INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

INTEGRASI KANDUNGAN PSIKOSPIRITUAL ISLAM DALAM PENGAJARAN GURU PENDIDIKAN ISLAM BAGI MENJAMIN KESIHATAN MENTAL MURID: SATU CADANGAN

2026-06-09T14:27:11+08:00

Isu kesihatan mental dalam kalangan murid semakin membimbangkan dan memerlukan pendekatan pendidikan yang lebih holistik, khususnya melalui pengajaran Pendidikan Islam yang bukan sahaja menekankan aspek kognitif, tetapi turut memberi perhatian kepada kesejahteraan emosi, rohani dan sahsiah murid. Namun begitu, pengintegrasian kandungan psikospiritual Islam dalam pengajaran guru Pendidikan Islam masih kurang dibincangkan secara tersusun sebagai satu pendekatan sokongan terhadap penjagaan kesihatan mental murid. Justeru, kertas konsep ini bertujuan membincangkan keperluan integrasi kandungan psikospiritual Islam dalam pengajaran guru Pendidikan Islam bagi membantu menjamin kesejahteraan mental murid. Kajian ini menggunakan kaedah kepustakaan dengan meneliti kajian lepas, penerbitan jurnal, dokumen dasar pendidikan dan pandangan para sarjana berkaitan psikospiritual Islam, kesihatan mental serta pengajaran Pendidikan Islam. Hasil perbincangan mendapati bahawa kandungan amalan psikospiritual Islam seperti tazkiyah al-nafs, muhasabah, sabar, syukur, tawakal, reda dan mahabbah berpotensi membantu murid mengurus tekanan, membina ketahanan emosi, memperkukuh hubungan dengan Allah SWT serta membentuk sahsiah yang seimbang. Selain itu, integrasi kandungan ini boleh dilaksanakan melalui Elemen Merentas Kurikulum (EMK), bahan pengajaran dan pembelajaran, strategi pengajaran berpusatkan guru dan murid, serta aktiviti kokurikulum. Dari sudut implementasi, kertas konsep ini mencadangkan agar guru Pendidikan Islam mengintegrasikan kandungan psikospiritual Islam secara lebih eksplisit, berstruktur dan bermakna dalam proses Pengajaran dan Pembelajaran (PdP). Pendekatan ini diharapkan dapat menjadi panduan awal kepada guru dalam membentuk murid yang seimbang dari aspek jasmani, emosi, rohani, intelek dan sosial selaras dengan hasrat Falsafah Pendidikan Kebangsaan dan Falsafah Pendidikan Islam.

Mental health issues among students are becoming increasingly concerning and require a more holistic educational approach, particularly through the teaching of Islamic Education, which should not only emphasise cognitive aspects but also address students’ emotional, spiritual and character development. However, the integration of Islamic psychospiritual content in the teaching of Islamic Education teachers remains insufficiently discussed in a structured manner as a supportive approach to students’ mental health care. Therefore, this concept paper aims to discuss the need to integrate Islamic psychospiritual content into the teaching of Islamic Education teachers to help ensure students’ mental well-being. This study employs a library research method by examining previous studies, journal publications, educational policy documents and scholarly views related to Islamic psychospirituality, mental health and the teaching of Islamic Education. The findings of the discussion indicate that Islamic psychospiritual practices such as tazkiyah al-nafs, muhasabah, patience, gratitude, reliance on Allah, acceptance and mahabbah have the potential to help students manage stress, build emotional resilience, strengthen their relationship with Allah SWT and develop a balanced character. In addition, the integration of this content can be implemented through Cross-Curricular Elements (EMK), teaching and learning materials, teacher-centred and student-centred teaching strategies, as well as co-curricular activities. In terms of implementation, this concept paper proposes that Islamic Education teachers integrate Islamic psychospiritual content more explicitly, structurally and meaningfully into the Teaching and Learning process. This approach is expected to serve as an initial guide for teachers in developing students who are balanced in terms of physical, emotional, spiritual, intellectual and social aspects, in line with the aspirations of the National Education Philosophy and the Islamic Education Philosophy.

TRANSFORMING HADITH STUDIES IN THE DIGITAL AGE: TOWARDS A NEW ASTRONOMOCAL HADITH PARADIGM

2026-06-18T17:37:22+08:00

The rapid advancement of digital technology has significantly reshaped the landscape of Islamic scholarship, including the field of Hadith studies. In particular, traditions related to astronomical phenomena—such as prayer times, moon sighting, qiblah orientation, eclipses, and celestial signs—require renewed scholarly attention in light of contemporary scientific developments. This article examines how Hadith studies can be transformed in the digital age through the emergence of a new paradigm in Astronomical Hadith Studies. The study adopts a qualitative library research methodology by analysing classical Hadith sources, contemporary academic literature, and recent technological applications related to Islamic astronomy. It further explores the interaction between traditional textual scholarship and modern scientific tools such as astronomical calculations, satellite navigation systems, geospatial mapping, mobile applications, and artificial intelligence. The findings indicate that the classical approach to astronomical hadith interpretation, while foundational and authoritative, often relied on environmental observation methods suited to earlier historical contexts. In contrast, contemporary realities—such as urban obstruction, global mobility, polar regions, and digital lifestyles—necessitate more adaptive and interdisciplinary approaches. The proposed paradigm integrates Hadith authentication, fiqh principles, astronomical data, and digital technologies to enhance accuracy, accessibility, and consistency in religious practice. It also highlights the importance of scholarly governance, app certification, and collaboration between hadith experts, astronomers, and software developers to prevent misinformation and methodological errors.

FROM ASSIGNMENT TO AFFECTION: WHAT DRIVES UNIVERSITY STUDENTS TO KEEP USING CHATGPT?

2026-06-29T11:23:33+08:00

With the advancement of artificial intelligence (AI) technology, AI tools like ChatGPT have gradually become a part of the life of students in universities. Previous research has mainly addressed the functional aspects of AI, such as information retrieval and academic support, but the socio-emotional and personalized aspects of AI, and how these shape users’ continued usage behaviour. Therefore, this study aims to examine the effects of academic support, emotional support, and perceived personalisation on students’ continuance intention toward ChatGPT, with perceived trust acting as a mediating mechanism. This research grounded by the Expectation-Confirmation Theory and Information Systems Continuance Model by incorporating two additional variables: perceived personalisation and academic support and emotional support as antecedents of students’ continuance intention toward ChatGPT. This quantitative study used an online survey to collect data from 263 university students. The proposed model was analysed using SmartPLS-SEM to examine both direct and indirect relationships, with perceived trust specified as a mediating variable. The structural model indicates that academic support and emotional support have significant direct effects on continuance intention. Although perceived personalisation positively influences user trust, its direct effect on continuance intention is not significant. Instead, perceived trust fully mediates this relationship, indicating that personalisation alone does not directly drive continued use unless it first builds user trust. These findings highlight the critical role of trust as a psychological mechanism through which AI personalisation translates into sustained user engagement. The study contributes to the literature on human–AI interaction by integrating cognitive, emotional, and personalisation dimensions within a unified continuance framework. Practically, the results suggest that AI developers should prioritise trust-building mechanisms when designing personalised and emotionally supportive systems to ensure long-term user adoption, particularly in educational contexts.

GAMIFICATION AS A CATALYST FOR ENHANCED LEARNING AMONG UNIVERSITY STUDENTS

2026-06-09T12:00:47+08:00

Gamification, defined as the integration of game design elements into non-game learning contexts, has become an increasingly practical approach for enriching teaching and learning in higher education, particularly where digital activities and online games are part of instruction. This study re-examines gamification as a classroom strategy for enhancing university students’ learning performance, using Self-Determination Theory and Flow Theory as design and interpretive lenses rather than as directly measured explanatory constructs. A quasi-experimental one-group pre-test/post-test design was conducted with an intact cohort of 27 undergraduate students enrolled in a non-technology course at a Malaysian public university. Over six weeks, points, badges, leaderboards, and interactive challenges were incorporated into regular learning activities. Academic achievement was assessed with a course-aligned short-answer test administered before and after the intervention. Data were analyzed in SPSS 26.0 using descriptive statistics, normality tests (Shapiro-Wilk and Shapiro-Francia), and a paired-samples t-test. The mean score rose by 17.90 points, from 63.27 (SD = 13.33) to 81.17 (SD = 10.23). The improvement was statistically significant, with a large within-subject effect size (dz = 1.05), according to the paired-samples t-test (t(26) = 5.44, p <.001). The results imply that short-term academic performance in higher education can be supported by a carefully planned gamification design. The paper highlights that theoretical assertions about motivation and flow should be understood cautiously when such characteristics are not directly quantified and provides contextual data from a non-technology course in a Malaysian public institution. Study limits, directions for more thorough future research, and implications for instructional design are also covered.

INTEGRASI TEORI PEMBELAJARAN DAN MODEL REKA BENTUK PENGAJARAN DALAM MEMBANGUNKAN STRATEGI PENGAJARAN EFEKTIF ABAD KE-21

2026-06-10T12:06:32+08:00

Dalam era pendidikan yang dipacu oleh teknologi dan kecerdasan buatan (AI), pembangunan strategi pengajaran yang efektif memerlukan integrasi antara teori pembelajaran dan model reka bentuk pengajaran. Artikel ini bertujuan menganalisis secara kritikal peranan tiga teori pembelajaran utama, iaitu behaviorisme, kognitivisme dan konstruktivisme, serta beberapa model reka bentuk pengajaran seperti ADDIE, ASSURE, Design Thinking dan Dick & Carey dalam membentuk strategi pengajaran yang berkesan. Kajian ini menggunakan pendekatan analisis literatur dengan mensintesis dapatan kajian terdahulu bagi mengenal pasti kekuatan, batasan dan kesesuaian setiap teori dan model dalam usaha memperkukuhkan pengalaman pembelajaran murid. Hasil analisis menunjukkan bahawa tiada satu teori atau model yang unggul secara mutlak, sebaliknya keberkesanan pengajaran bergantung kepada keupayaan guru mengintegrasikan pelbagai pendekatan secara komplementari. Oleh itu, pendekatan hibrid yang menggabungkan struktur sistematik, fleksibiliti pedagogi dan integrasi teknologi dilihat sebagai pendekatan yang paling sesuai dalam pendidikan abad ke-21.

In an era of education driven by technology and artificial intelligence (AI), the development of effective teaching strategies requires the integration of learning theories and instructional design models. This article aims to critically analyze the roles of three main learning theories, namely behaviorism, cognitivism, and constructivism, as well as several instructional design models such as ADDIE, ASSURE, Design Thinking, and Dick & Carey in shaping effective teaching strategies. This study employs a literature analysis approach by synthesizing previous research findings to identify the strengths, limitations, and suitability of each theory and model in efforts to enhance students' learning experiences. The results of the analysis show that there is no single theory or model that is absolutely superior; instead, the effectiveness of teaching depends on the teacher's ability to integrate various approaches complementarily. Therefore, a hybrid approach that combines systematic structure, pedagogical flexibility, and technology integration is seen as the most suitable approach in 21st-century education.

SCIENCE TEACHERS’ BEHAVIOURAL INTENTION TO USE METAVERSE-BASED LEARNING PLATFORMS: A CONCEPTUAL PAPER

2026-06-24T17:06:13+08:00

The emergence of metaverse-based learning platforms has introduced new possibilities for immersive, interactive, and collaborative science education. These environments are particularly relevant to science teaching because they can support the visualisation of abstract or invisible scientific phenomena, virtual experimentation, inquiry-based learning, and STEM interaction. However, existing research on educational metaverse adoption has focused mainly on student users and general technology acceptance models, with limited attention to science teachers as pedagogical decision-makers who determine whether such platforms are instructionally useful and practically manageable. This concept paper proposes a framework to explain science teachers’ behavioural intention to use metaverse-based learning platforms. Using a conceptual synthesis approach, the paper integrates literature on technology readiness, technology self-efficacy, and technology acceptance. The framework incorporates optimism and innovativeness as positive dimensions of the Technology Readiness Index, together with technology self-efficacy, perceived usefulness, and perceived ease of use. By integrating the Technology Readiness Index, Social Cognitive Theory, and the Technology Acceptance Model, the framework explains how teachers’ readiness and confidence may shape their perceptions of usefulness and ease of use, which subsequently influence behavioural intention. Rather than merely applying TAM to a new technological context, this paper extends TAM by theorising the antecedent roles of teachers’ technology readiness and self-efficacy in shaping acceptance beliefs toward immersive science learning environments. The framework also offers practical implications for teacher preparation, platform design, and policy planning related to metaverse-supported science education.

INCORPORATING HOLLYWOOD BLOCKBUSTERS INTO THE MALAYSIAN ENGLISH CLASSROOM: A CONTENT ANALYSIS OF PREFERRED FILMS AMONG HIGHLY ENGLISH-PROFICIENT MALAYSIAN UNIVERSITY STUDENTS FOR MEANINGFUL LANGUAGE TEACHING

2026-07-01T08:50:09+08:00

This study investigates the English-language movie choices of Malaysian university students and its usefulness in language teaching and learning. English-proficient learners are typically considered as language custodians that can offer views that extend beyond enjoyment, emphasising that films are a great source of language input and creativity. The purpose of this study was to find out films favoured by the English-proficient learners, analyse common language patterns in the films and suggest ways in which our classrooms might use films to enhance English language engagement. The study adopted a mixed-method approach with 20 students from Tunku Abdul Rahman University of Management and Technology (TARUMT) who are skilled in English. Quantitative data was obtained by a survey of movie preferences. Thematic analysis of chosen linguistic elements (vocabulary, idiomatic expressions, registers, and humour) from the top four preferred films was used to explore views of language development. Everyone agreed that watching films in English was good for mastering the language. The participants loved the pronunciation, social emotions and above all the inventiveness in language (witty conversation, puns). Formal accuracy, emotional language, and idiomatic completeness all differed film by film. The design of this study is also replicable in learners of other competence levels, other institutions and cultures, and with similar audiovisual forms like TV shows or streamed content. These additions would investigate whether the language benefits of films are universal or context-dependent and help educators to adapt film-based teaching approaches to suit different learners. In brief, they underscore the promise of films as contextually rich and immersive opportunities for language acquisition, offering teachers concrete strategies to incorporate linguistically enriched media into their education.

ENHANCING STUDENT ENGAGEMENT AND PERFORMANCE THROUGH COLLABORATIVE, AI-INTEGRATED ASSESSMENTS IN HIGHER EDUCATION

2026-06-09T13:58:15+08:00

This study investigates how redesigned assessments that integrate collaboration, artificial intelligence (AI) tools, and critical thinking activities enhance student engagement and academic performance in higher education. Grounded in Self-Determination Theory, Social Interdependence Theory, and Assessment for Learning principles, the research positions assessment design as a key driver of motivation and learning. A mixed-methods approach was employed, collecting data from 88 undergraduate students enrolled in a first-year commerce unit at a private offshore university. Quantitative data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), while qualitative responses were thematically examined. Results indicate that collaboration quality (β = 0.510, p < .001), AI integration (β = 0.168, p < .001), and critical thinking skills (β = 0.250, p < .001) significantly improve student engagement, which strongly predicts academic performance (β = 0.810, p < .001). Qualitative findings corroborate these results, highlighting gains in teamwork, communication, analytical thinking, and responsible AI use. The study demonstrates that collaborative, AI-integrated assessment design can significantly contribute to engagement and performance, offering actionable insights for educators seeking to align assessment practices with 21st-century learning outcomes. However, the findings are based on a single institutional context. Future research could expand across disciplines and multiple contexts to validate the model’s applicability.

ENHANCE EDUCATION VISION TO SUPPORT SDG 4: STUDENTS' PERCEPTION TOWARDS EASYMATH2U V2.0

2026-06-18T17:17:23+08:00

Oftentimes, students experience difficulties in mastering foundational mathematical concepts. When studying, they demonstrate limited engagement in independent practice, especially outside of the classroom session. This is cause for concern as continuous practice is the key to strengthening students’ understanding of important concepts in maths. To address this issue, EASYMATH2U was developed in 2023 by introducing an alternative learning style for this subject. It is a mathematics application based on a game and a self-quiz that users can easily control using a self-learning approach. In the year 2024, EASYMATH2U was upgraded to EASYMATH2U V2.0. Five topics (i.e., complex numbers, inequalities, lines, circles, and parabolas) are covered in the application, and their contents consist of TRUE or FALSE questions, step-by-step solutions, and short notes to engage students' interest. To gain feedback from users, a set of questionnaireswas distributed to 69 respondents from the Diploma in Mathematical Sciences programme and the Diploma in Computer Sciences programmes, UiTM Johor, Segamat Campus. Descriptive statistics, independent t-test, and Spearman's rank correlation coefficient are applied to analyse the data. The finding illustrates that the highest frequency of using this mathematics application is less than or equal to five times. More than half of the respondents reported high levels of satisfaction with the application. Most respondents also positively perceived the application as easy to use and fun. Through this integration of learning techniques, students can learn at their own pace from any location with internet access, foster independent learning, and increase problem-solving skills.

THE SPA-7 FRAMEWORK: SUSTAINING COURSE OUTCOME ATTAINMENT THROUGH CONSTRUCTIVE ALIGNMENT IN MATLAB/SIMULINK LABORATORY MODULES FOR A LINEAR SYSTEM COURSE

2026-06-29T10:24:42+08:00

Outcome-Based Education (OBE) requires every Course Outcome (CO) to meet a minimum Key Performance Indicator (KPI) threshold each semester. Despite the maturity of these monitoring tools, little attention has been given in the engineering education literature to a fundamental question: do decisions about assessment design lead to stable CO attainment across cohorts and semesters. Most studies do not provide guidance on how to design software-based laboratory assessments to ensure consistency of CO results over time. This paper presents the development and empirical validation of the Seven-Pillar Software-Based Practical Assessment (SPA-7) framework, a constructive-alignment framework that breaks down Biggs and Tang’s principle into seven design pillars for software-based laboratory assessments in engineering courses. A retrospective documentary analysis of institutional Continuous Development of Learning (CDL) and Continuous Quality Improvement (CQI) data over four consecutive semesters (October 2022 to August 2024) was performed for two diploma cohorts at Universiti Teknologi MARA Cawangan Pulau Pinang to generate eight cohort-semester observations. The seven SPA-7 pillars are based on the official manual Practical Task ESE241, and are aligned with principles in the established learning science literature (constructive alignment, dual coding, cognitive load and formative assessment) and corroborated with empirical performance data for the practical CO (CO2, aligned with Program Outcome PO5). Results show that CO2 results ranged from 82.1% to 95.8% across all eight observations, with a cross-cohort mean of 89.7%, and all observations exceeded the institutional KPI threshold of 65%. The narrow distribution across different cohort characteristics suggests that the framework may support stable and outcome-relevant assessment performance. The SPA-7 framework provides a theoretically sound and empirically substantiated model for maintaining CO performance in software-based laboratory assessments. The framework also supports simultaneous evidence generation for both COs and corresponding POs, improving efficiency in Engineering Accreditation Council (EAC) Standard 2020 accreditation reporting. Furthermore, it is posited to be applicable to other engineering courses where analytical solutions and simulated outputs can be compared.

TARANNUM PEDAGOGY: A CHRONOLOGICAL REVIEW FROM CLASSICAL TRADITIONS TO DIGITAL INNOVATION

2026-06-07T08:26:18+08:00

This study presents a chronological literature review of Tarannum pedagogy, a specialized field within Qur’anic education that integrates melodic recitation, spiritual refinement, and instructional practice. Although Tarannum has long functioned as an important component of Islamic learning, existing studies remain dispersed across different themes and periods, making it difficult to trace the developmental trajectory of the field in a systematic manner. Accordingly, this review aims to examine the evolution of Tarannum pedagogy over time by identifying major patterns, shifts in research orientation, and emerging instructional trends in the literature. The study employed a systematic advanced search strategy using the Scopus database, guided by the main keywords tarannum, pedagogy, and recitation. Relevant records were screened according to predefined criteria to ensure thematic relevance and academic quality. A final dataset of 77 primary studies (n = 77) was selected for analysis. The findings reveal a clear upward trend in research productivity and conceptual development across three chronological phases: Foundational and Sparse Emergence (2002–2013), marked by limited and exploratory studies centered on traditional recitational practices; Transitional Growth and Pedagogical Structuring (2014–2018), characterized by increasing scholarly attention to structured teaching methods, curriculum concerns, and early digital interventions; and Rapid Expansion and Digital Integration (2019–2025), distinguished by strong publication growth, wider empirical inquiry, and the incorporation of multimedia, speech technologies, online learning platforms, and artificial intelligence into Tarannum-related instruction. Numerically, publication activity rose from isolated outputs of 1–2 studies per year in the earliest phase to 5–8 studies annually in the transitional and early expansion years, before reaching a peak of 11 publications in 2023, with sustained high output in 2024 and 2025. Overall, the review demonstrates that Tarannum pedagogy has evolved from a tradition-based instructional practice into a more structured, research oriented and technology responsive domain, offering a valuable foundation for future pedagogical innovation and interdisciplinary scholarship in Qur’anic education.

BUILDING A WELLBEING-FOCUSED ESL WRITING CURRICULUM: FROM LEARNER NEEDS TO A FRAMEWORK FOR IMPLEMENTATION

2026-06-10T11:12:15+08:00

This study explores the design of a wellbeing-integrated ESL writing curriculum, advancing beyond traditional needs assessment to propose a practical, theoretically grounded framework. The study is guided by the pre-reflection phase of Participatory Action Research (PAR) and informed by Saban’s Curriculum Development for Action Research (CD-AR) model. It employs collaborative dialogue with ESL learners and curriculum experts to identify gaps between existing curricula and learners’ cognitive, emotional, and social priorities. Thematic analysis of student reflections, expert feedback, and participatory textbook evaluations identified multidimensional needs encompassing mental wellbeing (e.g., anxiety management, positive relationships, and growth mindset) and writing skill preferences (e.g., interest-driven tasks, visual strategies, and scaffolded progression). These findings indicate a misalignment between existing textbook content and learner priorities, demonstrating the importance of curricula that integrate academic learning with psychosocial development. Drawing on these insights, the study proposes a PERMA+-aligned framework to guide curriculum co-design. By systematically linking learner perspectives with curriculum theory, this research proposes a replicable model for socially responsive and transformative ESL writing instruction. Its relevance extends internationally by providing guidance for educators seeking to integrate Positive Psychology into ESL curriculum design through a co-constructed, theory-driven framework.

A SCOPUS - BASED BIBLIOMETRIC MAPPING OF INDIGENOUS ISLAMIC EDUCATION

2026-06-24T13:43:32+08:00

This paper presents a bibliometric investigation of research on Indigenous Islamic Education, an emerging field at the intersections of indigenous knowledge, Islamic thought, and educational practices. Although scholarly interest has increased in recent years, the field remains fragmented with a limited understanding of its thematic evolution, intellectual structure, and collaborative research patterns. To address this gap, publications indexed in the Scopus database were systematically retrieved using the keywords “indigenous,” “Islamic,” and “education.” The retrieved records were refined using OpenRefine and subsequently analyzed through Scopus Analyzer and VOSviewer for citation, co-authorship, and keyword mapping analyses. A total of 364 documents published between 1984 and May 2026 were examined. The analysis demonstrates a notable rise in publication activity after 2016, indicating growing academic attention toward indigenous and Islamic educational discourse. Citation mapping reveals the dominance of interdisciplinary studies, while keyword visualization highlights major themes associated with identity, culture, religion, and postcolonial perspectives. Country collaboration analysis further reveals strong scholarly contributions from Southeast Asia, especially Indonesia and Malaysia, alongside influential citation performance from Western countries. Overall, the study confirms that Indigenous Islamic Education has evolved into a multidisciplinary research domain with expanding global relevance. However, stronger theoretical integration and broader international collaboration remain essential to further strengthen the field.

CHARTING THE EVOLUTION OF STUDENT ACADEMIC INTEGRITY RESEARCH: A BIBLIOMETRIC ANALYSIS OF GLOBAL TRENDS, KNOWLEDGE STRUCTURE, AND INTERNATIONAL COLLABORATION

2026-06-30T07:25:17+08:00

The concept of student academic integrity has gained increasing prominence in higher education as institutions seek to preserve ethical benchmarks and safeguard the credibility of academic credentials. Nevertheless, even with an expanding body of scholarly work, the field’s conceptual architecture and thematic progression, as well as patterns of scholarly collaboration continue to appear dispersed and not yet adequately integrated. This research responds to this deficiency by charting the intellectual terrain of student academic integrity through an extensive bibliometric examination. The dataset was obtained from Scopus via a refined search approach grounded in the principal keywords “student” as well as “academic integrity.” The dataset spans publications from 1983 to May 2026, yielding a total of 605 documents after systematic data cleaning and standardization using OpenRefine. Bibliometric analyses were conducted using the Scopus Analyzer and VOSviewer to investigate keyword co-occurrence, publication trends, authorship patterns, as well as international collaboration networks. The results indicate a pronounced upward trajectory in scholarly output over time, particularly after 2010, reflecting heightened global attention to issues such as plagiarism, academic misconduct, and ethical education. Keyword co-occurrence analysis reveals that “academic integrity,” “higher education,” “plagiarism,” and “academic dishonesty” constitute the core thematic cluster, while emerging areas focus on digital learning environments and integrity education strategies. In terms of geographical distribution, research productivity is dominated by developed countries, although participation from developing regions has been steadily rising over time. An examination of co-authorship patterns also indicates a moderate degree of cross-border collaboration, with a number of key countries and institutions exerting significant influence on the development and direction of the field. To conclude, this study delivers a systematic, data-informed examination of the evolution and current state of student academic integrity research, offering valuable insights for future scholarly work, particularly in strengthening ethical frameworks and institutional practices in higher education.

KEBERKESANAN PLATFORM TECHDEEN DALAM MENINGKATKAN KEFAHAMAN FEQAH KSSM TINGKATAN LIMA

2026-06-09T13:35:35+08:00

Perkembangan pesat teknologi maklumat dan komunikasi (ICT) dalam era Revolusi Industri 4.0 telah mendorong transformasi dalam pendekatan pengajaran dan pembelajaran, termasuk dalam bidang Pendidikan Islam. Kajian ini bertujuan membangunkan dan menilai keberkesanan laman web pembelajaran digital TechDeen sebagai medium sokongan pembelajaran bagi topik Feqah Tingkatan Lima Kurikulum Standard Sekolah Menengah (KSSM). Pembangunan TechDeen memberi tumpuan kepada penyediaan nota ringkas, kandungan visual serta elemen interaktif seperti kuiz dan permainan pendidikan bagi meningkatkan kefahaman, motivasi dan penglibatan pelajar. Kajian ini menggunakan reka bentuk kuantitatif deskriptif dengan kaedah pengumpulan data melalui soal selidik dalam talian menggunakan Google Form. Seramai 125 orang responden yang terdiri daripada pelajar Tingkatan Lima, guru Pendidikan Islam dan ibu bapa terlibat sebagai sampel kajian. Data dianalisis menggunakan statistik deskriptif bagi menilai tahap kefahaman, kebolehgunaan serta penerimaan pengguna terhadap platform TechDeen. Dapatan kajian menunjukkan tahap kefahaman pelajar terhadap semua tajuk Feqah berada pada tahap tinggi, dengan majoriti responden memberikan maklum balas positif terhadap reka bentuk, kekemasan dan keberkesanan platform sebagai bahan pembelajaran dan ulang kaji. Secara keseluruhan, kajian ini membuktikan bahawa integrasi teknologi digital melalui pembangunan laman web TechDeen berpotensi meningkatkan keberkesanan pengajaran dan pembelajaran Pendidikan Islam serta menyokong pelaksanaan pedagogi abad ke-21 secara lebih interaktif dan berpusatkan pelajar.

The rapid development of information and communication technology (ICT) in the era of the Fourth Industrial Revolution has driven significant transformations in teaching and learning approaches, including in the field of Islamic Education. This study aims to develop and evaluate the effectiveness of the TechDeen digital learning website as a supportive learning medium for the Form Five Fiqh topics of the Kurikulum Standard Sekolah Menengah (KSSM). The development of TechDeen focuses on providing concise notes, visual content, and interactive elements such as quizzes and educational games to enhance students’ understanding, motivation, and engagement.This study employed a descriptive quantitative research design, with data collected through an online questionnaire using Google Form. A total of 125 respondents, consisting of Form Five students, Islamic Education teachers, and parents, participated as the study sample. The data were analysed using descriptive statistics to evaluate the level of understanding, usability, and user acceptance of the TechDeen platform. The findings indicate that students’ understanding of all Fiqh topics was at a high level, with the majority of respondents providing positive feedback on the design, neatness, and effectiveness of the platform as a learning and revision tool. Overall, this study demonstrates that the integration of digital technology through the development of the TechDeen website has the potential to enhance the effectiveness of teaching and learning in Islamic Education and to support the implementation of 21st-century pedagogy in a more interactive and student-centred manner.

AI GENERATIF DAN PENULISAN AKADEMIK BAHASA MELAYU: PEMBANGUNAN KERANGKA KONSEPTUAL BERASASKAN TPB–TAM DAN LITERASI AI UNTUK KONTEKS PELAJAR UNIVERSITI

2026-06-18T16:51:47+08:00

Kertas ini membangunkan satu kerangka konseptual baharu untuk menjelaskan niat pelajar universiti menggunakan AI generatif (contohnya chatbot berasaskan model bahasa) bagi menyokong penulisan akademik Bahasa Melayu. Berbeza daripada kajian terdahulu yang menumpukan penggunaan AI untuk meningkatkan kemahiran literasi secara umum, kajian ini menumpukan konteks penulisan akademik yang melibatkan keperluan ketepatan bahasa, integriti akademik serta kebolehan menilai output AI. Berpandukan Teori Tingkah Laku Terancang (TPB) dan Model Penerimaan Teknologi (TAM), kertas ini mengintegrasikan konstruk literasi AI (keupayaan memahami batasan, menyemak fakta, dan mengurus risiko plagiarisme) sebagai pemboleh ubah penjelas yang mempengaruhi sikap, norma subjektif, kawalan tingkah laku dirasai, serta persepsi kegunaan dan kemudahan penggunaan. Melalui sintesis literatur dan pemetaan konsep, kerangka yang dicadangkan mengemukakan laluan hubungan antara faktor psikososial, pengalaman penggunaan AI, dan niat penggunaan beretika. Kertas ini menyediakan implikasi praktikal untuk reka bentuk intervensi pengajaran, garis panduan penggunaan AI di universiti, serta agenda penyelidikan masa hadapan termasuk pengesahan empirikal menggunakan data tinjauan dan pemodelan statistik.

This paper develops a new conceptual framework to explain university students’ intentions to use generative AI (e.g., language model-based chatbots) to support academic writing in Malay. Different from previous studies that focused on the use of AI to improve literacy skills in general, this study focuses on the context of academic writing involving the requirements of language accuracy, academic integrity, and the ability to evaluate AI output. Guided by the Theory of Planned Behavior (TPB) and the Technology Acceptance Model (TAM), this paper integrates AI literacy constructs (the ability to understand limitations, check facts, and manage the risk of plagiarism) as explanatory variables that influence attitudes, subjective norms, perceived behavioral control, and perceptions of usefulness and ease of use. Through literature synthesis and concept mapping, the proposed framework presents the relationship pathways between psychosocial factors, AI usage experiences, and ethical usage intentions. This paper provides practical implications for the design of instructional interventions, guidelines for the use of AI in universities, and future research agendas including empirical validation using survey data and statistical modeling.

DEVELOPMENT AND CONTENT VALIDITY OF AN OUTCOME-BASED EDUCATION CURRICULUM EVALUATION FOR MALAYSIAN PARAMEDIC TRAINING INSTITUTES

2026-06-25T13:14:39+08:00

The primary purpose of curriculum evaluation is to assess the effectiveness of the existing curriculum. This study aims to evaluate the content validity of newly developed instruments for assessing the implementation of the OBE curriculum in paramedic training institutes by selecting a diverse group of experts and ensuring that the instrument is relevant to the demands of producing competitive graduates. There were two phases involved in this study: design of the instrument and judgmental indications. A panel of seven experts was selected to validate the questionnaire. There were four experiential university lecturers and three paramedic tutors involved in the OBE curriculum. The quantitative content validity index (CVI), scale-level CVI (S-CVI), and item-CVI (I-CVI) were applied to decide whether to keep or remove certain items from the instrument. Preliminary versions of this instrument showed high content validity for individual items (I-CVI range: 0.7-1.0) and excellent overall scale content validity (S-CVI = 0.95). The initial 138 items remained when achieving a minimum score of at least 0.86. Most of the items were retained (n =131), and only seven were eliminated, which were considered not relevant by the experts. Despite time and resource constraints, a professional content validity index for OBE curriculum practice indicators in paramedic training institutes is crucial for the development of valid and reliable instrument.

COLLABORATIVE STUDIO AS EDUCATIONAL SQUARE: SOCIO-SPATIAL APPROACH IN INDONESIA

2026-06-10T10:23:43+08:00

In the landscape of contemporary design education, the physical environment plays a pivotal role in shaping pedagogy. However, discussions on learning spaces often rely heavily on Western paradigms, overlooking the potential of local cultural wisdom. This study reimagines the collaborative studio as an "Educational Square," drawing a theoretical parallel to the Javanese Alun-alun, a central open public plaza historically known for social inclusivity. Utilizing a descriptive qualitative method with a socio-spatial observation approach, this research investigates the dialectic relationship between spatial configuration and social behavior within an Indonesian higher education design studio. The study focuses on mapping daily activities, spontaneous interactions, and movement patterns to determine how open plan designs influence learning communities. Results indicate that barrier-free, flexible studio environments successfully mimic the Alun-alun’s role as a shared learning space. This spatial openness facilitates unplanned encounters between students and lecturers, reduces rigid hierarchical distance, and fosters peer-to-peer knowledge exchange. Consequently, the studio extends beyond a production space into a shared learning environment where academic interaction and informal social exchange coexist. Conclusively, this research highlights that spatial planning is not passive but active in educational outcomes. By adopting the socio-spatial qualities of the Alun-alun, design studios can significantly enhance student engagement, psychological well-being, and a profound sense of belonging to the academic community, validating the necessity of culturally resonant spatial strategies in modern academic architecture.

DETERMINANTS OF EMPLOYEE PERFORMANCE IN PRIVATE HIGHER EDUCATION INSTITUTIONS (PHEIS) IN MALAYSIA AND EMPLOYEE ENGAGEMENT AS MEDIATOR

2026-06-10T10:45:53+08:00

This study investigates the determinants of employee performance in private higher education institutions in Malaysia, with a particular focus on the mediating role of employee engagement. Guided by Social Identity Theory, the research explores how various organizational factors—workload, training and development, leadership support, compensation fairness, and job autonomy—affect employee engagement and, subsequently, employee performance. Using a quantitative research approach, data will be collected from employees across multiple private higher education institutions in Malaysia using PLS-SEM (Partial Least Square Structural Equation Modeling). This study will offer theoretical contributions and practical contributions for higher education administrators aiming to improve workforce productivity and organizational effectiveness through targeted human resource strategies.

GLOBAL RESEARCH TRENDS IN ARTIFICIAL INTELLIGENCE IN NURSING EDUCATION

2026-06-21T16:36:11+08:00

Artificial intelligence (AI) has rapidly developed into a disruptive and highly influential force across the domains of healthcare and education, with an expanding role in nursing education where it is increasingly applied to strengthen teaching practices, learning processes, and clinical decision-making competencies. Despite increasing interest, the global research landscape concerning AI in nursing education remains disjointed, with limited consolidation of publication trends, thematic developments, and collaborative patterns. This investigation seeks to deliver an extensive bibliometric examination of global scholarly output on artificial intelligence within nursing education. A systematic retrieval of literature was carried out using the Scopus database, applying an advanced search framework anchored on three principal keywords: “artificial intelligence,” “nursing education,” and “student.” In total, 523 pertinent publications were retrieved and subsequently subjected to analysis. Bibliometric methodologies, comprising Scopus Analyzer, OpenRefine, and VOSviewer, were utilized to facilitate data refinement, descriptive statistical evaluation, and visualization of relational networks. The results demonstrate a marked escalation in publication activity, especially following 2020, with peak contributions observed in 2025 at 38 percent and in 2026 at 29%, signaling a swift and substantial surge in academic engagement within the field. Keyword co-occurrence mapping identifies central conceptual clusters, including artificial intelligence, nursing education, and nursing students, alongside progressively emerging areas such as generative artificial intelligence, ChatGPT, simulation-driven learning environments, and ethical considerations surrounding AI deployment. At the national level, the United States exhibits the highest levels of research productivity, citation impact, and international research collaboration, with notable contributions also originating from Australia, the United Kingdom, and developing research centers across Asia and the Middle East. The most frequently cited studies are largely recent publications, underscoring the continuously evolving and fast-paced nature of this research domain. In summary, artificial intelligence within nursing education has evolved into a rapidly expanding and inherently interdisciplinary area of scholarship, propelled by technological innovation and the escalating need for digital competency in contemporary healthcare education systems. This study offers meaningful insights for researchers, educators, and policymakers in shaping future investigative pathways and implementation strategies.

THE EROSION OF ADAB AMONG MALAYSIAN YOUTH WITHIN THE DIGITAL SOCIAL ENVIRONMENT

2026-06-29T11:55:52+08:00

This conceptual paper examines the declining of Islamic ethics and manners or called as Adab among Malaysian youth and their digital social environment. Adab is treated as a holistic moral framework underpinning the Malay–Islamic philosophy of education, which link knowledge acquisition to character formation. The article identifies the main reasons of declining adab are due to normalised academic dishonesty, disrespectful social relations, and modesty, the increasing of emotional and behavioural problems, and disruptive patterns of digital interaction. It then proposes an integrated educational response centred on refining of adab through teacher education, curriculum reform, school culture, critical digital literacy, and family–community partnerships. It is believed that if adab is not integrated into educational practice, Malaysian society is at risk in producing the youth that is not only technically proficient but also lack of manners.

FROM DIGITALIZATION TO INTELLIGENCE: CURRENT STATUS AND FUTURE TRENDS OF UNIVERSITY OA SYSTEMS

2026-06-09T13:09:11+08:00

The rapid evolution of information technology has catalyzed a paradigm shift in higher education administration, driving a transition from foundational digitalization toward the era of the "Smart Campus." This paper provides a comprehensive review of this evolution, analyzing the current architectural standards and forecasting future developmental trajectories of University Office Automation (OA) systems. Currently, the landscape is dominated by B/S (Browser/Server) architectures and modular frameworks like SpringBoot, which have successfully mitigated traditional inefficiencies by centralizing data management and automating core workflows such as course scheduling and grade entry. However, a critical analysis reveals that while these systems excel at data storage and process automation, they often lack the analytical depth required for strategic governance. Consequently, this study identifies a pivotal industry trend: the migration from static administrative tools to dynamic, intelligent decision-support platforms. We explore emerging innovations, including the integration of data mining algorithms for analyzing student performance, the adoption of mobile-first ecosystems for real-time accessibility, and the implementation of robust security models like Role-Based Access Control (RBAC). Ultimately, the paper concludes that the future of university administration lies in establishing interconnected, intelligent ecosystems that empower leadership with actionable insights, thereby optimizing resource allocation and significantly enhancing the quality of educational management in the context of Education Informatization 2.0.

THE APPLICATION OF METACOGNITIVE STRATEGIES IN READING COMPREHENSION: A SYSTEMATIC LITERATURE REVIEW

2026-06-18T16:27:56+08:00

This systematic review synthesizes findings from 33 empirical studies published between 2015 and 2025 and indexed in the Web of Science Core Collection to examine the role of metacognitive reading strategies across diverse linguistic, educational, and technological contexts. Specifically, it investigates how technology-enhanced environments, such as digital platforms and blended learning, influence the use and effectiveness of metacognitive strategies; how these strategies interact with cognitive-affective factors, including motivation, emotion, and critical thinking, to affect reading performance; and how learner characteristics, such as gender and cultural background, shape strategy use and outcomes. The findings indicate that metacognitive reading strategies generally improve reading comprehension, critical thinking, and learner autonomy across both school and higher education settings. However, their effectiveness varies according to learner profiles, academic disciplines, and instructional contexts. The review further shows that digital environments provide valuable opportunities to support metacognitive regulation, although their success depends on the quality of instructional design and pedagogical support. Effective implementation consistently requires explicit strategy instruction, appropriate scaffolding, and sustained professional development for educators. At the same time, challenges related to sustainability, equitable access, and the scalability of interventions remain significant. Overall, the review concludes that metacognitive reading strategies are valuable tools for improving reading-related outcomes, but their impact depends on context-sensitive and well-supported implementation. It also highlights the need for future research to further integrate emerging technologies, address learner diversity more systematically, and refine instructional practices to enhance the long-term effectiveness of metacognitive strategy instruction.

ENGLISH LANGUAGE EDUCATORS’ EXPERIENCES AND PERCEIVED SUPPORT FOR AI TOOLS IN LANGUAGE TEACHING

2026-06-25T10:53:11+08:00

The study investigates the experiences and perceived support needed by English language educators in Malaysia when integrating AI tools into teaching practices across three instructional phases. Adopting a convergent parallel mixed-methods approach, quantitative data were gathered from 69 English educators via questionnaires and qualitative insights were obtained through semi-structured interviews with four purposefully selected educators. Guided by Abdous’s (2011) Process-Oriented Framework, the findings reveal that while educators predominantly use AI tools for lesson planning (89.9%), AI use declines substantially in the after-lesson phase (59.4%), largely due to technical challenges, insufficient training, and inconsistent institutional support. Notably, the study challenges earlier literature that characterised AI use as exploratory during lessons, instead revealing a robust in-class adoption rate of 78.3%, suggesting growing pedagogical confidence. A support-practice paradox was identified: despite perceived institutional encouragement, the absence of clear policy guidelines and inadequate infrastructure constrain meaningful AI integration. The study underscores the urgent need for comprehensive, subject-specific professional development, improved technological infrastructure, and clearer institutional guidelines to support effective and reflective AI integration across the full instructional lifecycle in Malaysian English Language Teaching.

MOROCCANS TEACHING ENGLISH IN CHINA: A JOURNEY OF CROSS-CULTURAL EXPERIENCE

2026-06-10T10:15:05+08:00

This study aims to explore the cross-cultural experiences of Moroccan EFL teachers working in China and examine how those experiences shape their intercultural sensitivity. Globalization has increased the need for English language skills worldwide, and such demand creates unique cross-cultural challenges for EFL teachers seeking opportunities abroad, especially in contexts like China. Based on Bennett's Developmental Model of Intercultural Sensitivity, this paper explores the cross-cultural experiences of 10 Moroccan EFL teachers in China. This study adopts a qualitative approach, and as a data collection method, this study used online semi-structured interviews. Interview responses were analyzed following Braun and Clarke's six-phase thematic analysis. The analysis shows that participants faced numerous challenges while adjusting to the Chinese culture, including communication barriers, unfamiliar social norms and food, perceptions by locals as outsiders, and social integration. As they adjusted to these challenges, participants gradually developed intercultural sensitivity. This development, however, was neither linear nor uniform for all participants. In addition to developing intercultural sensitivity, participants also reported developing on both the personal and professional levels. Personally, participants acquired more resilience, independence, and confidence. Professionally, they improved their technological literacy, teaching skills, and work ethic. Findings of this study can fill a critical gap in research on North Africans working in non-Western contexts. Findings can also offer practical implications to improve intercultural training and workplace support for expatriates.

A MULTIDIMENSIONAL PERSPECTIVE ON HOW DIGITAL TOOL USE SHAPES STUDENT ENGAGEMENT IN HIGHER EDUCATION

2026-06-18T17:56:29+08:00

Student engagement is widely recognized as a critical determinant of academic success in higher education, influencing achievement, retention, and overall learning quality. Despite its importance, sustaining meaningful engagement remains a persistent challenge in increasingly technology-mediated learning environments. Digital educational technologies, including learning management systems, collaborative platforms, video conferencing tools, and online learning applications, are now widely integrated into higher education to support interaction, flexibility, and access to learning resources, yet empirical evidence on how they shape different dimensions of student engagement remains limited. Addressing this gap, this study examines how digital tool use predicts behavioral, emotional, and cognitive engagement from a multidimensional perspective. A quantitative cross-sectional design was employed, with data collected from 404 students at a Malaysian public university. Pearson correlation and multiple regression analyses were used to examine the predictive relationships between digital tool use and the three dimensions of student engagement. The findings show that digital tool use significantly and positively predicts all engagement dimensions, with the strongest influence on emotional engagement, followed by cognitive and behavioral engagement. These results suggest that while digital tools support active participation and deeper learning, their greatest contribution lies in strengthening students’ motivation, enthusiasm, and sense of connection in the learning process. This study provides empirical evidence that digital tool use functions as a meaningful enabler of student engagement and highlights the importance of strategically integrating technology to foster more engaging and effective learning environments in higher education.

PENILAIAN KUALITI PENGAJARAN GURU DENGAN PENDEKATAN SIX SIGMA (T²QI-6Σ) MELALUI PEMERKASAAN KESAHAN MUKA DAN REFLEKSI UNTUK TINDAKAN

2026-06-29T11:29:32+08:00

Instrumen Kualiti Pengajaran Guru berasaskan pendekatan Six Sigma (T²Qi-6σ) dibangunkan sebagai inovasi penilaian kualiti pengajaran di sekolah rendah dan menengah. Pembangunan ini menyediakan bukti empirikal dalam menyokong Matlamat Pembangunan Lestari (SDG 4) menerusi pemerkasaan penilaian kualiti pengajaran guru. Kajian ini mengintegrasikan elemen reflektif melalui pendekatan reflection-for-action yang meliputi aspek kesedaran, pengetahuan, sikap dan amalan guru. Kesahan muka dinilai menggunakan metodologi Content Validity Ratio (CVR) oleh Lawshe (1975). Meskipun CVR lazimnya digunakan untuk kesahan kandungan, kajian ini mengadaptasi pendekatan tersebut bagi menilai kesahan muka secara sistematik dan kuantitatif. Langkah ini membolehkan tahap persetujuan panel penilai terhadap kejelasan bahasa, struktur ayat dan kesesuaian item diukur secara empirikal bagi mengukuhkan bukti kesahan instrumen. Melalui pensampelan bertujuan, sepuluh penilai (enam guru dan empat pakar bahasa) telah dilibatkan. Instrumen T²Qi-6σ merangkumi 125 item yang berteraskan kerangka DMAIC Six Sigma (takrif, ukur, analisis, penambahbaikan dan kawalan). Analisis menunjukkan kesahan muka yang kukuh, di mana 113 item melepasi nilai minimum CVR (N = 10, CVRkritikal = 0.62), manakala 12 item selebihnya telah ditambah baik. Hasilnya, instrumen ini mempunyai potensi tinggi sebagai alat pengukuran psikometrik bagi meningkatkan kualiti pengajaran. Kajian ini mencadangkan penilaian reflektif dengan mengambil kira pandangan pelajar sebagai sumber triangulasi untuk menyokong pembangunan profesional berterusan. T²Qi-6σ dijangka mampu meningkatkan kompetensi guru serta menyumbang kepada literatur teori dan pelaksanaan Six Sigma dalam konteks pendidikan di Malaysia. Kajian lanjutan disarankan untuk menguji keberkesanan model DMAIC Six Sigma secara lebih meluas dalam konteks pendidikan di Malaysia.

The Teacher Teaching Quality Instrument based on the Six Sigma approach (T²Qi-6σ) was developed as an innovation for evaluating pedagogical quality in primary and secondary schools. This development provides empirical evidence supporting Sustainable Development Goal 4 (SDG 4) through the empowerment of teacher teaching quality assessments. The study integrates reflective elements via a reflection-for-action approach, encompassing teacher awareness, knowledge, attitudes, and practices. Face validity was evaluated using the Content Validity Ratio (CVR) methodology by Lawshe (1975). Although CVR is conventionally utilized for content validity, this study adapts the approach to assess face validity systematically and quantitatively. This step allows the level of agreement among the evaluation panel regarding linguistic clarity, sentence structure and item suitability to be measured empirically to reinforce the instrument's validity evidence. Through purposive sampling, ten evaluators (comprising six teachers and four language experts) were involved. The T²Qi-6σ instrument consists of 125 items aligned with the Six Sigma DMAIC framework (Define, Measure, Analyze, Improve and Control). Analysis demonstrates robust face validity, where 113 items exceeded the minimum CVR threshold (N = 10, CVRcritical = 0.62), while the remaining 12 items were subsequently refined. Consequently, the instrument exhibits high potential as a psychometric tool for enhancing teaching quality. The study advocates for reflective assessment by incorporating student perspectives as a source of triangulation to support continuous professional development. T²Qi-6σ is anticipated to bolster teacher competency and contribute to the theoretical and practical literature of Six Sigma within the Malaysian educational context. Future research is recommended to test the broader effectiveness of the Six Sigma DMAIC model within the Malaysian educational landscape.

PENGHASILAN KARYA KREATIF BUKU AUDIO: “JULIA AND NYONYA LAKSA” DALAM BAHASA INGGERIS-JERMAN

2026-06-09T12:20:50+08:00

Artikel ini membincangkan kaedah penghasilan bahan bantu mengajar (BBM) berbentuk buku audio dwibahasa berjudul Julia and Nyonya Laksa yang ditulis dalam bahasa Inggeris dan Jerman. Buku ini direka khusus untuk pelajar yang sedang mempelajari bahasa asing dengan pendekatan integrasi teks dan audio. Kajian ini menggunakan reka bentuk kajian pembangunan (developmental research) yang melibatkan fasa reka bentuk kandungan, rakaman audio dan ujian keberkesanan dalam konteks pembelajaran. Hasil kajian menunjukkan bahawa penggunaan buku audio dwibahasa dapat meningkatkan pemahaman kosa kata, tatabahasa dan sebutan pelajar. Sorotan literatur turut mengetengahkan keperluan inovasi BBM terkini yang menekankan unsur interaktif, visual dan pendigitalan bahan.aspek utama sesebuah kertas kerja. Abstrak hendaklah merangkumkan secara padat tujuan kajian, kaedah yang digunakan, dapatan utama, serta kesimpulan kajian.

This article discusses the method of producing a bilingual audio book as a teaching aid titled Julia and Nyonya Laksa, written in English and German. The book is specifically designed for students learning a foreign language through an integrated text-and-audio approach. This study employs a developmental research design involving the phases of content design, audio recording, and effectiveness testing within a learning context. The findings indicate that the use of a bilingual audio book can enhance students’ vocabulary comprehension, grammar, and pronunciation. The literature review also highlights the need for innovation in contemporary teaching aids that emphasize interactive elements, visual features, and the digitalization of materials.

ENHANCING STUDENT DEVELOPMENT IN CREATIVE MULTIMEDIA TECHNOLOGY: A CONTENT ANALYSIS OF EDUCATIONAL PRACTICES IN MALAYSIA

2026-06-18T15:28:35+08:00

This research examined how Malaysia's educational practices support the development of students enrolled in the Creative Multimedia Technology (CMT) program. A qualitative content analysis was conducted to complete the research study using a combination of the curriculum, institutional guidelines, and articles from published literature reviews to find common pedagogical trends and barriers. Based on the content analysis, there are three core themes identified throughout the analysis: (1) integration of project-based experiential learning; (2) industry-aligned competencies play a critical role in enhancing graduate employability and workforce readiness; and (3) digital creativity significantly enhances student engagement, motivation, and collaborative learning experiences. Furthermore, Malaysian institutions increasingly integrate collaborative digital platforms and industry-oriented learning environments to strengthen practical skill development. However, there are also barriers that hinder the successful execution of these three themes, such as infrastructure readiness, the long-term success of collaboration with industry, and the adoption of emerging technologies such as virtual reality and interactive media. Strategies identified to significantly enhance student success include enhancing digital resources, creating stronger partnerships between educational institutions and companies, and ensuring continuous learning for educators. These findings offer practical and policy-relevant implications for higher education institutions, curriculum developers, and policymakers seeking to strengthen CMT education and improve graduate readiness for the digital creative industry.

THE INFLUENCE OF PREDICTOR FACTORS ON BEHAVIORAL INTENTION TO IMPLEMENT AI-PROCTORED ONLINE ASSESSMENT

2026-06-25T09:41:46+08:00

The purpose of this study was to identify the factors influencing educators’ behavioural intention to implement AI-proctored online assessments (automated proctoring) and to determine the strength of these predictor factors. The focus of this study is on health science programmes involving formative and summative assessment. This study was necessary to the institution make plans related to the use of AI in assessment. A total of 260 educators from 14 Institut Latihan Kementerian Kesihatan Malaysia (ILKKM) were selected using simple random sampling. The study employed a questionnaire adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT). Data were analysed using SPSS version 27 through descriptive and inferential statistics, including mean, standard deviation, and multiple regression analysis. The results indicated that performance expectancy (M = 4.14, SD = .806), effort expectancy (M = 4.23, SD = .746), social influence (M = 3.95, SD = .794), and behavioural intention (M = 4.06, SD = .807) were at high levels, while facilitating conditions (M = 3.60, SD = .909) were at a moderate level. Multiple regression analysis revealed that effort expectancy, social influence, and facilitating conditions significantly influenced behavioural intention. Social influence emerged as the strongest predictor (β = .778, p < 0.05), contributing 60.5% of the variance change (R² = .605). The combination of social influence and effort expectancy increased the explained variance to 67.0% (R² = .67), while the inclusion of facilitating conditions raised it to 71.5% (R² = .715). In conclusion, social influence, effort expectancy, and facilitating conditions play significant roles in shaping educators’ behavioural intention to implement AI-proctored online assessments within the ILKKM context. By identifying the predictor factors influencing this intention, the effectiveness of implementing AI-proctored online assessments at ILKKM can be enhanced.

EXPLORING THE ROLES OF GENDER AND ACADEMIC PERFORMANCE ON STUDENTS’ CAREER PREFERENCES

2026-06-09T14:15:48+08:00

An individual's preferences for a career can vary greatly, and this is especially noticeable among undergraduate students. In Malaysia, these preferences usually correspond with opportunities in either the public or private sector. Accordingly, this study investigates how career preferences are associated with gender and academic performance among undergraduate students in Universiti Teknologi MARA (UiTM) Seremban. Respondents for this study were selected through convenience sampling, with an online survey as the primary data collection method. The data were then analysed using cross-tabulation and chi-square tests to examine relationships among the main variables. The findings revealed a tendency for female students to pursue careers in the public sector, whereas male students leaned toward the private sector. Nevertheless, no significant association was established between gender and career preferences among the students. Furthermore, the findings suggested that students who perform better academically are more likely to pursue careers in the public sector. Additionally, there was a significant association between career preference and academic performance. Regardless of the sector, choosing a career that aligns with a student's interests, strengths, and values leads to greater job satisfaction and personal fulfilment.

EDUCATION AS A MEDIUM FOR NATIONAL IDENTITY FORMATION AMONG STATELESS CHILDREN IN SABAH: A CONCEPTUAL FRAMEWORK

2026-06-18T17:25:55+08:00

Education is widely recognised as a central mechanism for shaping national identity, particularly in plural societies such as Malaysia where social cohesion remains a key concern. However, prevailing frameworks of identity formation are largely anchored in formal education systems, thus overlooking the experiences of marginalised groups excluded from institutional structures. In Sabah, stateless children face restricted access to formal schooling, resulting not only in educational inequality but also limited participation in structured processes of national socialisation. These conditions indicate a conceptual gap in understanding how identity is formed outside formal institutional settings. This paper presents a conceptual framework that reconceptualises education as a multidimensional and socially embedded process occurring within alternative learning environments, including community-based learning centres, non-governmental educational initiatives, and informal education spaces such as the Children’s Human Development Centre (PPKK) in Sabah. The framework integrates educational inputs, socialisation processes, individual experiences, and socio-cultural contexts as interacting dimensions that shape identity construction. Drawing on the nation-of-intent perspective, this paper conceptualises national identity as a socially constructed and continuously negotiated process rather than a fixed or inherited attribute. Within this framework, identity is understood as evolving through the interaction between structural conditions, educational experiences, and everyday social practice. The paper further discusses the conceptual implications and potential role of alternative education in supporting inclusive identity formation among stateless children.

WHAT ETHICAL PRINCIPLES REINFORCE PUBLIC COMMITMENTS TO FREE EDUCATION? A CASE STUDY OF SARAWAK’S FREE EDUCATION SCHEME AND INTERGENERATIONAL FAIRNESS

2026-06-29T10:35:12+08:00

This research observes the government of Sarawak’s Free Tertiary Education Scheme (FTES), in a bid to provide free university education to its residents. The study adopts a qualitative approach by conducting semi-structured interviews with 20 Sarawakians (e.g. students, parents, educators) from different backgrounds and perspectives, focusing on issues like social justice, equity and intergenerational fairness. The main data is accompanied with a comparative analysis of comparable policies of free education. The findings revealed that the respondents largely perceived FTES as a transformative move. Primarily, students observed it as a “game-changer” as it removes financial barriers and improves access, while parents expressed the relief of avoiding educational debt for themselves, or their child. Besides, policymakers framed it as fulfilling a shared obligation to future generations, meanwhile, university leaders approved that FTES had equity benefits but noted the need to protect quality of education and sustainable financing. The thematic investigation identified several themes namely, equal opportunity, public vs. private good, intergenerational mutuality, and economic responsibility. The aforementioned insights suggest that FTES mainly embodies morality of justice and the public good by widening access. Yet, respondents also raised concerns about long-term funding, the inclusiveness of non-beneficiaries, and meritocracy. In a nutshell, with sustainable funding mechanisms and targeted equity measures, the long-term paybacks of free tertiary education are expected to outweigh its costs. By intertwining stakeholder voices with ethical and policy perspectives, this study enriches the conversation on higher education reform. In line with international principles that call for free higher education, our findings suggest Sarawak’s FTES reflects core ethical values. At the same time, participants stressed the necessity attention to sustainable funding and quality safeguarding.

FOSTERING INDIVIDUAL CREATIVITY AMONG ACADEMICIANS: AN INTEGRATED CONCEPTUAL MODEL

2026-06-07T08:32:47+08:00

In higher education institutions, creativity represents a high-level capability that has become essential for managing the rapid pace of digital transformation, increasing performance expectations, and ongoing advancements in teaching and learning methodologies. Indeed, efforts to enhance creativity increasingly rely on workplace interactions that play a significant role in shaping employee creative performance. Accordingly, this conceptual framework enriches the understanding of individual creativity among academicians by examining four key antecedents: work engagement, perceived visionary leadership, digital platform capability, and training. This study, grounded in Amabile’s Componential Theory of Creativity posits that organizational and environmental conditions that enable and encourage creative expression significantly influence the creative output of academicians. This study uses a quantitative research design to examine the antecedents that influence the creativity among academicians at the Faculty of Accountancy, Universiti Teknologi MARA (UiTM). A survey of academicians will be conducted to examine the factors influencing individual creativity. This paper proposes an integrated model that provides theoretical clarity and practical guidance for higher education institutions, particularly faculty of accountancy, in their efforts to cultivate a creative academician. Further, this study provides guidelines and strategic actions aimed at enhancing academicians’ creativity to drive teaching innovation, improve instructional quality, and strengthen institutional competitiveness, while also providing a foundation for future empirical research.

MERANGKA HUJAH BERSTRUKTUR: PROTOKOL KAJIAN INTERVENSI PETA POKOK DAN PETA ALIR (I-THINK) DALAM PENULISAN KARANGAN FAKTA BAHASA MELAYU

2026-06-10T11:40:43+08:00

Artikel ini membentangkan protokol kajian bagi menilai potensi intervensi Peta Pokok dan Peta Alir (i-Think) sebagai perancah visual dalam meningkatkan kemahiran menulis karangan fakta Bahasa Melayu dalam kalangan pelajar Tingkatan 4 di negeri Pahang. Kemahiran menulis menuntut keupayaan pelajar menyusun isi secara logik dan menyampaikan hujah yang kukuh. Walau bagaimanapun, Laporan Analisis Keputusan SPM 2023 menunjukkan lebih 40 peratus calon gagal mencapai tahap cemerlang dalam komponen penulisan karangan berbentuk fakta. Sebahagian besarnya didorong oleh kesukaran membina isi hujah yang tersusun dan mengekalkan kesinambungan idea antara perenggan. Bagi merungkai permasalahan ini, satu kajian kuasi-eksperimen praujian-pascaujian dicadangkan melibatkan sampel 120 orang pelajar yang dibahagikan secara setara kepada kumpulan eksperimen dan kumpulan kawalan. Instrumen kajian akan dinilai menggunakan rubrik pemarkahan standard meliputi dimensi Tugasan, Idea, Bahasa, dan Pengolahan (TIBP). Dalam cadangan intervensi ini, pengaplikasian Peta Pokok difokuskan untuk mengelompokkan idea dan struktur karangan secara hierarki, manakala Peta Alir digunakan untuk merangka urutan kesinambungan hujah yang kohesif. Protokol kajian ini dijangka dapat menyediakan panduan metodologi yang utuh ke arah pemerkasaan pedagogi bahasa berteraskan Kemahiran Berfikir Aras Tinggi (KBAT).

This article presents a study protocol to evaluate the potential of Tree Map and Flow Map (i-THINK) interventions as visual scaffolds in improving Malay Language factual essay writing skills among Form 4 students in the state of Pahang. Writing skills demand the ability of students to organize points logically and present strong arguments. However, the 2023 SPM Results Analysis Report indicates that over 40 percent of candidates failed to achieve an excellent level in the factual essay writing component. This is largely driven by difficulties in constructing structured argumentative points and maintaining the continuity of ideas between paragraphs. To address this issue, a pretest-posttest quasi-experimental study is proposed, involving a sample of 120 students divided equally into an experimental group and a control group. The research instruments will be evaluated using a standard scoring rubric covering the dimensions of Task, Idea, Language, and Organization (TIBP). In this proposed intervention, the application of Tree Maps is focused on grouping ideas and essay structures hierarchically, while Flow Maps are used to draft a cohesive sequential continuity of arguments. This study protocol is expected to provide a robust methodological guide towards empowering language pedagogy based on Higher Order Thinking Skills (HOTS).

REAL-WORLD PBL IN AN ENGLISH BOOTCAMP: ENHANCING ENGINEERING STUDENTS’ LEARNER AUTONOMY

2026-06-24T13:49:26+08:00

Short-term intensive English language programmes are frequently used to strengthen learners' communication confidence; however, limited empirical attention has examined whether short-duration immersion programmes can foster learner autonomy among engineering undergraduates in Malaysian higher education, particularly when organised through problem-based learning (PBL). Anchored in learner autonomy theory, self-directed learning, and constructivist principles of PBL, this study examined autonomy-related learning behaviours among Malaysian engineering students who participated in a three-day English Language Bootcamp Immersive Program. A mixed-method post-program design was employed with 37 participants. Quantitative data were collected through five-point Likert-scale items measuring control, decision-making, ownership, choice, goal setting, independent learning, creativity, and problem-solving, while qualitative data were gathered through open-ended responses. Descriptive statistics, Cronbach's alpha, and thematic coding were used to analyse the data. The findings indicated relatively high levels of learner autonomy, with a composite mean score of 3.88 (SD = 0.69), supported by strong internal consistency for the learner autonomy scale (alpha = .92). Independent learning and goal setting emerged as the most strongly endorsed autonomy dimensions. Qualitative findings further highlighted engagement, language development, collaboration, and students' desire for more speaking practice. The study demonstrates that short-term PBL-based immersive programmes can serve as effective pedagogical interventions for fostering learner autonomy, collaborative engagement, and self-directed learning in ESL contexts. The findings offer practical implications for designing intensive language immersion programmes in higher education.

A BIBLIOMETRIC ANALYSIS OF RESEARCH ON MANDARIN TEACHING FOR COLLEGE STUDENTS

2026-06-30T07:32:29+08:00

This study addresses the significant lack of empirical research on the long-term, macro-level development of Mandarin pedagogy in Chinese higher education. Existing studies rely heavily on localised, qualitative classroom summaries, resulting in fragmented knowledge. To fill this gap, this paper systematically maps the academic dynamics, evolutionary trajectories, and institutional networks across eleven structural dimensions, including publication trends, thematic shifts, collaborations, and funding landscapes. Using co-word analysis, citation analysis, and knowledge graph visualisation, a dataset of 155 documents from 1996 to 2025 was retrieved and analysed from CNKI. The findings reveal that while scholarly output peaked in 2013, the core focus has shifted from "pronunciation standardisation" to "professional competence", reflecting a paradigm shift from linguistic correctness toward competency-oriented and practice-based language education. Geographically, institutions in southern dialect zones and border minority regions show the greatest research activity, yet no dominant journal or elite author group has emerged, indicating a decentralised ecosystem. Research output has evolved from policy-driven to demand-driven and now towards technology-driven development. Specifically, this study aims to: (1) examine publication trends, (2) identify major research themes and their evolution, (3) analyse collaboration networks, and (4) explore emerging directions. The findings contribute to understanding how language pedagogy evolves under national policies and technological changes, offering data-driven guidance for university administrators, teacher educators, curriculum developers, and policymakers.

EXPLORING THE MUSICAL AND PEDAGOGICAL DIMENSIONS OF QIANG CHILDREN’S SONGS: A QUALITATIVE STUDY OF EDUCATOR’S AND MUSICIANS’ PERSPECTIVE

2026-06-09T13:46:33+08:00

This paper discusses the musical features of the song of the Qiang children and its educational benefit in the primary school music education in China. Although the significance of culturally responsive music education is not underestimated, the role of Qiang musical traditions in systematic schooling has not been studied sufficiently. The study adopts a qualitative research design and will be based on semi-structured interviews with five purposively chosen respondents, including Qiang folk musicians and primary school music teachers who have had direct experience in traditional music practices and classroom teaching. The thematic analysis approach based on the strategy suggested by Braun and Clarke (2006) was used to analyse data: familiarisation, coding, theme development, and refinement. This approach has allowed exploring the profound meaning of both musical and pedagogical aspects in the songs of Qiang children. It is found that such songs are defined by pentatonic scales, small pitch ranges, repetitive rhythms, and simple melodies, which coincide with the vocal and cognitive levels of development of children. Other than the structural properties, their contribution to cultural narratives is noted to build on identity and cultural awareness among the young learners. Pedagogically, respondents highlighted their efficiency in increasing student engagement, collaborative learning, and helping to develop basic musical skills. The study, however, also points to situational difficulties such as inadequate access to teaching materials, a lack of training of teachers to teach ethnic music, and the limitation on formal curricula. Offering empirically based information on the musical and educational aspects, this research paper will be useful to the emerging discussion about culturally inclusive music education and provide practical implications to the inclusion of indigenous musical traditions into the primary school curricula.

ECHOES OF THE OUD: THE RESONANT LEGACY OF AL ANDALUS IN THE WESTERN ORCHESTRAL TRADITION

2026-06-18T17:04:50+08:00

The historiography of Western classical music has long been dominated by a Eurocentric narrative that treats the Arab-Andalusian influence as an exotic periphery rather than a constitutive element. This oversight obscures the profound genealogical link between the musical aesthetics of Al-Andalus and the structural foundations of the Western orchestral tradition. This study aims to bridge this research gap by proposing a conceptual model of "Harmonic Integration" that traces the resonant legacy of the Andalusian oud and the innovations of Ziryab (789–857 AD) into the European canon. Through a synthesis of historical ethnomusicology analysis, this paper demonstrates that the cyclical organization of the Andalusian Nuba functions as a sophisticated prototype for the European Baroque suite. Furthermore, it identifies the evolution of the oud into the European lute as the primary vehicle for the transmission of harmonic theory, facilitating the shift from modal heterophony to polyphonic practice. The research highlights how Ziryab’s systematization of the Andalusian school catalyzed a broader "Cultural Synthesis," fostering hybrid genres like the Muwashshah and Zajel and establishing a "virtuoso-composer" model that professionalized the European musician. Beyond music, this aesthetic refinement is shown to mirror the architectural evolution of the Islamic Qubba and monumental facades, creating a unified "Andalusian aesthetic". The study concludes that the Western orchestra is a product of Mediterranean intercultural dialogue, challenging rigid East-West binaries. These findings offer significant theoretical implications for decolonizing music history and practical applications for contemporary performance and pedagogy, advocating for a recognition of the shared DNA within the classical tradition.

PERBANDINGAN KAEDAH HURUF DAN KAEDAH FONIK BACAAN PINTAR DALAM PENGUASAAN MEMBACA AWAL: ANALISIS PEMETAAN GRAFEM–FONEM DAN PENCAPAIAN ARAS APLIKASI TAKSONOMI BLOOM

2026-06-25T13:37:14+08:00

Kajian ini membandingkan Kaedah Huruf dan Kaedah Fonik Bacaan Pintar dalam penguasaan membaca awal dengan meneliti kedua-dua kaedah membentuk pemetaan grafem–fonem serta kesannya terhadap pencapaian aras aplikasi dalam Taksonomi Bloom. Kajian menggunakan pendekatan kualitatif melalui analisis data primer berasaskan ujian akhir murid Program Intervensi Tahun Satu. Analisis memfokuskan mekanisme pemprosesan ejaan kepada sebutan, khususnya cara murid memetakan lambang tulisan kepada bunyi semasa membaca perkataan baharu. Kerangka analisis berpandukan struktur suku kata bahasa Melayu (KVK), Teori Kata Fonologi, dan prinsip penyukuan kata bahasa Melayu. Dapatan menunjukkan bahawa murid yang diajar menggunakan Kaedah Huruf cenderung memproses ejaan melalui nama huruf, lalu menghasilkan sebutan yang tidak stabil, terutamanya dalam suku kata tertutup, gugusan konsonan dan urutan vokal. Sebaliknya, murid yang mengikuti Kaedah Fonik Bacaan Pintar memproses ejaan melalui hubungan fonem-grafem secara langsung dan sistematik, sekali gus membolehkan pembentukan sebutan yang lebih stabil, tepat dan konsisten. Perbezaan ini menunjukkan bahawa keupayaan membaca bukan hanya ditentukan oleh kebolehan mengecam huruf, tetapi oleh kestabilan pemetaan grafem–fonem yang membolehkan murid memindahkan kemahiran bacaan kepada perkataan baharu. Kajian ini menyimpulkan bahawa Kaedah Fonik Bacaan Pintar lebih berkesan dalam menyokong penguasaan membaca awal kerana menyediakan laluan dekod yang lebih stabil dan seterusnya membolehkan murid mencapai aras aplikasi dalam Taksonomi Bloom.

This study compares the Letter Method and the Bacaan Pintar Phonics Method in early reading acquisition by examining how both approaches construct grapheme–phoneme mapping and how this affects pupils’ attainment of the application level in Bloom’s Taxonomy. A qualitative approach was employed through the analysis of primary data derived from final reading assessments of pupils in the Year One Intervention Programme. The analysis focuses on the mechanism through which orthographic forms are converted into spoken forms, particularly how pupils map written symbols onto sounds when reading unfamiliar words. The analytical framework is grounded in Malay syllable structure (C)V(C), Phonological Word Theory, and Malay syllabification principles. The findings indicate that pupils taught using the Letter Method tend to process written forms through letter-name recall, resulting in unstable pronunciation, particularly in closed syllables, consonant clusters, and vowel sequences. In contrast, pupils exposed to the Bacaan Pintar Phonics Method process orthographic forms through direct and systematic grapheme–phoneme mapping, enabling more stable, accurate, and consistent pronunciation. This difference demonstrates that reading ability is not determined merely by letter recognition, but by the stability of grapheme–phoneme mapping that enables pupils to transfer decoding skills to unfamiliar words. The study concludes that the Bacaan Pintar Phonics Method is more effective in supporting early reading acquisition because it provides a more stable decoding pathway and enables pupils to attain the application level in Bloom’s Taxonomy.

SUPERVISORY PRACTICES AMONG MIDDLE LEADERS: A CHRONOLOGICAL REVIEW (2000–2026)

2026-06-07T08:17:08+08:00

There has been considerable growth in studies of supervisory practices of middle leaders in the last two decades, but little research has examined the chronology of fields of study. This research bridges this gap by examining the chronological development of the field between 2000 and 2026 in terms of the emphasis of the literature, the research methods used, and ideas of the nature of supervision. Using a chronological review, we analysed 101 peer-reviewed journal articles obtained from the Scopus database using a search strategy. The results show a distinct evolution in three phases. Phase 1 (2000-2013) reflected dispersed research, insert into the management narrative. Phase 2 (2014-2019) was a period of consolidation, in which there was increased attention given to instructional leadership, distributed leadership and professional learning. Phase 3 (2020-2026) established exponential growth, with middle leaders considered as instructors, knowledge: Importantly, research designs have transitioned from being largely descriptive to robust and varied designs, such as mixed methods, structural modelling, qualitative, action research, and others. The review shows that supervisory effectiveness is related to personal and organisational factors such as relational skills, trust and organisational support. This confirms the need to enhance preparation and professional development for leaders, and to take more context-sensitive approaches to research, especially in non-Western and longitudinal contexts.

PSYCHOLOGICAL RESILIENCE AND TEACHER QUALITY IN SABAH: A THEORETICAL FRAMEWORK FOR AN INTEGRATED EMOTIONAL AND SPIRITUAL INTELLIGENCE INTERVENTION MODULE

2026-06-10T10:58:54+08:00

This research delineates the theoretical construction and validation process of an intervention module designed to enhance the mental well-being and professional quality of educators in the state of Sabah, Malaysia. Utilising Howard Gardner’s Theory of Multiple Intelligences (MI) as the primary psychological anchor, the study integrates the constructs of Emotional Intelligence (EI) and Spiritual Intelligence (SI). The unique socio-educational landscape of Sabah—characterised by diverse geographical challenges and multicultural dynamics—intensifies the need for a specialised support system. This paper provides an in-depth exploration and proposes a theoretically grounded framework for an integrated intervention module tailored to Sabah’s educational context. It examines the evolution of intelligence theory, the rigorous scientific criteria for module development, and discusses the implications for educational counselling and modern pedagogical practices.

MAPPING RESEARCH TREND ON WILLINGNESS TO CONTRIBUTE TO EDUCATIONAL WAQF FUNDS IN HIGHER EDUCATION INSTITUTION: A BIBLIOMETRIC STUDY

2026-06-21T16:41:56+08:00

Educational waqf has emerged as a strategic instrument for financing higher education, particularly in response to declining public funding and increasing institutional costs. Despite the growing attention to waqf within Islamic social finance, studies on individuals’ willingness to contribute to educational waqf funds remain fragmented, with limited integration of research trends, thematic development, and collaboration patterns. This study seeks to systematically chart the development and intellectual architecture of studies concerning willingness to contribute to educational waqf in higher education institutions. A bibliometric approach was employed using Scopus as the primary data source. An advanced search approach centered on the keyword “educational waqf” was implemented, yielding a final corpus of 140 peer-reviewed journal articles spanning the period from 2008 to 2026. The dataset underwent preprocessing and cleansing through OpenRefine, whereas descriptive statistical examination was executed via Scopus Analyzer. Subsequent network mapping and co-occurrence investigations were conducted with VOSviewer to delineate thematic clusters and interconnections within the literature. The results demonstrate a marked escalation in publication output, especially after 2020, reaching its highest point in 2025, which reflects a growing academic focus on educational waqf as a sustainable financing mechanism. Citation analysis highlights a concentration of influential studies in areas such as Islamic finance, socio-economic development, and higher education funding. Keyword co-occurrence results identify dominant themes including waqf, Islamic finance, and higher education, alongside emerging topics such as cash waqf, philanthropy, and sustainable development. Additionally, country-level collaboration analysis indicates that Malaysia, as well as Indonesia, emerges as the most prominent contributors, each supported by robust and well-established research networks. In general, the findings suggest that research on educational waqf is progressively developing into a dynamic and cross-disciplinary domain, and future studies should emphasize broader geographical coverage, longitudinal approaches, and deeper integration of behavioral and financial perspectives.

ENHANCING ESL STUDENTS’ UNDERSTANDING OF TEXT STRUCTURES THROUGH PADLET: A THEMATIC ANALYSIS OF LEARNERS’ EXPERIENCES AND PERCEPTIONS

2026-06-29T12:00:32+08:00

In ESL learning context, the inclusion of collaborative platforms in language learning can provide a supportive tool that can enhance learners’ writing skills. Educators view this platform as additional teaching aids that elevate the learners’ motivation while encouraging the learning experience. This study explores ESL students’ perception of using Padlet to improve writing skills mainly in forming sentence structure and idea development. In addition, this study also adapted theories from Vygotsky’s Social Constructivist Theory, Wenger’s Communities of Practice, and the Technology Acceptance Model (TAM) to further assist the research. To further explore the effectiveness of Padlet in language learning, this study also examines the benefits and challenges of Padlet as collaborative tools in language learning. Students’ suggestions for improving its usage in class lessons were collected to provide the maximal usage of this platform in class lessons. This research uses a qualitative descriptive approach where the data was collected from students’ open-ended feedback. The data were then analyzed using thematic analysis to identify recurring patterns and themes were decided based on students’ feedback. Based on the findings, four key strengths of Padlet can be identified which are its visual organization, easy to use, interactive features that lead to open group learning and discussion. Students reported that the platform became a big help in providing a better understanding on writing organization such as the development of Introductions, body paragraphs and conclusions. However, it also comes with a few challenges that include difficulty to track large numbers of posts, unstable internet connectivity, and inconvenience to use in mobile devices. These concerns have been highlighted in Cognitive Load Theory, the excessive information at one time can hinder a learner’s ability to process and organize knowledge effectively. Therefore, students recommended clearer instruction from instructors to better understand the task in Padlet. Additionally, the Padlet board should be systematically organized, and timely feedback should be given to monitor learners closely. To further use Padlet in effective ways, students also suggested instructors to prove more structured writing templates. Overall, this study concludes that Padlet is a useful digital tool for supporting the teaching and learning of text structure in ESL writing classrooms.

EQUITY IN MALAYSIAN EDUCATION: CHALLENGES AND PATHWAYS TO PROGRESS

2026-06-09T13:19:31+08:00

Education equity is important for national development in Malysia, yet there are disparities across the socioeconomic strata, geographic locales, and resource availability. By examining this intricate inequity, this paper synthesises the Malaysia Education Blueprint 2013-2025 and analyses extant policies and interventions which aimed at promoting equity. Meanwhile, the main challenges are to bridge the digital divide, provide resources for rural schools, and ensure quality teaching across all communities. Effective strategies that require holistic measures is needed to integrate technology equitably, foster parental engagement, and promote culturally responsive teaching that values diverse backgrounds (OECD, 2023). Classroom instruction, extracurricular activities, co-curricular activities, and community service should be encouraged to support holistic education aside having regular classroom instruction. According to Kantova (2024), schools should engage parents actively in their children’s education process and their involvement is a crucial factor in student success. Additionally, teachers' qualifications are essential for student development. The success of these initiatives can be measured through student surveys, teacher feedback, and assessments of students' non-cognitive skills. This conceptual paper aims to explore the contributing factors to educational inequalities and provides a few recommendations for educators and policymakers, which leading towards a more equitable and developed Malaysia Madani.

A PROCESS-ORIENTED CREATIVITY ASSESSMENT FRAMEWORK FOR COMPUTER GRAPHICS EDUCATION IN CHINA: INTEGRATING THE COMPONENTIAL THEORY OF CREATIVITY AND MULTI-SOURCE EVALUATION

2026-06-18T16:38:01+08:00

Creativity assessment in computer graphics (CG) education has traditionally relied on product-oriented approaches, which may not fully capture the iterative and process-based nature of creative development. This study draws on the Componential Theory of Creativity. Based on this theoretical foundation, a process-oriented creativity assessment framework is proposed. The framework integrates cognitive, behavioral, and contextual dimensions of creative performance. To operationalize this framework, a multi-source evaluation system was developed, combining student self-report measures, expert-based Consensus Assessment Technique (CAT), and teacher interview data. A design-based research (DBR) approach, combined with a sequential mixed-methods design, was employed to iteratively construct and validate the framework within an authentic CG educational setting in China. A total of 126 undergraduate students and 3 instructors participated in an 8-week intervention.

EVALUATING THE EFFECTIVENESS OF PEER FEEDBACK IN IMPROVING STUDENTS’ PHYSICS LAB REPORT WRITING

2026-06-25T11:07:03+08:00

Peer feedback as a pedagogical tool to improve students' lab reports was explored in this study. The intervention also sought to encourage critical thinking and increase the activity of students learning. The study involved 130 students in Form Four level of a secondary school in Selangor, Malaysia, which comprised four intact classes. Pre-test and post-test laboratory report assessment and students perception and problem questionnaire were used to collect the data. The quantitative data collected were then analyzed using SPSS Version 28. Students’ mean laboratory report scores increased from 8.72 (SD = 1.72) to 12.33 (SD = 2.11), with the improvement found to be statistically significant, t(129) = −23.94, p < .001. Most students responded positively to the peer-feedback activities and reported that reviewing comments from classmates helped them identify weaknesses and improve their writing. Although a small number initially felt uncertain about evaluating their peers’ work, few challenges were reported overall. The findings suggest that peer feedback can be effectively integrated into physics laboratory learning to enhance scientific writing, reflection, and student engagement.

THE CHALLENGES AND COPING STRATEGIES OF PSYCHOLOGICAL ADAPTATION OF ASEAN STUDENTS IN HIGHER VOCATIONAL COLLEGES IN GUANGXI, CHINA

2026-06-29T10:52:05+08:00

The growing educational cooperation between China and ASEAN countries has led to a significant increase in ASEAN student enrolment in higher vocational colleges in Guangxi in recent years, creating new challenges and opportunities for cross-cultural adaption. This study aimed to investigate the cross-cultural psychological adaptation of these ASEAN students and employed a mixed-methods approach. Psychological scales were randomly distributed first to ASEAN students who had been in China for over one year, resulting in 304 valid responses, which were used to assess their level of cross-cultural psychological adaptation. Based on the survey findings, semi-structured interviews were conducted with ASEAN students and their teachers, counselor and administrators, continuing until information saturation was reached. Ultimately, 12 ASEAN students who had been in China for over one year and 12 teachers, counselors and administrators were interviewed. The data were then analyzed using NVivo software for thematic coding to explore the specific challenges and conditions related to their cross-cultural psychological adaptation. The study found that the overall level of cross-cultural psychological adaptation among ASEAN students in higher vocational colleges in Guangxi is in good condition, but there are still challenges included language pressure, academic pressure, homesickness, pressure related to exams and scholarships, interpersonal sensitivity, and financial pressure. Based on these findings, several coping strategies are proposed. ASEAN students should cultivate motivation and resilience; teachers and students in higher vocational colleges should provide warm and friendly support for ASEAN students; higher vocational colleges should strengthen psychological work through multi-level management for ASEAN students; and society should seek common cultural elements and create a friendly atmosphere for ASEAN students. This study contributes to international student adaptation by providing practical recommendation for educational institutions, policymakers, and support services seeking to enhance the well-being and academic success of ASEAN students in China.

A BIBLIOMETRIC ANALYSIS OF DIGITAL LEARNING MEDIA IN SPECIAL EDUCATION FOR AGRICULTURE STUDIES

2026-06-21T16:28:22+08:00

This research provides a bibliometric examination of scholarly research concerning digital learning media in special education for agriculture studies. This emerging interdisciplinary field integrates educational technology, inclusive pedagogy, and vocational agricultural training. Despite the increasing emphasis on digital transformation in education, there remains a limited synthesis of scholarly trends specifically addressing the application of interactive digital learning tools for students with special educational needs in agricultural contexts. To address this gap, this study systematically examines the evolution, impact, and thematic development of relevant publications. The data were extracted from the Scopus database through advanced search strategies based on three core keywords: “special education,” “interactive learning,” and “agriculture.” The dataset, comprising 274 documents published between 2016 and May 2026, was refined and standardized in OpenRefine, followed by performance analysis and science mapping using VOSviewer. The findings indicate a consistent increase in publication output throughout the study period, with a significant rise observed after 2020, demonstrating an intensified global focus on digital as well as inclusive education. Citation analysis revealed highly influential publications that have significantly shaped the field, whereas keyword co-occurrence mapping exposed prevailing thematic concentrations, including inclusive digital pedagogy, assistive technologies, and agricultural skill development, alongside emerging areas like mobile learning and gamification. Furthermore, country-level co-authorship analysis indicates increasing international collaboration, although research contributions remain concentrated in a few leading countries. To conclude, this research presents a thorough synthesis of scholarly trends and intellectual structures in digital learning media for special education in agriculture studies, providing significant implications for educators, researchers, as well as policymakers to guide future innovation, collaboration, and inclusive educational practices.

AMALAN PENGAJARAN GURU PEMULIHAN KHAS TERHADAP KEMAHIRAN MEMBACA MURID SEKOLAH RENDAH: SATU KAJIAN KES KUALITATIF

2026-06-29T11:51:13+08:00

Penguasaan kemahiran membaca merupakan asas penting dalam perkembangan literasi murid sekolah rendah dan menjadi prasyarat kepada pencapaian akademik dalam pelbagai bidang pembelajaran. Walau bagaimanapun, sebahagian murid dalam Program Pemulihan Khas masih berhadapan dengan kesukaran menguasai kemahiran membaca walaupun pelbagai intervensi pengajaran telah dilaksanakan. Sehubungan dengan itu, kajian ini bertujuan menganalisis amalan pengajaran guru pemulihan khas terhadap kemahiran membaca bagi murid sekolah rendah dalam Program Pemulihan Khas. Kajian ini menggunakan pendekatan kualitatif dengan reka bentuk kajian kes yang melibatkan enam orang guru pemulihan khas daripada enam buah sekolah rendah. Data dikumpulkan melalui pemerhatian bilik darjah, temu bual separa berstruktur dan analisis dokumen pengajaran. Pengumpulan data lapangan dijalankan dalam tempoh enam bulan melibatkan beberapa siri pemerhatian pengajaran membaca bagi setiap peserta kajian. Secara keseluruhannya, lebih daripada 18 sesi pemerhatian bilik darjah dijalankan dengan setiap sesi mengambil masa antara 30 hingga 60 minit bergantung pada jadual pengajaran sekolah. Sepanjang proses pengumpulan data, penyelidik turut merekodkan nota lapangan berkaitan interaksi bilik darjah, respons murid dan penyesuaian pedagogi guru bagi meningkatkan kedalaman interpretasi data. Pemerhatian dilaksanakan secara berulang bagi membolehkan penyelidik memahami pola pengajaran guru dengan lebih mendalam serta mengurangkan kebergantungan pada pemerhatian yang bersifat sepintas lalu. Penglibatan lapangan yang berterusan ini membantu penyelidik membina pemahaman kontekstual tentang interaksi bilik darjah, respons murid dan pelaksanaan pedagogi dalam Program Pemulihan Khas. Data dianalisis menggunakan analisis tematik dengan bantuan perisian NVivo. Dapatan kajian menunjukkan empat amalan pengajaran utama yang dilaksanakan oleh guru pemulihan khas, iaitu aplikasi bahan bantu mengajar, penggunaan kaedah fonik dan multisensori, pelaksanaan pengajaran dan pembelajaran secara berstruktur serta pendekatan pembelajaran terbeza mengikut tahap penguasaan murid. Dapatan turut menunjukkan bahawa amalan pengajaran yang responsif terhadap keperluan murid membantu meningkatkan penglibatan dan sokongan pembelajaran membaca dalam bilik darjah pemulihan khas. Kajian ini memberikan implikasi terhadap pengukuhan amalan pedagogi guru pemulihan khas, khususnya dalam aspek perancangan pengajaran, penggunaan bahan sokongan pembelajaran dan pelaksanaan pendekatan pengajaran yang lebih fleksibel dan berfokuskan keperluan murid.

Reading proficiency is a fundamental component in the literacy development of primary school pupils and serves as a prerequisite for academic achievement across various learning domains. However, some pupils in the Special Remedial Programme continue to experience difficulties in mastering reading skills despite the implementation of various instructional interventions. Therefore, this study aimed to analyse the teaching practices of Special Remedial teachers in enhancing the reading skills among primary school pupils in the Special Remedial Programme. This study employed a qualitative approach using a case study design involving six Special Remedial teachers from six primary schools. Data were collected through classroom observations, semi-structured interviews and the analysis of instructional documents. The data were analysed using thematic analysis with the support of NVivo software. The findings revealed four major teaching practices implemented by the teachers, namely the application of teaching aids, the use of phonics and multisensory approaches, structured teaching and learning implementation, and differentiated learning approaches based on pupils’ reading proficiency levels. The findings further indicated that responsive teaching practices tailored to pupils’ learning needs enhanced pupils’ engagement and supported reading development within the Special Remedial classroom context. This study provides implications for strengthening pedagogical practices among Special Remedial teachers, particularly in lesson planning, the use of instructional support materials and the implementation of more flexible and learner-centred teaching approaches.

TECHNOLOGY INTEGRATION AND TEACHER COMPETENCE: THE MEDIATING ROLE OF TEACHER SELF-EFFICACY

2026-06-09T12:33:20+08:00

China has invested substantially in digitalizing college English teaching, yet a persistent gap exists between technological investment and pedagogical transformation. This conceptual paper integrates TPACK, self-efficacy theory, and teacher competence frameworks to examine how technology integration translates into enhanced teaching capability. The central argument proposes that teacher self-efficacy functions as a mediating mechanism in this process. Technology integration provides mastery experiences that strengthen teachers’ beliefs in their capacity to teach effectively with digital tools. These efficacy beliefs subsequently influence core dimensions of teacher competence: instructional strategies, classroom management, and student engagement. The model suggests that the pathway from technology adoption to teacher development operates fundamentally through psychological processes. Theoretically, this framework shifts analytical attention from technological tools to teacher agency. Practically, it indicates that professional development should prioritize creating conditions that foster teachers’ confidence in their technological capabilities.

EXPLORING THE NEXUS OF TEACHER COMPETENCY AND CLASSROOM-BASED ASSESSMENT READINESS: A MULTIVARIATE ANALYSIS AMONG PHYSICAL AND HEALTH EDUCATION TEACHERS

2026-06-18T16:18:03+08:00

The implementation of Classroom-based assessment (CBA), locally known as Pentaksiran Bilik Darjah (PBD), remains a significant challenge within the Physical and Health Education (PHE) domain. This study examines the influence of demographic factors (gender, teaching experience, specialization and training attendance) on teacher competency and PBD readiness among primary school teachers in Selangor, Malaysia. Utilizing a predictive correlational design, data were collected from 430 PHE teachers through a proportionate stratified random sampling technique. Multivariate Analysis of Variance (MANOVA) initially revealed significant differences in competency and readiness based on specialization, teaching experience and training attendance (p < 0.05). However, when teacher competency dimensions (knowledge, skills and attitudes) were statistically controlled as covariates using Multivariate Analysis of Covariance (MANCOVA), the effects of specialization and teaching experience became non-significant. Only training attendance remained a significant multivariate predictor of PBD readiness (V= 0.030, p = 0.007, = 0.030). Interestingly, the analysis of adjusted means revealed a ‘Training Paradox”, where non-trained teachers perceived higher readiness during implementation, suggesting that formal training may heighten “impact concerns” and professional reflexivity. Professional attitude emerged as the most consistent covariate across all PBD readiness phases. These findings suggest that professional competency is a more potent determinant of PBD readiness than demographic profiles. The study concludes that educational policy should shift from one-off administrative briefings toward sustained, competency-based professional development to ensure the quality of PHE assessment.

CHARTING RESEARCH TRENDS ON UNIVERSITY AWARENESS AND VOLUNTEERISM: A BIBLIOMETRIC STUDY OF INCLUSIVE EDUCATION FOR PERSONS WITH DISABILITIES

2026-06-25T09:57:33+08:00

This study maps the global research landscape on university awareness and volunteerism in relation to disability-inclusive higher education for persons with disabilities (PWD). Although previous studies have examined disability awareness, inclusive education and volunteer engagement separately, limited bibliometric evidence has systematically integrated these three areas within a single analytical framework. Existing scholarship also remains geographically uneven, with limited visibility of research from Global South and ASEAN higher education contexts. To address these gaps, this study conducted a bibliometric analysis of Scopus-indexed journal articles published between 2019 and 2024. The analysis employed VOSviewer version 1.6.20 to examine publication trends, country-level co-authorship networks, citation patterns and keyword co-occurrence structures. The findings show that research on PWD awareness and volunteerism in higher education is largely concentrated in high-income Western countries, particularly the United States, United Kingdom, Canada and Australia, while contributions from ASEAN and other Global South regions remain comparatively limited. The results further suggest that post-COVID-19 scholarship has increasingly shifted toward psychosocial support, empowerment and inclusive institutional responsibility. This study contributes theoretically by clarifying the intellectual structure of research linking university awareness, volunteerism and disability-inclusive education. Practically, it provides evidence-based insights for universities, policymakers and disability support practitioners to strengthen inclusive volunteer programmes, institutional awareness strategies and culturally responsive support systems for PWD in higher education.