillBot, and many more has gained immense popularity among higher education students, including those in accounting courses. Although various studies on AI tool usage have been conducted, previous studies have largely emphasized perceived usefulness and perceived ease of use while overlooking other important factors, such as AI knowledge, AI skills, perceived benefits, and perceived challenges, which may collectively influence AI readiness. This study was conducted to determine the significant factors that contribute to accounting students’ readiness for AI adoption in the accounting profession. A total of 354 diploma and degree students enrolled in accounting programs participated in this study. Data were collected using an online questionnaire administered through Google Forms. Descriptive statistics, independent t-tests, Pearson correlation analysis, and multiple regression analysis were applied in this study. The results showed that awareness and knowledge of AI, as well as the perceived benefits of AI, significantly influence accounting students’ readiness for AI adoption. However, the perceived challenges of AI did not significantly influence students’ readiness for AI adoption, as this may depend on the context and how the challenges were measured in the study. The findings emphasize the importance of enhancing AI knowledge and increasing awareness of its benefits to better prepare students for AI integration in the accounting sector. Educators and government agencies should focus on improving students’ readiness and confidence in applying AI tools in their studies, in line with ongoing technological advancements.

AMALAN PENGURUSAN KEBERSIHAN HAID DALAM KALANGAN MURID PEREMPUAN TAHAP DUA DI SEKOLAH KEBANGSAAN BESTARI JAYA

2026-09-25T11:43:19+08:00

Pengurusan kebersihan haid merupakan satu amalan yang penting dalam memastikan kesihatan dan kesejahteraan murid perempuan khususnya dalam kalangan murid sekolah rendah. Walau bagaimanapun, kajian mengenai pengurusan kebersihan haid terhadap murid perempuan tahap dua di sekolah rendah masih kurang diberikan perhatian terutamanya berkaitan tahap pengetahuan, pendedahan pendidikan di sekolah dan kemudahan yang sistematik dalam pengurusan kebersihan haid. Oleh itu, kajian ini bertujuan untuk mengenal pasti tahap pengetahuan murid perempuan tahap dua di Sekolah Kebangsaan Bestari Jaya terhadap amalan pengurusan kebersihan haid, cabaran yang dihadapi dan keperluan sokongan dalam melaksanakan amalan tersebut. Kajian ini menggunakan pendekatan kualitatif melalui temu bual separa berstruktur terhadap lima informan yang dipilih secara persampelan bertujuan. Informan kajian terdiri daripada tiga orang murid perempuan beragama Islam serta dua individu berkepentingan iaitu seorang guru dan seorang doktor perubatan yang berpengalaman dalam pengurusan kebersihan haid. Hasil dapatan kajian menunjukkan bahawa tahap pengetahuan murid perempuan tahap dua di Sekolah Kebangsaan Bestari Jaya terhadap pengurusan kebersihan haid berada di tahap sederhana. Murid juga menghadapi beberapa cabaran dalam pengurusan kebersihan haid, antaranya seperti kekangan kemudahan, pengetahuan sedia ada dan sokongan persekitaran. Dapatan daripada guru dan doktor perubatan menunjukkan bahawa sokongan terhadap murid masih belum dilaksanakan secara sistematik. Menurutnya, murid memerlukan pendekatan dari segi pengetahuan dan kemudahan bagi memperkukuhkan amalan pengurusan kebersihan haid yang berkesan. Oleh itu, terdapat keperluan untuk memperkukuhkan pendidikan dan sokongan berkaitan pengurusan kebersihan haid dalam kalangan murid serta pihak berkaitan bagi memastikan amalan ini dapat dilaksanakan secara berkesan.

Menstrual hygiene management is an essential practice in ensuring the health and well-being of female pupils, particularly those in primary schools. However, studies on menstrual hygiene management among upper primary female pupils remain limited, especially regarding their level of knowledge, educational exposure in schools, and the availability of systematic facilities to support menstrual hygiene management. Therefore, this study aimed to identify the level of knowledge of upper primary female pupils at Sekolah Kebangsaan Bestari Jaya regarding menstrual hygiene management practices, the challenges they encounter, and the support they require in implementing these practices. This study employed a qualitative approach through semi-structured interviews involving five purposively selected informants. The informants consisted of three Muslim female pupils and two key stakeholders, namely a teacher and a medical doctor with experience in menstrual hygiene management. The findings revealed that the level of knowledge of upper primary female pupils at Sekolah Kebangsaan Bestari Jaya regarding menstrual hygiene management was moderate. The pupils also encountered several challenges in managing menstrual hygiene, including inadequate facilities, limited existing knowledge, and insufficient environmental support. Findings from the teacher and the medical doctor indicated that support for pupils has yet to be implemented systematically. According to the informants, pupils require greater educational support and improved facilities to strengthen effective menstrual hygiene management practices. Therefore, there is a need to enhance education and support related to menstrual hygiene management among pupils and relevant stakeholders to ensure that these practices can be implemented effectively.

FROM STRATEGY TO LEARNING: STRATEGIC PLANNING FOR CONTINUOUS IMPROVEMENT IN HIGHER EDUCATION

2026-09-27T00:15:38+08:00

Higher education widely uses strategic planning to align performance expectations, resources, and institutional goals. However, the existence of a strategic plan, performance indicators, and monitoring systems does not automatically generate continuous improvement. This conceptual paper argues that improvement occurs when implementation evidence, stakeholder feedback, and risk information are interpreted and translated into corrective action, organisational learning and subsequent planning decisions. The paper integrates the Plan-Do-Check-Act (PDCA) cycle with the Approach-Deployment-Learning-Integration (ADLI) dimensions to propose a seven-stage Strategic Planning for Continuous Improvement Framework. PDCA provides the cyclical logic through which improvement progresses from planning to implementation, review and action, while ADLI provides a complementary lens for assessing the extent to which the underlying processes are systematic, consistently deployed, learning-oriented and institutionally integrated. The stages comprise strategic alignment, action planning, strategic deployment, evidence generation, reflective review, adaptive action, and institutional integration. A practice-based institutional illustration from the Faculty of Accountancy, Universiti Teknologi MARA, is used to show how the framework may operate through strategic action plans, distributed project ownership, digital monitoring systems, periodic governance reviews, stakeholder feedback, and documented corrective actions. It also focuses on three strategic projects relating to alumni and industry linkages, social responsibility and knowledge transfer, and entrepreneurship development. The paper concludes that strategic planning becomes a learning system only when evidence is connected to review, action, and institutionalisation. The proposed framework contributes by clarifying the complementary roles of PDCA and ADLI and offers faculty leaders, quality units, and strategic planning coordinators a structured approach for moving beyond activity reporting toward sustained organisational learning.

SCREEN TIME AND LEARNING IN DIGITAL EDUCATION: A BIBLIOMETRIC ANALYSIS OF RESEARCH TRENDS AND EMERGING THEMES (2015–2025)

2026-09-29T08:53:02+08:00

This is a bibliometric analysis examining the correlation among screen time, education, and the development of educational media, focusing specifically on the influence of digital media in instructional contexts. In this research, which is based on a Scopus-based analysis of 1,350 documents from 2015 to 2025, the authors used Harzing's Publish or Perish, Open Refine, Microsoft Excel and VOS viewer to map global publication trends, identify key contributors and outline the intellectual and thematic frameworks of the field. A notable increase in the number of studies after 2020, coinciding with the COVID-19 pandemic and the rapid spread of digital education, was observed. Significant contributions came from the educational sciences, psychology and computer sciences, and they came mainly from countries such as China, the United Kingdom and the United States. Digital literacy, media education, virtual learning, youth engagement and the cognitive impacts of screen exposure are regarded as key areas of research. And through the network of co-authorship and co-citation, the most influential authors and organizations can be identified, while keyword mapping can show the focus of concepts and the interdisciplinary connections. Despite the growing size of the literature, there are still major gaps in terms of culturally relevant learning, the long-term psychological consequences and the integration of inclusive UI/UX design principles. This research stands as a vital resource for scholars, practitioners and policymakers looking to navigate and contribute to this complex and rapidly changing field.

MAPPING THE INTELLECTUAL AND CONCEPTUAL LANDSCAPE OF RESILIENCE AND WELL-BEING RESEARCH IN HIGHER EDUCATION (2016-2026)

2026-10-01T16:10:31+08:00

Research on resilience and well-being in higher education has expanded significantly, reflecting concerns regarding students’ mental health, academic challenges, and psychological well-being. Literature across multiple disciplines highlights the need for a comprehensive understanding of the field’s intellectual and conceptual frameworks. This study utilizes a bibliometric methodology to examine the development of resilience and well-being research in higher education. Data were obtained from the Web of Science Core Collection and analyzed through bibliographic coupling and co-word analysis using VOSviewer. Bibliographic coupling identified four principal intellectual research streams: psychological resilience and well-being among university students; resilience as a protective resource for student mental health and well-being; resilience resources, coping strategies, and positive adaptation; and broader positive psychological resources. Co-word analysis revealed four major conceptual domains: resilience and student well-being in higher education; positive psychological factors and subjective well-being; student mental health and psychological adjustment; and resilience measurement and mental well-being assessment. The findings indicate that the field has progressed beyond viewing resilience solely as an individual psychological trait, instead adopting a multidimensional perspective that includes mental health, positive psychological resources, coping strategies, academic adaptation, and resilience assessment. By integrating bibliographic coupling and co-word analyses, this study offers a comprehensive mapping of the field’s intellectual and conceptual structures. These results provide valuable insights for researchers and higher education institutions seeking to advance future research and develop evidence-based strategies to enhance resilience and promote student well-being.

GENERATIVE ARTIFICIAL INTELLIGENCE (GENAI) ACCEPTANCE AMONG MALAYSIAN FOUNDATION STUDENTS: AN APPLICATION OF THE TECHNOLOGY ACCEPTANCE MODEL

2026-09-18T15:04:28+08:00

Generative artificial intelligence (GenAI) is increasingly being used in higher education to support learning, academic writing, information searching, and other academic activities. However, limited research has examined GenAI acceptance among foundation students in Malaysia. This study therefore examined the acceptance and actual use of GenAI among Malaysian foundation students using the Technology Acceptance Model. Specifically, the study investigated the relationships among Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), Behavioural Intention (BI), and Actual Use (AU). Data were collected from 238 foundation students and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results showed that five of the six hypothesised relationships were positive and statistically significant. PEOU significantly influenced PU and ATT, while PU significantly influenced ATT. ATT significantly influenced BI, and BI significantly influenced AU. However, PU did not have a significant direct effect on BI. Among the significant relationships, the effect of ATT on BI demonstrated the strongest effect, followed by BI on AU), highlighting the importance of students’ attitudes and behavioural intentions in shaping their actual use of GenAI. The findings support the applicability of TAM in explaining GenAI acceptance among Malaysian foundation students. The study contributes to the limited Malaysian literature on GenAI acceptance at the foundation level and provides practical insights for educational institutions to promote the effective and responsible use of GenAI for academic purposes.

MINI REVIEW OF TRENDS, CHALLENGES AND FUTURE DIRECTIONS OF INTEGRATING GAMIFICATION INTO TVET

2026-09-21T16:16:57+08:00

This mini-review explores the trends, challenges, and future prospects of gamification use in Technical and Vocational Education and Training (TVET), highlighting its potential to enhance learners' motivation, engagement, and ability to apply skills in their practical learning. The relevant literature was systematically searched in Scopus, ScienceDirect and Google Scholar with specific combinations of keywords: gamification, "TVET", "Vocational education", and "Learning outcomes". In order to preserve the integrity of the research, a strict methodology was used, which only included English peer-reviewed publications and excluded non-English and grey literature. The results demonstrate that the use of gamification is becoming more and more relevant in TVET, as it promotes active learning, collaboration, and retention, while also aligning with the demands of industry 4.0, which require digital and tech skills through tools and gamification elements such as points, badges, leaderboards, and simulations. But not all of this is due to implementation inconsistencies; problems such as lack of infrastructure, lack of teacher preparation, and lack of consistent evaluation practices continue to exist. The sustainability of gamification's motivational power is also being challenged along with its ability to become over-gamified, losing educational value. Also, the sustainability of the motivational power of gamification is being questioned, as well as its ability to become over-gamified, losing educational value. There are gaps in knowledge regarding practical effects on employability and in skill transfer across domains, dimensions, and across cultures. There is an urgent need for further research to create evidence-based frameworks, standardised evaluation tools and scalable models applicable to various vocational contexts.

THE INFLUENCE OF JOB SATISFACTION, LEADERSHIP, AND WORK ENVIRONMENT ON ACADEMICIANS’ JOB PERFORMANCE: THE MEDIATING ROLE OF PERCEIVED FINANCIAL SUSTAINABILITY

2026-09-24T08:29:07+08:00

This conceptual paper presents the influence of independent variables such as job satisfaction, leadership and work environment with perceived financial sustainability as mediator on job performance of academicians in Malaysian private higher education institutions as dependent variable. In general, organisational factors in terms of financial perspectives are commonly refer to cost management, using institution resources efficiently and reducing financial pressures including gaining external research funding and publications, that stimulate the institution’s reputation and ranking are used to evaluate academicians’ performance. Additionally, academicians’ performance can also be measured by operational continuity, such as their consistency in teaching quality as well as their contribution in program development and activities. Most previous studies have investigated the effect of work related and engaged direct variables of employment aspects, mainly to measure academicians’ performance, less emphasis was found on these variables that can affect the improvement on academicians’ performance by significant mediating mechanism, such as perceived financial sustainability that can be critically assessed the academicians’ perception respectively. The novelty of the study is that it employs the Resource-Based View theory and suggests perceived financial sustainability as a mediating mechanism between job satisfaction, leadership and work environment and the job performance of academicians. The paper contributes to the literature by integrating institutional sustainability of employment perceptions that link to mediator thus influences the academicians’ job performance as the outcome that motivates the basis of future empirical research.

CHARACTERISING MORAL HABIT FORMATION IN THE DIGITAL AGE: A CRITICAL REVIEW OF IBN MISKAWAYH’S ETHICAL FRAMEWORK IN ISLAMIC EDUCATION

2026-09-25T13:01:09+08:00

The rapid proliferation of digital technologies has significantly reshaped behavioural patterns, raising critical concerns regarding moral development in contemporary society. Within Islamic education, repetitive digital engagement, particularly through social media and algorithm-driven content, has contributed to the formation of behavioural habits that may normalise unethical conduct. Despite growing scholarly attention to digital behaviour, the integration of classical Islamic ethical frameworks remains limited. This study aims to characterise moral habit formation in the digital age through a critical review of Ibn Miskawayh’s ethical theory, with particular emphasis on the concept of malakah (habitual disposition). Employing a qualitative conceptual inquiry through an interpretive-thematic synthesis, the study analyses classical Islamic ethical texts alongside contemporary literature on digital behaviour and moral development. The findings generated six interrelated themes: digital behaviour and moral influence; repetition and habit formation; moral psychology and behavioural imbalance; limitations of current digital ethics education; integration of Islamic ethical philosophy; and educational implications for sustainable digital civilisation. Collectively, these themes demonstrate that repetitive digital actions can become internalised as stable moral dispositions and that maintaining equilibrium among the rational, appetitive, and irascible faculties is essential for moral self-regulation in digital environments. Based on this synthesis, the study proposes a conceptual framework of digital moral habit formation that connects digital environments, algorithmic reinforcement, repetitive engagement, behavioural conditioning, malakah formation, the equilibrium of the soul’s faculties, and subsequent ethical or unethical behaviour. The study contributes a conceptually grounded Islamic perspective that bridges Ibn Miskawayh’s classical ethical philosophy with contemporary digital realities and provides a foundation for strengthening digital moral education through the intentional cultivation of ethical habits.

SERVICE-LEARNING AS AN EXPERIENTIAL LEARNING STRATEGY IN ACCOUNTING EDUCATION: EVIDENCE FROM A SULAM–MSME CONSULTANCY PROJECT

2026-09-28T21:04:49+08:00

This study examines the implementation and outcomes of a consultancy-based Service-Learning Malaysia–University for Society (SULAM) model in accounting education. This paper focusing on the service-learning educational value for students and practical value for participating Micro, Small and Medium Enterprises (MSMEs). The SULAM project was embedded in the Integrated Case Study course at the Faculty of Accountancy, Universiti Teknologi MARA (UiTM), where students worked in consultancy teams with participating MSMEs through site visits, interviews, observations, and document reviews. Students diagnosed business issues relating to financial management, operations, human resources, and sales and marketing before developing and presenting practical recommendations, which were subsequently evaluated by participating entrepreneurs. The consultancy model provided students with opportunities to apply accounting and business knowledge in authentic organisational settings while developing competencies in analytical thinking, communication, teamwork, professional judgement, and consultancy. Participating MSMEs received business diagnoses and recommendations addressing identified business issues. These entrepreneurs’ evaluations indicated high satisfaction with the students’ consultancy work, with most participating entrepreneurs awarding scores exceeding 90 marks. The study demonstrates the reciprocal value of consultancy-based service-learning and presents a structured process comprising preparation, business diagnosis, consultation, recommendation, presentation, and evaluation. This structure processes may be adapted for accounting and other professionally oriented programmes. The findings provide practical insights for higher education institutions seeking to strengthen experiential learning while supporting MSME capacity development and university–community partnerships.

A SCOPING REVIEW FOR DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE STRATEGIES MODULE FOR PRE-SERVICE TEACHERS IN ESL CLASSROOMS IN HIGHER INSTITUTIONS

2026-09-29T10:34:42+08:00

Intercultural Communicative Competence (ICC) is increasingly recognised as a critical component of English as a Second Language (ESL) teacher preparation in multicultural higher education settings. This scoping review maps current evidence on ICC strategies for pre-service teachers and identifies promising practices and research gaps. Guided by the Arksey and O’Malley framework, studies published between 2020 and 2025 were retrieved from ProQuest, Education Resources Information Centre (ERIC), and Semantic Scholar, with 30 articles retained as the final included studies after screening. Findings indicate that constructivist learning, problem-based learning, virtual exchange, and service learning are commonly reported to support intercultural awareness, critical thinking, and reflective practice. However, fragmented curriculum integration and limited practical implementation persist. Evidence from Malaysia remains limited, particularly regarding the systematic integration of ICC strategies into teacher preparation. The review highlights the need for structured, context-sensitive ICC modules to better prepare pre-service teachers and informs the development of an ICC strategies module for higher education institutions.

PENDEKATAN KONSTRUKTIVISME DAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) DALAM KALANGAN PELAJAR SEKOLAH DI NEGERI TERENGGANU

2026-10-01T22:14:37+08:00

Kajian ini bertujuan untuk meneliti tahap pelaksanaan pendekatan konstruktivisme, tahap penguasaan Kemahiran Berfikir Aras Tinggi (KBAT) serta hubungan antara kedua-dua pemboleh ubah dalam kalangan pelajar sekolah menengah di Negeri Terengganu. Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan keratan rentas. Sampel kajian terdiri daripada 211 orang pelajar sekolah menengah yang dipilih melalui persampelan rawak berstrata berdasarkan daerah di Negeri Terengganu. Sebuah sekolah dipilih secara rawak daripada setiap daerah, manakala sekitar 26 hingga 27 orang pelajar dipilih daripada setiap sekolah yang terlibat. Data dikumpulkan menggunakan soal selidik yang diadaptasi daripada instrumen kajian terdahulu dan disahkan oleh tiga orang pakar pendidikan. Ujian rintis terhadap 30 orang pelajar menghasilkan nilai kebolehpercayaan Cronbach’s alpha, α = 0.89. Data dianalisis menggunakan statistik deskriptif, iaitu min dan sisihan piawai, serta statistik inferensi melalui Korelasi Pearson. Dapatan menunjukkan bahawa tahap pelaksanaan pendekatan konstruktivisme berada pada tahap tinggi (min = 4.37, SP = 0.80), manakala tahap persepsi kendiri terhadap penguasaan KBAT juga berada pada tahap tinggi (min = 4.14, SP = 0.79). Analisis Korelasi Pearson menunjukkan terdapat hubungan positif yang kuat dan signifikan antara pendekatan konstruktivisme dengan persepsi kendiri terhadap penguasaan KBAT (r = 0.71, p < 0.001). Dapatan ini menunjukkan bahawa semakin tinggi tahap pelaksanaan pendekatan konstruktivisme yang dirasai oleh pelajar, semakin tinggi juga persepsi kendiri mereka terhadap penguasaan KBAT. Walau bagaimanapun, dapatan berkaitan KBAT perlu ditafsirkan berdasarkan sifat pengukuran kendiri dan tidak dianggap sebagai ukuran langsung terhadap prestasi kognitif pelajar. Kajian ini memberikan implikasi kepada pengukuhan amalan pedagogi yang berpusatkan pelajar bagi menyokong perkembangan kemahiran berfikir aras tinggi dalam proses pengajaran dan pembelajaran.

This study aims to examine the level of implementation of the constructivist approach, the level of Higher-Order Thinking Skills (HOTS), and the relationship between the two variables among secondary school students in Terengganu, Malaysia. A quantitative approach with a cross-sectional survey design was employed. The study involved 211 secondary school students selected through stratified random sampling based on districts in Terengganu. One secondary school was randomly selected from each district, with approximately 26 to 27 students selected from each participating school. Data were collected using a questionnaire adapted from previous studies and validated by three education experts. A pilot study involving 30 students yielded a Cronbach’s alpha reliability coefficient of α = 0.89. The data were analysed using descriptive statistics, namely mean and standard deviation, and inferential statistics using Pearson’s correlation analysis. The findings indicated that the level of implementation of the constructivist approach was high (M = 4.37, SD = 0.80), while students’ self-perceived level of HOTS was also high (M = 4.14, SD = 0.79). Pearson’s correlation analysis revealed a strong and significant positive relationship between the constructivist approach and students’ self-perceived HOTS (r = 0.71, p < .001). The findings suggest that higher perceived implementation of the constructivist approach is associated with higher students’ self-perceived HOTS. However, the HOTS findings should be interpreted within the context of self-reported measurement and should not be regarded as a direct measure of students’ actual cognitive performance. This study provides implications for strengthening student-centred pedagogical practices to support the development of higher-order thinking skills in teaching and learning.

TERTIARY STUDENTS’ VOCABULARY LEARNING STRATEGIES FOR JOB INTERVIEWS

2026-09-20T17:37:20+08:00

Researchers' observations indicate that students lack vocabulary related to job employment. Thus, it is important to investigate their strategies in vocabulary learning for the job interview so that they will be better prepared for their future job interviews. The aim of the study is to investigate the vocabulary-learning techniques used by college students to get ready for and perform in their job interviews. A quantitative descriptive research design was employed for the study. 41 respondents from two different groups of degree students participated in the study. A google form with 10 questions was shared with the participants at the end of the semester. Findings show that there were negative responses in learners’ vocabulary usage for job interview purposes. Most respondents claimed that they lacked adequate vocabulary preparation before attending job interviews. They also expressed difficulties using new vocabulary during interview sessions in class. Some respondents expressed the need to have high level of motivation to continue learning new vocabulary related to job interviews to enhance their performance for future job interviews. The findings are significant as they will be guidelines for instructors to adapt, adopt and implement suitable measures to ensure learners are better equipped with appropriate knowledge on workplace vocabulary before they attend their job interviews upon graduation. Future research might focus on developing and evaluating vocabulary-skills-improvement programs and examining the direct effects they have on interview performance and employability.

MAPPING THE LANDSCAPE OF GENERATIVE AI ACCEPTANCE IN ACADEMIC WRITING: A BIBLIOMETRIC REVIEW OF THE EXTENDED TAM RESEARCH

2026-09-21T22:07:24+08:00

Academic writing in higher education has been reshaped within a remarkably short period by ChatGPT and comparable large language models (LLMs). This review asks how that shift has been studied: what the scholarly record so far reveals about university students’ willingness to take up such tools, and how the Technology Acceptance Model (TAM) has been stretched to account for it. Fifteen peer-reviewed studies appearing between 2023 and 2025 were assembled and examined through bibliometric profiling alongside qualitative content analysis, each article coded against a shared set of extraction fields. Output rose steeply across the three-year window, mirroring the wave of interest that followed ChatGPT’s public release. TAM proved the framework of choice, frequently merged with the Unified Theory of Acceptance and Use of Technology (UTAUT/UTAUT2) or the Theory of Planned Behaviour (TPB). Constructs recurring across the corpus were Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Behavioural Intention (BI) and, distinctively for this domain, Academic Integrity Concern (AIC). Among the ten most cited papers the prevailing design was a cross-sectional survey analysed with Partial Least Squares Structural Equation Modelling (PLS-SEM), with authorship concentrated in Malaysia, the United States, Norway, Poland, Turkey and China. Two patterns stand out. Growth in output has outpaced growth in methodological variety, and AIC behaves less like a fixed construct than one contingent on institutional policy. The review therefore offers postgraduate researchers, educators and policymakers a mapped starting point for governing how GenAI enters academic writing.

CABARAN PENGAJARAN IBADAH KEPADA MBPK KATEGORI MASALAH PEMBELAJARAN : ANALISIS KONSEPTUAL KE ARAH PEMBANGUNAN MODUL ADAPTIF DIGITAL

2026-09-25T11:29:12+08:00

Murid Berkeperluan Pendidikan Khas (MBPK) kategori masalah pembelajaran (MBPK-MP) di peringkat sekolah rendah memerlukan pendekatan pengajaran ibadah yang fleksibel, sesuai konteks dan berfokuskan keperluan individu. Namun, pelaksanaannya berhadapan pelbagai cabaran antaranya perbezaan tahap kefungsian kognitif, emosi dan psikomotor murid, kekurangan bahan pengajaran adaptif serta ketiadaan pendekatan pedagogi yang responsif terhadap keperluan individu. Kajian lepas didapati masih kurang mengintegrasikan pedagogi ibadah dengan pembangunan modul adaptif digital secara sistematik. Justeru, kajian ini bertujuan mengenal pasti cabaran utama dalam pengajaran ibadah kepada MBPK-MP serta mencadangkan hala tuju pembangunan modul adaptif digital berdasarkan cabaran yang dikenal pasti. Kajian menggunakan pendekatan kualitatif melalui kajian kepustakaan konseptual dengan menganalisis artikel jurnal berindeks, prosiding, laporan Kementerian Pendidikan Malaysia dan tesis akademik berkaitan. Data dianalisis secara tematik bagi mengenal pasti pola cabaran, jurang kajian dan amalan terbaik dalam pengajaran ibadah kepada murid khas. Dapatan mengenal pasti tiga dimensi cabaran utama, iaitu kekangan pembelajaran murid, jurang pedagogi guru dan kelemahan sokongan ekosistem. Analisis turut menunjukkan bahawa multimedia digital berpotensi menyokong kefahaman dan penglibatan murid. Namun demikian, pelaksanaannya masih dipengaruhi oleh faktor bukan teknologi, manakala penyesuaian kandungan, kaedah dan kadar pembelajaran mengikut keperluan individu masih terhad. Dari sudut kebaharuan, kajian ini mengintegrasikan cabaran pedagogi dengan cadangan pembangunan modul adaptif digital berasaskan Model Pembinaan Modul Sidek, kerangka Universal Design for Learning (UDL) dan prinsip pendidikan Ibn Khaldun dalam satu kerangka bersepadu yang masih kurang diterokai secara menyeluruh dalam kajian terdahulu. Implikasinya, kajian ini menyediakan asas konseptual yang kukuh bagi pembangunan modul adaptif digital yang lebih sistematik, inklusif dan berteraskan nilai Islam, seterusnya menyokong pengajaran ibadah MBPK-MP secara lebih efektif, bermakna dan berpusatkan murid.

Students with special educational needs (SEN) in the learning disabilities category at primary school level require ibadah instruction that is flexible, contextually appropriate, and focused on individual needs. However, its implementation faces challenges, including differences in students’ cognitive, emotional, and psychomotor functioning, limited adaptive instructional materials, and pedagogical approaches that inadequately address individual needs. Previous studies have insufficiently integrated ibadah pedagogy with the systematic development of adaptive digital modules. Therefore, this study aimed to identify the main challenges in teaching ibadah to SEN students and propose directions for developing an adaptive digital module based on these challenges. The study employed a qualitative approach through a conceptual literature review involving indexed journal articles, conference proceedings, reports from the Ministry of Education Malaysia, and theses. The literature was analysed thematically to identify patterns of challenges, research gaps, and best practices in teaching ibadah to students with special educational needs. The findings revealed three main dimensions of challenges: students’ learning constraints, gaps in teachers’ pedagogical practices, and weaknesses in ecosystem support. The analysis also indicated that digital multimedia has the potential to support students’ understanding and engagement. However, its implementation remains influenced by non-technological factors, while the adaptation of content, instructional methods, and learning pace to individual needs remains limited. Regarding novelty, this study integrates pedagogical challenges with the development of an adaptive digital module based on the Sidek Module Development Model, the Universal Design for Learning framework, and Ibn Khaldun’s educational principles. The study contributes by proposing an integrated conceptual framework that combines pedagogical, adaptive learning, and Islamic educational principles to support ibadah teaching for students with learning disabilities. This study therefore provides a strong conceptual foundation for developing a systematic, inclusive, and Islamic values-based adaptive digital module, supporting more effective, meaningful, and student-centred ibadah instruction for students with learning disabilities.

INTEGRATING SUSTAINABLE DEVELOPMENT GOALS (SDGs) INTO ACCOUNTING EDUCATION VIA UNIVERSITY COMMUNITY ENGAGEMENT (UCE)

2026-09-26T23:37:17+08:00

This paper examines how faculty community engagement initiatives integrate Sustainable Development Goals (SDGs) principles into accounting education and student development. While traditional community outreach frequently remains restricted to transactional engagement, which mostly includes short-term activities and lacks long-term societal value, higher education institutions continue to face uncertainty regarding how global sustainability principles translate into technical business fields. Based on the Vice Chancellor Quality Award (AKNC) excellence framework of Universiti Teknologi MARA (UiTM), this paper evaluates the Faculty of Accountancy (FPN) strategic "Industry, Community, Alumni, Entrepreneurship, and Network" (JAK) programme. The paper examines multi-stakeholder initiatives run by eight specialized Talent Clusters serving as Special Purpose Vehicles using a qualitative case study approach and content analysis of audited institutional reports throughout the Plan-Do-Check-Act (PDCA) quality cycle. Results show that integrating community participation positively enhances student results and institutional standing, where FPN earned RM6.8 million in trust fund revenue, a 94.2% UiTM i-Score quality rating, and a 96% Graduate Employability rate. In particular, programs like the MyIPO-registered i-Asnaf ACT module trained 420 micro-entrepreneurs to promote SDGs 1 (No Poverty) and 8 (Decent Work), while school tutoring and campus circular economy efforts supported SDGs 4 (Quality Education) and 12 (Responsible Consumption). The operational difficulties encountered specifically encompassing funding instability and the complexities of assessing qualitative results were successfully addressed through the implementation of grant-matching frameworks and Participatory Action Research evaluation methodologies. This paper presents a replicable operational framework that illustrates the capacity of accounting education to transition from profit-oriented perspectives toward transformational sustainability leadership.

BRINGING AI LITERACY TO THE PARK: A SERVICE-LEARNING CASE STUDY OF STUDENT-LED COMMUNITY OUTREACH BY INFORMATION MANAGEMENT UNDERGRADUATES IN MALAYSIA

2026-09-28T22:28:54+08:00

Artificial intelligence (AI) literacy is increasingly treated as a public competence rather than a purely curricular one, yet research remains concentrated in formal school and university settings, and community-based AI literacy is under-studied. This paper reports a descriptive single-case study of InfoFest: AI-CON, an AI literacy outreach programme designed and delivered by 29 Diploma in Information Management students at a municipal recreation park in Sungai Petani, Kedah, Malaysia, under the national Service Learning Malaysia University for Society (SULAM) framework. The study draws principally on a post-programme participant survey (n = 37) and two stakeholder interviews, supported by programme documentation, registration records and social media analytics, combined in a convergent mixed-methods design. Four low-cost activity formats, only one of which required a networked device, addressed the four dimensions of AI literacy proposed by Ng et al. (2021) at a total delivery cost of RM375. Against 44 registered participants this equates to approximately RM8.52 per registered participant; the 37 survey respondents are a subset of those registrants. Reaction ratings were uniformly high (means of 4.78 to 4.84 on a five-point scale) but showed a pronounced ceiling effect, and therefore evidence satisfaction rather than learning. Two further findings carry more weight. Some visitors had difficulty distinguishing AI-generated images from photographs, echoing controlled perceptual studies. A vernacular, informally worded post in a place-based Facebook community group was the most effective observed recruitment channel, while institutionally styled short-form video accumulated views at a mean watch time of 5.8 seconds and a 1.67 per cent completion rate. The principal contribution of the study is evaluative: outreach reporting routinely conflates reach, engagement and learning, which are distinct and should be reported separately. The paper recommends that SULAM registration forms include a small number of AI literacy questions, so that participants' starting knowledge is recorded and learning, rather than satisfaction alone, can be demonstrated.

EXPLORING NON-DIGITAL GAME-BASED LEARNING FOR BUILDING SCIENCE SELF-EFFICACY IN PRIMARY EDUCATION

2026-09-30T16:24:27+08:00

This concept paper considers how non-digital game-based learning may support science self-efficacy among primary pupils. It uses conceptual theory synthesis to bring together literature on game-based learning, non-digital science activities, science self-efficacy and primary astronomy. Studies are considered in relation to the paper’s focus, with evidence from other subjects, educational levels and game formats informing the discussion indirectly. The paper’s theoretical contribution is a mapping of eight game-based learning characteristics to Bandura’s four sources of efficacy information: mastery experiences, vicarious experiences, verbal persuasion and physiological and emotional states. Central to this mapping is the distinction between the experiences available during a lesson and the meaning pupils draw from them. Game design and teacher facilitation may provide opportunities to perform science tasks successfully, observe peers, receive credible feedback and respond to emotional challenges. Pupils’ interpretations of these experiences may inform their capability judgments which may subsequently influence effort, choice and persistence. Act, Play and Do (A.P.D.) illustrates the proposed explanation in Malaysian Year 5 Moon-phase lessons through embodied simulation, cooperative card gameplay and manipulative modelling. This account extends the earlier design and validation of A.P.D. lesson plans by considering how participation in these activities may provide efficacy information. Curriculum alignment, equitable participation, opportunities to revise responses and task-specific assessment are discussed as considerations for implementation. Direct evidence concerning this application remains limited and empirical research is needed to examine the proposed relationships.

ADVANCED HAPPY FAMILY: AN EDUCATIONAL CARD GAME FOR LEARNING SI PREFIXES, SYMBOLS AND VALUES

2026-10-03T15:54:16+08:00

Learning SI prefixes requires students to remember the relationship between the prefix, its symbol and its corresponding value. This can be difficult when students need to remember the three representations at the same time. This study examined the use of Advanced Happy Family: Prefix Edition, a card game developed to help students learn SI prefixes through a family-collection activity. A classroom-based pre-test–post-test design was used with 19 Pre-Diploma Science (STEM C) students at Universiti Teknologi MARA (UiTM) Cawangan Pulau Pinang. The students completed the same 18-mark matching test before and after playing the game. A post-intervention survey was also given to obtain their perceptions of the game. The mean score increased from 11.84/18 (65.8%) in the pre-test to 14.37/18 (79.8%) in the post-test. The larger improvement was found in the symbol-to-value association, which increased from 38.0% to 62.6%, compared with 93.6% to 97.1% for the prefix-to-symbol association. The item-level results also showed improvement in several symbol-to-value associations, particularly pico, centi and milli. The survey results showed positive responses for Social Experience (98.9%), Competition (97.8%) and Playfulness (96.7%), followed by Immersion (88.9%) and Challenge (86.7%). The findings suggest that Advanced Happy Family: Prefix Edition can be used as an interactive classroom activity to help students practise the relationship between SI prefix names, symbols and values.

DIGITAL RELIGION AND ISLAMIC DA'WAH IN SOCIAL MEDIA: A SYSTEMATIC LITERATURE

2026-09-03T12:42:07+08:00

Digital religion has become an increasingly important field of research as social media transforms the ways Islamic knowledge is communicated, interpreted, and practiced. Although studies on digital religion and Islamic da'wah have expanded rapidly, the existing literature remains fragmented across different contexts, platforms, and disciplinary perspectives, resulting in limited understanding of the broader patterns and emerging research trends. Therefore, this study systematically reviews the literature to synthesise current evidence on digital religion and Islamic da'wah in social media. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Advanced searches were performed in the Scopus and Web of Science databases using the keywords digital religion, social media, Islamic da'wah, digital Islam, and communication, covering publications from 2022 to 2026. Following a rigorous screening and eligibility process based on predefined inclusion and exclusion criteria, 25 primary studies were selected for qualitative synthesis. The findings were organised into three overarching themes: (1) Digital Religious Communication and Da'wah Practices, (2) Digital Religion, Religious Authority and Online Religious Engagement, and (3) Digital Religion, Social Values and Societal Transformation. The review demonstrates that social media has evolved beyond a communication medium into a dynamic socio-religious ecosystem that reshapes religious communication, reconfigures religious authority, enhances online religious engagement, and influences social values, religious identity, and societal transformation. This study provides a comprehensive synthesis of the contemporary digital religion literature and offers valuable insights for researchers, religious institutions, and policymakers while identifying directions for future research on Islamic da'wah and digitally mediated religious communication.

ULASAN NARATIF BERSTRUKTUR: KOMPETENSI PENTING UNTUK GURU TVET YANG BERKESAN

2026-09-21T15:16:51+08:00

Ulasan naratif berstruktur ini bertujuan meneroka kompetensi penting yang diperlukan oleh guru untuk melaksanakan Pendidikan dan Latihan Teknikal dan Vokasional (TVET) dengan berkesan. Carian literatur telah dilaksanakan menerusi Web of Science, Google Scholar dan Scopus dari tahun 2016 sehingga tahun 2026. Daripada keseluruhan 69 artikel yang dikenal pasti, hanya 29 artikel dipilih setelah melalui proses saringan berdasarkan kriteria inklusi yang telah ditetapkan. Hasil sintesis telah mengenal pasti lima domain kompetensi guru TVET yang dapat memenuhi keperluan industri moden. Kompetensi yang paling dominan adalah kompetensi pedagogi, diikuti oleh kompetensi teknikal, kompetensi teknologi digital, kompetensi profesional dan seterusnya kompetensi interpersonal. Beberapa cabaran dikenal pasti dalam pendidikan TVET termasuklah rangka kerja kompetensi yang tidak konsisten, kerjasama industri-pendidikan yang terhad, kesediaan teknologi digital yang tidak mencukupi dan ketidakseimbangan akses kepada latihan profesional. Hasil kajian menunjukkan kepentingan pembangunan profesional berterusan dan reka bentuk kurikulum berasaskan kompetensi dalam meningkatkan keberkesanan pendidikan TVET. Dapatan ini mengimplikasikan keperluan untuk membangunkan kerangka kompetensi guru TVET dan kerjasama industri-pendidikan yang berterusan, serta penyepaduan teknologi digital dalam memperkukuh keberkesanan guru TVET. Kajian masa hadapan sewajarnya memberi tumpuan kepada pembangunan model kompetensi piawai, penilaian program pembangunan profesional, serta pengaplikasian teknologi terkini seperti kecerdasan buatan dan sistem pembelajaran digital dalam pendidikan TVET bagi jangka panjang.

This structured narrative review aims to explore the essential competencies required by teachers to effectively deliver Technical and Vocational Education and Training (TVET). A literature search was conducted through Web of Science, Scopus and Google Scholar covering the years 2016 to 2026. A total of 69 articles were initially identified, but only 29 articles met the predetermined inclusion criteria following the screening process. The synthesis results identified five TVET teacher competency domains that can meet the needs of modern industry. The most dominant competency is pedagogical competency, followed by technical competency, digital technology competency, professional competency and then interpersonal competency. Several challenges were identified in TVET education including inconsistent competency frameworks, limited industry-education collaboration, insufficient digital technology readiness and uneven access to professional training. The results of the study indicate the importance of continuous professional development and competency-based curriculum design in improving the effectiveness of TVET education. These findings imply the need to develop a TVET teacher competency framework and continuous industry-education collaboration, as well as the integration of digital technology in strengthening the effectiveness of TVET teachers. Future studies should focus on the development of standard competency models, evaluation of professional development programs, and the application of the latest technologies such as artificial intelligence and digital learning systems in TVET education in the long term.

DOES AI HELP OR HINDER? THE ROLE OF PERCEIVED USEFULNESS AND INTEGRITY IN UNDERGRADUATE ACADEMIC ADAPTABILITY

2026-09-24T08:22:08+08:00

The swift adoption of Artificial Intelligence (AI) tools, specifically ChatGPT, Grammarly, and Quillbot into the higher education sector has affected undergraduate learning behaviours. Concerns with respect to whether AI is improving or diminishing students’ academic adaptability—their ability to change their learning strategies, remain motivated and learn independently—remains. The current study explored the influence of two constructs, perceived usefulness of AI (PU), and academic integrity in AI use (AIN), on undergraduates’ academic adaptability in the Shah Alam, Malaysia. The study used quantitative, cross-sectional design, gathering 388 valid responses through an online questionnaire from Shah Alam undergraduate students. Data were analysed by descriptive statistics, correlation, and regression analysis. The study reported that perceived usefulness (r = 0.923, R² = 0.85, p < 0.001) and academic integrity (r = 0.88, R² = 0.77, p < 0.001) both had strong, significant positive relationships to academic adaptability. Perceived usefulness was the strongest predictor, accounting for 85% of the variance. Those who believed that AI is good and using AI ethically perceived higher academic adaptability levels. The study concluded that AI isn’t necessarily beneficial or detrimental—but, the influence is dependent on the students' perceptions of its usefulness and their adherence to academic integrity. Implications to educators and policymakers are presented.

IMPAK KECERDASAN BUATAN (AI) TERHADAP STRATEGI PEMEROLEHAN BAHASA ARAB: SOROTAN KAJIAN LEPAS

2026-09-25T12:26:11+08:00

Integrasi Kecerdasan Buatan (AI) dalam pendidikan telah mengubah pembelajaran akademik, menawarkan peluang dan cabaran untuk perkembangan pelajar. Kajian ini bertujuan untuk mengenal pasti strategi pemerolehan bahasa Arab berasaskan Kecerdasan Buatan (AI) serta menganalisis impak penggunaannya terhadap pembelajaran bahasa Arab. Kajian ini menggunakan pendekatan kualitatif melalui kaedah analisis dokumen dengan meneliti kajian lepas, artikel jurnal dan penulisan akademik yang berkaitan dengan penggunaan AI dalam pembelajaran bahasa. Data yang dikumpulkan akan dianalisis menggunakan kaedah analisis tematik bagi mengenal pasti tema-tema utama berkaitan strategi pemerolehan bahasa berasaskan AI dan impaknya terhadap pembelajaran bahasa Arab.Hasil kajian menunjukkan bahawa strategi pemerolehan bahasa Arab berasakan AI dapat membantu meningkatkan pembelajaran bahasa Arab secara lebih interaktif, fleksibel serta meningkatkan motivasi dan kemahiran bahasa pelajar. Namun, impaknya terhadap pemerolehan bahasa Arab masih menghadapi cabaran seperti variasi dialek, kekurangan sumber digital, dan isu etika akademik. Kajian ini merumuskan bahawa pembelajaran berasaskan AI berpotensi memperkasa pembelajaran bahasa Arab secara lebih berkesan. Kajian ini diharapkan dapat memberikan gambaran menyeluruh tentang peranan AI dalam mempengaruhi strategi pembelajaran bahasa Arab serta menyumbang kepada pembangunan pendekatan pedagogi yang lebih inovatif dan berkesan.

The integration of Artificial Intelligence (AI) in education has transformed academic learning by offering various opportunities and challenges for student development. This study aims to identify AI-based Arabic language acquisition strategies and analyse the impact of AI usage on Arabic language learning. The study employs a qualitative approach through document analysis by examining previous studies, journal articles, and academic writings related to the use of AI in language learning. The collected data were analysed using thematic analysis to identify the main themes related to AI-based language acquisition strategies and their impact on Arabic language learning. The findings show that AI-based Arabic language acquisition strategies help enhance Arabic language learning in a more interactive and flexible manner while also improving students’ motivation and language skills. However, the impact of AI on Arabic language acquisition still faces challenges such as dialect variations, lack of digital resources, and academic ethical issues. This study concludes that AI-based learning has significant potential to strengthen Arabic language learning more effectively. The study is expected to provide a comprehensive overview of the role of AI in influencing Arabic language learning strategies and contribute to the development of more innovative and effective pedagogical approaches.

A CROSS-SECTIONAL STUDY ON MATHEMATICS ANXIETY AND MATHEMATICS SELF-EFFICACY AMONG HIGH SCHOOL STUDENTS USING FUZZY CONJOINT ANALYSIS

2026-09-28T20:47:09+08:00

Mathematics is a core subject in the Sijil Pelajaran Malaysia (SPM), yet it persistently records one of the highest failure rates among all subjects; in 2024 alone, 22.4% of candidates failed (Lembaga Peperiksaan, 2025). This trend raises critical concern, particularly for students who progressed through the education system without sitting for the Ujian Pencapaian Sekolah Rendah (UPSR) and Pentaksiran Tingkatan 3 (PT3), potentially shaping different learning experiences and psychological responses toward mathematics. Mathematics anxiety and self-efficacy are assoicated with students’ attitudes and performance; however, the interplay between high anxiety and confidence remains insufficiently understood within this particular cohort. This study investigates the levels of mathematics anxiety and self-efficacy among 62 secondary school students from Sekolah Menengah Kebangsaan Ketereh, Kelantan. Data were collected using the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) and analysed using the Fuzzy Conjoint Method to determine the degree of similarity for each attribute, while Spearman’s Rank Correlation was employed to examine the relationships among variables. The findings reveal that students exhibit high levels of mathematics anxiety, primarily driven by test performance and grading concerns, yet simultaneously demonstrate relatively high self-efficacy regarding coursework effort and learning capabilities. Rather than indicating a psychological contradiction, this key result suggests that anxiety in this cohort is fueled by high achievement motivation and academic expectations rather than low perceived competence. Minimal differences were observed between lower and upper secondary students. In addition, a weak positive correlation was found between self-efficacy and achievement, as well as between anxiety and achievement, while a weak negative correlation was observed between anxiety and self-efficacy. These findings highlight the need to re-examine current instructional approaches and provide targeted interventions that address both the cognitive and emotional dimensions of learning mathematics. This study contributes to the ongoing discourse on mathematics anxiety and self-efficacy, particularly in post-pandemic educational contexts, with the aim of fostering more resilient, confident, and successful learners in mathematics.

BALANCING ENGAGEMENT AND DIGITAL WELL-BEING IN INTERACTIVE MULTIMEDIA LEARNING: A USER EXPERIENCE PERSPECTIVE

2026-09-29T09:39:10+08:00

Interactive multimedia is increasingly integrated into higher education to support student engagement, creativity, and meaningful learning. However, engagement-oriented interface features may encourage prolonged screen interaction, highlighting the importance of balancing usability, purposeful engagement, and digital well-being. This study examined the experiences of 58 undergraduate students enrolled in an Interactive Multimedia Design course, focusing on their perceptions of multimedia features, usability, visual design, engagement, and screen-related concerns. Data were collected using a 26-item questionnaire comprising five-point Likert-scale and open-ended questions and were analysed using descriptive statistics and qualitative responses. The findings revealed that animation was the most frequently used multimedia feature (82%), followed by interactive buttons (65%) and video integration (48%). Students reported moderately positive ease of use (3.5/5), favourable visual design (4.2/5), and high perceptions of innovation and confidence (4.4/5). Although 76% of respondents perceived their designs as encouraging prolonged engagement, approximately one-third expressed concerns about extended screen exposure, while 45% remained uncertain about its potential longer-term effects. These findings illustrate the coexistence of positive engagement and concerns about sustained screen-based interaction rather than establishing a causal relationship between multimedia use and screen fatigue. The study contributes to multimedia design education by identifying the need to integrate responsible UI/UX principles into course-based learning. It recommends incorporating purposeful multimedia interaction, intuitive navigation, learner control, manageable cognitive demand, and digital well-being into multimedia design curricula to support meaningful and sustainable digital learning experiences.

LANGUAGE AS CAPITAL: A CONCEPTUAL FRAMEWORK LINKING LANGUAGE PROFICIENCY TO ECONOMIC EMPOWERMENT AND EMPLOYABILITY

2026-10-01T21:54:23+08:00

Language skills have become more than just a means of communication; they are now a symbol of economic capital and have come to affect labour market outcomes and socioeconomic development in an increasingly globalised world. The existing empirical literature suggests a large link between language competence and occupational attainment. However, a theoretical framework able to explain the mechanisms of this linkage is still unexplored. The present study is designed to close this gap by proposing a conceptual framework, called the Language-Economy Linkage Model, that brings together the theories of human capital and the theories of language as capital from the sociolinguistic perspective. The author distinguishes systematically the specific areas of language competence, including communicative fluency, literacy and pragmatic awareness, and investigates how these aspects of language competence helped to relate to various institutional and labour market contexts. The proposed model builds on theories from labour economics, applied linguistics and migration studies and acknowledges factors that might mediate between the variables, including online literacy, confidence and cultural awareness, and factors that might moderate this relationship, including the demographic background and institutional policies of the students. The study suggests a dynamic concept of language resources where ‘language’ is viewed as more flexible and more adaptable in this global economy and questions oversimplified and monolingual belief. Last but not least, this study presents practical suggestions for researchers, policymakers and practitioners to take a context-sensitive and context relevant approach to implementing strategies that meet the needs of the present workforce. This study also underscores the importance of collaboration among various functions to develop inclusive policies that address inequalities in language education. Last but not least, the framework serves as a foundation for further empirical research and strategic planning and as a reminder that language education is a profound investment for the sustainable economic development and individual empowerment of society in an internationalised world.

NEUROPLASTICITY AND CRITICAL THINKING IN HIGHER EDUCATION: BRIDGING BRAIN SCIENCE AND PEDAGOGICAL PRACTICE

2026-09-20T17:26:28+08:00

This conceptual paper explores the role of neuroplasticity in the development of critical thinking and pedagogical design in higher education. Neuroscience research has shown that the brain is structurally plastic, which means that it has the ability to change, reorganise, and strengthen its neural connections in response to internal experiences and external stimuli (Gazerani, 2025). There is increasing evidence that neuroplasticity is important for learning, however, current pedagogical frameworks rarely explain how neuroscientific principles can be systematically translated into instructional strategies that promote critical thinking. At present, the widespread adoption of artificial intelligence (AI) has implications for cognitive offloading, the use of external aids to reduce the processing load of a task, and what this might mean for sustained engagement and critical thinking. This paper draws on cognitive neuroscience, critical thinking literature and educational learning theories to propose a four-dimensional neuroplasticity-informed pedagogical framework incorporating Attentional Engagement (The Gateway), Cognitive Challenge (The Stimulus), Reflective Repetition (The Stabiliser) and Emotional and Social Embedding (The Catalyst) to demonstrate that the brain inherently possesses the ability to learn and rewire over time. As critical thinking is considered one of the core outcomes of tertiary education, this conceptual framework can assist educators in developing teaching methods and strategies to enhance and support cognitive development. The paper concludes by discussing pedagogical and institutional implications, limitations, and directions for future research.

INSTRUMENT VALIDATION AND NEEDS ANALYSIS OF ENGLISH SIMPLE PAST TENSE LEARNING AMONG MALAYSIAN FORM 1 ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS

2026-09-21T21:50:40+08:00

This pilot study evaluated the content validity and reliability of a Needs Analysis Questionnaire and examined Malaysian Form 1 students’ perceived learning needs, challenges, and preferences regarding English simple past tense learning and game-based grammar learning support. The questionnaire was primarily developed using Hutchinson and Waters’ (1987) Necessities, Lacks, and Wants framework, while selected items in the Wants section were informed by relevant constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al., 2003). Three subject matter experts (SMEs) evaluated the initial 21 substantive-item questionnaire using the Content Validity Index (CVI), yielding a Scale-Level Content Validity Index based on the average I-CVI (S-CVI/Ave) of .78. The item-level results and qualitative expert feedback were used to identify items requiring revision. Following expert feedback, unclear and double-barrelled items were reworded, simplified, and separated into single-construct statements to improve clarity and address issues identified during the expert review. The revised 28 substantive-item questionnaire was then administered to 67 Form 1 students from two government secondary schools in Kuala Lumpur. The revised 28 substantive-item questionnaire demonstrated acceptable internal consistency (Cronbach’s α = .728). Descriptive analysis indicated that the pilot respondents perceived basic past tense rules as important, reported difficulties in recognising correct past tense verb forms, perceived memorising word lists and repetitive grammar exercises as boring, and expressed positive preferences for game-based learning features. These pilot findings provide preliminary indications for the subsequent design and development of the proposed game-based learning application, particularly regarding clear and basic past tense rules, game-based practice, user-friendly navigation, immediate feedback, and motivational features.

AI IN LEARNING: EFFECTS ON UNDERGRADUATE CRITICAL THINKING SKILLS

2026-09-24T09:16:50+08:00

The growing presence of Artificial Intelligence (AI) tools in university learning has changed how students search for information, organise ideas, and approach academic tasks. However, the relationship between AI engagement and students’ critical thinking skills remains an important issue for investigation. This study examines the relationships between AI Usage, Learning Attitude toward AI, academic performance (CGPA), and Critical Thinking Skill among engineering undergraduates. A quantitative survey was conducted involving 160 students, and the collected data were analysed using descriptive statistics, Pearson correlation analysis, and multiple linear regression. The findings indicate significant positive relationships between AI Usage, Learning Attitude toward AI, CGPA, and Critical Thinking Skill. The regression model was statistically significant and explained 82.6% of the variance in Critical Thinking Skill. Among the predictors, CGPA recorded the largest standardized regression coefficient, followed by AI Usage and Learning Attitude toward AI. However, the regression coefficients should be interpreted cautiously due to the strong association between AI Usage and Learning Attitude. The findings suggest that critical thinking in AI-assisted learning environments is related to multiple factors, including students’ academic background, engagement with AI tools, and attitudes toward technology. This study provides insights for educators and higher education institutions in developing responsible AI integration approaches that encourage students to evaluate and engage critically with AI-generated information.

PERANAN KECERDASAN BUATAN (AI) DALAM PEMBELAJARAN ILMU AGAMA: ANALISIS KONSEPTUAL, CABARAN EPISTEMOLOGI DAN KERANGKA ETIKA MAQASID SYARIAH

2026-09-26T23:19:01+08:00

Perkembangan kecerdasan buatan (AI) khususnya AI generatif telah membuka peluang baharu dalam pembelajaran ilmu agama termasuk pencarian maklumat, pembelajaran diperibadikan, latihan bahasa Arab dan sokongan pembelajaran al-Quran. Namun demikian, penggunaan AI dalam konteks ini turut menimbulkan persoalan berkaitan kesahihan maklumat, autoriti keilmuan, adab menuntut ilmu, usaha intelektual dan hubungan guru-pelajar. Walaupun kajian terdahulu telah membincangkan manfaat, cabaran dan etika AI dalam pendidikan, perbincangan mengenai hubungan antara epistemologi ilmu agama, etika AI dan Maqasid Syariah masih belum disepadukan secara khusus dalam satu kerangka pembelajaran ilmu agama. Justeru, artikel ini bertujuan menganalisis peranan AI dalam pembelajaran ilmu agama, mengenal pasti cabaran epistemologi dan pendidikan yang berkaitan dengan penggunaannya, serta membangunkan kerangka etika berasaskan Maqasid Syariah. Kajian ini menggunakan pendekatan kualitatif melalui analisis dokumen terhadap karya asas pendidikan Islam, artikel jurnal, tesis dan dokumen institusi yang berkaitan dengan AI dalam pendidikan, pendidikan Islam, pembelajaran al-Quran dan etika AI. Analisis dilakukan secara tematik berdasarkan empat tema utama iaitu fungsi AI sebagai alat pembelajaran, cabaran epistemologi dan kebergantungan, kedudukan guru serta adab keilmuan, dan prinsip etika berasaskan Maqasid Syariah. Dapatan menunjukkan bahawa AI berpotensi berfungsi sebagai wasilah yang menyokong pembelajaran tetapi tidak wajar ditempatkan sebagai sumber autoritatif dalam penetapan hukum dan fatwa atau sebagai pengganti guru. Artikel ini mencadangkan empat prinsip etika iaitu keadilan dan akauntabiliti, tabayun dan pengesahan sumber, perlindungan privasi serta pemeliharaan maruah dan agensi manusia. Sumbangan utama artikel ialah penyepaduan dimensi etika AI, epistemologi ilmu agama dan Maqasid Syariah bagi memelihara autoriti keilmuan, usaha intelektual dan hubungan manusia dalam pendidikan agama.

The development of artificial intelligence (AI) particularly generative AI has created new opportunities for religious learning including information retrieval, personalized learning, Arabic language practice and Qur’an learning support. However, its use in this context also raises concerns regarding information accuracy, scholarly authority, learning ethics, intellectual effort and teacher-student relationships. Although previous studies have examined the benefits, challenges and ethical dimensions of AI in education, the relationship between religious epistemology, AI ethics and Maqasid Syariah has yet to be sufficiently integrated into a specific framework for religious learning. Therefore, this article aims to analyse the role of AI in religious learning, identify the epistemological and educational challenges associated with its use and develop an ethical framework informed by Maqasid Syariah. The study adopts a qualitative approach through document analysis of foundational works on Islamic education, journal articles, theses and institutional documents related to AI in education, Islamic education, Qur’an learning and AI ethics. The materials were analysed thematically based on four main themes: AI as a learning tool, epistemological challenges and dependency, the role of teachers and learning ethics, and ethical principles informed by Maqasid Syariah. The findings indicate that AI can function as a wasilah that supports learning but it should not be regarded as an authoritative source for determining religious rulings and fatwas or as a substitute for teachers. The article proposes four ethical principles: justice and accountability, tabayun and source verification, privacy protection and the preservation of human dignity and agency. The main contribution of this article lies in integrating AI ethics, religious epistemology and Maqasid Syariah into a conceptual framework that seeks to preserve scholarly authority, intellectual effort and human relationships in religious education.

STUDENTS AS INSTRUCTIONAL DESIGNERS: A PRACTICE-BASED EVALUATION OF A STUDENT-LED INTERNATIONAL SERVICE-LEARNING LIBRARY OUTREACH PROGRAMME

2026-09-28T22:17:10+08:00

In academic library outreach, satisfaction is often mistaken for evidence of learning. This study evaluates a one-day international service-learning programme in which undergraduate diploma students at a Malaysian branch campus designed, facilitated and delivered library instruction for twenty-eight visiting undergraduates from an Indonesian partner institution. It assesses both what participants reported learning and what they were observed doing during the instruction itself. A single-site case study combined documentary analysis of the programme archive with analysis of a questionnaire completed at the start of the programme and again at its close. Perceived information-search competence rose from M = 3.47 to M = 4.72 on a five-point scale, a within-participant gain of 1.26 points, 95% CI [0.99, 1.52], p < .001, and every participant whose score changed moved upward. Satisfaction was high (M = 4.70) but showed no association with the size of that gain (r = .08, p = .71), suggesting that satisfaction alone did not explain the reported improvement. Observation told a different story. During the single activity designed to exercise discovery-system searching, several groups bypassed the system and browsed the subject shelves directly, completing the task without practising the skill. This gap between reported confidence and observed behaviour, rather than the measured gain, is the study’s central finding. The design is single-group and pre-experimental, the outcome is self-reported, and no causal claim is made. The study contributes a replicable programme blueprint and a caution against reading self-reported competence as competence.

CABARAN PENGUASAAN KEMAHIRAN BERTUTUR SERTA PERANAN PENDEKATAN KOMUNIKATIF DALAM MENINGKATKAN KEMAHIRAN BERTUTUR BAHASA ARAB PELAJAR

2026-09-29T11:19:06+08:00

Kemahiran bertutur merupakan komponen teras dalam penguasaan bahasa Arab kerana mencerminkan keupayaan pelajar menggunakan bahasa secara aktif, tepat dan bermakna dalam situasi komunikasi sebenar. Walau bagaimanapun, penguasaan kemahiran ini masih menjadi cabaran dalam konteks pembelajaran bahasa Arab di Malaysia akibat dipengaruhi oleh pelbagai faktor linguistik, afektif, pedagogi dan persekitaran pembelajaran yang mengehadkan peluang penggunaan bahasa secara autentik. Sehubungan itu, pendekatan komunikatif dilihat sebagai pendekatan yang berpotensi meningkatkan kecekapan komunikasi lisan melalui pembelajaran yang menekankan interaksi, kolaborasi dan penglibatan aktif pelajar. Makalah ini bertujuan mengenal pasti isu dan cabaran penguasaan kemahiran bertutur serta peranan pendekatan komunikatif dalam meningkatkan keupayaan komunikasi lisan bahasa Arab pelajar di Malaysia. Kajian ini menggunakan pendekatan kualitatif berbentuk kajian kepustakaan melalui tinjauan literatur naratif terhadap pelbagai sumber akademik yang berkaitan dengan kemahiran bertutur bahasa Arab, Pendekatan Komunikatif, strategi pembelajaran lisan, motivasi dan keyakinan diri. Data dianalisis menggunakan analisis tematik bagi mengenal pasti tema-tema utama yang berkaitan dengan cabaran pelaksanaan pendekatan komunikatif dan implikasinya terhadap penguasaan kemahiran bertutur. Hasil sintesis literatur menunjukkan bahawa kelemahan penguasaan kosa kata dan tatabahasa, kebimbangan berkomunikasi, kurangnya peluang interaksi autentik, dominasi pengajaran berpusatkan guru serta kekangan persekitaran pembelajaran merupakan antara cabaran utama yang menjejaskan perkembangan kemahiran bertutur bahasa Arab. Dapatan turut menunjukkan bahawa pelaksanaan pendekatan komunikatif memainkan peranan penting bagi meningkatkan kelancaran bertutur, keyakinan diri, motivasi, penglibatan aktif dan keupayaan pelajar menggunakan bahasa Arab secara lebih bermakna dalam situasi komunikasi sebenar. Makalah ini menyumbang kepada pengukuhan amalan pedagogi bahasa Arab dengan menyediakan asas konseptual dan implikasi praktikal bagi memperkasa pelaksanaan pendekatan komunikatif dalam pengajaran kemahiran bertutur, sekali gus menyokong pembangunan kompetensi komunikasi pelajar yang lebih berkesan.

Speaking skills are component of Arabic language mastery, as they reflect a student's ability to use the language actively, accurately, and meaningfully in real-life communication situations. However, mastering skill remains a challenge in the context of Arabic language learning in Malaysia due to various linguistic, affective, pedagogical, and environmental factors that limit opportunities for authentic language use. Consequently, the communicative approach is viewed to potential method to enhance oral communication proficiency through learning that emphasizes interaction, collaboration, and active student engagement. This paper aims to identify the issues and challenges associated with mastering speaking skills, as well as the role of the communicative approach in improving the oral communication capabilities of Arabic language students in Malaysia. This study employs a qualitative approach through a library-based research design, using a narrative literature review to examine a range of academic sources related to Arabic speaking skills, the communicative approach, oral language learning strategies, motivation, and self-confidence. Data were analyzed using thematic analysis to identify key themes regarding the challenges of implementing the communicative approach and its implications for speaking skill mastery. The synthesis of literature reveals that weaknesses in vocabulary and grammar mastery, communication anxiety, a lack of authentic interaction opportunities, the dominance of teacher-centered instruction, and learning environment constraints are among the primary challenges hindering the development of Arabic speaking skills. The findings also indicate that implementing the communicative approach plays a crucial role in enhancing speaking fluency, self-confidence, motivation, and active engagement, while enabling students to use Arabic more meaningfully in real-life communication contexts. This paper contributes to strengthening Arabic language pedagogical practices by providing a conceptual foundation and practical implications for empowering the implementation of the communicative approach in teaching speaking skills, thereby supporting the development of more effective student communication competence.

ENVIRONMENTAL LITERACY AND PRO-ENVIRONMENTAL BEHAVIOR AMONG SECONDARY SCHOOL STUDENTS: A NARRATIVE REVIEW OF ENVIRONMENTAL KNOWLEDGE, ENVIRONMENTAL ATTITUDES, ACTION COMPETENCE, AND PRO-ENVIRONMENTAL BEHAVIORAL PRACTICES

2026-10-03T15:37:39+08:00

Environmental literacy is essential for secondary school students to understand environmental issues and engage in pro-environmental behavior. Students need to develop relevant environmental knowledge, environmental attitudes, action competence, and behavioral practices to respond to current and future environmental challenges. However, there is a gap between students’ environmental awareness and their actual environmental behavior. Previous research has shown that environmental knowledge and positive attitudes do not always lead to meaningful and sustained pro-environmental action. Hence, this research aims to explore environmental literacy and pro-environmental behavior among secondary school students. This research reviewed previous studies identified from Web of Science, Scopus, ERIC, and Google Scholar. The following keywords were used to search articles from academic journals: environmental literacy, environmental knowledge, environmental attitudes, action competence, environmental behavior, pro-environmental behavior, secondary school students, and environmental education. This study used a narrative review to explore environmental literacy and pro-environmental behavior among secondary school students. The review included 55 academic articles. Based on the thematic analysis, the findings were grouped into environmental knowledge, environmental attitudes, action competence, and pro-environmental behavioral practices and showed that environmental knowledge provides a cognitive foundation, while positive attitudes alone do not necessarily translate into action. Action competence helps bridge this gap, whereas behavioral practices are associated with individual, social, and contextual conditions. Action-oriented approaches, including outdoor education, citizen science, and service learning, may further support the translation of environmental knowledge into pro-environmental behavior. This research recommends that schools integrate environmental knowledge with practical experience and meaningful participation through action-oriented environmental projects, outdoor activities, community engagement, citizen science, and school sustainability initiatives, thereby preparing environmentally literate students to translate environmental knowledge and attitudes into responsible environmental action.

AI-DRIVEN TECHNOLOGY INTEGRATION AND PEDAGOGICAL INNOVATION IN EDUCATION: A SYSTEMATIC LITERATURE REVIEW

2026-09-02T17:02:12+08:00

The rapid advancement of Artificial Intelligence (AI) has profoundly transformed the global educational landscape, necessitating a comprehensive understanding of how technology integration supports pedagogical innovation across diverse educational contexts. Despite the growing body of literature on AI in education, existing studies remain fragmented, often focusing on individual dimensions such as adaptive learning, immersive technologies, teacher readiness, or ethical issues, with limited synthesis of their interconnected roles in sustainable educational transformation. This Systematic Literature Review (SLR) aims to synthesise contemporary research on AI-driven technology integration and pedagogical innovation in education. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines to ensure methodological rigour and transparency. A total of 1,485 records were retrieved from the Scopus and Web of Science (WoS) databases, of which 36 peer-reviewed studies published between 2020 and 2025 met the inclusion criteria and were included in the final qualitative synthesis. An integrative thematic analysis revealed four overarching themes: (1) AI-Driven Transformation and Curriculum Innovation, highlighting educator readiness, curriculum redesign, adaptive instruction, and value-driven innovation; (2) Immersive and Extended Reality (XR) Learning Environments, emphasising the use of virtual, augmented, and mixed-reality technologies to enhance experiential learning, pedagogical alignment, and cognitive engagement; (3) Digital Pedagogy, Teacher Competence, and Inclusive Access, underscoring the importance of professional development, institutional support, cultural responsiveness, and equitable digital participation; and (4) Ethical, Institutional, and Sustainable AI Governance, emphasising ethical AI implementation, institutional leadership, policy development, digital equity, and long-term sustainability in educational transformation. The findings indicate that successful AI integration extends beyond technological adoption and depends on the interaction between pedagogical competence, institutional readiness, ethical governance, and inclusive educational practices. This review contributes to the literature by providing a comprehensive synthesis that integrates technological, pedagogical, organisational, and ethical perspectives within the Technological Pedagogical Content Knowledge (TPACK) framework, offering evidence-based insights for educators, institutional leaders, and policymakers seeking to implement sustainable AI-supported educational transformation.

INFORMAL ENGLISH LEARNING THROUGH SOCIAL MEDIA: A SYSTEMATIC REVIEW

2026-09-21T14:29:33+08:00

The rapid growth of digital technology has been associated with shifts in the way English is learned, with social media becoming an increasingly popular platform for Informal Digital Learning of English (IDLE). Although many higher education learners use social media to support their language learning, existing literature provides mixed evidence regarding its effectiveness and educational value. This systematic literature review (SLR) synthesises 27 peer-reviewed studies published between 2020 and 2026, retrieved from the Scopus, Web of Science, and ERIC databases. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the review explores how social media is used to support English language learning, its contribution to language development, and the emerging issues identified in the literature. The findings are synthesised based on three research questions. For RQ 1, the review studies show that learners mainly use social media for vocabulary development through short-form content, utilise mobile-assisted language learning (MALL) for personalised learning, and develop motivation through activity participation in online communities. For RQ 2, vocabulary acquisition was the most reported outcome for language development contributions, followed by listening and speaking skills, through authentic audiovisual content and activities such as vlogging. For RQ 3, the review highlighted several emerging issues, including the tendency for passive consumption of online information as well as the growing need for Critical Digital Literacy (CDL) to help learners evaluate online content and utilise social media more effectively for learning purposes. Generally, social media can complement formal English learning, yet its success depends on purposeful use and appropriate pedagogical support.

THE IMPACT OF ARTIFICIAL INTELLIGENCE CAPABILITY ON ORGANISATIONAL PERFORMANCE IN MALAYSIAN HIGHER EDUCATION: THE MEDIATING ROLE OF EMPLOYEE PRODUCTIVITY

2026-09-24T08:13:03+08:00

Artificial intelligence (AI) capability is increasingly important for institutional efficiency, employee work outcomes, and organisational performance. However, empirical evidence explaining how AI capability generates performance benefits through employee productivity remains limited in higher education, particularly in developing economies. This study examines the direct effects of AI capability on employee productivity and organisational performance and tests the mediating role of employee productivity in Malaysian higher education institutions. A quantitative cross-sectional survey was conducted among academic, administrative, and information technology staff in higher education institutions in Klang Valley, Malaysia. Of 198 questionnaires returned, 182 valid responses were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate that AI capability significantly improves employee productivity (β = 0.78, p < 0.001) and organisational performance (β = 0.42, p < 0.001). Employee productivity also significantly enhances organisational performance (β = 0.39, p < 0.001) and partially mediates the relationship between AI capability and organisational performance (indirect effect β = 0.30, p < 0.001). The findings extend AI capability research to a knowledge-intensive educational context and show that institutional performance gains depend not only on technological resources but also on employees’ productive use of AI. The study offers practical guidance for higher education leaders on AI investment, workforce development, task alignment, and responsible implementation in support of institutional effectiveness and Sustainable Development Goal 8.

ANALISIS KESALAHAN FONETIK BAHASA ARAB MELALUI KOMUNIKASI INTERAKTIF: SATU TINJAUAN KONSEPTUAL

2026-09-25T12:14:46+08:00

Ketepatan fonetik merupakan elemen kritikal dalam menentukan keberkesanan komunikasi lisan bahasa Arab serta kualiti bacaan dalam konteks Pendidikan Islam. Kajian ini bertujuan untuk mengenal pasti jenis dan kekerapan kesalahan fonetik yang berlaku dalam komunikasi interaktif dalam kalangan pelajar Tingkatan 4 Kelas Aliran Agama (KAA) di Malaysia. Kajian ini menggunakan pendekatan kuantitatif deskriptif untuk menentukan pola kesalahan serta menyusun hierarki topik kesalahan fonetik pelajar. Instrumen kajian terdiri daripada rakaman audio dialog dua yang dibangunkan sendiri oleh penyelidik bagi mencerminkan penggunaan bahasa yang autentik. Penilaian dibuat secara analitik merangkumi aspek segmental (vokal, makhraj huruf, ghunnah, tasydid dan sukun) serta aspek suprasegmental (intonasi, nada, waqf dan taul). Rubrik penilaian telah diadaptasi daripada kerangka kajian Mahmoud S. Al-Mahmoud (2022) dan Norah Alroushdi (2025) bagi menjamin ketepatan pengesanan ralat sebutan. Hasil kajian ini dijangka dapat memberikan gambaran objektif mengenai kelemahan fonetik pelajar, seterusnya menyumbang kepada pembangunan strategi pengajaran dan pembelajaran (PdP) yang lebih efektif bagi guru-guru bahasa Arab dalam sistem pendidikan di Malaysia.

Phonetic accuracy is a critical element in determining the effectiveness of oral Arabic communication as well as the quality of recitation in the context of Islamic Education. This study aims to identify the types and frequency of phonetic errors occurring in interactive communication among Form 4 students of the Religious Secondary Stream (Kelas Aliran Agama, KAA) in Malaysia. The study employs a descriptive quantitative approach to determine error patterns and to develop a hierarchy of topics for students' phonetic errors. The research instrument consists of audio recordings of two-way dialogues developed by the researcher to reflect authentic language use. Assessment is conducted analytically, covering segmental aspects (vowels, makhraj huruf, ghunnah, tasydid, and sukun) as well as suprasegmental aspects (intonation, tone, waqf, and taul). The assessment rubric has been adapted from the frameworks of Mahmoud S. Al-Mahmoud (2022) and Norah Alroushdi (2025) to ensure accurate identification of pronunciation errors. The findings of this study are expected to provide an objective overview of students' phonetic weaknesses, thereby contributing to the development of more effective teaching and learning strategies for Arabic language teachers within the education system in Malaysia.

FINANCIAL LITERACY EDUCATION FOR COMMUNITY EMPOWERMENT: LESSONS FROM I-ASNAF ACT PROGRAM

2026-09-27T00:41:52+08:00

Financial literacy is essential for the sustainability of businesses particularly among economically vulnerable entrepreneurs such as asnaf. This article provides insights on financial literacy education through i-Asnaf ACT program organised by Faculty of Accountancy UiTM. More than 400 participants across Malaysia have benefited from the program that provide relevant knowledge on entrepreneurship through two modules which are the use of web-based HitungUntung and STOM applications, and financial management, cash flow reporting, and financial statement preparation using an advanced Excel worksheet. Recognising that effective financial literacy education requires more than the transmission of financial knowledge, this article explores the learning processes embedded in the programme through the lens of Kolb’s Experiential Learning Theory (ELT). This article conceptually explores how the programs reflect the ELT such as abstract conceptualisation in the introduction of accounting knowledge, concrete experience through hands on activities, reflective observation through group discussions, presentations and facilitator’s feedback, and active experimentation involves applying relevant knowledge in real practices by participants. The article provides insight on how financial literacy education can integrate conceptual knowledge, practical experience, reflection, and real practices in the design of community-based financial literacy program.

FROM ROUTINE TO RENEWAL: AN AUTOETHNOGRAPHIC EXPLORATION OF ACADEMIC VISITS IN INFORMATION MANAGEMENT EDUCATION

2026-09-29T09:26:27+08:00

Purpose: The reformation of two analytically distinct dimensions of an Information Management course students’ observable engagement with archival learning and the lecturers’ own pedagogical self-renewal is investigated through this collaborative analytic autoethnography based on a field-based academic visit to the National Archives of Malaysia. Method: This study employed a collaborative analytic autoethnographic approach, in which the lecturer-researchers collectively reflected on and analysed their experiences of the field-based academic visit. Multiple sources of data were incorporated to complete the study, including the lecturer-researchers’ personal journals, post-visit observational notes, memory-based reconstruction checked against contemporaneous records, and naturally occurring student responses documented during and immediately after the visit. The materials were revisited continually through coding for recurring patterns, comparison across sources, and interpretation according to Experiential Learning Theory, place-based pedagogy, and scholarship on emotion in learning. Rather than presenting student outcomes as measured learning gains, the study presents them as observed and expressed responses. Findings: There are three interrelated themes: Firstly, affective engagement reflected in students’ sense of responsibility, sustained attention, questioning, participation, and post-visit discussion. Secondly, theory-to-practice integration, as students observed and attempted the process of tissue repair and book-sewing in an authentic archival setting. Thirdly, teacher self-renewal arose from witnessing familiar disciplinary content become newly meaningful to students. The analysis shows how concrete experience, reflection, conceptual connection, and action overlapped during the visit, while the archive itself functioned as a pedagogically consequential place rather than a neutral venue. Contribution: The study extends field-visit research by foregrounding the reciprocal relationship between students’ situated learning and educators’ reflective renewal in archival and records management education, a context rarely examined through collaborative analytic autoethnography. It argues cautiously that well-designed academic visits may create conditions for both disciplinary meaning-making and renewed pedagogical purpose, without assuming that such outcomes are universal.

CONSTRUCTING INTERCULTURALITY: A MULTIMODAL ANALYSIS OF CULTURAL REPRESENTATIONS IN A BEGINNER-LEVEL MANDARIN TEXTBOOK

2026-10-01T20:43:09+08:00

The growing demand for Mandarin as a foreign language (MFL) among non-native speakers highlights the need for instructional materials that promote intercultural learning alongside linguistic competence. However, existing research on MFL instructional materials primarily focuses on cultural content with limited attention to how interculturality is constructed through multimodal resources. This study examines intercultural representation in a beginner-level Mandarin textbook used in a Malaysian university through a multimodal analytical lens. Applying Cortazzi and Jin’s cultural framework and Byram’s intercultural communicative competence (ICC) model, a multimodal content analysis was utilised to investigate how verbal texts and visual images construct intercultural meanings and support ICC development. Results reveal a strong emphasis on learners’ source culture with limited representation of target and international cultures. The results indicate integration of two ICC components, namely knowledge and attitudes, which provide foundational knowledge and dispositions needed for intercultural development. However, higher-order cultural components such as interpreting and relating, critical cultural awareness and intercultural interaction are absent across both textual and visual, suggesting that cultural learning is largely knowledge-oriented with limited opportunities to develop the interpretive, interactive, critical skills necessary for effective ICC. While visual resources are used extensively throughout the textbook and may establish contextual familiarity and enhance the presentation of cultural knowledge, they offer limited support for higher-order intercultural learning without critical or reflective activities. The study contributes to a deeper understanding of multimodal intercultural representation in MFL instructional materials, highlighting the significance of moving beyond cultural exposure towards reflective, critical and meaningful intercultural learning in foreign language education.

PATTERNS OF SOCIAL MEDIA USAGE AMONG STUDENTS AT POLITEKNIK MERSING JOHOR

2026-09-18T15:22:46+08:00

Social media has become deeply embedded in students’ everyday lives, influencing patterns of communication, information access, and digital interaction. Examining students’ social media use is therefore essential to understanding how digital platforms shape behavioural tendencies and learning experiences in higher education contexts. This study aims to examine the patterns of social media usage among students at Politeknik Mersing Johor. Using a quantitative descriptive survey design, data were collected from 193 students across different academic programmes and semesters through an online questionnaire and analysed using descriptive statistics. The findings indicate that social media usage is highly prevalent among the respondents. TikTok and YouTube were the most widely used platforms, followed by Instagram and Telegram, while TikTok emerged as the most frequently used platform overall. Most students reported spending between four and six hours per day on social media, indicating that these platforms form a significant part of their daily routine. The results also show that students primarily use social media for communication, entertainment, and social interaction rather than for academic purposes. Overall, the study provides a clear institutional profile of students’ digital behaviour and offers useful insights for polytechnic administrators and educators in planning communication strategies, promoting digital well-being, and integrating social media more purposefully into educational practices.

ANALYSIS OF THE NEEDS FOR DEVELOPMENT OF THE BRICKSMART HYBRID DIGITAL NUMBER SKILLS MODULE IN IMPROVING THE THINKING SKILLS OF PRESCHOOL CHILDREN

2026-09-21T21:23:07+08:00

In design and development research, the most critical phase is the needs analysis. In this study, a needs analysis was conducted to ensure that the developed module effectively met users’ requirements. This quantitative survey study was carried out to examine the need for developing the hybrid digital number skills module, BrickSmart. It examines enhancements in preschool children’s thinking skills from teachers’ perspectives, as well as teachers’ perceptions and knowledge regarding the use of instructional support materials as thinking tools that are not yet widely implemented at the preschool level. The study focuses on developing an innovative intervention in early childhood education, particularly by integrating digital technology with a virtual brick-based learning approach for early mathematics instruction. These skills encompass pre-number skills, number concepts, and basic number operations based on the cognitive learning domain outlined in the Kurikulum Prasekolah 2026 (KP 2026). A set of needs analysis questionnaires was administered to 50 primary school mathematics teachers in a district in the state of Penang, Malaysia. The data obtained were analysed descriptively using statistical software to calculate frequencies and percentages. The findings revealed that the majority of respondents agreed that the module is appropriate for students’ learning. Specifically, 87.6% of respondents indicated that developing an interactive digital learning module is necessary for the number skills learning domain and for fostering preschool children’s thinking skills. In addition, the results showed that teachers possess knowledge of the Learning Standards (Standard Pembelajaran), with 66.9% of respondents applying various pedagogical approaches to fulfil the cognitive learning standards during teaching and learning (PdPc) sessions. However, only 59.4% of respondents reported using digital support materials and thinking tools during classroom instruction. Overall, the findings provide a preliminary overview of the need for implementing the hybrid digital number skills module, BrickSmart, to enhance preschool children’s thinking skills.

BRIDGING LANGUAGE AND HERITAGE: PEDAGOGICAL PATHWAYS FOR EMBEDDING TCC IN HIGH SCHOOL ENGLISH CLASSES

2026-09-24T09:05:51+08:00

Under the current curriculum reform in China, there is a requirement to bring more elements concerning traditional Chinese culture into English lessons so that students may develop greater confidence in their own culture and eventually acquire better intercultural competence. Nevertheless, some practical problems remain unsolved in certain inland regions such as Ganzhou. Based on Vygotsky’s Sociocultural Theory and Byram’s ICC Model, this study attempts to establish the framework of Reflexive ICC and further explore practicable approaches to developing students’ TCC competence for exam‑oriented senior‑high‑school learners at the Grade‑One stage. Drawing on DDR methodology, this research carried out qualitative needs analysis, implemented Fuzzy‑Delphi expert validation, and conducted a classroom pilot in Ganzhou, whereby a three‑tier progressive TCC framework covering material, institutional, and spiritual culture was constructed. Pilot results, derived from graded PBL task outputs as well as student survey responses regarding shifts in their cultural identity perceptions and ICC capacities, were generally encouraging. Teacher assessments of test‑related task performance indicated no observable decline in learners’ relevant language abilities. It is therefore concluded that such multi‑path approaches can provide context‑sensitive instructional support for exam‑oriented inland senior‑high EFL settings, though further multi‑site empirical evidence is required before these approaches can be widely adopted elsewhere.

UNSUR-UNSUR ISLAM DALAM PERMAINAN SCIQUEST: INTEGRASI NILAI-NILAI ISLAM MELALUI PENDEKATAN PEMBELAJARAN BERASASKAN PERMAINAN

2026-09-25T13:17:07+08:00

Permainan SCIQUEST 2.0 yang diadaptasi daripada permainan papan tradisional Saidina telah terbukti berkesan sebagai alat pengajaran dan pembelajaran (PdP) Sains di peringkat menengah rendah. Namun begitu, dalam konteks Malaysia sebagai sebuah negara yang menjunjung tinggi nilai-nilai Islam, aspek integrasi unsur-unsur Islam dalam alat pedagogi perlu diberikan perhatian yang lebih serius. Artikel ini bertujuan untuk mengenal pasti, menghurai dan menganalisis unsur-unsur Islam yang wujud secara eksplisit mahupun tersirat dalam reka bentuk, mekanisme dan pelaksanaan SCIQUEST. Berdasarkan analisis terhadap komponen permainan, nilai-nilai terkandung dan kerangka falsafah permainan ini, kajian mendapati bahawa SCIQUEST secara semula jadi mengandungi beberapa elemen yang selari dengan ajaran Islam termasuk prinsip talab al-'ilm (menuntut ilmu), konsep ta'awun (kerjasama), nilai amanah (tanggungjawab), adab (etika) dan keseimbangan antara dunia dan akhirat. Artikel ini seterusnya mencadangkan pengukuhan unsur-unsur Islam ini melalui pengubahsuaian yang disengajakan bagi menjadikan SCIQUEST bukan sahaja alat pembelajaran Sains tetapi juga platform penerapan nilai-nilai Islam secara holistik. Pendekatan ini sejajar dengan Falsafah Pendidikan Kebangsaan (FPK) yang menuntut pembangunan insan secara menyeluruh merangkumi aspek intelek, rohani, emosi, dan jasmani.

The SCIQUEST 2.0 board game, adapted from the traditional board game Saidina, has proven effective as a Science teaching and learning tool at the lower secondary level. However, in the context of Malaysia as a nation that upholds Islamic values, the aspect of integrating Islamic elements into pedagogical tools deserves more serious attention. This article aims to identify, describe and analyse Islamic elements that exist explicitly and implicitly in the design, mechanisms and implementation of SCIQUEST. Based on an analysis of the game's components, embedded values and philosophical framework, the study finds that SCIQUEST naturally embodies several elements aligned with Islamic teachings, including the principle of talab al-'ilm (seeking knowledge), the concept of ta'awun (cooperation), the values of amanah (trustworthiness), adab (ethics) and the balance between worldly and spiritual life. This article further proposes the deliberate reinforcement of these Islamic elements through intentional modifications, so that SCIQUEST may serve not only as a Science learning tool but also as a holistic platform for instilling Islamic values. This approach is in line with the National Education Philosophy (NEP), which calls for the comprehensive development of individuals encompassing intellectual, spiritual, emotional, and physical dimensions.

“KAD FLIP” SEBAGAI INTERVENSI KREATIF BAGI MENINGKATKAN PENGUASAAN MUFRADAT BAHASA ARAB DALAM KALANGAN PELAJAR

2026-09-28T21:39:21+08:00

Kajian ini bertujuan untuk menilai keberkesanan penggunaan kad flip sebagai intervensi bagi meningkatkan penguasaan mufradat Bahasa Arab dalam kalangan pelajar. Masalah kajian berpunca daripada kaedah pengajaran yang kurang interaktif, berpusatkan guru dan tidak mampu mengekalkan minat serta perhatian pelajar terhadap pembelajaran kosa kata Bahasa Arab. Kajian ini menggunakan pendekatan kuantitatif berbentuk tinjauan dengan reka bentuk keratan rentas. Seramai 200 orang responden telah dipilih melalui kaedah persampelan mudah dan data dikumpulkan menggunakan soal selidik dalam talian yang dianalisis secara statistik deskriptif. Dapatan kajian menunjukkan bahawa penggunaan kad flip mendapat penerimaan yang sangat tinggi dalam kalangan responden, dengan semua item berada pada tahap tinggi dan min keseluruhan sebanyak 4.40. Hasil kajian juga menunjukkan bahawa kad flip berkesan dalam membantu pelajar memahami, mengingati dan mengaplikasikan mufradat, di samping meningkatkan motivasi, keyakinan dan penglihatan mereka dalam PdP Bahasa Arab. Kesimpulannya, kad flip merupakan bahan bantu mengajar yang sesuai dan berkesan untuk diperkukuhkan dalam pengajaran mufradat Bahasa Arab kerana mampu menyokong pembelajaran yang lebih interaktif, bermakna dan menyeronokkan.

This study aims to evaluate the effectiveness of using flip cards as an intervention to enhance students' mastery of Arabic vocabulary (mufradat). The research problem stems from teaching methods that are less interactive, teacher-centred, and unable to sustain students' interest and attention in learning Arabic vocabulary. This study employed a quantitative survey approach using a cross-sectional research design. A total of 200 respondents were selected through convenience sampling, and data were collected using an online questionnaire and analysed using descriptive statistics. The findings revealed that the use of flip cards received a very high level of acceptance among the respondents, with all items recording high mean scores and an overall mean of 4.40. The results also indicated that flip cards were effective in helping students understand, remember, and apply Arabic vocabulary, while simultaneously enhancing their motivation, confidence, and engagement in the teaching and learning process of the Arabic language. In conclusion, flip cards are an appropriate and effective teaching aid that should be further strengthened in Arabic vocabulary instruction, as they support a more interactive, meaningful, and enjoyable learning experience.

THE USE OF VAGUE LANGUAGE IN ENGLISH ARGUMENTATIVE WRITING

2026-09-29T10:51:29+08:00

Using precise words or expressions is one of the key factors in writing coherent and clear argumentative essays. English as a Second Language (ESL) students often use vague language in argumentative writing, which reduces the clarity of their written expression. The purpose of this study was to investigate the use and types of vague language in argumentative essays written by Malaysian ESL students. Data were collected from the argumentative essays of 35 ESL students at a public university in southern Malaysia. The essays were analysed using Termjai’s (2025) framework, adapted from Cutting’s (2012) classification of vague language. The findings indicated that across a 12,077-word corpus of 35 argumentative essays, students generated 328 instances of vague language, reflecting a mean frequency of 9.37 instances per essay. The results also revealed that students employed five categories of vague language in their argumentative essays, including general nouns, indefinite pronouns, vague quantifiers, general verbs, and general extenders. Indefinite pronouns emerged as the most frequently utilised category, while general extenders were the least frequently used by students in their argumentative essays. By acquiring deeper understanding of the vague language in argumentative essays, English educators and curriculum developers can reform the academic writing syllabus and design activities that teach students how to replace vague terms with precise expressions and strengthen their arguments.

EXPLORING AND VALIDATING CRITICAL SUCCESS FACTORS (CSFS) FOR THE SUCCESSFUL IMPLEMENTATION OF ISO 9001 QMS IN MALAYSIAN PUBLIC UNIVERSITIES

2026-10-03T15:22:23+08:00

ISO 9001 is the world's most widely adopted Quality Management System (QMS) standard, providing a systematic framework for improving organizational processes, enhancing service quality, and strengthening institutional performance. Despite its widespread adoption, empirical evidence on the critical factors contributing to the successful implementation of ISO 9001 in Malaysian public universities remains limited. Therefore, this study aimed to explore and validate the Critical Success Factors (CSFs) for the successful implementation of ISO 9001 QMS in Malaysian public universities. A mixed-methods research design was employed. In the qualitative phase, the CSFs were explored through a systematic literature review and focus group interviews with university employees. In the quantitative phase, the identified CSFs and their corresponding indicators were validated using survey data collected from university employees selected through proportionate stratified sampling. A total of 358 valid responses were analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings identified five key CSFs: Top Management Commitment, Employee Empowerment, Teamwork, Training and Education, and Employee Involvement. Collectively, these factors explained 66.699% of the total variance and were represented by 22 measurement indicators. The validated measurement model demonstrated satisfactory construct validity and good model fit, confirming the robustness of the proposed CSF framework. The findings provide practical guidance for university administrators and policymakers in strengthening ISO 9001 implementation and offer a validated framework that advances the quality management literature within the higher education sector.

THE HUMAN DIMENSION OF NON-DESTRUCTIVE TESTING: A BIBLIOMETRIC REVIEW

2026-09-02T16:49:55+08:00

Non-destructive testing (NDT) is an essential inspection and safety assurance practice in industries where structural integrity and failure prevention are critical. Although NDT research has been strongly influenced by defect detection, automation, digital inspection, and NDE 4.0, the human dimension remains less systematically mapped. This study examines how the human-dimension components of NDT practice are positioned within the broader NDT research landscape. A bibliometric analysis was conducted using 616 Scopus-indexed documents published between 1967 and 2026, refined from an initial search of 712 records. VOSviewer, Biblioshiny, biblioMagika, and Microsoft Excel were used to analyze publication trends, source productivity, author and country contributions, thematic structures, and keyword co-occurrence patterns. The findings show gradual growth in human-dimension NDT research, with stronger visibility after 2010. The dataset recorded 2,917 citations, an average of 4.74 citations per publication, and an overall h-index of 25. Thematic mapping shows that training, certification, and personnel competence occupy a central but developing position, while inspection performance appears as a basic theme, and inspection reliability, probability of detection, and human factors remain niche themes. The human dimension of NDT is visible but fragmented. The study contributes by reframing NDT research from a technology-dominant inspection perspective to a competence-assurance perspective, where personnel development, certification practice, professional competence, and reliable inspection outcomes are treated as interconnected elements of NDT reliability.

PEMILIHAN PLATFORM MEDIA SOSIAL DALAM MENYOKONG PENGAJARAN DAN PEMBELAJARAN BAHASA ANTARABANGSA DALAM KALANGAN PELAJAR UNIVERSITI UTARA MALAYSIA

2026-09-20T18:08:13+08:00

Perkembangan teknologi digital telah mengubah landskap pembelajaran bahasa antarabangsa, terutamanya melalui penggunaan media sosial sebagai medium sokongan pedagogi. Kajian ini bertujuan untuk mengenal pasti platform media sosial yang dipilih serta faktor yang mempengaruhi pemilihannya. Kaedah temu bual digunakan ke atas lima (5) orang informan yang terdiri daripada pelajar bahasa Sepanyol, Jerman dan Arab. Temu bual ini dijalankan bagi memperoleh data tentang pemilihan platform media sosial dan faktor pemilihan serta penggunaan media sosial dalam pembelajaran bahasa antarabangsa. Hasil dapatan menunjukkan bahawa platform YouTube, TikTok, Instagram, Facebook dan Xiaohongshu (Red Note) merupakan antara medium yang menjadi pilihan pelajar. Faktor pemilihan adalah mudah difahami, cepat diakses, visual dan mempunyai sebutan yang menarik serta terdapat latihan interaktif. Selain itu, pemilihan juga berdasarkan faktor video yang pendek dan padat, terdapat hashtag untuk memudahkan pencarian, terdapat terjemahan segera, kandungan praktikal dan menjimatkan masa serta terdapat tahap pembelajaran yang boleh dipilih oleh pelajar. Data menunjukkan pemilihan platform media sosial ini adalah untuk membantu pelajar dalam pembelajaran tatabahasa, kosa kata, struktur ayat, sebutan dan belajar daripada ayat asas kepada ayat yang kompleks serta mengetahui kaedah yang lebih baik dalam pembelajaran bahasa antarabangsa. Kesimpulannya, pemilihan media sosial dalam pembelajaran bahasa antarabangsa bukan sahaja dipengaruhi oleh populariti platform, tetapi juga oleh ciri pedagogi yang menyokong proses pemerolehan bahasa. Kajian ini memberikan implikasi yang dapat membantu tenaga pengajar bahasa antarabangsa dalam mengenal pasti platform yang sesuai untuk diintegrasikan dalam pengajaran dan pembelajaran antarabangsa.

The advancement of digital technology has transformed the landscape of international language learning, particularly through the use of social media as a pedagogical support medium. This study examines the use of social media by students in learning international languages at Universiti Utara Malaysia. An interview method was employed involving five (5) informants consisting of students of Spanish, German, and Arabic languages. The interviews were conducted to obtain data regarding the selection of social media platforms, the factors influencing such selection, and the use of social media in international language learning. The findings indicate that YouTube, TikTok, Instagram, Facebook, and Xiao Hong Shu (Red Note) are among the preferred platforms chosen by students due to their ease of understanding, quick accessibility, engaging visuals and pronunciation features, availability of interactive exercises, concise short videos, hashtag functions that facilitate searches, instant translation features, practical content, time efficiency, and selectable learning levels. The data further reveal that the selection of these social media platforms assists students in learning grammar, vocabulary, sentence structures, pronunciation, progressing from basic to complex sentence forms, and identifying more effective approaches to international language learning. In conclusion, the selection of social media platforms in international language learning is influenced not only by platform popularity, but also by pedagogical features that support the language acquisition process. It is hoped that this study will assist international language educators in identifying suitable platforms for implementation in teaching and learning practices.

ANALISIS PSIKOMETRIK INSTRUMEN MAKLUM BALAS KURIKULUM MATEMATIK SEKOLAH MENENGAH: KESEDIAAN MENDEPANI PENDIDIKAN 5.0 DAN PPPM 2026-2035

2026-09-21T22:32:57+08:00

Sehubungan dengan lengkapnya satu pusingan pelaksanaan Kurikulum Standard Sekolah Menengah (KSSM), satu soal selidik telah dibangunkan bagi menyediakan profil keprihatinan dan maklum balas guru Matematik sekolah menengah terhadap pelaksanaan kurikulum tersebut dalam konteks perubahan pendidikan semasa. Instrumen ini dibangunkan melalui adaptasi Concern-Based Adoption Model (CBAM) dan tinjauan literatur. Kajian ini bertujuan menilai kesahan kandungan dan ketekalan dalaman instrumen sebagai sebahagian daripada fasa awal pembangunan dan penilaian instrumen. Seramai empat orang pakar terlibat dalam proses penilaian kesahan kandungan, manakala 22 orang guru Matematik terlibat dalam kajian rintis. Content Validity Index (CVI) digunakan untuk menentukan tahap persetujuan pakar terhadap kesesuaian dan relevansi item, manakala ketekalan dalaman instrumen dinilai menggunakan pekali alpha Cronbach. Dapatan menunjukkan bahawa instrumen memperoleh nilai kesahan kandungan keseluruhan yang tinggi (S-CVI/Ave = 0.96) dan nilai alpha Cronbach keseluruhan sebanyak 0.968. Dapatan kajian ini memberikan bukti awal bahawa instrumen yang dibangunkan mempunyai kesahan kandungan dan ketekalan dalaman yang memuaskan untuk menilai keprihatinan dan maklum balas guru Matematik terhadap pelaksanaan kurikulum. Walau bagaimanapun, pengujian psikometrik selanjutnya menggunakan sampel yang lebih besar diperlukan bagi mengesahkan kestabilan kebolehpercayaan dan struktur konstruk instrumen.

Following the completion of a full cycle of the implementation of the Secondary School Standard Curriculum (KSSM), a questionnaire was developed to profile secondary school mathematics teachers’ concerns and feedback regarding curriculum implementation within the context of current educational changes. The instrument was developed through the adaptation of the Concern-Based Adoption Model (CBAM) and a review of the relevant literature. This study aimed to evaluate the content validity and internal consistency of the instrument as part of the initial phase of instrument development and evaluation. Four experts were involved in the content validity assessment, while 22 mathematics teachers participated in the pilot study. The Content Validity Index (CVI) was used to determine the level of expert agreement on the relevance and appropriateness of the items, while the internal consistency of the instrument was assessed using Cronbach’s alpha coefficient. The findings indicated that the instrument achieved a high level of overall content validity (S-CVI/Ave = 0.96) and an overall Cronbach’s alpha coefficient of 0.968. These findings provide preliminary evidence that the developed instrument demonstrates satisfactory content validity and internal consistency for assessing mathematics teachers’ concerns and feedback regarding curriculum implementation. However, further psychometric testing with a larger sample is required to establish the stability of its reliability and confirm the construct structure of the instrument.

PELAKSANAAN TEKNIK MNEMONIK “VAN” (VISUAL, AKRONIM, NYANYIAN) DALAM MENINGKATKAN DAYA INGATAN MURID

2026-09-25T11:47:37+08:00

Kajian ini bertujuan untuk mengenalpasti keberkesanan integrasi Teknik Mnemonik “VAN” (Visual, Akronim, Nyanyian) dalam membantu murid mengingat semula kata kunci maklumat riwayat hidup dan iktibar tokoh sahabat ketika pengajaran dan pembelajaran (PdP) Sirah. Kajian ini dijalankan bagi menangani kekeliruan murid dalam membezakan fakta riwayat dan iktibar tokoh sahabat yang masih kurang diberi perhatian dalam konteks topik Sirah Pendidikan Islam sekolah menengah. Reka bentuk kajian ini menggunakan pendekatan kaedah campuran melalui triangulasi data kuantitatif dan kualitatif melibatkan 12 orang murid tingkatan 3 Sekolah Menengah di Putrajaya. Data dikumpulkan melalui ujian, temu bual dan pemerhatian. Data kuantitatif dianalisis secara deskriptif melalui perbandingan skor, manakala data kualitatif dianalisis menggunakan analisis tematik (ATLAS.ti). Dapatan kajian menunjukkan bahawa terdapat peningkatan daya ingatan murid melalui integrasi Teknik Mnemonik “VAN” dengan cara penekanan memori melalui nyanyian, peringkasan maklumat melalui akronim, dan integrasi sokongan visual dan kinestetik dalam memproses maklumat. Ketiga-tiga ini sangat menyokong Teori Pemprosesan Maklumat Gagne (1974) terutama dalam proses pengingatan semula maklumat (output). Hasil kajian ini mencadangkan bahawa pelaksanaan integrasi amalan dalam PdP seperti Teknik Mnemonik “VAN” bagi memastikan PdP Sirah lebih berkesan, meningkatkan ingatan dan minat murid, serta selari dengan PAK21. Kajian ini menyumbang kepada bidang Pendidikan Islam dalam memberikan panduan kepada pendidik untuk memastikan PdP Sirah menjadi lebih bermakna, menyeronokkan dan berkesan dalam jangka masa panjang.

This study aims to identify the effectiveness of integrating the “VAN” Mnemonic Technique (Visual, Acronym, Singing) in assisting students to recall key information related to the biographies and moral lessons of the Prophet’s companions during the teaching and learning (T&L) process of Sirah. The study was conducted to address students’ confusion in differentiating between biographical facts and moral values of the companions, an issue that has received limited attention within the context of Sirah topics in Islamic Education at the secondary school level. This study employed a mixed-method research design through the triangulation of quantitative and qualitative data involving 12 Form Three students from a secondary school in Putrajaya. Data were collected through tests, interviews, and observations. Quantitative data were analysed descriptively through score comparisons, while qualitative data were analysed using thematic analysis (ATLAS.ti). The findings indicate that students’ memory retention improved through the integration of the “VAN” Mnemonic Technique by emphasising memory reinforcement through singing, information simplification through acronyms, and the integration of visual and kinesthetic support in information processing. These elements strongly support Gagne’s Information Processing Theory (1974), particularly in the process of information recall (output). The findings suggest that the implementation of integrated practices in T&L, such as the “VAN” Mnemonic Technique, can enhance the effectiveness of Sirah instruction and improve students’ retention of learning content. This study contributes to the field of Islamic Education by guiding educator to ensure that the T&L of Sirah becomes more meaningful, enjoyable, and effective in the long run.

SUSTAINABLE ISSUES ON ACCOUNTING EDUCATION: INSIGHTS FROM FIFTY RESEARCH PUBLICATIONS

2026-09-27T00:21:11+08:00

The United Nations Sustainable Development Goals have become a focus in accounting education. Accounting curricula need to incorporate Environmental, Social, and Governance (ESG) elements. Numerous articles discuss how to integrate ESG elements into the syllabus. However, the articles remain unorganised. This paper analyses published articles on sustainable elements in accounting education. This paper categorises the published articles into four main studies: conceptual papers, quantitative studies, qualitative studies, and mixed studies. The conceptual studies are further grouped into four themes: trends in the SDGs, conceptual elements of the SDGs, gaps in the literature, and needs for change. Papers in quantitative studies further elaborate on three themes: students' competency, educators' invention, and national interventions. Qualitative studies further elaborate on barriers to implementation, accounting educators' competencies, and changes in teaching pedagogy. The study concludes that five dominant themes require future research. Further exploration of how accounting educators conceptualise the SDGs is needed to help them embed them in their syllabi and educate future graduates. Moreover, students' competencies warrant attention in identifying the factors that influence accounting students to learn about the SDGs. Beyond students, accounting educators, as the main actors in embedding SDG elements, also need further exploration, such as the use of information technologies for classroom delivery. Beyond teaching tools, accounting educators' competencies also warrant further exploration, including whether they need specific skills. To enhance accounting educators' competencies, specific national-level policies are needed. These themes can guide future research on accounting education. This paper helps bridge the gap between the need for syllabus changes and practitioner cooperation in embedding SDG elements in the current accounting syllabus. The analysis and interpretation involved the researchers' judgements, which are open to subjectivity.

A NARRATIVE REVIEW OF MICROLEARNING FOR INFORMATION LITERACY INSTRUCTION IN ACADEMIC LIBRARIES

2026-09-29T09:17:31+08:00

With digital learning and the changing needs of students, information literacy instruction in academic libraries has evolved. Microlearning is consists of short and targeted learning units to support this development. This narrative review covers the characteristics, applications, benefits, shortcomings and future directions of microlearning for information literacy instruction. A broad and iterative search of scholarly literature was undertaken to identify relevant studies, which were then synthesised to identify common themes and research gaps. The findings suggest that microlearning facilitates flexible and learner-centred instruction and is especially valuable for specific, task-oriented Informa literacy skills. But its effectiveness depends on proper instructional design and not just on brevity or technical quality. The major challenges are fragmented learning, instructional continuity, sustainability and limited application of learning theories. Current research also relies heavily on learner perceptions and offers little evidence of actual learning outcomes. Microlearning should therefore supplement rather than replace comprehensive information literacy instruction. Future research should also strengthen the evaluation of the learning outcomes and application of instructional design theories.

PERSEPSI PELAJAR TERHADAP PENGGUNAAN VIDEO DAN GAMIFIKASI DALAM MEMBANTU KEFAHAMAN MATEMATIK DI SEKOLAH MENENGAH

2026-10-01T16:20:08+08:00

Penggunaan alat bantu mengajar yang interaktif dan menarik dalam pengajaran merupakan salah satu inisiatif untuk mengatasi stigma pelajar terhadap subjek Matematik. Dengan mengaplikasikan video pembelajaran dan gamifikasi dalam subjek ini, motivasi dan minat pelajar untuk mempelajari Matematik dapat ditingkatkan, di samping memenuhi keperluan generasi sekarang yang lebih cenderung ke arah pembelajaran yang berciri hiburan. Selari dengan pendidikan abad ke-21 yang berpusatkan pelajar, perubahan pengajaran ke arah didik hibur yang interaktif amat digalakkan supaya pencapaian domain kognitif dan kepuasan afektf pelajar dapat diseimbang serta dipertingkatkan. Tujuan kajian ini dijalankan adalah untuk mengkaji persepsi pelajar sekolah menengah terhadap penggunaan pembelajaran berasaskan video dan gamifikasi dalam membantu kefahaman Matematik. Reka bentuk kajian ini menggunakan pendekatan kuantitatif melalui borang soal selidik yang disebarkan melalui Google Form kepada 200 responden yang terdiri daripada pelajar sekolah menengah di Malaysia. Hasil daripada kajian mendapati bahawa pembelajaran berasaskan video dan permainan ini saling melengkapi bagi mewujudkan suasana pembelajaran yang inklusif. Gabungan kedua-dua kaedah ini dalam satu sesi pengajaran mampu memberikan impak optimum dalam penguasaan Matematik melalui pembahagian peranan pengajaran yang jelas. Kesimpulannya, guru memainkan peranan penting untuk menjadikan proses pengajaran dan pembelajaran subjek Matematik ini berkesan melalui pengintegrasian pelbagai kaedah, di mana dengan kepelbagaian kaedah yang digunakan dapat menterjemah kandungan secara inovatif, malah bertindak sebagai pemangkin utama dalam meningkatkan pencapaian Matematik ke tahap yang lebih baik.

The use of interactive and engaging teaching aids in instruction is one of the initiatives to overcome students’ negative stigma toward Mathematics. By implementing learning videos and gamification in this subject, students’ motivation and interest in learning Mathematics can be increased, while also meeting the needs of the current generation who lean toward entertainment-based learning. In line with 21^st century student-centered education, shifting teaching toward interactive fun learning is highly encouraged to balance and improve students’ cognitive achievement and affective satisfaction. The purpose of this study is to examine the perceptions of secondary school students regarding the usefulness of video-based learning and gamification in facilitating Mathematics understanding. This study utilizes a quantitative research design using questionnaires distributed via Google Form to 200 respondents consisting of secondary students in Malaysia. The findings reveal that video and game-based learning complement each other to create an inclusive learning environment. The combination of these two methods in a single teaching session can deliver an optimal impact on Mathematics learning through a clear division of instructional roles. In conclusion, teachers play a vital role in making the teaching and learning process of Mathematics effective through the integration of various methods. This pedagogical diversity not only translates content innovatively but also acts as a key catalyst in driving Mathematics achievement to a better level.

DEVELOPMENT AND DELPHI-BASED CONTENT VALIDATION OF A CHEMISTRY LEARNING QUESTIONNAIRE: EVIDENCE FROM STEM FOUNDATION STUDENTS’ PERCEPTIONS, ATTITUDES, INTEREST, AND LEARNING CHALLENGES

2026-09-18T15:10:56+08:00

Chemistry is often perceived as a complex subject requiring conceptual understanding and analytical skills, which may affect students’ engagement and performance. This study developed and validated a questionnaire to assess the chemistry learning experiences of STEM Foundation students at Universiti Malaysia Terengganu (UMT). The questionnaire covered five domains: attitudes and interest towards chemistry, teaching methods and learning resources, conceptual understanding, laboratory practices and learning challenges, and students’ perceptions of chemistry. A two-round Delphi method involving five experts was used to establish content validity and refine the questionnaire items. Content validity was assessed using the Item Content Validity Index (I-CVI) and Scale Content Validity Index (S-CVI/Ave). In the second round, all items achieved acceptable I-CVI values of 0.80–1.00, while S-CVI/Ave values ranged from 0.97 to 1.00, indicating excellent content validity. The validated questionnaire was administered to 142 STEM Foundation students, and the data were analysed descriptively. Students reported generally positive chemistry learning experiences, with mean scores ranging from 3.84 to 4.11 across the five domains. However, the comparatively lower score for attitudes and interest suggests that greater attention should be given to student motivation and active engagement.

THE IMPACT OF APPLYING GEN-AI TO KNOWLEDGE RETENTION AMONG STUDENTS IN EDUCATIONAL INSTITUTES: A SCOPING REVIEW

2026-09-21T16:21:54+08:00

This scoping review explores the use of generative artificial intelligence (GenAI) in higher education and its impact on student learning outcomes. This review, drawing on the six steps of Arthur Arksey and O'Malley, pooled the findings of 10 empirical studies across the selected time span of 2024-2026 to map the current use, implications for cognition development and variations in academic performance related to GenAI tools. The journals assessed were mainly from different geographic regions such as South Korea, Japan, Vietnam, Kuwait, Saudi Arabia, the UK, Morocco, Pakistan, Ireland, and the USA and were retrieved from Web of Science and Scopus. It is concluded from combined results that teaching and learning in the school environment is significantly influenced by pedagogical design, scaffolding of instruction, and human supervision. Within a structured framework for validation, in adaptive tutoring systems, or in immersive virtual reality settings, GenAI tools serve as collaborative partners that support the retention of factual knowledge, boost student engagement, and promote autonomy of the learner. However, in settings where workloads are overwhelming and time is of the essence, undirected use of GenAI can inadvertently lead to procrastination, memory loss, and a direct negative effect on actual student performance. This scoping review highlights the key gaps in longitudinal assessments and framework of structural evaluations. It also provides evidence-based suggestions for curriculum designers and education policy makers looking to balance technological innovation and the maintenance of critical thinking and academic integrity.

EXAMINING THE IMPACT OF PEER PRESSURE ON ACADEMIC PERFORMANCE AMONG HIGHER EDUCATION STUDENTS

2026-09-24T08:35:07+08:00

Peer influence plays a significant role in shaping student academic outcomes, yet limited research has comprehensively examined the differential effects of positive peer pressure, negative peer pressure, and social media peer influence on academic performance within the Malaysian higher education context. This study quantitatively investigates the impact of these three dimensions of peer pressure on the academic performance of students at a private university in Malaysia. Employing a cross-sectional survey design, a structured questionnaire was administered to 389 undergraduate students selected through stratified random sampling. Data were analysed using SPSS software, specifically multiple regression analysis, to examine the relationships between the predictor variables and academic performance, measured through academic motivation, study habits, and self-reported grade point average. The regression model demonstrated strong explanatory power, accounting for 78.5% of the variance in academic performance (R² = 0.785, F(3, 385) = 468.29, p < .001). Positive peer pressure emerged as the strongest predictor (β = 0.378, p < .001), indicating that encouragement and academic support from peers significantly enhance students' motivation and study habits, consistent with Social Learning Theory. Negative peer pressure also significantly predicted academic performance (β = 0.335, p < .001), suggesting that some students may channel adverse peer experiences into reactive motivation or competitive drive. Social media peer influence significantly predicted academic performance (β = 0.225, p < .001), reflecting the modern reality where digital platforms provide access to study resources, peer support networks, and collaborative learning opportunities. The study concludes that peer dynamics are a multifaceted force in higher education, with positive interactions fostering academic success, while negative and digital pressures yield complex effects depending on individual resilience and motivation. These findings provide actionable evidence for university policymakers, educators, and counsellors to implement targeted peer-mentoring programs and social media literacy workshops that optimize peer influence for enhanced student academic success in Malaysia.

DIGITALIZING ISLAMIC KNOWLEDGE: MAPPING JAWI TEXT DIGITIZATION AND ITS ETHICAL IMPLICATIONS THROUGH A BLOCKCHAIN LENS

2026-09-25T13:06:41+08:00

Jawi manuscript heritage in Nusantara faces a dual crisis of physical degradation and declining script literacy. While artificial intelligence (AI) technologies such as optical character recognition (OCR), natural language processing (NLP) and machine learning (ML) accelerate the preservation, current digitization initiatives lack an explicit Maqasid al-Shariah-based ethical framework to protect the textual authenticity and prevent unauthorized exploitation. To address this gap, this study employs a two-phase qualitative and conceptual methodology. Phase 1 conducts a systematic landscape mapping following PRISMA 2020 guidelines across Web of Science and Scopus databases by analyzing 13 selected studies on AI-driven Jawi digitization. Phase 2 utilizes deductive theoretical analysis to evaluate identified governance gaps by mapping blockchain ethics properties such as immutability, transparency, decentralization and auditability into Maqasid al-Shariah principles, specifically Hifz al-Din (preservation of religion), Hifz al-Aql (preservation of intellect) and Hifz al-Ilm (preservation of knowledge). The findings highlight three key gaps. First, existing tools are technically fragmented as each handles a single task instead of working together as a complete pipeline. Second, there is no consistent standard for how the text is encoded digitally, and Jawi script is only partly supported by Unicode (the universal system computers use to display text correctly). Third, ethical considerations are largely missing from the governance process altogether. To resolve these challenges, the study establishes an integrated governance framework synthesizing technical standardization with Islamic ethical governance. The framework delivers actionable policy guidance for Malaysian institutions such as JAKIM and the Ministry of Digital, a technical roadmap for developers and a community-centered access model. This framework ensures that digitized Jawi heritage remains textually uncorrupted, authenticated and spiritually meaningful for future generations.

A CONTENT VALIDATION STUDY OF THE TEACHER JOB PERFORMANCE INSTRUMENT FOR PRIMARY SCHOOLS

2026-09-28T21:17:45+08:00

Teacher job performance is widely acknowledged to have a significant impact on the level of instruction quality, school performance, and student learning outcomes. With the increasing importance placed upon accountability and evidence-based evaluation in education systems around the world, there is a rising urgency to find a sound and valid method to assess teacher performance within a certain context. Although numerous studies have been carried out to study the factors affecting teacher performance, most of them heavily rely on the existing performance scales that are either modified or not applicable to the context in question. In this respect, the study aims to develop and validate the Teacher Job Performance Instrument (TJPI), which comprises four dimensions: instructional effectiveness, classroom management, student engagement, and professional development. To establish the content validity of the TJPI, the quantitative method was employed. The research was conducted with the help of seven experts in educational leadership and teacher evaluation. To determine the content validity of the measures employed, the Item-Level Content Validity Index (I-CVI), Scale-Level Content Validity Index (S-CVI/Ave), and modified kappa (κ*) were utilized to account for chance occurrence. Results showed that all the 24 items had excellent content validity (I-CVI = 0.86−1.00), with an overall S-CVI/Ave being more than 0.90 which is the acceptable cut-off. The modified kappa results ranged from 0.74 to 1.00, which indicates substantial to excellent agreement above chance level. The results provide strong support for the theoretical representativeness, theoretical consistency, and expert agreement regarding the construct of the TJPI. The developed measure serves as a critical tool for any future steps related to validation and testing of the construct.

BALANCING SPEED AND SELF-DIRECTION: A MEDIATED MODEL OF RESPONSIBLE CHATGPT USE FOR MALAYSIAN UNIVERSITY ESL LEARNERS

2026-09-29T10:40:01+08:00

The rapid adoption of generative artificial intelligence (AI) technology like ChatGPT in institutions of higher learning has revolutionized academic writing and language learning process. However, ESL students in universities need to make use of the computational power of AI while ensuring active self-regulation so as not to over-rely on ChatGPT, become passive learners, and have academic integrity issues. This conceptual paper thus presents a mediation framework for responsible ChatGPT use among Malaysian university ESL students. The study is based on a narrative review that used qualitative literature obtained from Scopus by adopting search terms, criteria, and procedures for screening studies and thematic synthesis of results. Findings suggest that ChatGPT can make tasks easier and faster and give instant feedback; however, its educational value lies in active involvement of learners in goal setting, evaluation, revising, and ownership of the task at hand. The suggested model views self-regulated learning as the main mediating mechanism between ChatGPT usage and learning, while feedback engagement, ethical considerations, and teacher scaffolding are moderating factors. The above relationships are conceptual propositions and not statistically tested mediators or moderators. Theoretically, the article brings together the self-regulated learning framework, learner autonomy framework, and sociocultural framework by viewing artificial intelligence as a scaffolding tool and not a replacement of cognitive efforts. In practice, the above theoretical framework helps in understanding the need for structured AI literacy, reflective writings, disclosure, and institutional regulation framework.

STUDENTS’ PERCEPTIONS OF HOSPITALITY AND TOURISM CAREERS: EVIDENCE FROM KLANG VALLEY, MALAYSIA

2026-10-03T15:00:26+08:00

Malaysia’s hospitality and tourism industry plays a significant role in the national economy, yet attracting students to pursue long-term careers in the industry remains a concern. This study examines students’ perceptions of three factors associated with pursuing a career in the hospitality and tourism industry, namely nature of work, salary and benefits, and social status. A quantitative descriptive research design was adopted, involving a survey of 300 hospitality and tourism students from private universities in Klang Valley, Malaysia. The data were analysed using descriptive statistics, including mean and standard deviation, to determine students’ overall perceptions and the relative importance of the three factors. The findings indicate that students generally held positive perceptions across all three factors. Addressing these aspects may contribute to improving the attractiveness of the industry as a long-term career pathway for hospitality and tourism graduates.

PENGAJARAN AL-QURAN DALAM TALIAN: ANALISIS KEMAHIRAN PEDAGOGI DAN CABARAN PELAJAR PLUS TAHFIZ DI UITM PERLIS

2026-09-20T17:45:49+08:00

Pengajaran al-Quran atas talian merupakan satu pendekatan baru dalam pendidikan Islam yang berkembang selari dengan kemajuan teknologi digital dan perubahan landskap pembelajaran semasa. Dalam konteks ini, penglibatan pelajar Plus Tahfiz di Universiti Teknologi MARA Perlis (UiTMPs) dalam mengendalikan kelas al-Quran secara dalam talian dilihat sebagai satu inisiatif yang bukan sahaja menyokong kelangsungan pendidikan al-Quran, malah menyumbang kepada pembangunan kemahiran pelatih. Namun demikian, keberkesanan pelaksanaan serta cabaran yang dihadapi masih memerlukan kajian khusus dari perspektif tenaga pengajar. Justeru, kajian ini dijalankan untuk meneroka pengajaran al-Quran atas talian oleh pelajar Plus Tahfiz dalam Program Kelas Cinta Al-Quran (KCQ) dengan memberi fokus kepada peningkatan kemahiran pengajaran, keberkesanan kelas, peluang ekonomi dan cabaran pelaksanaan. Kajian ini mengaplikasikan reka bentuk kualitatif melalui temu bual separa berstruktur bersama tenaga pengajar Plus Tahfiz UiTMPs. Data dianalisis menggunakan kaedah analisis tematik bagi mengenal pasti tema-tema utama yang muncul daripada pengalaman dan pandangan informan. Dapatan kajian menunjukkan bahawa penglibatan pelatih dalam pengajaran atas talian berjaya meningkatkan kemahiran pedagogi mereka, khususnya dalam teknik penyampaian, komunikasi dan pengendalian kelas digital. Selain itu, kelas atas talian didapati berkesan berdasarkan pemerhatian pelatih terhadap peningkatan prestasi pelajar, termasuk keupayaan membaca al-Quran dengan lebih lancar. Kajian ini juga mendapati bahawa inisiatif ini membuka peluang penjanaan pendapatan kepada pelatih, di samping menyumbang kepada pembangunan kompetensi dan modal insan mereka. Namun begitu, pelaksanaan program berhadapan dengan beberapa cabaran, khususnya kekangan masa, perubahan jadual, masalah capaian internet, kesukaran mengekalkan fokus pelajar serta aspek pengurusan dan dokumentasi program. Hasil kajian menunjukkan bahawa pengajaran al-Quran atas talian berpotensi menjadi pendekatan pendidikan Islam yang efektif dan lestari sekiranya disokong dengan pengurusan masa yang sistematik, latihan pedagogi berterusan, infrastruktur digital yang baik serta pengurusan program yang lebih tersusun.

Online Quran teaching is a contemporary approach in Islamic education that has evolved in tandem with advances in digital technology and changes in the current learning landscape. In this context, the involvement of Plus Tahfiz students at Universiti Teknologi MARA (UiTM) Perlis in conducting online Quran classes is seen as an initiative that not only supports the continuity of Quranic education but also contributes to the development of trainees’ skills. Nevertheless, the effectiveness of its implementation and the challenges encountered still require further investigation, particularly from the perspective of instructors. Therefore, this study was conducted to explore online Quran teaching by Plus Tahfiz students through the Kelas Cinta Al-Quran (KCQ) Program, with a particular focus on the enhancement of teaching skills, the effectiveness of online classes, economic opportunities, and the challenges encountered in its implementation. The study adopts a qualitative design using semi-structured interviews with Plus Tahfiz instructors at UiTM Perlis. Data were analyzed using thematic analysis to identify key themes emerging from the experiences and perspectives of the informants. The findings indicate that involvement in online teaching enhanced the trainees’ pedagogical skills, particularly in terms of instructional delivery, communication, and digital classroom management. In addition, online classes were perceived as effective based on the trainees’ observations of improvements in students’ Quran reading performance, including greater reading fluency. The study also found that the initiative provided income-generating opportunities for the trainees while contributing to the development of their competencies and human capital. However, several implementation challenges were identified, particularly time constraints, schedule changes, internet connectivity issues, difficulties in maintaining students’ attention, and issues related to programme management and documentation. Overall, the findings suggest that online Quran teaching has the potential to serve as an effective and sustainable approach to Islamic education when supported by systematic time management, continuous pedagogical training, reliable digital infrastructure, and a more structured programme management system.

DIMENSIONS OF SPIRITUAL WELL-BEING AND MENTAL HEALTH IN UNIVERSITY STUDENTS: A BIBLIOMETRIC ANALYSIS OF THE LITERATURE

2026-09-21T22:17:14+08:00

Despite growing interest in holistic student health, research surrounding spiritual well-being and mental health in higher education remains fragmented. This study conducts a bibliometric analysis using the Scopus database to map the intellectual structure, research trajectories, and international collaboration networks within this field from 1989 to May 2026. A total of 813 peer-reviewed journal articles were analyzed using VOSviewer and descriptive performance metrics. The findings show exponential growth in publication output, particularly following the COVID-19 pandemic. Network co-occurrence analysis reveals core thematic hubs centered on mental health and psychological well-being, with emerging clusters around resilience, mindfulness, and crisis coping. International co-authorship mapping demonstrates a core–periphery network structure led by Western nations, alongside expanding regional contributions from developing economies. Overall, the literature reflects a transition toward multidimensional frameworks that integrate spiritual dimensions into psychological support models for higher education. These insights provide a foundational benchmark for guiding future interdisciplinary research and student welfare policy.

KEBERKESANAN PEMBELAJARAN TERADUN GANTIAN (PTG) DALAM MENINGKATKAN KEMAHIRAN BERTUTUR DAN MENULIS BAHASA ARAB

2026-09-25T11:36:13+08:00

Salah satu lonjakan dalam Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi 2015-2023) ialah memperkasakan pelaksanaan Pembelajaran Teradun Gantian (PTG). PTG merupakan gabungan di antara pembelajaran secara konvensional dan pembelajaran dalam talian. Kajian ini dijalankan untuk menganalisis pencapaian pelajar dalam kemahiran bertutur dan menulis setelah mengikuti kursus Bahasa Arab yang menggunakan kaedah PTG. Data kajian ini diambil menggunakan rubrik penilaian bertutur dan menulis Bahasa Arab yang dibangunkan secara komprehensif dan digunakan oleh Unit Bahasa Arab di sebuah universiti awam di Malaysia. Terdapat 4 elemen yang diukur bagi penilaian kemahiran bertutur iaitu kejelasan idea, kerjasama dalam kumpulan, keyakinan diri, dan laras bahasa. Bagi penilaian kemahiran menulis pula terdapat 4 elemen yang dinilai iaitu susunan ayat, isi, ayat sokongan, dan tatabahasa. Seramai 93 orang pelajar yang mengikuti kursus Bahasa Arab telah terlibat di dalam kajian ini. Dapatan kajian mendapati seramai 67 orang (72%) responden menunjukkan peningkatan penguasaan kemahiran bertutur dan 73 orang (79%) bagi kemahiran menulis.. Walaubagaimanapun, 20 orang (22%) menunjukkan penurunan penguasaan kemahiran bertutur dan 17 orang (18%) bagi kemahiran menulis setelah mengikuti kursus Bahasa Arab menggunakan kaedah PTG. Manakala baki 6 orang (6%) tidak menunjukkan sebarang perubahan bagi kemahiran bertutur dan 3 orang (3%) bagi kemahiran menulis. Hasil kajian ini membuktikan bahawa pelaksanaan PTG dalam pembelajaran Bahasa Arab mampu memberikan impak yang positif terhadap pencapaian pelajar, khususnya dalam kemahiran bertutur dan kemahiran menulis.

One of the key shifts outlined in the Malaysia Education Blueprint (Higher Education) 2015–2025 is the empowerment of the implementation of Blended Learning Substitute (BLS). BLS refers to the integration of conventional face-to-face learning and online learning approaches. This study was conducted to analyse students’ achievement in speaking and writing skills after attending an Arabic language course that employed the BLS approach. The data for this study were collected using comprehensive Arabic speaking and writing assessment rubrics developed and utilised by the Arabic Language Unit at a public university in Malaysia. Four elements were assessed in the evaluation of speaking skills, namely clarity of ideas, group collaboration, self-confidence, and language. Meanwhile, the assessment of writing skills focused on four elements: sentence structure, content, supporting sentences, and grammar. A total of 93 students enrolled in the Arabic language course participated in this study. The findings revealed that 67 respondents (72%) demonstrated improvement in speaking proficiency, while 73 respondents (79%) showed improvement in writing proficiency. Nevertheless, 20 respondents (22%) exhibited a decline in speaking proficiency and 17 respondents (18%) in writing proficiency after participating in the Arabic language course using the BLS approach. The remaining 6 respondents (6%) showed no change in speaking proficiency, while 3 respondents (3%) showed no change in writing proficiency. The findings of this study demonstrate that the implementation of BLS in Arabic language learning can produce a positive impact on students’ achievement, particularly in speaking and writing skills.

DEVELOPING AN INSTITUTIONAL DIGITAL ENGAGEMENT ECOSYSTEM IN ACCOUNTING EDUCATION: A QUALITATIVE CASE STUDY

2026-09-27T00:00:42+08:00

Higher education programs are expected to develop students’ digital capabilities by embedding digital skills within broader professional competencies and critical thinking frameworks․ However‚ many accounting programs fail to prepare students to engage with the digital world in depth‚ despite significant investment in educational technologies․ This study seeks to examine how an institutional digital engagement ecosystem can be developed in higher accounting education․ A qualitative case study approach was adopted using document analysis of strategic plans, quality assurance reports, i-Score reports, community engagement reports, and other institutional documents from the Faculty of Accountancy, Universiti Teknologi MARA (UiTM). The documents were thematically analysed to identify antecedents, mechanisms and outcomes of digital engagement․ The results show that institutional support‚ strategic alignment‚ digital infrastructure‚ stakeholder collaboration and professional accreditation are antecedents of digital engagement through experiential learning‚ digital innovation and collaborative learning mechanisms․ These processes contribute to connected learning‚ critical document literacy‚ career readiness‚ graduate employability‚ and institutional excellence․ Based on a sociotechnical systems approach and existing literature‚ the study builds an institutional digital engagement ecosystem to explain the social and technical factors in enhancing digital learning in accounting education․ The findings help higher education institutions understand how to enable digital transformation‚ and how graduates may operate in the changing profession․

INTERNATIONAL GUEST LECTURES AS A FORM OF HIGHER EDUCATION INTERNATIONALISATION: STUDENT PERCEPTIONS OF PEDAGOGICAL BENEFITS, GLOBAL EXPERIENCE, AND CHALLENGES

2026-09-28T22:35:22+08:00

Since internationalisation has become an important tenet of higher education, universities seek to provide students with international academic perspectives. One of the cheapest and most convenient ways is a project that does not require physical mobility. International guest lecturer programme is such a project that allows integration of international perspectives, teaching practices, and cross-cultural experiences into students’ regular learning. This study examined students’ perceptions of an International Guest Lecturer Programme, focusing on its pedagogical impact, contribution to global and cross-cultural competency, implementation challenges, and potential for future curricular integration. A mixed-methods research design was used, with quantitative and qualitative data collected through self-administered questionnaires following students’ participation in the programme. Quantitative responses were analysed using descriptive statistics, while the open-ended responses were thematically analysed. The findings showed solid positive perceptions of the programme. Students showed improved understanding of course content, exposure to new academic perspectives, effective teaching approaches, greater exposure to international academic practices, improved cross-cultural awareness, and the development of a broader global perspective. Qualitative findings also underscored clear explanations, real-life and country-specific examples, interaction, and international exposure as main benefits. Nevertheless, accent and language differences, limited discussion time, technical issues, and insufficient pre-session preparation are found to be the challenges faced. Overall, the findings indicate that international guest lecturer programmes can provide a valuable form of curriculum-based internationalisation when international exposure is supported by appropriate pedagogical, linguistic, technological, and organisational measures. The study proposes more structured curricular integration, greater opportunities for interaction, stronger pre-session scaffolding, and better technical preparation. The quantitative survey managed to elicit 61 responses from Malaysia and Indonesia, while 21 participants contributed qualitative feedback. These results represent the subjective respondents' self-reported perceptions rather than objectively measured improvements in academic or intercultural competence.

WHERE DOES THE ETHICS LIVE? MECHANIC-CONCEPT ALIGNMENT AND THE COST OF PARTICIPATION IN GAME-BASED AI LITERACY OUTREACH

2026-10-01T16:00:35+08:00

Game-based activities are increasingly used in public artificial intelligence (AI) literacy outreach. However, limited guidance exists on how game mechanics can meaningfully convey AI ethics concepts rather than simply making an event enjoyable. This study develops a five-level Mechanic-Concept Alignment framework that classifies an activity according to what its rules actually require players to do. Each activity is assessed against three tests: whether play requires handling AI content, whether the rules model the target concept, and whether play shows participants how they themselves performed. The framework was applied to seven activities at a one-day AI ethics outreach event in Kedah, Malaysia. Ninety-eight members of the public attended, of whom 62 completed an evaluation form, producing 124 open-text responses. What participants remembered was shaped more by participation cost, meaning the time, effort, equipment, visibility and adult permission an activity demanded, than by how well its rules carried AI content. Of the 24 respondents who named a specific activity, 18 named one of the least demanding ones. The activity whose rules best modelled an AI concept was named by 8.1 per cent of respondents, compared with 1.6 per cent for activities that only displayed AI content. Comparing the approved plan with the delivered programme explained why. The activity carrying the strongest AI content had been planned with a loudspeaker but was delivered with headphones, which made it invisible and inaudible to passers-by, limited it to one user at a time, and required parental permission for children. Raising the AI content of an activity therefore tends to raise its cost of entry. To help designers keep ethics content while lowering barriers to taking part, the study offers a one-minute activity model, seven redesign specifications and six practical rules.

CRITICAL INCIDENT TRAINING FOR DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE AMONG CHINESE JAPANESE MAJORS: A PEDAGOGICAL FRAMEWORK

2026-10-03T16:01:45+08:00

Japanese language programs at Chinese universities list “intercultural communicative competence” (ICC) as one of their educational objectives. However, their curricula tend to focus more systematically on language skills in assessment rather than on students’ ability to understand and respond in specific contexts. Critical Incident Training (CIT) remains under-explored in Japanese language education in China, particularly as a structured approach that organically integrates linguistic knowledge, cross-cultural reflection, and communicative behavior. As a conceptual paper, this study constructs a teaching framework for Japanese majors in China through a comprehensive integration of academic research on Critical Incident Training (CIT), Japanese pragmatics, and intercultural communicative competence (ICC).This paper integrates Kolb’s experiential learning, Mezirow’s transformative learning, Byram’s intercultural competence model, and Deardorff’s process model to elucidate how ambiguous situations facilitate interpretation, comparison, contextual explanation, reflection, and behavioral adjustment. The resulting six-stage framework, developed at the conceptual level, includes: presentation of. Critical Incident, individual interpretation, group discussion, cultural and pragmatic interpretation, reflective comparison, and alternative response exercises. Eight preliminary themes represent recurring cross-cultural-pragmatic decisions in Sino-Japanese communication; these themes were selected because meaning varies by context, multiple interpretations are possible, and interpretations influence learners’ subsequent actions. A hypothetical case involving an indirect response to a request vividly illustrates this framework. In the context of Japanese language classrooms, the framework links language and culture to reflection and performance, and provides observable assessment criteria for teachers to use during the evaluation process. Although the framework is grounded in pedagogical theory, it has not yet been empirically validated.

GENDER DIFFERENCES IN THE USE OF SOCIO-AFFECTIVE STRATEGIES FOR ENGLISH SPEAKING SKILLS

2026-09-18T14:56:47+08:00

Developing English-speaking competence remains a significant challenge for many English as a Second Language (ESL) learners, as emotional and social factors often influence their willingness to communicate. Socio-affective strategies, which involve emotional regulation and social interaction, have been recognised as effective approaches for enhancing speaking motivation. However, limited research has examined gender differences in the use of these strategies among Malaysian university students enrolled in oral communication courses. Therefore, this study investigated gender differences in the use of socio-affective strategies for enhancing English-speaking motivation among ESL learners at Universiti Teknologi MARA (UiTM) Dungun. A quantitative research design was employed involving 65 undergraduate students. Data were collected using a 12-item questionnaire adapted from Oxford's (1990) socio-affective strategy taxonomy and analysed using descriptive statistics and independent samples t-tests. The questionnaire demonstrated high internal reliability (Cronbach's α = .883). The findings revealed that female learners reported significantly higher use of socio-affective strategies than male learners. Female students demonstrated greater emotional awareness and were more likely to seek clarification, corrective feedback, and assistance from lecturers during speaking activities. Both genders, however, reported relatively low use of reflective strategies such as maintaining an English-speaking diary. The findings highlight the importance of integrating socio-affective strategy instruction into ESL speaking classrooms to foster emotional regulation, feedback-seeking, and collaborative learning, particularly among male learners.

INTERNET ADDICTION AMONG FUTURE TEACHERS: A CROSS-SECTIONAL STUDY OF TEACHER TRAINEES IN NORTHERN MALAYSIA

2026-09-21T15:20:57+08:00

Digital religion has become an increasingly important field of research as social media transforms the ways Islamic knowledge is communicated, interpreted, and practiced. Although studies on digital religion and Islamic da'wah have expanded rapidly, the existing literature remains fragmented across different contexts, platforms, and disciplinary perspectives, resulting in limited understanding of the broader patterns and emerging research trends. Therefore, this study systematically reviews the literature to synthesise current evidence on digital religion and Islamic da'wah in social media. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Advanced searches were performed in the Scopus and Web of Science databases using the keywords digital religion, social media, Islamic da'wah, digital Islam, and communication, covering publications from 2022 to 2026. Following a rigorous screening and eligibility process based on predefined inclusion and exclusion criteria, 25 primary studies were selected for qualitative synthesis. The findings were organised into three overarching themes: (1) Digital Religious Communication and Da'wah Practices, (2) Digital Religion, Religious Authority and Online Religious Engagement, and (3) Digital Religion, Social Values and Societal Transformation. The review demonstrates that social media has evolved beyond a communication medium into a dynamic socio-religious ecosystem that reshapes religious communication, reconfigures religious authority, enhances online religious engagement, and influences social values, religious identity and societal transformation. This study provides a comprehensive synthesis of the contemporary digital religion literature and offers valuable insights for researchers, religious institutions, and policymakers while identifying directions for future research on Islamic da'wah and digitally mediated religious communication.

EXPERIENTIAL ESG LEARNING FOR GEN Z ACCOUNTING STUDENTS: A CONCEPTUAL FRAMEWORK FOR FUTURE ESG-READY ACCOUNTING PROFESSIONALS

2026-09-24T08:26:05+08:00

The growing importance of environmental, social, and governance (ESG) reporting has reshaped expectations of the accounting profession, requiring future accountants to possess not only technical knowledge but also sustainability-oriented understanding and stakeholder awareness. At the same time, Generation Z students increasingly dominate higher education environments and demonstrate distinct learning preferences that favour interactive, practical, and technology-supported learning experiences. Although ESG content is progressively being incorporated into accounting curricula, existing educational approaches remain largely focused on theoretical knowledge acquisition, with limited emphasis on experiential engagement. This conceptual paper develops an input–process–outcome framework grounded in Experiential Learning Theory (ELT) to explain how experiential ESG learning may strengthen sustainability-oriented understanding among Gen Z accounting students. The framework positions Gen Z learning preferences as the educational input, experiential ESG learning as the pedagogical process, and sustainability-oriented understanding as the educational outcome. Drawing upon literature from accounting education, sustainability education, and experiential learning, the paper argues that activities such as ESG simulations, sustainability reporting projects, industry engagement, and reflective learning exercises can facilitate deeper understanding of ESG-related accounting practices. This paper integrates fragmented literature into a unified framework, offering practical guidance to redesign ESG accounting education for future professionals and support SDG 4 (Quality Education).

PEMBANGUNAN MODEL PENGAJARAN USUL AL-FIQH: PENENTUAN KESAHAN KANDUNGAN MELALUI TEKNIK FUZZY DELPHI

2026-09-25T12:56:02+08:00

Pengajaran Usul al-Fiqh dalam Pendidikan Syariah Islamiah di peringkat menengah berhadapan dengan cabaran dari segi sifat kandungannya yang abstrak, penekanan terhadap teori serta keterbatasan aplikasi dalam konteks pembelajaran murid. Keadaan ini memerlukan pembangunan suatu model pengajaran yang berteraskan epistemologi Usul al-Fiqh dan disokong oleh pendekatan pedagogi kontemporari yang efektif. Oleh itu, kajian ini bertujuan mengesahkan kesahan kandungan Model Pengajaran Usul al-Fiqh melalui pengesahan pakar menggunakan Kaedah Fuzzy Delphi (FDM). Kajian ini merupakan sebahagian daripada Penyelidikan Reka Bentuk dan Pembangunan (Design and Development Research, DDR) dalam Fasa 2 Model Pengajaran Usul al-Fiqh. Seramai sepuluh orang pakar dalam bidang Usul al-Fiqh, Pendidikan Islam dan pembangunan kurikulum terlibat menggunakan instrumen soal selidik berskala Likert tujuh mata. Data dianalisis menggunakan Triangular Fuzzy Numbers dan proses defuzzifikasi. Dapatan menunjukkan tahap kesepakatan pakar yang sangat tinggi terhadap hampir keseluruhan konstruk dan item model, sekaligus mengesahkan kesahan kandungan model yang dibangunkan serta menyokong penggunaan FDM sebagai pendekatan metodologi yang sistematik dalam pengesahan model pengajaran Pendidikan Syariah Islamiah KSSM.

The teaching of Usul al-Fiqh in Islamic Syariah Education at the secondary school level faces several challenges, particularly the abstract nature of its content, excessive emphasis on theoretical aspects, and limited application within students’ learning contexts. These challenges necessitate the development of a teaching model grounded in the epistemology of Usul al-Fiqh and supported by meaningful contemporary pedagogical approaches. Accordingly, this study aims to validate the content validity of the Usul al-Fiqh Teaching Model through expert consensus using the Fuzzy Delphi Method (FDM). This study forms part of a Design and Development Research (DDR), specifically at the Design and Development phase. A total of ten experts in Usul al-Fiqh, Islamic Education, and curriculum development participated in the evaluation process using a seven-point Likert-scale questionnaire. Data were analysed using Triangular Fuzzy Numbers and a defuzzification process. The findings indicate a very high level of expert consensus across nearly all model constructs and items, thereby confirming the content validity of the developed model. The results further support the use of FDM as a systematic and reliable methodological approach for validating teaching models in KSSM Islamic Syariah Education.

REIMAGINING EDUCATIONS 4.0: A CONCEPTUAL APPROACH TO AI-DRIVEN TOTAL QUALITY MANAGEMENT

2026-09-28T20:55:47+08:00

Education 4.0 is reshaping higher education through technologies like artificial intelligence (AI), big data, and adaptive learning platforms, enabling personalised and skill-oriented learning. However, institutions face operational and financial challenges in adopting these innovations, particularly regarding resource allocation, budget management, and quality assurance. This study proposes a conceptual framework that integrates AI within a Total Quality Management (TQM) approach to optimise processes, enhance efficiency, and ensure educational quality. By leveraging predictive analytics, adaptive feedback, and data-driven decision-making, the model strengthens traditional quality management practices while maximising the impact of limited resources. Combining Operations Management (OM) principles with AI capabilities, the framework provides practical, scalable solutions for higher education institutions to overcome operational barriers and achieve sustainable Education 4.0 adoption. Furthermore, it aligns with the United Nations Sustainable Development Goal 4 (SDG 4), promoting inclusive, equitable, and high-quality education for all. This study offers a novel, data-driven pathway for institutions to navigate financial and operational constraints while fostering innovation, excellence, and lifelong learning in the digital era.

CONSTRUCTIVIST FOUNDATIONS FOR CULTIVATING ARTIFICIAL INTELLIGENCE LITERACY IN VOCATIONAL EDUCATION

2026-09-29T10:29:10+08:00

Knowledge through prior experiences, authentic contexts, social interactions, and reflection. Grounded in Piaget’s cognitive constructivism and Vygotsky’s sociocultural constructivism, constructivism provides important insights into how learners develop knowledge and competencies. With the growing integration of artificial intelligence (AI) into education and workplaces, AI literacy has become an essential competency. In this paper, AI literacy refers to the ability to understand AI concepts, apply AI appropriately in learning and occupational tasks, and critically evaluate AI technologies, outputs, and associated ethical issues. However, AI literacy education in higher vocational institutions continues to face challenges, including fragmented knowledge delivery, limited authentic learning experiences, and insufficient opportunities for practical application and reflection. Existing studies have largely focused on defining AI literacy competencies and identifying relevant knowledge and skills, while providing less explanation of how these competencies develop through learning processes, particularly in higher vocational contexts. This paper aims to integrate constructivist principles to develop a conceptual framework for explaining AI literacy development in higher vocational education. Through conceptual analysis, relevant literature on constructivism, AI literacy, and vocational education is examined by identifying key theoretical principles and analysing their relationships with the understanding, application, and evaluation of AI. The paper considers how situated learning, collaborative learning, anchored instruction, and experiential learning may support AI literacy development. It further conceptualises AI not only as an instructional tool but also as a cultural mediating artifact that may influence how learners access information, engage in dialogue, solve problems, and construct knowledge. Based on the conceptual analysis, this paper proposes “understanding–application–reconstruction” as a constructivist learning process rather than an established stage model. Within this process, learners develop AI knowledge, apply AI technologies in authentic contexts, critically evaluate AI processes and outputs, and reconstruct their understanding through practice and reflection. The proposed framework provides a theoretical basis for AI curriculum design and learner-centred instructional practices in vocational education, while requiring further empirical validation.

PROFILING INNOVATIVE BEHAVIOUR LEVELS AMONG POLYTECHNICS ENGINEERING STUDENTS USING RASCH MEASUREMENT

2026-10-01T22:03:18+08:00

Final-year engineering projects offer opportunities to observe how students recognise problems, develop ideas, and put solutions into practice. This study profiled innovative behaviour among 153 final-year diploma students from three Malaysian Premier Polytechnics, representing Civil, Electrical, and Mechanical Engineering. Students were assessed using the previously developed and validated 26-item Innovative Behaviour Assessment Rubric. Rasch person measures were used to describe overall performance, construct sample-referenced profiles, and examine differences by gender, department, and polytechnic. The mean person measure was 0.02 logits (SD = 2.88). Person reliability was 0.95 and separation was 4.55, indicating approximately six distinguishable ability strata. Using predefined z-score boundaries of ±0.5, 49 students (32.0%) were classified as High, 54 (35.3%) as Moderate, and 50 (32.7%) as Low. The distribution was therefore relatively balanced, with a slightly larger Moderate group. A sensitivity analysis using ±1.0 boundaries placed more students in the Moderate category, showing that the profiles depended on the classification rule. On the common 26-item Wright Map, several of the most difficult criteria concerned advanced problem recognition, particularly the clarification and justification of project objectives. Several implementation criteria were less difficult. Subgroup tests detected no statistically significant differences by gender, department, or polytechnic; these results do not establish equivalence between groups. The findings identify specific behaviours that may warrant closer attention during project supervision, especially problem framing and objective refinement. The profiles can inform formative feedback and curriculum planning, provided that High, Moderate, and Low are interpreted relative to this sample rather than as externally established proficiency standards.

SERVICE-LEARNING AS A TOOL FOR CRIME PREVENTION EDUCATION: UNIVERSITY-COMMUNITY COLLABORATION IN RAISING AWARENESS ON SCAMS

2026-09-20T17:31:44+08:00

The service-learning project "SULAM Titian Ilmu: Weaving the Roots of Values" involved diploma students from Universiti Teknologi MARA (UiTM), Seremban. 80 university students facilitated the programme on 19 June 2025 for 180 secondary school students at SMK Seri Sendayan, Negeri Sembilan, on scam awareness activities. Although service-learning in the SULAM programme is common in higher education, its impact on scam awareness and value-based learning, especially among secondary students, is not well studied, thus contributing to the study conducted. This research looks at how a service-learning program affects scam awareness, civic values, and community engagement skills in university students. The "Weaving the Roots of Values" module was created to fill this gap, using awareness talks, hands-on activities, group discussions, and games. The programme was evaluated with surveys before and after the event, structured observations, and reflective reports. Results showed that 92% of participants felt more aware of scam prevention, and 88% had a better understanding of responsible decision-making. The program also improved respect, cooperation, empathy, social responsibility, and critical thinking about scams. The results of the programme show that the activity helped close the knowledge gap between university students and the community, supported student growth, and showed how service-learning can combine civic education, crime prevention, and community engagement in secondary schools.

DESIGNING AGAINST GENERATIVE AI “PARROTING”: A PROCESS PORTFOLIO APPROACH TO MINI PROPOSAL ASSESSMENT

2026-09-21T22:03:02+08:00

The rapid growth of generative artificial intelligence (gen-AI) has raised increasing concerns about parroting behaviour in higher education, particularly in research writing. Parroting behaviour occurs when students reproduce fluent AI-generated text while lacking a meaningful understanding of the ideas it expresses. Instead of addressing this issue through AI detection tools or restrictive policies alone, this study explores how assessment design can discourage parroting by requiring students to demonstrate visible evidence of their learning process. An instrumental case study approach was employed to examine the implementation of a scaffolded process portfolio in an undergraduate research methodology course, with a specific focus on the Background of the Study section of a mini research proposal. Seventeen students, organised into five small groups, developed their writing across four staged submissions and one final submission. Data were collected from staged portfolio drafts, lecturer probing during feedback sessions, and written reflections. Three analytic rubrics were used to assess writing, probing, and reflection. The findings showed an overall pattern of improvement across submissions in students’ writing, their ability to justify and explain ideas during probing, and the depth of reflection on their writing development. The portfolio made students’ reasoning, revision, and conceptual refinement more visible, thereby reducing the usefulness of parroting strategies that depend on producing isolated, surface level text. The study contributes to current discussions on academic integrity in the era of gen-AI by showing how process portfolio assessment can support both learning and integrity through staged, traceable, and feedback enriched writing development.

TRUST OVER SPEED: SERVQUAL DIMENSIONS SHAPING CUSTOMER SATISFACTION IN SABAH’S E-COMMERCE LOGISTICS

2026-09-24T09:21:15+08:00

The rise of e-commerce has transformed customer expectations toward logistics service providers, making service quality as a crucial determinant towards satisfaction and loyalty. In Malaysia, the surge of online shopping activities has intensified competition among courier companies to deliver efficient, reliable, and customer-oriented services. Although SERVQUAL has been widely applied to evaluate service quality across various industries, evidence regarding its applicability in e-commerce logistics remains inconsistent, particularly in geographically dispersed regions such as Sabah, where logistical constraints differ substantially from those in Peninsular Malaysia. This study examines the effects of five SERVQUAL dimensions, namely tangibility, reliability, responsiveness, assurance, and empathy, on customer satisfaction with e-commerce logistics services in Sabah. By integrating a quantitative research design, 192 data were collected from the e-commerce users in Sabah and was analyzed by using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that assurance and empathy significantly influence customer satisfaction, while tangibility, reliability, and responsiveness have no significant effects. The result of the study highlight the growing importance of trust, professionalism, and personalized care in the logistics sector, surpassing traditional operational indicators such as physical appearance or delivery speed. This study aimed to contribute on the theoretical understanding of SERVQUAL’s applicability in e-commerce logistics and offers managerial insights for improving customer-centered service strategies in emerging logistics markets.

ACADEMIC PERFORMANCE AND PROFESSIONAL PROGRESSION IN AN EMBEDDED ACCA ACCELERATE PATHWAY: A CASE OF THE FACULTY OF ACCOUNTANCY, UITM PUNCAK ALAM CAMPUS

2026-09-26T23:33:15+08:00

This study examines student outcomes in an embedded ACCA Accelerate pathway within the undergraduate accounting programme at the Faculty of Accountancy, Universiti Teknologi MARA (UiTM), Puncak Alam Campus. It evaluates the original pathway configuration from Semester 5 to Semester 7 before Advanced Taxation (ATX) was introduced as an alternative elective in 2025. The analysis uses programme data for 55 students across five cohorts; 49 sat ACCA examinations in March 2024, while six deferred their examinations. Descriptive statistics and a Wilcoxon signed-rank test comparing Semester 4 and Semester 5 CGPA were used to examine outcomes at pathway entry in Semester 5, while professional pass rates were compared descriptively with the corresponding March 2024 global benchmarks. Mean CGPA increased from Semester 4 to Semester 5 (W = 212.50, adjusted p = .004; rank-biserial correlation = 0.549), but subsequently decreased in Semesters 6 and 7. Nevertheless, most students maintained strong academic standing. Three of the four professional papers recorded pass rates comparable with or above the global benchmarks, and 12 students completed all four professional papers during their undergraduate studies. The findings suggest that embedded professional pathways may generate academic and professional benefits, although these benefits are uneven and may coincide with academic performance trade-offs during the intensive stages of the programme. Programme evaluation should therefore consider academic sustainability, professional progression, student choice and workload.

UNPACKING THE LINGUISTIC ARCHITECTURE OF POWER: A CRITICAL LITERATURE REVIEW OF CDA IN LEADERSHIP STUDIES

2026-09-28T22:24:16+08:00

In the modern organizational context, leadership is no longer considered to be a set of permanent attributes, it is viewed as a complex linguistic act, imbued in social and political systems. This important literature review examines the linguistic structure of power, which refers to the structure of the language in which power is constructed, sustained, and justified, as well as to the processes whereby influence is discursively created and challenged in the study of leadership. The review, which uses a PRISMA-guided protocol to compile 42 high impact studies published within the past 20 years, uses a framework based in Critical Discourse Analysis (CDA) to assess the role of language as a mechanism of institutional control. The results show four main clusters of themes: 1) the strategic use of restorative rhetoric to legitimate a crisis; 2) the shaping of leadership identity by neoliberal and managerialist ideologies; 3) the prevalence of gendered and intersectional barriers embedded in professional discourses; and 4) the emerging dialectics between dominant hegemonic structures and grassroots resistance. The literature indicates that there are recurring linguistic and discursive patterns which help to create and support leadership authority. The main value of the review is the way it combines micro-linguistic analysis with macro-organizational theory as a tool for scholars to reveal the "naturalization" of inequality. Finally, the review brings together micro level analysis of the language of the text and macro level analysis of the power in the organisation in order to provide a useful diagnostic tool for researchers who wish to uncover the 'naturalization' of inequalities within the text, and to advocate for an expanded definition of leadership pedagogy that is more inclusive.

PENGUASAAN KEMAHIRAN BAHASA ANTARABANGSA DI UNIVERSITI UTARA MALAYSIA (UUM): IMPLIKASI TERHADAP KURIKULUM DAN PENGAJARAN

2026-09-29T11:26:35+08:00

Kajian ini dijalankan bertujuan untuk menganalisis tahap penguasaan kemahiran bahasa antarabangsa dalam kalangan pelajar di Universiti Utara Malaysia (UUM). Fokus utama penyelidikan adalah untuk menilai kompetensi empat kemahiran bahasa, iaitu membaca, menulis, mendengar, dan bertutur. Kajian ini melibatkan seramai 414 orang responden yang terdiri daripada pelajar bahasa antarabangsa. Kumpulan pelajar ini adalah pelajar yang telah melengkapkan kursus bahasa bagi tahap dua dan tahap tiga di Universiti Utara Malaysia. Pengumpulan data dilaksanakan sepenuhnya menggunakan instrumen borang soal selidik, manakala analisis data pula dilakukan secara deskriptif. Hasil dapatan kajian menunjukkan perbezaan yang ketara antara komponen kemahiran yang dinilai. Tahap penguasaan bagi kemahiran membaca mencatatkan peratusan tertinggi iaitu sebanyak 76%, diikuti oleh kemahiran menulis (63%) dan kemahiran mendengar (50%). Sebaliknya, kemahiran bertutur merekodkan tahap penguasaan terendah dengan hanya 40.8%. Secara keseluruhannya, data ini mencerminkan bahawa penguasaan kemahiran lisan dalam kalangan pelajar masih berada pada tahap yang kurang memuaskan berbanding kemahiran membaca. Implikasi kajian ini diharap dapat memberikan panduan serta sumbangan yang signifikan kepada pihak institusi dalam usaha menambah baik kurikulum, merangka strategi pengajaran bahasa antarabangsa yang lebih efektif, serta memperkukuh kompetensi komunikasi pelajar secara holistik di peringkat pengajian tinggi.

This study aims to analyze the proficiency levels of international language skills among students at Universiti Utara Malaysia (UUM). The primary focus of this research is to evaluate competency across four fundamental language skills, reading, writing, listening, and speaking. The study involved a cohort of 414 respondents, specifically comprising students who had successfully completed level two and level three international language courses at the university. Data were collected exclusively via a structured questionnaire and subsequently analyzed using descriptive statistics. The findings reveal significant disparities among the evaluated skill components. Reading proficiency recorded the highest attainment at 76%, followed by writing (63%) and listening (50%). However, speaking skills exhibited the lowest level of proficiency at merely 40.8%. Overall, these empirical data indicate that the students' mastery of oral skills remains suboptimal when compared to their reading capabilities. The implications of this study are anticipated to offer substantial guidance to institutional stakeholders in refining academic curricula, formulating more effective pedagogical strategies for international languages, and holistically enhancing students' communicative competencies within higher education.

TECHNOLOGICAL CHALLENGES AND BEHAVIOURAL IMPLICATIONS OF DIGITAL TEACHING: A QUALITATIVE STUDY OF GENERATION X LECTURERS IN HIGHER EDUCATION

2026-10-03T15:46:06+08:00

Educators need to constantly change their teaching practices to adapt to the changing learning needs as digital technology advances rapidly in higher education landscape. Technology is part of teaching and learning in today’s age, but not all educators experience this shift in the same way. The study investigated the challenges faced by Generation X lecturers when teaching online classes and the implications of these challenges in a public university setting in Malaysia. To explore the experiences of participants, a qualitative research design was conducted. Data were collected through semi-structured interviews involving five Generation X lecturers selected through purposive sampling from a Malaysian public university through two interview modes: face-to-face and Microsoft Teams. The data were then analysed using constant comparative method to identify recurring themes and patterns. Generation X lecturers had technological challenges; difficulties adapting to fast changing digital tools, managing online teaching platforms, and technical issues during virtual classes. These challenges in turn affected lecturers’ confidence, teaching preferences, and willingness to engage with technology enhanced learning system. Resistance to change, fear of technology, and lack of confidence to handle technology in teaching and learning sessions were behavioural implications from resulting from the challenges faced. Despite these obstacles, the participants were willing to learn new technological skills to support teaching. This study demonstrates that continuous professional development and institutional support are highly necessary for Generation X lecturers to cope with the demands of digital education. The findings inform us about mid-career educators’ experiences in technology-driven learning environments and how online teaching practices can be improved in higher education.

EFFECTIVENESS OF INTERACTIVE MULTIMEDIA LEARNING IN PROMOTING HIGHER-ORDER THINKING SKILLS PRACTICES AMONG PRIMARY SCHOOL PUPILS

2026-09-03T12:36:23+08:00

The digital transformation of education has intensified the need to integrate Information and Communication Technology (ICT) into teaching and learning to enhance students' Higher-Order Thinking Skills (HOTS). But the teaching methods of history in primary schools are still limited by using traditional teaching methods, low technology facilities, and less use of interactive learning materials, which are still not adequate to facilitate the development of students' HOTS. This study was designed to find out the effectiveness of interactive multimedia learning to improve the HOTS practices of primary school students in History. The study used quasi-experimental research design with 30 primary school students in Tambunan district, Sabah who were divided into treatment group and control group. The data gathered was done by using a HOTS practices questionnaire given in pre-test and post-test and analysed by descriptive statistics and inferential statistics through independent samples t-test using SPSS version 23. The results suggested that there was a significant difference between the HOTS practices of the treatment group (interactive multimedia learning) and the control group (conventional) after the intervention, with the interactive multimedia treatment group having significantly higher HOTS practices than the conventional control group. On the other hand, there was no significant difference between genders, which means interactive multimedia learning is equally effective for male and female students. The findings indicate that interactive multimedia learning is a valid pedagogical approach in enhancing the practices of HOTS which can provide more active, interactive and student-centered learning experiences. This study helps to enhance technology-enhanced teaching in History and empowers the implementation of the Malaysia Education Blueprint (MEB) 2026–2035 to support the process of digital transformation and the progression of HOTS Skills in primary education.

CROSS-CULTURAL PERSPECTIVES ON DIGITAL COMMUNICATION IN HIGHER EDUCATION: A QUALITATIVE STUDY OF ACADEMIC STAFF IN MALAYSIA AND IRAN

2026-09-21T14:38:16+08:00

The rapid evolution of digital technologies has transformed professional communication in higher education, enabling academic staff to collaborate efficiently across departments and geographic boundaries. In Malaysia and Iran, the integration of digital tools such as video conferencing platforms, email systems and collaborative applications has become essential for managing academic and administrative tasks. However, challenges such as digital fatigue, communication overload and gaps in digital competencies have emerged, affecting productivity and staff well-being. This study employs a qualitative research design using semi-structured interviews with four academic professionals from both countries to investigate the experiences, communication skills and coping strategies associated with digital communication. Thematic analysis identified key themes such as communication preferences, digital fatigue, competence disparities and institutional support. The study highlights both shared and divergent challenges and provides practical recommendations for improving digital communication practices in higher education.

TRACING THE EVOLUTION OF WORKPLACE E-LEARNING TRANSFER RESEARCH: A BIBLIOMETRIC AND THEMATIC REVIEW

2026-09-24T08:17:41+08:00

As workplace learning increasingly shifts toward digital platforms, the growing complexity of e-learning environments has generated renewed scholarly attention. This study presents a comprehensive bibliometric analysis of global research on workplace e-learning transfer published between 2003 and 2026. Using Scopus-indexed data and employing VOSviewer and Publish or Perish software, this review maps the intellectual structure of the field, identifies influential authors, journals, institutions, and countries, and uncovers thematic clusters and emerging research trends. The study analyses 236 documents over a 23-year period. The findings reveal five major clusters associated with workplace e-learning transfer: (1) learner and workplace context; (2) knowledge management and organisational learning; (3) educational technology and instructional design; (4) digital learning environments and social interaction; and (5) knowledge economy and dissemination. The results indicate a gradual shift from individual-level determinants of transfer toward more integrated technological, organisational, and socio-economic perspectives. In addition, this review highlights prevailing theoretical foundations, identifies underexplored frameworks, and proposes a structured research agenda to guide future empirical and theory-driven investigations in digitally mediated workplace learning contexts.

THE RAMADAN BRIDGE: INTERCULTURAL EXCHANGE AND RAMADAN FASTING EXPERIENCE AMONG NON-MUSLIM STUDENTS IN A PRE-UNIVERSITY SETTING

2026-09-25T12:19:56+08:00

In multicultural academic environments, religious rituals often serve as markers of identity that can either segregate or unite. This study examines the sociological impact of non-Muslim students participating in the Ramadan fast. Using qualitative data from respondents of different religious backgrounds from one of the higher institutions in Malaysia, the research explores the transition from “outsider” to “participant”. Results indicate that participation is often motivated by a desire to experience the practice firsthand or to support friends. The study finds that communal meals (Iftar) and shared physical struggle lead to “prouder” and “amazed” reactions among Muslim peers, which in turn strengthen social bonds and reduce cultural distance. By analysing how these non-muslim pre-university students navigate communal spaces such as mosques and cafes, the paper argues that the Ramadan fast provides a unique civilisational platform for “practical pluralism”, in which shared action transcends theological differences to build a more inclusive campus community.

AI DALAM PENDIDIKAN: IMPAK CHATGPT TERHADAP PEMBELAJARAN DAN PRESTASI AKADEMIK PELAJAR DI UNIVERSITI MALAYSIA SARAWAK

2026-09-28T17:23:03+08:00

Perkembangan pesat dalam bidang teknologi maklumat dan komunikasi telah memberikan impak yang signifikan terhadap sistem pendidikan tinggi di Malaysia. Seiring dengan kemunculan teknologi kecerdasan buatan (Artificial Intelligence, AI), sektor pendidikan perlu mengalami perubahan secara inovatif dan segera. Salah satu teknologi yang semakin mendapat perhatian ialah ChatGPT, yang berperanan sebagai alat pembelajaran interaktif serta pembantu maya kepada pelajar. Kajian ini dijalankan bagi mengenal pasti cara pelajar Universiti Malaysia Sarawak (UNIMAS) menggunakan ChatGPT serta menilai sama ada penggunaannya memberi kesan positif atau negatif terhadap pengalaman pembelajaran dan prestasi akademik mereka. Reka bentuk kajian ini adalah berbentuk deskriptif dengan menggunakan pendekatan kuantitatif. Instrumen kajian yang digunakan ialah soal selidik berasaskan Skala Likert, manakala data dianalisis menggunakan perisian Statistical Package for the Social Sciences (SPSS) versi 29. Seramai 100 orang pelajar UNIMAS telah dipilih sebagai responden melalui kaedah persampelan mudah. Dapatan kajian menunjukkan bahawa ChatGPT berfungsi sebagai alat sokongan pembelajaran yang berkesan. Penggunaannya dalam kalangan pelajar adalah pada tahap sederhana dan dilakukan secara beretika. Selain itu, penggunaan ChatGPT turut dikaitkan dengan pengalaman pembelajaran yang lebih positif dalam kalangan pelajar, khususnya dalam menyokong proses pembelajaran. Kesimpulannya, penggunaan ChatGPT dalam kalangan pelajar dikaitkan dengan pengalaman pembelajaran yang lebih positif dan tidak menunjukkan kecenderungan yang tinggi terhadap kebergantungan sepenuhnya dalam menyiapkan tugasan. Walau bagaimanapun, penggunaannya perlu dilaksanakan secara bertanggungjawab agar dapat dimanfaatkan secara optimum dalam menyokong proses pembelajaran di institusi pengajian tinggi.

The rapid development in the field of information and communication technology has significantly impacted the higher education system in Malaysia. With the emergence of Artificial Intelligence (AI), the education sector is required to undergo innovative and immediate transformation. One such technology gaining attention is ChatGPT, which functions as an interactive learning tool and virtual assistant for students. This study was conducted to examine how students at Universiti Malaysia Sarawak (UNIMAS) use ChatGPT, as well as to determine whether its usage has a positive or negative impact on their learning experience and academic performance. The research design is descriptive in nature, employing a quantitative approach. A questionnaire based on the Likert Scale was used as the research instrument, and the data were analysed using the Statistical Package for the Social Sciences (SPSS) version 29. A total of 100 UNIMAS students were selected as respondents through convenience sampling. The findings indicate that ChatGPT functions as an effective learning support tool. Its usage among students is at a moderate level and is practiced ethically. Furthermore, the use of ChatGPT was also associated with a more positive learning experience among students, particularly in supporting the learning process. In conclusion, the use of ChatGPT among students was associated with a more positive learning experience and did not demonstrate a high level of dependence in completing academic assignments. Nevertheless, its use should be exercised responsibly to ensure that it is utilised effectively in supporting the learning process within higher education institutions.

PROCESS VIRTUALIZATION REQUIREMENTS AND STUDENTS’ SATISFACTION WITH ONLINE MATHEMATICS LEARNING

2026-09-29T09:33:43+08:00

Online learning has become an important component of higher education, providing students with flexible access to learning materials, instructional activities, and communication regardless of time and location. Although previous studies have examined student satisfaction with online learning, limited attention has been given to the role of Process Virtualization Theory (PVT) requirements in explaining students’ satisfaction, particularly in the context of online Mathematics learning. This study aims to examine the relationships between six PVT requirements, namely sensory requirements, relationship requirements, synchronism requirements, representation, reach, and monitoring, and students’ satisfaction with online Mathematics learning. Data were collected from 185 undergraduate students enrolled in Calculus courses through a structured online questionnaire and analysed using the Statistical Package for the Social Sciences (SPSS). The results indicate that the overall regression model was statistically significant and explained 45.3% of the variance in students’ satisfaction (R² = 0.453, F = 24.527, p < 0.001). Among the six PVT requirements, representation (β = 0.550, p < 0.001) and reach (β = 0.207, p = 0.002) were significant predictors of students’ satisfaction with online Mathematics learning, while sensory requirements, relationship requirements, synchronism requirements, and monitoring were not statistically significant predictors. These findings indicate that representation and reach are particularly relevant to students’ satisfaction with online Mathematics learning. This study contributes to a better understanding of the application of PVT requirements in evaluating online Mathematics learning environments in higher education.

ENGLISH VOWEL CONTRASTS IN CANTONESE L1 LEARNERS: ACOUSTIC SEPARATION AND PROCESSING STRATEGIES

2026-10-01T20:53:06+08:00

Cantonese first-language learners of English often struggle with vowel contrasts not clearly represented in Cantonese. This exploratory mixed-methods study investigated the production and self-reported processing of three English contrasts: /iː/–/ɪ/, /æ/–/ɛ/, and /ʌ/–/ɑː/. Acoustic data from seven speakers were analysed for F1/F2 values and Euclidean distances, and interviews with ten learners were coded for vowel-processing strategies. Results showed reduced vowel spacing and substantial spectral overlap, especially for /iː/–/ɪ/. The interviews revealed reliance on context clues and L1-based assimilation but limited articulatory awareness and formal phonetic training. These findings suggest that the difficulties Cantonese learners have with English vowels involve both acoustic crowding and conscious compensation.

RELATIONSHIP BETWEEN BREAKFAST AND FAST-FOOD CONSUMPTION ON BODY MASS INDEX AMONG SECONDARY SCHOOL STUDENTS IN PENANG

2026-09-18T15:29:46+08:00

Overweight and obesity among adolescents have become an increasing public health concern globally, including in Malaysia, where unhealthy dietary behaviors may contribute to abnormal body mass index (BMI). Although previous studies have investigated diatary habits and obesity separately, evidence on the combined association between breakfast consumption, fast-food intake and BMI among Malaysian adolescents, particularly in northern Malaysian, remain limited. Therefore, this study aimed to examine the relationship between breakfast consumption, fast-food intake, and BMI among secondary school students in Penang, Malaysia. A cross-sectional study was conducted at Sekolah Menengah Kebangsaan Dato’ Haji Ahmad Said involving 202 adolescents aged 13 to 16 years selected using convenience sampling. Data were collected through a structured questionnaire assessing dietary behaviours, particularly breakfast consumption and fast-food preference, along with anthropometric measurements to determine BMI. Data analysis was performed using IBM SPSS Statistics version 26.0. Descriptive statistics were used to summarise participant characteristics and chi-square tests were performed to examine the associations between dietary behaviors and BMI. The findings indicated that the largest proportion of respondents were underweight (42.1%), followed by normal weight (26.2%), obese class I (18.3%), obese class II (7.4%), and overweight (5.9%) respectively. A statistically significant association was observed between BMI and breakfast consumption (p = 0.030), indicating the breakfast-skipping behavior was associated with higher BMI categories. A significant association was also found between BMI and fast-food preference (p = 0.029), indicating that higher BMI categories were associated with greater fast-food consumption. These findings provide local evidence on dietary behaviors associated with BMI among Malaysian adolescents and support the development of school-based nutrition interventions that promote regular breakfast consumption and healthier food choices.

BEYOND THE SCREEN: RE-THEORIZING ACADEMIC BUOYANCY THROUGH A BIOPSYCHOSOCIAL–SPIRITUAL FRAMEWORK IN ONLINE HIGHER EDUCATION – A CONCEPTUAL PAPER

2026-09-21T21:39:58+08:00

The normalization of online and distance learning (ODL) has intensified psychological strain among university students while exposing important theoretical limitations in existing student support models. Current frameworks primarily emphasise technological readiness, instructional design, and cognitive engagement, yet often overlook the existential and spiritual dimensions that shape students' functioning and adaptation in digital learning environments. This conceptual paper proposes a Biopsychosocial–Spiritual (BPSS) framework that positions spiritual well-being as a meta-regulatory construct influencing academic buoyancy and mental health. Drawing on the integration of the Biopsychosocial–Spiritual model and Social Cognitive Theory, the framework conceptualises spiritual well-being as a foundational personal resource that enhances mindfulness, academic hope, and self-efficacy within online learning contexts. A conceptual structural model is subsequently proposed to explain the mediated relationships linking spiritual well-being with depression, anxiety, stress, and academic buoyancy. By repositioning spirituality from a peripheral consideration to a structural determinant of student functioning, the proposed framework extends existing theoretical perspectives on resilience in online higher education. It further provides a holistic foundation for future empirical research while offering practical implications for digital pedagogy, institutional student support, and mental health strategies designed to enhance student well-being and academic success in Open, Distance, and Digital Education (ODDE).

THE IMPACT OF ONLINE LEARNING AMONG UNIVERSITY STUDENTS

2026-09-24T09:10:59+08:00

Online learning has become an important mode of delivery in higher education. The COVID-19 pandemic accelerated the shift toward flexible digital platforms that present unique implementation challenges. This study examines the key factors affecting the impact of online learning experience among diploma students at Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA (UiTM) Machang, Kelantan. The study focuses on student behaviour, lack of communication, and lack of technology as independent variables influencing the online learning experience among diploma students. A quantitative method was used to distribute a questionnaire among diploma students at Universiti Teknologi MARA (UiTM). A total of 98 respondents were analysed using Multiple Linear Regression. Results show that lack of communication (B = 0.301, p = 0.002) most significantly influenced the online learning experience (R² = 0.446), followed by lack of technology (B = 0.289, p < 0.001) and student behaviour (B = 0.177, p = 0.018). An R² = 0.446 means that 44.6% of the variance in the online learning experience is explained by lack of communication, lack of technology, and student behaviour. The findings conclude that the effectiveness of the online learning experience depends not only on digital platforms but also on technological infrastructure and human factors, particularly communication and student behaviour.

PEMBANGUNAN KAMUS ISTILAH FALSAFAH ATAS TALIAN: SATU INOVASI DIGITAL DALAM MATA PELAJARAN UMUM (MPU) FALSAFAH DAN ISU SEMASA

2026-09-26T23:10:42+08:00

Perkembangan pesat teknologi digital telah mengubah landskap pengajaran dan pembelajaran (PdP) di institusi pengajian tinggi. Senario ini mendorong pembangunan pelbagai inovasi digital bagi menyokong proses pembelajaran pelajar. Kursus Falsafah dan Isu Semasa (FIS) merupakan salah satu kursus wajib Mata Pelajaran Umum (MPU). Namun, kepelbagaian latar belakang akademik pelajar menyebabkan kesukaran untuk mendalami FIS kerana keterbatasan memahami istilah-istilah falsafah. Terdapat kekurangan sumber rujukan digital yang menghimpunkan istilah-istilah falsafah secara sistematik dan mudah diakses. Justeru, artikel ini bertujuan membincangkan pembangunan Kamus Istilah Falsafah Atas Talian sebagai satu inovasi digital. Pembangunan aplikasi ini menggunakan pendekatan Design and Development Research (DDR) dengan menekankan proses analisis keperluan, reka bentuk dan pembangunan produk. Produk ini mengintegrasikan definisi istilah, elemen multimedia dan ciri interaktif yang berpotensi menyokong pemahaman konsep falsafah. Produk dilihat mempunyai potensi untuk memperkukuhkan penguasaan istilah dan menyokong pembelajaran kendiri.

The rapid advancement of digital technology has transformed the landscape of teaching and learning (T&L) in higher education institutions. This development has encouraged the adoption of various digital innovations to support student learning. Philosophy and Current Issues is one of the compulsory General Studies (MPU) courses. However, students’ diverse academic backgrounds may create difficulties in engaging with the course, particularly due to limited understanding of philosophical terminology. There remains a lack of digital reference resources that systematically compile philosophical terminology in an accessible format. Therefore, this article aims to discuss the development of an Online Philosophy Terminology Dictionary as a digital innovation. The application was developed using the Design and Development Research (DDR) approach, with emphasis on needs analysis, design, and product development. The product integrates definitions of philosophical terms, multimedia elements, and interactive features that have the potential to support students’ understanding of philosophical concepts. The product also has the potential to strengthen students’ mastery of philosophical terminology and support self-directed learning.

HOLISTIC DEVELOPMENT THROUGH SERVICE-LEARNING IN HIGHER EDUCATION: A NARRATIVE REVIEW

2026-09-28T22:11:00+08:00

Service-learning has gained increasing recognition in higher education as a transformative pedagogical approach that integrates academic learning with meaningful community engagement. Beyond enhancing disciplinary knowledge, service-learning is increasingly associated with holistic student development encompassing cognitive, personal, social, civic, and professional dimensions. This narrative review aims to critically synthesize the literature on service-learning in higher education by examining studies published between 2000 and 2025. Drawing on literature identified from the Scopus database, the review highlights that service-learning contributes to holistic development when supported by intentional curriculum integration, meaningful reflection, reciprocal community partnerships, and appropriate institutional support. Nevertheless, variations in theoretical perspectives, assessment approaches, and contextual implementation continue to constrain the development of a unified understanding of its transformative potential. This review contributes theoretically by proposing a more integrated perspective of service-learning as a multidimensional pathway for student development and practically by informing educators, institutions, and policymakers seeking to strengthen experiential learning strategies.

POTENSI PENDEKATAN KOMUNIKATIF DALAM PENGAJARAN KEMAHIRAN BERTUTUR BAHASA ARAB MURID SEKOLAH RENDAH DI MALAYSIA

2026-09-29T11:00:22+08:00

Kemahiran bertutur merupakan aspek penting dalam penguasaan bahasa Arab kerana mencerminkan keupayaan murid menggunakan pengetahuan bahasa untuk tujuan komunikasi. Walaupun Kurikulum Standard Sekolah Rendah (KSSR) Bahasa Arab menekankan komunikasi lisan, kajian terdahulu masih melaporkan kelemahan penguasaan kemahiran bertutur serta amalan pengajaran yang belum sepenuhnya menyediakan peluang penggunaan bahasa secara aktif. Artikel konseptual ini bertujuan menganalisis potensi Pendekatan Komunikatif (PK) sebagai pendekatan pedagogi dalam menangani faktor yang membatasi penguasaan kemahiran bertutur bahasa Arab dalam kalangan murid sekolah rendah di Malaysia serta meneliti kesesuaiannya dengan aspirasi komunikasi KSSR. Artikel ini menggunakan sorotan literatur konseptual secara naratif yang mensintesis kajian berkaitan kemahiran bertutur, pendidikan Bahasa Arab sekolah rendah, KSSR dan prinsip PK. Sintesis menunjukkan bahawa kelemahan bertutur dipengaruhi oleh faktor linguistik, afektif, pedagogi dan persekitaran yang saling berkaitan. Dari sudut konseptual, PK berpotensi memberikan respons terhadap faktor tersebut melalui integrasi unsur linguistik dengan penggunaan bahasa secara kontekstual, scaffolding, komunikasi berisiko rendah, maklum balas konstruktif, interaksi dan rundingan makna, peningkatan penglibatan murid serta perluasan peluang penggunaan bahasa. Pelaksanaannya perlu diadaptasi secara beransur-ansur mengikut tahap perkembangan dan penguasaan murid. Artikel ini menyediakan kerangka pedagogi bagi menghubungkan aspirasi komunikasi KSSR dengan amalan pengajaran serta asas konseptual untuk kajian empirikal pada masa hadapan. Kesimpulannya, PK berpotensi menyokong penggunaan bahasa Arab secara komunikatif dalam kalangan murid sekolah rendah, namun keberkesanannya dalam konteks tersebut perlu ditentukan melalui kajian empirikal.

Speaking skills constitute an important dimension of Arabic language proficiency because they reflect learners’ ability to use linguistic knowledge for communicative purposes. Although the Malaysian Primary School Standard Curriculum (KSSR) for Arabic emphasises oral communication, previous studies continue to report weaknesses in speaking proficiency and classroom practices that do not consistently provide opportunities for active language use. This conceptual article aims to analyse the potential of Communicative Language Teaching (CLT) as a pedagogical approach to addressing factors that constrain Arabic speaking proficiency among Malaysian primary school pupils and to examine its alignment with the communicative aspirations of the KSSR Arabic curriculum. The article employs a narrative conceptual literature review synthesising studies on speaking skills, primary Arabic language education, the KSSR curriculum and CLT principles. The synthesis indicates that speaking difficulties are shaped by interrelated linguistic, affective, pedagogical and environmental factors. Conceptually, CLT may respond to these factors through the integration of linguistic resources with contextualised language use, scaffolding, low-stakes communication, constructive feedback, interaction and negotiation of meaning, increased learner participation and expanded opportunities for language use. Its implementation, however, needs to be progressively adapted to pupils’ developmental and proficiency levels. The article provides a pedagogical framework for linking the communicative aspirations of the KSSR curriculum with classroom practice and offers a conceptual basis for future empirical research. In conclusion, CLT has the potential to support communicative Arabic language use, although its effectiveness in Malaysian primary schools requires empirical investigation.

PERFORMANCE PRACTICE, PERCEPTION AND LIVE CONCERT EXPERIENCE: A COMPOSER-LED STUDY OF A MOZART ANNIVERSARY CONCERT

2026-10-03T15:29:42+08:00

This paper examines the relationship between performance practice, listener perception and the live concert experience in a 270^th Mozart anniversary performance. The concert presented and organized by Dewan Philharmonik Petronas which to remembering the 270^th Mozart birth. A qualitative method was used with composer led approach and reflective observation to identify how interpretive decisions shape audience engagement towards the concert. The indicators performance elements which including tempo and flexibility. These elements also include articulation, dynamic control and balancing of the entire ensemble. Breathing coordination are also considered in relation to perceived musical clarity including emotional response and real time listening conditions. The findings show that performance practice plays a central role in mediating not only the structural transparency of Mozart music but also the immediacy of the live concert experience. The connection of coordinated phrasing, express timing and controlled dynamics do contribute significantly to the listener engagement. Observations of audience behaviour suggests differences in attentiveness and engagement across demographic groups. This also highlighting how the performance elements with adaptation nuance contribute to both clarity and artistic impact. The paper argues that concert-based reflective analysis offers a valuable humanities method for understanding the relevance of Mozart’s music in present-day performance contexts.

COMPLETE DENTURE EDUCATION IN UNDERGRADUATE DENTAL STUDENTS: A NARRATIVE REVIEW

2026-09-02T16:55:55+08:00

Complete denture prosthodontics is one of fundamental components in undergraduate dental education. The aim of this review is to provide an overview of evidence on complete denture education for undergraduate dental students, with emphasis on curriculum development, student competency, simulation-based learning, patient-centred teaching, and digital educational innovations. A narrative literature review was conducted by using Scopus and Web of Science (WoS) databases. The literature revealed a variation in curriculum structure, clinical case requirements, and competency assessment. Many dental institutions reported that their students had limited clinical exposure to edentulous patients. Simulation-based learning, standardized patient encounters, and patient-centred curricula were consistently associated with improvements in knowledge, clinical skills and preparedness for patient care. An educational model that combines competency-based assessment, real patient experiences, simulation, and digital technologies may enhance educational outcomes to prepare dental graduates to manage edentulous patients.

VALIDATING THE ADEM SCALE: A SECOND-ORDER MEASURE OF STUDENTS’ AI DISPOSITION AND ADAPTATION IN RELATION TO AFFECTIVE AND IDENTITY OUTCOMES

2026-09-21T14:23:14+08:00

The rapid integration of artificial intelligence (AI) into university learning has created a need for a comprehensive measure that considers not only students’ ability to use AI but also their intellectual readiness, emotional regulation, ethical values, and identity as learners. This cross-sectional study assessed the psychometric quality of the 70-item AI Disposition and Adaptation Model (ADEM) and examined how AI Adaptability, Epistemological Awareness, Resource Integration, and Intellectual Readiness relate to students’ overall adaptation to AI-supported learning. ADEM was represented by three interconnected dimensions: Emotional Balance, Axiological Alignment, and Ontological Perspective. Survey data were collected from 280 higher-education students. The findings demonstrated strong reliability and convergent validity across the measured dimensions, while also identifying some overlap between closely related constructs that should be considered when interpreting the instrument. AI Adaptability, Epistemological Awareness, Resource Integration, and Intellectual Readiness were significantly associated with ADEM. Intellectual Readiness also partially explained how students’ adaptability, critical evaluation of AI-generated knowledge, and integration of AI with authoritative academic resources contributed to their broader adaptation to AI-supported learning. This study introduces a multidimensional framework that extends beyond technical competence by incorporating emotional well-being, responsible knowledge evaluation, ethical conduct, and learner agency. The ADEM instrument offers a practical basis for assessing students’ strengths and development needs, informing AI-literacy curricula, designing targeted educational interventions, and evaluating whether AI-supported learning initiatives promote capable, critical, balanced, and ethically responsible engagement with AI.

INTEGRASI PEDAGOGI VISUAL DALAM RANCANGAN PENGAJARAN HARIAN: MENINGKATKAN KEFAHAMAN PELAJAR KETIDAKUPAYAAN PENDENGARAN DI KELAS PENDIDIKAN KHAS

2026-09-23T18:13:34+08:00

Kajian ini bertujuan meneroka penggunaan bahan visual dalam Rancangan Pengajaran Harian (RPH) bagi meningkatkan kefahaman murid bermasalah pendengaran dalam proses pengajaran dan pembelajaran (PdP). Murid bermasalah pendengaran lebih bergantung kepada rangsangan visual berbanding auditori dalam memahami kandungan pembelajaran. Namun demikian, guru pendidikan khas masih menghadapi cabaran dalam mengintegrasikan bahan visual secara sistematik dalam RPH, termasuk kekangan masa, kemudahan teknologi dan penyediaan bahan yang sesuai. Walaupun pedagogi inklusif semakin diberi perhatian di peringkat global, kajian yang meneliti integrasi bahan visual dalam RPH bagi murid bermasalah pendengaran masih terhad, khususnya dalam konteks pendidikan khas di Malaysia. Oleh itu, kajian ini dijalankan untuk meneliti amalan guru pendidikan khas dalam merancang dan menggunakan bahan visual dalam RPH. Kajian ini menggunakan pendekatan kualitatif melalui temu bual separa berstruktur terhadap guru pendidikan khas. Data dianalisis menggunakan analisis tematik untuk mengenal pasti tema-tema utama berkaitan penggunaan bahan visual dalam PdP. Dapatan kajian menunjukkan bahawa penggunaan bahan visual seperti gambar, video, animasi dan infografik membantu meningkatkan perhatian, motivasi, penglibatan dan kefahaman murid terhadap konsep pembelajaran. Kajian ini turut menyokong Teori Pembelajaran Multimedia Mayer dan Teori Dual Coding Paivio yang menekankan kepentingan integrasi saluran visual dan verbal dalam pembelajaran. Selain itu, kajian ini menggariskan keperluan latihan profesional guru serta penyediaan sumber teknologi yang lebih mesra visual dalam pendidikan khas. Kajian ini menyumbang secara unik kepada literatur pendidikan khas dengan memfokuskan integrasi bahan visual dalam RPH secara empirikal dalam konteks sekolah khas di Malaysia.

This study aims to explore the use of visual materials in Daily Lesson Plans (RPH) to enhance the comprehension of students with hearing impairments in the teaching and learning process. Students with hearing impairments rely more heavily on visual stimuli than auditory input to understand instructional content. However, special education teachers continue to face challenges in systematically integrating visual materials into lesson planning, including time constraints, limited technological facilities, and difficulties in preparing suitable teaching resources. Although inclusive pedagogy has gained increasing global attention, studies specifically examining the systematic integration of visual materials into RPH for students with hearing impairments remain limited, particularly within the Malaysian special education context. Therefore, this study was conducted to examine the practices of special education teachers in planning and implementing visual materials in RPH. This study employed a qualitative approach through semi-structured interviews with special education teachers. The data were analyzed using thematic analysis to identify major themes related to the use of visual materials in teaching and learning. The findings revealed that visual materials such as images, videos, animations, and infographics significantly improved students’ attention, motivation, participation, and comprehension of learning concepts. The study also supports Mayer’s Multimedia Learning Theory and Paivio’s Dual Coding Theory, which emphasize the importance of integrating visual and verbal channels in the learning process. In addition, the findings highlight the need for more comprehensive teacher training and greater provision of visually supportive educational technologies in special education. This study contributes uniquely to the special education literature by empirically focusing on the integration of visual materials in RPH within the context of Malaysian special schools.

HIWAR REFLEKTIF DALAM PENGAJARAN INTERAKTIF PENDIDIKAN ISLAM: ANALISIS SOROTAN LITERATUR

2026-09-25T11:54:33+08:00

Perkembangan pedagogi dalam pendidikan tinggi menitikberatkan amalan pengajaran dan pembelajaran (PdP) yang bersifat interaktif bagi meningkatkan penglibatan pelajar. Isu peningkatan interaksi bilik kuliah masih berorientasikan penglibatan yang bersifat penyertaan samada interaksi bersemuka mahupun persekitaran hibrid. Namun demikian, perbincangan tentang pedagogi masih tertumpu kepada aspek strategi pengajaran, penggunaan teknologi dan aktiviti kolaboratif tanpa meneliti kualiti dialog, proses refleksi dan penerapan nilai yang membentuk pembelajaran bermakna. Artikel ini bertujuan menghuraikan konsep hiwar reflektif sebagai asas pembentukan interaksi bermakna dalam amalan PdP interaktif Pendidikan Islam. Kajian ini menggunakan sorotan literatur secara naratif bagi meneliti perbincangan tradisi hiwar (dialog) dalam Pendidikan Islam, pembelajaran reflektif, pedagogi dialogik dan proses pembelajaran pedagogi bertahap serta pembinaan adab dalam pendidikan. Hasil analisis literatur menunjukkan bahawa hiwar reflektif dapat difahami sebagai proses dialog pedagogi yang merangkumi tiga dimensi utama iaitu dialogik, refleksi dan nilai. Malah, pembinaan makna pembelajaran diterjemahkan melalui empat komponen konseptual, iaitu hiwar reflektif, refleksi pedagogi, interaksi bermakna serta pembentukan adab dan makna pembelajaran. Oleh itu, impak hiwar reflektif dicadangkan kerangka yang berpotensi memperkukuh kualiti interaksi pedagogi dan PdP yang dinamik bersama elemen berasaskan hikmah, muhasabah dan maklumbalas reflektif.

The development of pedagogy in higher education has increasingly emphasized interactive teaching and learning to enhance students’ engagement. Efforts to enhance classroom interaction continue to prioritize participatory engagement in both face-to-face and hybrid settings, while insufficient attention is paid to the quality of dialogue, reflective processes, and the integration of values. This study explicates the concept of reflective hiwar as a foundation for meaningful interaction in Islamic Education teaching and learning. Using a narrative literature review, it examines the hiwar tradition which consists of reflective learning, dialogik pedagogy, staged pedagogical processes, and the cultivation of adab. Analysis identifies reflective hiwar as a pedagogical dialogue process comprising three dimensions: dialogik, reflective, and value-oriented; and conceptualizes meaningful learning through four interrelated components reflective hiwar, pedagogical reflection, meaningful interaction, and adab formation. A reflective-hiwar framework is proposed to enhance pedagogical interaction by integrating hikmah, muhasabah, and reflective feedback.

TRANSFORMING ALUMNI ENGAGEMENT INTO STRATEGIC VALUE CO-CREATION IN ACCOUNTING EDUCATION

2026-09-27T00:26:57+08:00

Conventionally, alumni engagement in Higher Education Institutions (HEIs) often relies on short-term, one-off activities, such as guest lectures, that fail to harness alumni's full potential. Public HEIs in emerging countries like Malaysia have yet to fully leverage alumni engagement and resources for holistic institutional development. To address this challenge, this study utilises Social Capital Theory to examine how the Faculty of Accountancy (FPN) at Universiti Teknologi MARA (UiTM) structurally transformed alumni involvement from fragmented interactions into an institutionalised, strategic partnership through its innovative alumni ambassadors initiative. Guided by the strategic action plan of Dynamic Linkages and the philosophy of "Empowered Alumni, Progressive Community, Sustainable Values”, the university appointed 46 alumni ambassadors to co-create value across academic, student affairs, and community empowerment. Employing a qualitative, single-case study with multiple cases, this study triangulates administrative records and institutional performance. Findings show that the programme successfully operationalised structural, relational, and cognitive social capital to sustain alumni engagement. Ultimately, this paper offers a theory-driven framework for HEIs seeking to build impactful university-alumni ecosystems aligned with the United Nations Sustainable Development Goals (SDGs), SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities) and SDG 17 (Partnerships for the Goals).

ADVANCING EFL SPEAKING ASSESSMENT: A SYSTEMATIC REVIEW OF METHODS, CHALLENGES, AND INNOVATIONS

2026-09-29T09:22:12+08:00

Despite the vast use of artificial intelligence (AI) in the teaching and learning of English as a Foreign Language (EFL), specific focus on the use, outcomes, and challenges of EFL speaking assessment and practices remain limited. This study addresses the gap by synthesising systematically empirical evidence on the AI-supported EFL speaking assessment and practice. Following the PRISMA 2020 statement, 13 peer-reviewed articles were identified and analysed thematically. The analysis revealed five main themes explaining the the AI-supported EFL speaking assessment and practice, namely AI chatbot-mediated speaking practice, automated speech scoring and analytics, affective factors in AI-mediated speaking, hybrid and collaborative approaches to AI-supported speaking, and feedback and metacognitive development. Based on the analysis, AI-supported speaking environments were found to provide opportunities for repeated speaking practice and may alleviate speaking anxiety for some learners. AI-supported assessment and feedback also provided information about learners’ speaking performance and supported monitoring of their progress, particularly through automated speech scoring and AI-generated feedback. The findings further revealed that digital literacy, task design, teacher involvement, and learner engagement are important considerations in AI-supported speaking activities. The study concludes that AI-mediated approaches to EFL speaking assessment and practice should be guided by appropriate pedagogical design and teacher involvement rather than used as a replacement for teachers or human interaction. Future research should explore how AI-mediated speaking assessment and practice work across different EFL contexts and learner groups, particularly whether gains from AI-supported activities extend to communication with human interlocutors.

IMPROVING STUDENTS’ ABILITY TO ASSOCIATE PHYSICAL QUANTITIES WITH SI UNITS THROUGH TEMPUR SAINS: A GAMIFIED CARD GAME APPROACH

2026-10-01T16:30:10+08:00

TEMPUR SAINS was developed as a card game to help students associate physical quantities with their corresponding SI units. Sixteen Form 4 students from a Science STEM A class participated in the evaluation. A 16-item matching test was given before and after the game session. The mean score increased from 7.63 in the pre-test to 11.94 in the post-test. Improvement was observed in 15 of the 16 physical quantity–SI unit pairs. The largest increase was found for ketumpatan, where the correct responses increased from 18.75% to 81.25%. The results show that TEMPUR SAINS can be used as a supplementary activity to practise the association between physical quantities and SI units. Further evaluation with a larger number of students and matched pre-test and post-test responses is recommended.

PERCEIVED RISK AND HEALTHY EATING DETERMINANTS: A STUDY AMONG STUDENTS IN SHAH ALAM

2026-09-18T15:18:23+08:00

Although healthy eating is essential for preventing nutrition-related diseases and promoting well-being, unhealthy dietary practices remain prevalent among university students. Numerous factors that influence healthy eating habits have been studied in the past, but few studies have concurrently looked at the impact of perceived risk, the social environment, the physical environment, and social media in the context of Malaysian higher education. Thus, the purpose of this study was to investigate how these variables affected students' healthy eating habits at Management and Science University (MSU), Shah Alam. 300 university students were surveyed using structured questionnaires as part of a quantitative cross-sectional study design. The data were analyzed using multiple regression analysis to determine the relative influence of the proposed factors on healthy eating habits. All five factors had a significant impact on students' healthy eating habits, according to multiple regression analysis, with the physical environment having the biggest influence and perceived risk being the most significant factor. The social environment and social media both had a significant positive influence. These results imply that students' awareness of health risks, social influences, environmental factors, and exposure to digital media all have an impact on their eating habits. This study contributes to the growing body of knowledge on healthy eating behavior by deepening our understanding of different behavioral determinants in a university setting. Likewise, the findings provide policymakers, health educators, and university administrators with useful information for developing targeted health promotion programs and fostering campus environments that support students' healthier eating habits.

DIGITAL WELL-BEING IN EDUCATION: A THEORETICAL PERSPECTIVE IN BIBLIOMETRIC STUDY

2026-09-21T21:18:40+08:00

This paper aims to examine digital well-being issues among that are anchored by the Job Demands-Resources (JD-R) Theory. The JD-R Theory provides a significant framework for understanding job stress and motivation that comes from digital transformation. However, there are limited sources to discover the application of JD-R Theory in teacher digital well-being research. This study conducts a bibliometric analysis of 564 Scopus-indexed journal articles published between 2000 and 2026 to examine the intellectual structure, thematic evolution, and collaboration patterns in this field. Using Scopus Analyzer, OpenRefine, and VOSviewer, the study analyses publication trends, citation patterns, co-authorship networks, and keyword co-occurrences. The findings indicate a sharp increase in publications after 2019, reflecting the impact of large-scale digitalisation and the COVID-19 pandemic. China, the United States, and the United Kingdom emerged as the leading contributors, while technostress, digital overload, self-efficacy, and work engagement formed the dominant JD-R-related themes. The study concludes that digital well-being research in education has evolved into a theoretically grounded domain that views digital well-being not only as an individual outcome but also as an organisational and work-design issue essential for sustainable digital education reform.

NEGOTIATING ACADEMIC LANGUAGE AND METHODOLOGICAL LEARNING: AGENCY AMONG CHINESE DOCTORAL STUDENTS AT A MALAYSIAN PUBLIC UNIVERSITY

2026-09-24T09:00:08+08:00

Academic language and methodological learning are central to doctoral research, yet how they intersect in international students’ everyday research practice and how students respond to related uncertainties remain underexplored. Drawing on Emirbayer and Mische’s temporal-relational conceptualisation of agency, this study presents a focused secondary analysis of 12 semi-structured interviews with Chinese doctoral students at a Malaysian public university. Mandarin transcripts were analysed using reflexive thematic analysis. The findings show that academic language became particularly consequential when students needed to understand supervisory reasoning, explain methodological choices, and translate feedback into research decisions. Methodological learning involved reassessing prior research practices and developing clearer connections among research questions, theory, methods, data, and analysis. Students responded to linguistic and methodological uncertainty by adjusting supervisory interactions and selectively mobilising peers, specialists, prior academic contacts, and technological resources. Agency was most evident in the reinterpretation of prior experience and practical judgments about present research demands, while future-oriented considerations appeared more selectively. The study shows how academic language and methodological learning become connected through research reasoning and conceptualises doctoral agency as temporally and relationally situated. The China–Malaysia case further highlights doctoral learning within an English-mediated South-South mobility context where host-university support may coexist with continuing academic relationships in China.

LEARNING SATISFACTION IN MANDARIN AS A FOREIGN LANGUAGE: AN EMPIRICAL STUDY AT UNIVERSITI SAINS ISLAM MALAYSIA (USIM)

2026-09-25T13:12:52+08:00

Mandarin learning is often perceived as a challenging and demanding process, requiring learners to be highly motivated and to invest significant effort to achieve success. However, previous studies have highlighted that some Mandarin learners experience dissatisfaction, which can ultimately lead to course withdrawal. This study investigates the factors influencing Mandarin learners’ satisfaction at Universiti Sains Islam Malaysia (USIM), utilising the Expectancy-Value Theory (EVT) and the Technology Acceptance Model (TAM) as its theoretical framework. A fully quantitative approach was adopted, with surveys distributed digitally to undergraduate students enrolled in Mandarin language courses at USIM. A total of 160 questionnaires were distributed, and 126 valid responses were analysed. All respondents were non-native speakers (Malay or Muslim) with no prior Mandarin language background. Data analysis was conducted using SPSS, employing descriptive statistics, Pearson’s correlation analysis, and multiple regression analysis to examine the relationships between the identified factors and overall learner satisfaction. The results revealed that five factors: perceived usefulness, ease of use, learning motivation, social interaction, and learning strategies positively influence Mandarin learning satisfaction. However, only perceived usefulness, learning motivation, and social interaction had a significant impact on learners’ overall satisfaction. This study suggests that enhancing these three key factors can significantly improve the learning experience. The findings provide practical implications for USIM and other higher education institutions offering Mandarin as a foreign language by highlighting strategies to foster a more effective and engaging learning environment.

DETERMINANTS AND BARRIERS TO UNIVERSITY RESEARCH COMMERCIALISATION: A SCOPING REVIEW

2026-09-28T21:25:10+08:00

University research commercialisation (URC) plays a crucial role in converting scientific discoveries into socio-economic advantages, nurturing innovation, and boosting national competitiveness. Despite significant investments in research and development, the success rate of commercialising university research remains relatively low, especially in developing countries. While many studies have explored the factors and obstacles affecting URC, the evidence is scattered and lacks a thorough synthesis. This study aimed to systematically map and integrate the literature on the determinants and barriers impacting university research commercialisation. A scoping review was carried out using the frameworks of Arksey and O'Malley, Levac et al., and the PRISMA-ScR guidelines. Searches in the Scopus and Web of Science databases identified 657 records, with 178 empirical studies published between 2020 and 2026 meeting the inclusion criteria. The results revealed eight main themes influencing URC, with Commercialisation Process Factors being the most frequently noted determinant, followed by University-Industry Collaboration and Organisational Factors. Common barriers included insufficient funding, limited commercialisation skills, fragmented innovation ecosystems, weak institutional support, and regulatory challenges. The review underscores the complex nature of URC and offers an evidence base for creating integrated strategies to improve commercialisation outcomes and enhance the socio-economic impact of university research.

ANALISIS KEPERLUAN BAGI REKA BENTUK MODEL INSTRUKSIONAL BERASASKAN PENDEKATAN KOMUNIKATIF UNTUK PENGAJARAN TATABAHASA ARAB DALAM KALANGAN PELAJAR UNIVERSITI DI SELATAN THAILAND

2026-09-29T10:47:02+08:00

Kajian ini bertujuan menganalisis keperluan bagi reka bentuk model instruksional berasaskan pendekatan komunikatif untuk pengajaran tatabahasa Arab dalam kalangan pelajar universiti di Selatan Thailand. Kajian ini menggunakan pendekatan deskriptif analitis. Data dikumpulkan menggunakan instrumen soal selidik Skala Likert 5-Mata yang merangkumi empat konstruk utama (keperluan linguistik, keperluan pengajaran, keperluan pelajar, dan keperluan komponen model). Instrumen ini diedarkan kepada 97 orang pelajar yang dipilih melalui kaedah persampelan rawak berstrata daripada universiti awam dan swasta di Selatan Thailand. Data dianalisis menggunakan statistik deskriptif yang melibatkan min dan sisihan piawai bagi menentukan amalan semasa dan keperluan pelajar.Dapatan kajian menunjukkan bahawa amalan pengajaran tatabahasa Arab berasaskan pendekatan komunikatif pada masa ini berada pada tahap sederhana dengan min keseluruhan 2.66 (skala 1–5). Dapatan ini mengesahkan bahawa amalan pengajaran berorientasikan kaedah tradisional masih menjadi amalan utama, manakala aktiviti komunikatif dalam proses pengajaran dan pembelajaran adalah terhad. Sebaliknya, kajian mendapati bahawa hasrat dan kecenderungan pelajar terhadap model pengajaran komunikatif yang dicadangkan berada pada tahap sangat tinggi dengan min keseluruhan 4.53. Analisis keperluan ini amat diperlukan untuk mengenal pasti jurang sebenar dalam amalan pembelajaran tatabahasa Arab di Selatan Thailand, sekali gus menyediakan input empirikal yang berguna sebelum mereka bentuk komponen model instruksional berasaskan pendekatan komunikatif.

This study aims to analyze the educational needs for designing an instructional model based on the communicative approach for teaching Arabic Grammar among university students in Southern Thailand. The study employed descriptive-analytical research design. Data were collected using a 5-point Likert Scale Questionnaire comprising four main constructs: linguistic needs, instructional needs, student needs, and model component needs. The instrument was administered to 97 students selected via stratified random sampling from public and private universities in Southern Thailand. Data were analyzed using descriptive statistics, including mean and standard deviation, to determine current teaching practices and student needs. The findings indicated that current Arabic Grammar teaching practices based on the communicative approach are at a moderate level, with an overall mean of 2.66 (on a 1–5 scale). This confirms that traditional, grammar-oriented teaching methods remain the primary practice, while communicative activities in the teaching and learning process remain limited. Conversely, the study revealed that students' preference and receptivity toward the proposed communicative instructional model are at a very high level, with an overall mean of 4.53. This needs analysis is essential for identifying actual gaps in Arabic Grammar learning practices in Southern Thailand, thereby providing valuable empirical input prior to designing the components of a communicative approach-based instructional model.

FAMILY EDUCATIONAL CHARACTERISTICS AMONG GRADE 12 STUDENTS IN HAINAN PROVINCE, CHINA: A DESCRIPTIVE SURVEY

2026-10-03T15:11:50+08:00

This study describes family educational characteristics among Grade 12 students preparing for the Gaokao in Hainan Province, China. A cross-sectional survey included 1,194 students from four senior high schools. Students reported perceived parental expectations, parent–child closeness, and paternal and maternal parenting styles. Analyses used descriptive statistics and exploration paired-samples tests. The overall expectations mean was slightly above the six-point scale midpoint (M = 3.61, SD = 0.73). Future financial responsibility for the family received the highest item mean (M = 4.09). Father–child and mother–child closeness means were 3.06 and 3.10; the difference was statistically significant in an unadjusted test but very small (d_av = −0.05). Students rated fathers higher on authoritarian and authoritative parenting and mothers higher on permissive parenting. Standardized differences were small for authoritarian (d_av = 0.31) and permissive parenting (d_av = −0.29), and very small for authoritative parenting (d_av = 0.08). The findings provide a contextual descriptive profile, not evidence of causal effects or fixed parenting categories. They offer a reference for future regional comparisons and longitudinal research.