INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

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.

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.

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.

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.

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.