INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

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

Ni Jing Ni1 — 2026-06-09

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.

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

Aiman Hakim Muhammed Azmi — 2026-06-09

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.

GAMIFICATION AS A CATALYST FOR ENHANCED LEARNING AMONG UNIVERSITY STUDENTS

Norzitah Abdul Karim — 2026-06-09

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.

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

Than Myint Khin — 2026-06-09

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.

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

Mohd Shahidan Ramli — 2026-06-07

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.

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

Wei Sing Teo — 2026-06-10

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).

KEBERKESANAN PLATFORM TECHDEEN DALAM MENINGKATKAN KEFAHAMAN FEQAH KSSM TINGKATAN LIMA

Che Ahmad Syauqi Che Seri Ismail — 2026-06-09

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.

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

Grace Mulyono — 2026-06-10

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.

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

Siti Rafidah Md Said — 2026-06-10

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.

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

Zhu Qianchuan — 2026-06-09

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.

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

Zakaria El Hilali — 2026-06-10

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.

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

Nor Ili Ahmad Tajuddin — 2026-06-09

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.

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

Nor Hidayah Hassim — 2026-06-09

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.

FOSTERING INDIVIDUAL CREATIVITY AMONG ACADEMICIANS: AN INTEGRATED CONCEPTUAL MODEL

Muhammad Farhan Rozain — 2026-06-07

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.

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

Makdatulit Paulus — 2026-06-10

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.

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

Qiuyue Deng — 2026-06-09

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.

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

Norizan Abdul Patah — 2026-06-07

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.

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

Fathima Rawshan — 2026-06-10

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.

EQUITY IN MALAYSIAN EDUCATION: CHALLENGES AND PATHWAYS TO PROGRESS

Nor Azira Mohd Radzi — 2026-06-09

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.

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

Irene Yong Ley Mui — 2026-06-10

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.