INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

ENHANCING CONCEPTUAL UNDERSTANDING IN FOUNDATIONAL PHYSICS: A MINI REVIEW OF GAMIFICATION'S ROLE IN LINEAR KINEMATICS

Mon, 01 Dec 2025 00:00:00 +0800

This paper proposes an investigation into the effectiveness of an application-based and gamified approach for teaching the foundational concepts of Linear Kinematics to foundation-level students in physics. A systematic review of current literature confirms a strong and growing trend in the use of gamification in physics education to address common student issues of low motivation, perceived difficulty, and poor conceptual grasp. Research indicates that integrating game mechanisms significantly enhances student engagement, motivation, and academic performance by transforming physics from an abstract, theoretical subject into an appealing, interactive experience. Furthermore, the literature strongly supports the use of interactive simulations and application-based learning to make complex concepts, such as force and energy, tangible and easier to grasp through direct manipulation of variables and real-time observation of outcomes. Specifically targeting foundation or college-level students, gamification has been shown to improve problem-solving skills, critical thinking, and long-term retention of concepts. This mini review paper establishes a solid justification for the proposed application based gamified intervention, highlighting its potential to revolutionise the teaching of Linear Kinematics by fostering active learning and deeper conceptual understanding. The future study aims to empirically validate this approach's impact on learning outcomes compared to traditional teaching methods.

AMALAN PENGGUNAAN KECERDASAN BUATAN DALAM BIDANG IBADAH GURU PENDIDIKAN ISLAM SEKOLAH RENDAH

Junaidah Jaidan @Bukau, Hafizhah Zulkifli — Tue, 02 Dec 2025 00:00:00 +0800

Kajian ini bertujuan untuk meneliti amalan penggunaan kecerdasan buatan (AI) dalam bidang ibadah oleh guru pendidikan islam di sekolah rendah. Perkembangan teknologi masa kini telah membawa perubahan besar dalam sektor pendidikan termasuklah dalam pengajaran pendidikan islam. Kecerdasan buatan (AI) sangat berpotensi untuk meningkatkan keberkesanan dalam penyampaian ilmu ibadah melalui pendekatan yang lebih interaktif dan responsive. Namun demikian, pemerhatian awal mendapati bahawa penggunaan AI dalam kalangan guru masih terbatas dan belum dimanfaatkan secara optimum. Terdapat tiga cabaran utama yang dikenal pasti dalam kajian ini iaitu yang pertama ialah tahap penguasaan guru terhadap teknologi AI masih rendah, khususnya dalam aplikasi yang berkaitan dengan pendidikan islam dalam bidang ibadah. Cabaran yang kedua ialah terdapat kekangan dari segi sumber pengajaran yang berbentuk AI yang bersesuaian dengan kandungan pembelajaran bidang ibadah dan memenuhi kehendak syariah. Cabaran yang ketiga ialah wujudnya kebimbangan dalam meneliti ketepatan maklumat yang telah dijana oleh AI yang kemungkinan besarnya ia tidak ditapis oleh pihak berautoriti dan bidang agama. Oleh yang demikian , kajian ini diharap akan dapat memberi sumbangan kepada penyediaan garis panduan yang bersesuaian dengan bidang agama dan latihan kepada guru agar penggunaan AI dalam pengajaran bidang ibadah dapat dilaksanakan dengan lebih berkesan, efisien, beretika dan selari dengan matlamat pendidikan islam semasa.

This study aims to examine the practice of using artificial intelligence (AI) in the field of worship by Islamic education teachers in primary schools. The current technological developments have brought significant changes to the education sector, including the teaching of Islamic education in schools. Artificial intelligence (AI) has great potential to enhance the effectiveness of delivering worship knowledge through a more interactive and responsive approach. However, initial observations show that the use of AI among teachers is still limited and has not been optimally utilized. Three main challenges identified in this study are: first, the teachers' proficiency in AI technology is still low, especially in applications related to Islamic education in the field of worship. The second challenge is the limitation of AI-based teaching resources that are suitable for the content of worship learning and comply with Sharia requirements. The third challenge is the concern about the accuracy of information generated by AI, which is likely not filtered by authorized religious authorities. Therefore, this study is expected to contribute to the preparation of appropriate guidelines aligned with religious fields and training for teachers so that the use of AI in teaching worship can be implemented more effectively, efficiently, ethically, and in line with the current goals of Islamic education.

PENDEKATAN PENGURUSAN TEKNOLOGI DAN TERAPAN TEORI SEMIOTIK DALAM NOVEL SAMPAH KARYA SHAHNON AHMAD

Mohd. Taha Abd. Wahab, Azhar Hj. Wahid, Rahmanyasin Jaafar — Thu, 04 Dec 2025 00:00:00 +0800

Kajian ini bertujuan menganalisis pendekatan pengurusan yang dipaparkan oleh pengarang melalui watak ‘Dia’ iaitu seorang pengemis dalam novel Sampah. Novel ini adalah wahana yang digunakan sebagai luahan pengalaman dan pemerhatian pengarang yang tergamit untuk melunaskan tanggungjawab moral dan sosial dalam menyampaikan mesej nilai kemanusiaan dan pengajaran hidup kepada masyarakat. Metode kajian adalah analisa teks dengan mengupas pendekatan pengurusan teknologi. Naratif teknologi dalam novel ini pula ditelahani dengan pengaplikasian teori semiotik Roland Barthes. Hasil dapatan kajian telah mengenalpasti bahawa naratif teknologi telah dijadikan tema dalam novel ini serta prinsip-prinsip pengurusan juga telah wujud bagi membincangkan perihalaku masyarakat yang terlena atas nama dan retorik kemajuan dan kemodenan. Realiti kehidupan masyarakat yang kurang cakna kepada hubungan antara manusia dengan manusia dan hubungan antara manusia dan Tuhan telah dipaparkan dengan makna yang berlapik dan berlapis bagi memastikan kesedaran wujud dalam pembacaan untuk merefleksi kedudukan dan nilai kemanusiaan yang berbaki. Novel ini juga telah mendedahkan tanpa pengurusan yang beretika dan terurus, teknologi yang seharusnya membawa kepada keselesaan hidup berubah menjadi satu dimensi negatif yang telah menidakkan hak seseorang dalam menjalani kehidupan yang lebih sempurna. Maka objektif kajian adalah, pertamanya mengenalpasti bahawa novel Sampah membawa mesej mengenai teknologi dengan memahami makna atau simbol yang ditelitikan secara teori semiotik dan keduanya mengaplikasi prinsip pengurusan yang telah diguna oleh pengarang dalam novel Sampah ini.

This study aims to analyze the management approach portrayed by the author through the character “Dia,” a beggar in the novel Sampah. The novel serves as a medium for the author’s expression of experiences and observations, fulfilling a moral and social responsibility to convey messages of humanity and life lessons to society. The research method used is textual analysis, focusing on the management approach to technology. The technological narrative in this novel is examined through the application of Roland Barthes’ semiotic theory. The findings of the study reveal that the technological narrative serves as the central theme of the novel, and that management principles are present to discuss the behavior of a society lulled by the rhetoric of progress and modernity. The reality of a society that is neglectful of human-to-human and human-to-God relationships is depicted through layered and metaphorical meanings to ensure awareness arises in readers, prompting them to reflect on the remaining essence and value of humanity. The novel also exposes that without ethical and organized management, technology which should bring comfort and convenience to life, can turn into a negative dimension that deprives individuals of their right to a more meaningful and complete life. Therefore, the objectives of this study are: first, to identify that Sampah conveys a message about technology by interpreting meanings or symbols through semiotic theory; and second, to apply the management principles utilized by the author in the novel Sampah.

AI-ASSISTED ADAPTIVE IN TEACHING AND LEARNING: A BIBLIOMETRIC REVIEW

Asmara Alias, Bahbibi Rahmatullah, Marzita Mansor — Mon, 15 Dec 2025 00:00:00 +0800

The rapid advancement with regard to Artificial Intelligence (AI) has transformed multiple educational domains, particularly in adaptive teaching and learning, where AI technologies play a crucial role in personalizing instruction and enhancing learning outcomes. Despite its increasing significance, there remains a lack of comprehensive bibliometric evidence that maps the intellectual structure, research patterns, and emerging trends in this field. This study addresses this gap by conducting a bibliometric analysis of AI-assisted adaptive teaching and learning to identify publication dynamics, research hotspots, and global collaboration networks. Data were collected from the Scopus database via advanced search strategies incorporating the keywords “Artificial Intelligence,” “Adaptive,” “Teaching,” and “Learning,” which yielded 866 relevant publications. The dataset was cleaned and harmonized using OpenRefine to ensure consistency, while statistical and graphical analyses were performed through the Scopus analyzer. Visualization of co-authorship, keyword co-occurrence, and thematic clustering was generated using VOSviewer to offer a deeper comprehension regarding the field’s conceptual and intellectual structures. The results reveal a significant growth trajectory of publications over the past decade, dominated by contributions from China, the United States, India, and the United Kingdom, highlighting the global nature of research in this area. Keyword co-occurrence analysis identified core themes, for example, intelligent tutoring systems, machine learning (ML), adaptive learning environments, and collaborative learning, with emerging interest in areas like deep learning, educational data mining, and personalized learning pathways. These research findings demonstrate that AI-assisted adaptive teaching and learning research is highly interdisciplinary, bridging education, computer science, and cognitive sciences, and is increasingly shaped by international collaborations. In conclusion, this study provides an overview of the knowledge structure in AI-driven adaptive education and offers valuable insights for scholars, practitioners, and policymakers. These insights help identify future research directions, strengthen cross-border partnerships, and advance innovative pedagogical frameworks that leverage AI for inclusive and effective learning.

PEMBANGUNAN E-SCRAMICA UNTUK MENAMBAH BAIK KEMAHIRAN PENYELESAIAN MASALAH DALAM PENGATURCARAAN SEKOLAH RENDAH: SATU PENILAIAN PAKAR

Rafiedah Ahmad , Nurulwahida Azid — Mon, 22 Dec 2025 00:00:00 +0800

Kemahiran penyelesaian masalah yang menjadi asas kepada pemikiran komputasional sering dikenal pasti sebagai punca utama kesukaran dalam pembelajaran pengaturcaraan dalam kalangan murid sekolah rendah. Kekurangan kemahiran ini menyebabkan murid menghadapi cabaran untuk memahami logik pengaturcaraan serta menyelesaikan tugasan yang diberikan. Kajian ini mencadangkan pembangunan e-Scramica, iaitu satu platform pembelajaran berasaskan permainan yang bertujuan membantu murid meningkatkan kemahiran penyelesaian masalah dalam pengaturcaraan. Reka bentuk e-Scramica diselaraskan dengan Model Penyelarasan Konstruktif Biggs bagi memastikan kesepaduan antara hasil pembelajaran, kandungan, aktiviti, dan penilaian. Selain itu, Model ADDIE digunakan sebagai pendekatan reka bentuk bagi membangunkan e-Scramica secara sistematik dengan mengaplikasikan model kurikulum berasaskan masalah. Penilaian pakar melibatkan panel daripada pelbagai bidang kepakaran yang menilai aspek kesahan kandungan, reka bentuk antara muka, strategi pembelajaran, dan keberkesanan e-Scramica melalui borang soal selidik berstruktur. Dapatan kajian literatur turut menunjukkan bahawa penerapan model kurikulum berasaskan masalah dapat meningkatkan kefahaman murid dalam pembelajaran pengaturcaraan. Secara keseluruhannya, hasil kajian ini diharapkan dapat menyumbang kepada pembangunan reka bentuk instruksional yang lebih berkesan melalui integrasi visualisasi interaktif, elemen gamifikasi, dan pembelajaran kolaboratif dalam e-Scramica, sekali gus membantu murid mengatasi kesukaran dalam pengaturcaraan.

Problem-solving skills, which form the foundation of computational thinking, are often identified as a major source of difficulty in learning programming among primary school students. The lack of these skills makes it challenging for students to understand programming logic and complete assigned tasks effectively. This study proposes the development of e-Scramica, a game-based learning platform designed to help students enhance their problem-solving skills in programming. The design of e-Scramica is aligned with Biggs’ Constructive Alignment Model to ensure coherence between learning outcomes, content, activities, and assessment. In addition, the ADDIE model was employed as a systematic design approach in developing e-Scramica, applying a problem-based curriculum model. Expert evaluation involved panels from various fields who assessed the content validity, interface design, learning strategies, and effectiveness of e-Scramica through a structured questionnaire. Findings from the literature review also indicate that the integration of a problem-based curriculum model can enhance students’ understanding of programming concepts. Overall, the outcomes of this study are expected to contribute to the development of more effective instructional design through the integration of interactive visualization, gamification elements, and collaborative learning within e-Scramica, thereby helping students overcome challenges in programming.

META-ANALYSIS OF LITERATURE REVIEW (2020–2025): THE ROLE OF SPECIAL EDUCATION TEACHERS IN THE LITERACY OF STUDENTS WITH HEARING IMPAIRED (SEN-HI) THROUGH MALAYSIAN SIGN LANGUAGE AND DIGITAL COMPETENCE

Nur'Hamizah Abdul Rahman , Grace Annamal Piragasam — Wed, 31 Dec 2025 00:00:00 +0800

This study takes the form of a meta-analytic literature review that evaluates the role of special education teachers in strengthening the literacy development of students with hearing impaired (SEN-HI) through mastery of sign language and digital competence. A total of 35 articles published between 2020 and 2025 were systematically analyzed using both qualitative thematic and quantitative descriptive approaches. The analysis revealed three main themes: (i) special education teachers as mediators of language and culture; (ii) teachers’ digital competence as a catalyst for literacy achievement; and (iii) structural challenges, professional training, and educational policy support. Global findings indicate that the systematic integration of sign language with formal literacy instruction, together with the use of digital technology supported by continuous professional development, enhances the literacy achievement of deaf students. However, in the Malaysian context, the literacy gap remains significant due to a shortage of teachers proficient in Malaysian Sign Language (BIM), limited bilingual learning materials, and unequal digital infrastructure. This study emphasizes the need for holistic strategies that involve professional training, the development of bilingual-bicultural literacy modules, and the strengthening of inclusive education policies to empower the literacy development of students with hearing impaired (SEN-HI).

INTEGRATING ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING: A SYSTEMATIC LITERATURE REVIEW

Sangeetha Thiarajah, Hema Vanita Kesevan — Mon, 01 Dec 2025 00:00:00 +0800

Artificial Intelligence (AI) has rapidly transformed education, offering new possibilities for enhancing teaching and learning. This Systematic Literature Review (SLR) aims to examine how AI has been integrated into educational contexts, identify prevailing research trends, and highlight existing gaps for future inquiry. Guided by the PRISMA 2020 framework, the review followed a transparent and replicable process to ensure methodological rigor. The search was conducted using the Scopus database with predefined inclusion and exclusion criteria, yielding 26 peer-reviewed, open-access studies published between 2021 and 2025. The selected studies explore various AI applications, including adaptive instruction, personalized learning, intelligent feedback systems, language education, and teacher professional development. Findings indicate that AI supports personalized and data-driven instruction by improving learner engagement, motivation, and formative assessment practices. Nevertheless, issues related to ethical use, digital infrastructure, and teacher readiness continue to challenge widespread adoption. Overall, this review underscores the potential of AI to enhance evidence-based, equitable, and sustainable educational practices when implemented with pedagogical alignment and ethical consideration.

EVALUATING ELEARNING USER INTERFACE DESIGN IN MALAYSIAN PRIVATE HIGHER LEARNING INSTITUTIONS: A COMPARATIVE STUDY ON ACADEMIC LECTURERS’ EXPERIENCE

Nur Huda Mat Yusoff, Mustaffa Halabi Azahari — Thu, 04 Dec 2025 00:00:00 +0800

eLearning platforms are widely adopted in Malaysia to enhance teaching and learning, yet its potential remains underexploited due to limitations in usability and interface design. This study investigates the user interface design (UID) of eLearning systems in private higher learning institutions (HLIs), emphasizing academic lecturers’ experiences and perceptions. A two-phase mixed-methods approach was applied and guided by the ADDIE instructional design model and the Unified Theory of Acceptance and Use of Technology (UTAUT). In the first phase, systematic observations were conducted to evaluate the UID of four private HLIs by focusing on visual presentation, layout, navigation, and interactivity. In the second phase, survey questionnaires were distributed to 200 academic lecturers to assess platform usability across five key dimensions: course quality, technical system quality, interactivity, visual design and UID quality. The findings reveal persistent usability challenges, including inconsistent layouts, text-heavy interfaces, poor navigation, and limited interactive elements. Survey results further demonstrate that these design shortcomings reduce lecturers’ satisfaction and discourage deeper engagement with eLearning functionalities. The study highlights UID as a critical determinant of system usability and effectiveness in private HLIs. By identifying specific design-related barriers, the research offers insights into user experience issues that hinder adoption and sustained use of digital learning platforms. These outcomes also support national educational goals aligned with Sustainable Development Goal 4 (SDG 4), which emphasizes inclusive and high-quality education through improved digital infrastructure in higher education. Also, the study provides a comprehensive framework for evaluating eLearning interface usability that can guide Malaysian HLIs in improving digital learning quality and adoption.

DESIGNING IMMERSIVE PEDAGOGIES: VIRTUAL REALITY AS A CATALYST FOR STUDENT-CENTRED AND CO-CREATIVE LEARNING IN HERITAGE EDUCATION

Ainul Wahida Radzuan , Hana Yazmeen Hapiz , Azlin Sharina Abdul Latef — Wed, 10 Dec 2025 00:00:00 +0800

This study explores the use of Virtual Reality (VR) in enhancing heritage education by shifting the focus from conventional content delivery to immersive, student-centred learning experiences. While VR has become increasingly popular in education, its integration within heritage studies, particularly in Southeast Asia, remains limited. Guided by Kolb’s Experiential Learning Theory, a seven-week classroom intervention was conducted with 30 undergraduate students enrolled in the Cultural Heritage Conservation course at Universiti Malaysia Kelantan. The study employed a mixed-methods approach that combined survey responses, reflections, and interviews to examine how VR shapes students’ spatial understanding, emotional engagement, and interpretive skills in heritage learning. Findings indicate a strong level of agreement among participants (mean: 4.35–4.43) that VR enhances their ability to visualise spatial arrangements, appreciate cultural significance, and experience deeper emotional connection with heritage sites. Qualitative feedback further confirms VR’s potential to position students as active interpreters rather than passive recipients of information. This study highlights the transformative potential of VR as a pedagogical tool in heritage education, offering a scalable, cost-effective, and inclusive model that bridges theoretical instruction with experiential engagement.

KESAN PENGGUNAAN PEMBELAJARAN KENDIRI BERASASKAN SIMULASI FIZIK PHET TERHADAP PENCAPAIAN PELAJAR MATRIKULASI DALAM TOPIK GERAKAN PROJEKTIL

Mohd Ali Samsudin, Siti Aishah Tahir, Tiew Chia Chun — Tue, 16 Dec 2025 00:00:00 +0800

Topik Gerakan Projektil merupakan salah satu topik yang mencabar dalam kurikulum fizik kerana sifatnya yang abstrak. Tujuan kajian adalah untuk menentukan kesan penggunaan simulasi fizik PhET dalam bahan pembelajaran kendiri ke atas pencapaian pelajar matrikulasi dalam topik Gerakan Projektil. Kajian ini menggunakan kaedah kuasi-eksperimen dengan rekabentuk kawalan tidak serupa. Matrikulasi di utara Semenanjung Malaysia dijadikan kumpulan eksperimen. Manakala, pelajar dari Kolej Matrikulasi pantai timur Semenanjung Malaysia dijadikan sebagai kumpulan kawalan. Kumpulan kawalan menggunakan kaedah konvensional, ianya merujuk kepada amalan menggunakan nota kuliah dan buku tutorial sebagai bahan bantu pembelajaran kendiri pelajar dalam topik Gerakan Projektil. Manakala, kumpulan eksperimen pula menggunakan simulasi fizik PhET dalam bahan pembelajaran kendiri. Dapatan kajian menunjukkan bahawa penggunaan simulasi fizik PhET dalam bahan pembelajaran kendiri membantu pelajar untuk memahami konsep ini dengan lebih mendalam. Melalui simulasi yang interaktif, pelajar dapat memanipulasi pemboleh ubah seperti sudut lontaran, halaju awal, jisim dan ketinggian, lalu memerhati serta menganalisis secara langsung kesan perubahan terhadap trajektori projektil. Hal ini membolehkan pelajar membina kefahaman konsep yang lebih kukuh tanpa bergantung sepenuhnya kepada penerangan abstrak secara lisan atau persamaan matematik semata-mata.

Projectile Motion is one of the more challenging topics in the physics curriculum due to its abstract nature. The purpose of this study is to determine the effect of using PhET physics simulations in self-directed learning materials on matriculation students’ achievement in the topic of Projectile Motion. This study employed a quasi-experimental design, specifically a non-equivalent control group design. Matriculation students from the northern region of Peninsular Malaysia were assigned to the experimental group, while students from a Matriculation College on the east coast of Peninsular Malaysia served as the control group. The control group used conventional methods, which referred to the practice of using lecture notes and tutorial books as self-directed learning materials for the topic of Projectile Motion. In contrast, the experimental group used PhET physics simulations as part of their self-directed learning materials. The findings indicate that the use of PhET physics simulations in self-directed learning helps students develop a deeper understanding of the concept. Through interactive simulations, students were able to manipulate variables such as launch angle, initial velocity, mass, and height, and directly observe and analyze the effects of these changes on projectile trajectories. This approach enabled students to construct a stronger conceptual understanding without relying solely on abstract verbal explanations or mathematical equations.

THE USABILITY OF THE I-SYAIR APPLICATION IN LEARNING ARABIC POETRY AMONG UNIVERSITY STUDENTS

Wed, 24 Dec 2025 00:00:00 +0800

This study aims to evaluate the usability of the i-Syair application in learning Arabic poetry among university students. The i-Syair integrates Augmented Reality (AR) and interactive multimedia to create an engaging and immersive learning experience, bridging classical Arabic literature with modern technology. Guided by the Tawhidic paradigm of balanced human development encompassing intellect (‘aql), spirit (rūh), and body (jasad), the study assesses three key aspects of usability: usefulness, satisfaction, and ease of use. Employing a quantitative descriptive design, data were collected from 33 respondents enrolled in the Bachelor of Arabic Language and Literature program through a structured questionnaire using a five-point Likert scale. The results, analyzed using IBM SPSS version 26, revealed that i-Syair achieved a high mean score across all dimensions, indicating strong user acceptance and positive learning impact. Students reported that the AR features significantly enhanced their comprehension and enjoyment of Arabic poetry, transforming learning into an interactive experience rather than mere memorization. The findings affirm that i-Syair is a user-friendly and pedagogically effective tool that supports modern Arabic learning while embodying technological innovation and Islamic educational values.

THE USE OF DIGITAL TECHNOLOGY IN ENHANCING STUDENT ENGAGEMENT AND MOTIVATION IN THE CLASSROOM

Tue, 02 Dec 2025 00:00:00 +0800

The transformation of education in the Industrial Revolution 4.0 era demands a new learning approach that can meet the needs of Generation Z students, who have short attention spans and are easily distracted. This study evaluates the effectiveness of the E-Prestasi application, developed based on game-based learning principles and powered by digital technology, in enhancing student engagement and motivation during learning sessions. A structured questionnaire was administered to 126 students after using the application in class. The findings indicate that students responded positively to the use of E-Prestasi in terms of motivation, challenge, interaction, and rewards gained. This study supports the potential of digital technology in enhancing experiential and digital interaction-based pedagogy. The potential use of digital technology through this application can be expanded not only in the learning process at educational institutions but also in staff training.

INVESTIGATING THE INFLUENCE OF STUDENT IDENTITIES ON SENSE OF COMMUNITY IN ONLINE LEARNING COMMUNITIES

Nur Azlinda Kasma Azizan Kamal Abdul Nasir — Thu, 04 Dec 2025 00:00:00 +0800

This study explores the relationship between students’ identities and their sense of community in the context of online learning among undergraduate students at Malaysian public universities. It investigates whether students’ professional and learner identities influence their level of connectedness within online learning environments. Adopting a correlational research design and Structural Equation Modeling (SEM) analysis with a sample of 367 students, data were collected using the Students’ Identities Questionnaire and the Classroom and School Community Inventory (CSCI). The findings indicate that while students demonstrate strong professional and learner identities, these identities do not significantly influence their sense of community. The study suggests that efforts to foster a sense of community in online learning should emphasize social interaction and inclusive engagement strategies rather than focusing solely on individual identity traits. The implications highlight the importance of lecturer facilitation and institutional support in building meaningful connections among students in virtual learning spaces.

MULTISENSORY APPROACH IN QURANIC LITERACY FOR DYSLEXIA LEARNERS: A SYSTEMATIC REVIEW

Nur Liyana Athirah Anuar, Norhisham Muhamad — Mon, 15 Dec 2025 00:00:00 +0800

This Systematic Literature Review (SLR) examines the application of multisensory approaches in Quranic literacy instruction for learners with dyslexia, emphasizing its pedagogical, cognitive, and technological dimensions. Quranic literacy is central to Islamic education. However, dyslexic learners often struggle with decoding Arabic script and mastering phonological patterns due to weaknesses in reading fluency, phonological processing, and working memory. To address these challenges, this review synthesizes recent empirical evidence to identify instructional frameworks that can enhance inclusive Quranic learning. Guided by the PRISMA protocol, a comprehensive search was conducted across Scopus and PubMed, focusing on studies published between 2021 and 2025. The search strategy, which used keywords such as dyslexia, literacy, and multisensory, initially yielded 2,843 records that were systematically screened and refined to 28 high-quality primary studies. The findings were organized into three interconnected themes: One, Assessment and Measurement, highlighting the need for reliable screening tools and culturally adapted literacy assessments. Two, Interventions, Technologies, and Instructional Approaches, demonstrating that multisensory, technology-assisted, and structured feedback methods significantly improve reading fluency, comprehension, and learner engagement. Three, Developmental, Cognitive, and Socio-environmental Factors, examining the roles of phonological awareness, motivation, family literacy practices, and teacher competencies in shaping learning outcomes. Overall, the review shows that multisensory instruction integrating visual, auditory, kinesthetic, and tactile modalities provides substantial benefits for dyslexic learners by supporting neural integration and enhancing engagement with Quranic text. The review concludes that multisensory approaches bridge cognitive science with Islamic pedagogy to support evidence-based teaching.

PENGGUNAAN CHATGPT: TINJAUAN HUBUNGAN ANTARA TUJUAN AKADEMIK DAN PENCARIAN MAKLUMAT TERHADAP TAHAP KEPUASAN PELAJAR UUM

Mon, 22 Dec 2025 00:00:00 +0800

Kajian ini dijalankan bagi menilai motif penggunaan dan tahap kepuasan pelajar terhadap ChatGPT dalam konteks pendidikan, dengan mengambil kira dua konstruk utama iaitu tujuan akademik dan pencarian maklumat. Kajian ini adalah berdasarkan kepada Teori Kegunaan dan Kepuasan (U&G) yang menekankan bagaimana pengguna aktif memilih media untuk memenuhi keperluan dan kepuasan. Kajian ini menggunakan pendekatan kuantitatif dengan pengumpulan data melalui tinjauan dalam talian yang diedarkan kepada pelajar Universiti Utara Malaysia (UUM) dari pelbagai kolej. Sebanyak 379 respons diterima dan dianalisis menggunakan perisian IBM SPSS versi 27. Analisis Korelasi Pearson menunjukkan terdapat hubungan yang signifikan antara penggunaan ChatGPT untuk tujuan akademik dengan kepuasan pelajar, manakala pencarian maklumat tidak menunjukkan hubungan yang signifikan. Justeru, kajian ini diharap dapat membantu penyelidik akan datang unutk memahami bagaimana teknologi kecerdasan buatan seperti ChatGPT boleh dimanfaatkan dalam pembelajaran, serta menjadi garis panduan untuk meneroka pembolehubah lain berkaitan tingkah laku pelajar dan AI dalam pendidikan tinggi.

This study was conducted to examine students’ usage motives and levels of satisfaction with ChatGPT in the context of education, considering two main constructs, namely academic purposes and information seeking. The study is grounded in the Uses and Gratifications (U&G) Theory, which emphasises how active users select media to fulfil their needs and achieve satisfaction. A quantitative approach was employed, with data collected through an online survey distributed to students of Universiti Utara Malaysia (UUM) from various colleges. A total of 379 responses were received and analysed using IBM SPSS version 27. Pearson correlation analysis revealed a significant relationship between the use of ChatGPT for academic purposes and student satisfaction, whereas information seeking did not show a significant relationship. Therefore, this study is expected to assist future researchers in understanding how artificial intelligence technology, particularly ChatGPT, can be utilised in learning, as well as to serve as a guideline for exploring other variables related to student behaviour and AI in higher education.

UNDERSTANDING TRAINEE TEACHERS’ EXPERIENCES THROUGH VYGOTSKY’S SOCIOCULTURAL PERSPECTIVE: EVIDENCE FROM A QUALITATIVE CASE STUDY

Fairuz Abdul Haleem Shah, Fauziah Abdul Rahim — Wed, 31 Dec 2025 00:00:00 +0800

Teacher wellbeing and resilience are important for educational quality, yet little is known about how Malaysian trainee teachers develop emotionally during their training. This study explores how trainee teachers experience emotional development through perezhivanie, felt sense, and felt shift using the Focusing-Oriented Art Therapy–Trauma-Informed Model (FOAT-TIM) developed by Laury Rappaport and grounded in Vygotsky’s Sociocultural Theory. A qualitative case study was conducted with two final-year trainee teachers from a Teacher Training Institute in Kuala Lumpur. Data were generated across four FOAT-TIM phases and supported by artwork, observations, semi-structured interviews, researcher field notes, and participants’ personal reflections. The data were analysed thematically using Vygotsky’s concepts of perezhivanie, the Zone of Proximal Development, and the role of the More Knowledgeable Other. The findings indicate distinct emotional development experiences between the two participants. participant A (“the Preacher”) demonstrated resilience through faith-based symbols and stable meaning-making. In contrast, participant B (“the Remorseful”) initially expressed emotional vulnerability and socio-cultural shame but gradually reframed these experiences as gratitude and emerging hope through structured support. FOAT-TIM supported both participants in expressing, reflecting on, and reorganising emotional experiences through symbolic activity. This study contributes to teacher education by extending the application of perezhivanie in qualitative research, demonstrating FOAT-TIM as an art-based mediational approach, and identifying culturally meaningful symbolic resources such as faith, hope, and gratitude that support trainee teachers’ resilience. The findings provide contextually grounded insights for strengthening teacher wellbeing within Malaysian teacher training settings.

SYNERGISTIC EFFECTS OF TABATA HIGH-INTENSITY INTERVAL TRAINING AND ELECTRO MUSCLE STIMULATION ON BODY COMPOSITION AND PERFORMANCE ADAPTATIONS AMONG UNIVERSITY STUDENTS

Aisyah Zainudin, Syuhadah Othman, Eshelvana Elve Irin, Mohamad Nizam Nazarudin — Mon, 01 Dec 2025 00:00:00 +0800

This study examined the combined effects of Tabata high-intensity interval training (HIIT) and electro muscle stimulation (EMS) on body composition and performance adaptations among university students. Sixty physically active participants (30 males and 30 females) were randomly assigned into four groups: Tabata + EMS (T-EMS), Sprint Interval Training + EMS (SIT-EMS), Tabata only (T-HIIT), and Sprint Interval Training only (SIT-HIIT). Over eight weeks, participants trained three times per week, following progressive-intensity protocols. Repeated-measures ANOVA revealed significant improvements in muscle mass, VO₂ max, and fat oxidation across all groups, with the T-EMS group showing the greatest gains (p < 0.05). Males exhibited greater hypertrophy and improvements in VO₂ max, while females demonstrated superior autonomic recovery and fat oxidation. The findings support the idea that integrating EMS with Tabata HIIT amplifies neuromuscular activation, endurance capacity, and body composition outcomes beyond those of traditional HIIT protocols. These results highlight the potential of EMS-enhanced Tabata training as a time-efficient and physiologically superior method for improving fitness in young adults.

INTEGRATING ESG PRACTICES IN PRIVATE HIGHER LEARNING EDUCATION FOR FINANCIAL SUSTAINABIL-ITY

Ahmad Saiful Azlin Puteh Salin, Roslan x Roslan Abd Wahab — Thu, 04 Dec 2025 00:00:00 +0800

The landscape of higher education is undergoing a profound transformation, with private institutions, in particular, navigating a complex and competitive environment. In this context, ensuring long-term financial sustainability has emerged as a paramount concern. This theoretical paper intends to discuss the concept of financial sustainability and underscore its critical importance for private higher learning education, drawing a comparative analysis with public institutions. This paper will then recommend Environmental, Social, and Governance (ESG) principles as a strategic imperative for achieving this sustainability, outlining the general tenets of ESG and its application in an organisational context. Finally, this paper highlights the key underexplored issues at the intersection of ESG and the financial viability of private higher education, setting the stage for the research problem this paper seeks to address.

EXPLORING DESIGN STUDENTS' INTERPRETATION OF CHINESE CULTURAL INFLUENCES IN PRODUCT DESIGN

Chu Xiao Xing, Azlin Sharina Abdul Latef , Tenh Hock Kuan , Hana Hapiz — Wed, 10 Dec 2025 00:00:00 +0800

In a globalized context, this study explores how design students integrate Chinese cultural elements into modern product design. Despite China's rich cultural heritage offering ample inspiration, there's a gap in authentically applying these elements globally. Through qualitative methods like interviews and observation, it examines 20 students' cognitive logic and strategies in cultural symbol selection, model application, and user experience adaptation. Findings show students rely on existing cultural schemas but struggle with adjusting models dynamically and balancing cultural connotations with modern design. The study innovatively constructs a "cultural schema-semiotics-user experience" framework, integrating COD theory, Peirce's semiotics, and Hofstede's cultural dimensions. It reveals the need to balance signifier substitution, signified extension, and contextual adaptation, offering a path for cultural integration in design education to enhance students' cultural sensitivity and innovation.

KNOWLEDGE MAPPING OF RESEARCH ON STUDENTS' CHALLENGES AND DIFFICULTIES IN LEARNING MATHEMATICS

Sariah Ahmad , Normala Sulliaman , Rasyida A’alaf — Tue, 16 Dec 2025 00:00:00 +0800

This bibliometric analysis explores the challenges and difficulties faced by students in learning mathematics, aiming to provide a comprehensive overview of the academic landscape surrounding this issue. Despite significant advancements in mathematics education, students continue to encounter various learning barriers that hinder their academic success. To investigate these challenges, we conducted a systematic analysis of the existing literature by utilizing Scopus advanced search tools with keywords such as "mathematics," "learning," "challenges," "difficulties," and "education." The search yielded 798 relevant articles, which formed the dataset for our study. Data analysis was performed using Scopus Analyzer, which helped in generating statistical insights and graphical representations of trends, citation patterns, and research topics. To ensure data accuracy and consistency, we employed OpenRefine for data cleaning and harmonization, addressing issues like discrepancies in author names, keywords, and publication details. For the visualization of co-authorship, keyword co-occurrence, and country collaborations, the VOSviewer software was used, which provided a detailed and interactive network map of research relationships. Our findings highlight the key research trends, popular keywords, and global research collaboration patterns, revealing a growing body of literature focused on learning difficulties, teaching strategies, and educational interventions in mathematics. This analysis contributes to the understanding of how students' challenges in mathematics are studied across different countries and disciplines, offering valuable insights for educators and researchers aiming to address these issues more effectively in future studies. The study concludes by emphasizing the importance of targeted interventions to alleviate student difficulties in learning mathematics and the need for continued interdisciplinary collaboration in this area.

MORAL FORMATION THROUGH CHILDREN’S SONGS: AN ISLAMIC EDUCATIONAL PERSPECTIVE IN A GLOBAL MEDIA CONTEXT

Wed, 24 Dec 2025 00:00:00 +0800

Children’s songs constitute a powerful yet often underexamined medium of moral socialisation in early childhood education. In contemporary Muslim societies, children are increasingly exposed to a plural media environment in which Islamic children’s songs coexist with Western-produced musical content, particularly through digital platforms. While music-based learning has been widely recognised for its cognitive, linguistic, and emotional benefits, comparatively little attention has been given to how different cultural traditions of children’s songs shape moral and religious value formation. This study addresses that gap by offering a qualitative comparative analysis of Islamic and Western children’s songs and examining teachers’ perceptions of their influence on Islamic moral development among young learners in Malaysia. Guided by theories of moral education, socio-cultural learning, and Islamic pedagogy, the study employs thematic content analysis of selected songs alongside survey data from primary and preschool teachers. The findings indicate that Islamic children’s songs consistently integrate moral instruction with religious consciousness, framing ethical behaviour as an expression of faith and accountability to God, whereas Western children’s songs primarily promote general social values within a secular and individualistic framework (Al-Ghazālī, 2004; Barrett, 2016; Lickona, 1991). Teachers reported that moral internalisation was strongest when songs were emotionally engaging and pedagogically mediated through explanation and repetition (Hallam, 2010; Ilari & Sundara, 2009). The study contributes to scholarship on music education and moral development by highlighting the culturally situated nature of musical pedagogy and emphasising the need for intentional mediation of children’s media in Islamic educational contexts.

THE IMPACT OF AI GAMIFIED TEACHING WITH LEARNING ENGAGEMENT AS THE MEDIATOR IN ORAL ENGLISH LANGUAGE ACHIEVEMENT, CHINA

Wang YanXuanDing, Lee Keok Cheong — Tue, 02 Dec 2025 00:00:00 +0800

This study aims to explore the impact of AI gamified teaching on oral English proficiency through learning engagement compared with traditional teaching methods in the Chinese context. In traditional English teaching, the conventional classroom model often leads to insufficient motivation for oral output and practice among learners. However, AI gamified teaching, which integrates intelligent interaction and game elements such as virtual scenarios and adaptive tasks, is believed to enhance oral proficiency by improving learning engagement through elements like task challenges and immediate feedback. The study analyzed the effects of intelligent feedback and immersive experiences in AI gamified teaching on learners' behavioral engagement (such as frequent dialogue practice), emotional engagement (such as pleasure), and cognitive engagement (such as strategic language use), and examined the mediating effect of learning engagement and the response differences among learners of different levels. It is expected that AI gamified teaching can optimize oral teaching effectiveness by enhancing multi-dimensional engagement, with the mediating effect of emotional engagement possibly being the most significant. Learners at a lower level may show a more significant increase in learning engagement under personalized guidance. This study hopes to confirm that AI gamified teaching can enhance learning engagement through the synergy of intelligent technology and game mechanisms, thereby providing references for teaching practice. It is suggested that teachers combine adaptive tasks and social competition designs and provide more personalized emotional support for students with low proficiency in English.

PELAKSANAAN MODUL PEMBELAJARAN GAMMA UNTUK MENINGKATKAN PENGUASAAN NOMBOR ASAS BAGI PENGAJARAN GURU TERHADAP NOMBOR BULAT 0-9 UNTUK MURID BERKEPERLUAN PENDIDIKAN KHAS MASALAH PEMBELAJARAN BERKEFUNGSIAN RENDAH

Noor Rizan Mokhtaruddin, Kama Shaffeei — Thu, 04 Dec 2025 00:00:00 +0800

Kajian ini bertujuan untuk menilai keberkesanan modul GAMMA dalam meningkatkan penyampaian pengajaran guru dan penguasaan nombor asas (0–9) dalam kalangan murid yang mempunyai keperluan pendidikan khas dan masalah pembelajaran di peringkat fungsi rendah di Sekolah Pendidikan Khas Integrasi di Daerah Barat Daya, Pulau Pinang. Modul ini dibangunkan berdasarkan keperluan murid sekolah rendah rendah, dengan fokus khusus untuk menguasai nombor asas dari 0 hingga 9, dengan mengintegrasikan elemen gamifikasi seperti sistem ganjaran, watak animasi, pencapaian misi, dan pembelajaran berasaskan permainan untuk meningkatkan penglibatan dan pencapaian pembelajaran. Pendekatan kuantitatif telah digunakan dengan reka bentuk quasi-eksperimen menggunakan kumpulan yang tidak seimbang, melibatkan kumpulan kawalan dan kumpulan eksperimen. Kumpulan eksperimen mengikuti pengajaran menggunakan modul GAMMA, manakala kumpulan kawalan menerima pengajaran konvensional. Instrumen penyelidikan terdiri daripada ujian pra dan ujian pasca yang direka untuk menilai penguasaan konsep nombor asas dalam kalangan murid yang mempunyai masalah pembelajaran. Data yang dikumpulkan dianalisis secara statistik untuk mengenal pasti perbezaan prestasi antara kedua-dua kumpulan. Dapatan kajian menunjukkan peningkatan yang signifikan dalam pencapaian kumpulan eksperimen berbanding kumpulan kawalan. Ini membuktikan bahawa modul GAMMA telah menghasilkan hasil yang positif dalam kedua-dua prestasi pengajaran dan keputusan pembelajaran murid. Keberkesanan modul ini jelas dapat dilihat bukan sahaja melalui skor pencapaian yang meningkat tetapi juga melalui penglibatan aktif murid dalam aktiviti pembelajaran yang menggabungkan elemen pengajaran berasaskan permainan. Secara keseluruhan, kajian ini menyimpulkan bahawa pelaksanaan modul GAMMA dalam pengajaran guru dapat meningkatkan pemahaman dan motivasi murid Tahun Satu yang mempunyai masalah pembelajaran dalam Matematik. Implikasi kajian ini mencadangkan agar penggunaan modul GAMMA diperluaskan lagi di bilik darjah Pendidikan Khas Integrasi dan terus diperkembangkan dengan bimbingan daripada pakar kurikulum dan teknologi pendidikan untuk menyokong amalan pengajaran yang lebih berkesan, progresif, dan mesra pelajar.

This study aims to evaluate the effectiveness of the GAMMA module in enhancing teachers’ instructional delivery and pupils’ mastery of basic numbers (0–9) among students with special educational needs and learning disabilities at the low-functioning level in Integrated Special Education Primary Schools in the Southwest District of Penang. The module was developed based on the needs of lower primary pupils, specifically focusing on mastering basic numbers from 0 to 9, by integrating gamification elements such as reward systems, animated characters, mission achievements, and game-based learning to increase engagement and learning achievement. A quantitative approach was employed using a quasi-experimental design with non-equivalent groups, involving a control group and an experimental group. The experimental group participated in lessons using the GAMMA module, while the control group received conventional instruction. The research instruments consisted of pre-tests and post-tests designed to assess the pupils’ mastery of basic number concepts among students with learning disabilities. The collected data were statistically analyzed to identify differences in performance between the two groups. The findings indicated a significant improvement in the achievement of the experimental group compared to the control group. This demonstrates that the GAMMA module has produced positive outcomes in both teaching performance and pupils’ learning results. The module’s effectiveness was evident not only through improved achievement scores but also through pupils’ active engagement in learning activities incorporated with play-based teaching elements. Overall, the study concludes that the implementation of the GAMMA module in teachers’ instruction enhances the understanding and motivation of Year One students with learning disabilities in Mathematics. The implications of the study suggest that the use of the GAMMA module should be expanded more widely in Integrated Special Education classrooms and continuously refined with guidance from curriculum and educational technology experts to support more effective, progressive, and student-friendly teaching practices.

DIGITAL TECHNOLOGY LEARNING FROM (2020-2025): A BIBLIOMETRIC ANALYSIS

Ezaidzul Janney, Mohd Khairuddin Abdullah — Mon, 15 Dec 2025 00:00:00 +0800

This bibliometric analysis examines the global development of digital technology in learning from 2020 to 2025, emphasizing its impact on educational progress and the enhancement of teacher competency. Data comprising 39,827 documents including journal articles, conference proceedings, book chapters, and books were collected from the Scopus database. The information was analyzed using VOSviewer software version 1.6.15 to map networks of co-authorship, keyword relationships, and international research collaborations. The findings indicate a continuous increase in research output from 2020 to 2024, peaking with over 9,800 publications. Journal articles (46.7%) and conference papers (39.5%) were identified as the main mediums for research dissemination, supported by contributions from books and chapters offering deeper theoretical insights. Cluster analysis revealed five major research domains: technological advancement, sustainability, digital pedagogy, human-centered approaches, and engineering-related applications, highlighting the multidisciplinary nature of this field. Moreover, the visualization network showed that China, the United Kingdom, and the United States were the leading contributors to global collaboration, while countries such as Malaysia and Saudi Arabia demonstrated growing regional engagement. Overall, the study underscores the increasing importance of digital technology in transforming teaching and learning practices worldwide. It provides valuable insights into how technological integration strengthens professional development, fosters international collaboration, and supports the creation of equitable and future-ready education systems.

REFRAMING THE LECTURER’S ROLE IN THE AGE OF GENERATIVE AI: TOWARDS A HUMAN–AI CO-TEACHING MODEL IN DESIGN EDUCATION

Mon, 22 Dec 2025 00:00:00 +0800

Generative artificial intelligence (Gen-AI) has rapidly entered design studio practice, enabling students to produce visual concepts, models, and narratives with unprecedented speed and variety. While these tools expand creative possibilities, they simultaneously challenge traditional pedagogical assumptions regarding originality, authorship, and the role of the lecturer. This study explores the potential of Human–AI Co‑Teaching Models in design studio pedagogy, focusing on how lecturers’ roles evolve when Gen‑AI becomes an active partner in the creative process. Using case studies from design studios in higher education, the research adopts a qualitative action‑research approach with lecturers and students engaging in AI‑augmented studio projects. Findings highlight a paradigm shift: the lecturer’s role transitions from knowledge gatekeeper to critical guide, curator, and ethics negotiator. The paper proposes a framework for Human–AI Creative Pedagogy that balances efficiency and innovation with reflection, ethics, and critical thinking. Implications are offered for design education governance, studio assessment models, and lecturer training in the age of Gen‑AI.

ADAPTIVE AI-DRIVEN PLATFORMS FOR PERSONALIZED ONLINE ENGINEERING EDUCATION: A CONCEPTUAL FRAMEWORK FOR SKILL DEVELOPMENT

Thomas P J, Hieng Ho Lau, Bibiana Lim Chiu Yiong, Ajay Kapoor — Wed, 31 Dec 2025 00:00:00 +0800

This paper proposes a conceptual framework for adaptive AI-driven platforms in online engineering education, designed to support personalized, skill-oriented, and experiential learning. Conventional online learning models often struggle to accommodate differences in learners’ prior knowledge, learning pace, and the practice-intensive nature of engineering education. Addressing these limitations, the study adopts a theoretical and integrative approach that synthesizes insights from online learning research, artificial intelligence in education, and engineering pedagogy to develop an adaptive framework comprising five AI-enabled components: a Learning Analytics Module (LAM), Adaptive Content Delivery System (ACDS), Intelligent Tutoring System (ITS), Virtual Lab and Simulation Integration (VLSI), and Personalized Assessment Engine (PAE). The proposed framework enables continuous learner profiling, adaptive instructional sequencing, context-sensitive tutoring, simulation-based experiential learning, and personalized assessment through analytics-driven feedback loops. By explicitly linking conceptual understanding, hands-on practice, and skills assessment, the framework addresses key challenges in online engineering education, including feedback latency, learner disengagement, and high dropout rates. The paper also discusses implementation considerations related to data privacy, ethical AI, infrastructure requirements, faculty readiness, and system integration. The novelty of this work lies in its engineering-specific adaptive architecture, which extends general Artificial Intelligence in Education (AIED) models by integrating cognitive, experiential, and application-oriented learning dimensions, and provides a foundation for future empirical validation in higher education contexts.

EDUCATIONAL COMICS AS A VISUAL MEDIUM: POTENTIALS AND IMPLICATIONS FOR PUPILS WITH LEARNING DISABILITIES

Yuzaila Yusuf, Syar Meeze Mohd Rashid, Mohd Norazmi Nordin, Siti Farisah Yahya — Mon, 01 Dec 2025 00:00:00 +0800

Comics are increasingly recognised as a promising educational medium that integrates visuals and text to convey knowledge in an accessible, engaging and meaningful way. Unlike conventional text-heavy materials, comics provide a multimodal learning experience that draws on the strengths of both linguistic and visual representation. For pupils with learning disabilities (LD), including dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) and autism spectrum conditions, such resources are especially valuable. Traditional instructional texts often create barriers to reading fluency, comprehension and motivation, whereas comics offer structured scaffolding through sequential panels, simplified dialogue and expressive imagery. These features can reduce cognitive load, sustain attention and foster active engagement with content. This concept paper explores the potential of educational comics as a visual medium by examining the global history and evolution of comics as a form of communication, their categorisation into narrative, informative and educational types, and their pedagogical relevance for pupils with LD. Several theoretical perspectives guide this exploration, including Dual Coding Theory, Cognitive Load Theory, Automaticity Theory and Self-Determination Theory. Based on these foundations, a conceptual framework is proposed to illustrate how comics can support learning processes and outcomes. The framework highlights the contributions of comics to reading fluency, comprehension, motivation and socio-emotional development. The discussion also considers potential challenges in adopting comics within special education, particularly issues of teacher preparedness, curricular alignment and the availability of appropriate resources. Nevertheless, the inclusive and motivating nature of comics positions them as valuable pedagogical tools for promoting accessible, equitable and engaging education for diverse pupils. This positions educational comics not merely as supplementary resources but also as transformative tools for inclusive education.

THE DIGITAL CLASSROOM AND BEYOND: A SCOPUS AI-ASSISTED OF MENTAL WELLBEING IN ONLINE HIGHER EDUCATION

Muna Abdul Jalil, Norhasyikin Rozali, Siti Murni Mat Khairi — Thu, 04 Dec 2025 00:00:00 +0800

The rapid shift to digital classrooms in higher education, accelerated by the COVID-19 pandemic, has raised concerns about students' mental wellbeing. Despite the increased reliance on digital learning environments, the psychological impacts of online education, especially regarding artificial intelligence (AI) and intelligent systems, remain underexplored. This study aims to address this gap by conducting a Scopus AI-assisted review of the literature on mental wellbeing in online higher education. The objectives are to analyze research trends, develop a concept map of key constructs, integrate expert insights, and identify emerging themes for future research. The review, based on studies published from 2018 to 2025, revealed three key themes: the psychological effects of the pandemic-induced transition to online learning, the role of institutional support in student mental health, and the use of digital tools to mitigate negative impacts. Emerging themes include AI-based interventions, positive psychology, and the importance of emotional support and proactive personality traits in enhancing student engagement. The findings highlight the need for higher education institutions to incorporate mental health support into digital education design. The study offers theoretical contributions to models like Self-Determination Theory and practical implications for developing AI-driven, student-centered mental health interventions. Future research should address ethical concerns in AI implementation and explore culturally sensitive approaches to promoting mental wellbeing in diverse online learning environments.

EXAMINING THE IMPACT OF WORK STRESS ON THE WORK PERFORMANCE OF FACULTY MEMBERS IN GUANGDONG’S HIGHER EDUCATION INSTITUTIONS

Guo Wuhui, Shakirah Noor Azlan — Tue, 09 Dec 2025 00:00:00 +0800

This study fills in important gaps in the research by looking into the complicated connections between job stress, subjective well-being, and work success among higher education teachers in Guangdong Province. In today's fast-paced and competitive workplaces (Sonnentag & Frese, 2013), job stress is a common and rising problem that affects workers in many fields. The Job Demand-Control Model is used to look at how job stress affects performance, how emotional well-being plays a role in this relationship, and how work settings in schools work. A lot of numeric data from a faculty group and a lot of statistical analysis, such as correlation, regression, and mediation modeling, are used in this mixed-methods study. This method looks at both direct and indirect relationships between variables in great detail. Job worry hurts both job performance and subjective well-being, but job performance is helped by subjective well-being. The study adds to theory, research, and real-world situations. It focuses on emotional well-being as a moving mediator to give a fuller picture of how stress affects performance. It adds to local knowledge by giving real-world information about higher education in Guangdong. This study shows how important it is for personal happiness and professional success to work together. It calls for big changes in academic settings to help faculty members grow in all areas of their lives. The results have big effects on higher education around the world and require more focus on environmentally friendly and people-centered ways of running institutions. This thesis basically lays the groundwork for more study that will help us understand these dynamics better in a wider range of academic settings. This will make sure that the well-being of faculty and the success of the school are not at odds with each other but are deeply connected.

A BIBLIOMETRIC PERSPECTIVE ON STUDENT MOTIVATION AND INTEREST IN MATHEMATICS

Nurul Izzati Mohd Zaki, Shazana Mustapa, Sariah Ahmad — Tue, 16 Dec 2025 00:00:00 +0800

This study presents a bibliometric perspective on student motivation and interest in mathematics, aiming to map the intellectual structure, research trends, and collaborative networks in this domain. Motivation and interest have long been recognized as crucial factors in shaping students’ mathematical learning outcomes. Yet, the fragmented nature of the literature often limits a comprehensive understanding of their development. To address this gap, bibliometric techniques were employed using a dataset of 993 publications retrieved from Scopus through an advanced search with the keywords “mathematics,” “student,” and “motivation.” The analysis followed a systematic approach: first, data collection from Scopus ensured coverage of peer-reviewed studies across multiple disciplines; second, Scopus Analyzer was applied to generate statistical insights and graphical representations of publication trends, citation patterns, and authorship distribution; third, OpenRefine was used to clean, refine, and harmonize inconsistencies in the dataset; and finally, VOSviewer software facilitated the visualization of keyword co-occurrence, co-authorship by country, and thematic clustering. The results revealed that research productivity has shown steady growth, with notable peaks in the last five years, reflecting increasing attention to motivational factors in mathematics education. The most cited contributions were strongly connected to active learning, student engagement, and the integration of digital technologies in mathematics learning. Furthermore, co-occurrence analysis identified six major clusters, representing themes such as learning systems, problem-solving approaches, mathematics anxiety, technology-enhanced learning, and psychological constructs like self-efficacy and metacognition. Collaboration networks showed that the United States, China, and Indonesia emerged as leading contributors, with diverse international partnerships shaping the global research landscape. This study contributes to the body of knowledge by providing an evidence-based overview of research dynamics in student motivation and interest in mathematics, offering valuable insights for educators, researchers, and policymakers to strengthen student-centred learning and foster innovation in mathematics education.

AI-ENHANCED LEARNING EXPERIENCES FOR GEN Z MULTIMEDIA STUDENTS: A UX-DRIVEN CONCEPTUAL FRAMEWORK

Subashini Annamalai — Tue, 23 Dec 2025 00:00:00 +0800

Gen Z learners represent the first generation to grow up fully immersed in digital ecosystems, shaping learning behaviours that emphasise multimodality, interactivity, and a preference for personalised, immediate feedback. As artificial intelligence (AI) becomes increasingly embedded in higher education, there remains a conceptual gap in understanding how AI capabilities, user experience (UX) principles, and Gen Z learning characteristics can be integrated to support meaningful multimedia learning. This paper addresses this gap by developing the AIMUX Framework, a user-experience-driven conceptual model designed to guide the design of AI-enhanced multimedia learning environments. The framework was constructed through a systematic conceptual analysis that synthesised literature on AI in education, multimedia learning theory, and UX design. It was subsequently examined through expert validation, during which specialists in AI-based learning, multimedia pedagogy, and UX design reviewed the framework’s clarity, relevance, and conceptual coherence. Their feedback informed refinements to the definitions, dimensional boundaries, and structural relationships within the model. The final AIMUX Framework comprises five interrelated dimensions; Adaptive intelligence, Interactive engagement, Multimodal delivery, User-centred trust and transparency, and eXperience optimisation, which collectively describe how AI can support cognitively, emotionally, and experientially rich learning for Gen Z learners. The framework offers a theoretically grounded and practically relevant foundation for educators, designers, and researchers seeking to integrate AI meaningfully into multimedia learning contexts, while also providing a basis for future empirical work.

KAEDAH PENGAJARAN RASULULLAH SAW: ANALISIS MODUL PENGHAYATAN HADIS 40 IMAM NAWAWI

Muhammad Hisyamuddin Kamarudin, Amran Abdul Halim, Nidzamuddin Zakaria — Tue, 02 Dec 2025 00:00:00 +0800

Kajian ini meneliti kaedah pengajaran Rasulullah SAW sebagaimana yang terdapat dalam Modul Penghayatan Hadis 40 Imam Nawawi (KPM, 2023). Modul ini dijadikan sumber utama untuk menganalisis pendekatan pedagogi Rasulullah SAW berdasarkan hadis-hadis pilihan yang merangkumi aspek ilmu, kefahaman dan penghayatan. Analisis tematik terhadap 42 hadis mendapati Rasulullah SAW menggunakan pelbagai kaedah pengajaran seperti kuliah berstruktur, soal jawab, dialog, penceritaan, perbandingan, pengulangan, gaya bukan lisan, amali, resitasi dan penyelesaian masalah. Hasil kajian ini bukan sahaja mengesahkan keunikan pedagogi Islam, malah menunjukkan kesepadanan dengan teori pendidikan Barat seperti Bloom, Vygotsky dan Piaget. Kepelbagaian pendekatan ini membuktikan bahawa pedagogi Islam bersifat holistik, fleksibel dan sesuai diaplikasikan dalam konteks pendidikan abad ke-21. Dapatan kajian telah memberikan implikasi penting terhadap teori pendidikan Islam, di samping menawarkan panduan praktikal kepada guru Pendidikan Islam (GPI) untuk melaksanakan pengajaran berkesan di bilik darjah.

This study examines the teaching methods of Prophet Muhammad (peace be upon him) as outlined in the Hadith 40 Nawawi Appreciation Module (MOE, 2023). The module served as the primary source for analyzing the Prophet’s pedagogical approaches derived from selected hadiths that encompass aspects of knowledge, understanding, and internalization. Thematic analysis of 42 hadiths revealed that the Prophet employed diverse teaching strategies, including structured lectures, questioning, dialogue, storytelling, comparisons, repetition, non-verbal communication, practical demonstrations, recitation, and problem-solving. These findings not only confirm the uniqueness of Islamic pedagogy but also demonstrate its alignment with Western educational theories such as Bloom, Vygotsky, and Piaget. The diversity of these approaches proves that Islamic pedagogy is holistic, flexible, and applicable in the context of 21st-century education. The findings also provide significant implications for Islamic educational theory, while offering practical guidance for Islamic Education teachers to implement effective teaching in the classroom.

PENGARUH MEDIA SOSIAL TERHADAP TINGKAH LAKU SEKOLAH RENDAH DI DALAM KELAS

Hafizhah Zulkifli, Zarina Abd Rahman — Thu, 04 Dec 2025 00:00:00 +0800

Kajian ini bertujuan untuk meneliti pengaruh media sosial terhadap tingkah laku murid sekolah rendah ketika berada di dalam kelas. Perkembangan teknologi maklumat yang pesat telah menjadikan media sosial seperti TikTok, YouTube, WhatsApp dan Instagram semakin mudah diakses oleh murid sejak usia muda. Walaupun media sosial dapat memberikan maklumat dan hiburan, ia turut menimbulkan cabaran terhadap pembentukan sahsiah dan disiplin murid di sekolah. Kajian ini juga menunjukkan bahawa penggunaan media sosial yang berlebihan memberi kesan terhadap tingkah laku seperti kurang fokus semasa pembelajaran, kecenderungan meniru aksi atau bahasa yang tidak sesuai serta peningkatan masalah disiplin seperti menjawab guru dan kurang rasa hormat. Selain itu, kajian juga mendapati terdapat perbezaan yang signifikan antara penggunaan media sosial dengan latar belakang keluarga, terutamanya dari segi kawalan ibu bapa terhadap penggunaan gajet. Justeru, kajian ini mencadangkan agar pihak sekolah, ibu bapa dan masyarakat bekerjasama dalam mendidik serta memantau penggunaan media sosial dalam kalangan murid. Pendidikan literasi media dan nilai murni wajar diterapkan secara bersepadu agar murid dapat memanfaatkan media sosial secara positif dan tidak menjejaskan tingkah laku mereka di sekolah. Kajian ini diharap dapat menjadi asas kepada penyelidikan lanjut mengenai hubungan antara teknologi moden dan perkembangan sahsiah dalam kalangan generasi muda.

This study aims to examine the influence of social media on the behavior of primary school students while in the classroom. The rapid development of information technology has made social media such as TikTok, YouTube, WhatsApp, and Instagram increasingly accessible to students from a young age. Although social media can provide information and entertainment, it also presents challenges to the formation of students' character and discipline in school. This study also shows that excessive use of social media affects behavior such as lack of focus during learning, tendencies to imitate inappropriate actions or language, and increasing discipline problems such as talking back to teachers and showing less respect. In addition, the study found a significant difference between social media use and family background, particularly in terms of parental control over gadget usage. Therefore, this study suggests that schools parents and the community work together to educate and monitor the use of social media among students. Media literacy education and noble values should be implemented in an integrated manner so that students can utilize social media positively and not affect their behavior at school. This study is hoped to serve as a basis for further research on the relationship between modern technology and character development among the younger generation.

ASSESSING THE VALIDITY AND RELIABILITY OF THE NEEDS ANALYSIS INSTRUMENT FOR M-STEM MODULE’S DEVELOPMENT

Sritharr Jahanadan, Muzirah Musa — Wed, 10 Dec 2025 00:00:00 +0800

This study aims to assess the validity and reliability of the Needs Analysis Instruments for developing an M-STEM Module that focuses on problem-solving and learning motivation within the topic of measurement in primary mathematics education. The researcher developed separate need assessments for both pupils and teachers. The instruments were evaluated in terms of content validity, language validity, and reliability. A pilot study involving 36 teachers and 34 pupils was conducted to determine the reliability of the instrument, using SPSS Version 26.0 to calculate Cronbach’s alpha. Results demonstrated a Cronbach’s alpha of 0.947 for the teachers’ questionnaire and 0.823 for the pupils’ questionnaire, indicating that both instruments have acceptable reliability and content validity. These findings suggest that the instruments are suitable for use in the actual study to measure the targeted needs.

GLOBAL RESEARCH TREND ON KNOWLEDGE AND ATTITUDE TOWARDS INFERTILITY

Wed, 17 Dec 2025 00:00:00 +0800

Infertility is increasingly recognized as a global public health concern, not only for its biomedical implications but also for its psychological, social, and cultural dimensions. Understanding the knowledge and attitudes towards infertility is crucial for informing policies, reducing stigma, and enhancing patient-centered care. Despite its importance, research in this area has been scattered, necessitating a comprehensive bibliometric analysis to map trends, collaborations, and thematic developments. The present study addresses this gap by systematically examining global research output on knowledge and attitudes towards infertility. Data were collected using the Scopus database through an advanced search strategy with the keywords “knowledge,” “attitude,” and “infertility,” yielding a total of 1,035 articles. The data were then refined and harmonized using OpenRefine to ensure consistency and accuracy. Statistical and graphical analyses were conducted using the Scopus analyzer, while VOSviewer software was employed to generate network visualizations of co-authorship, co-citation, and keyword co-occurrence patterns. The findings revealed a steady increase in publication output over the past five decades, with a sharp rise after 2010, indicating growing academic attention to the subject. The United States, the United Kingdom, and Australia emerged as the leading contributors, while collaborative networks highlighted increasing involvement from developing countries such as India, Nigeria, and Iran. Keyword co-occurrence analysis identified seven major clusters, reflecting thematic emphases on assisted reproductive technologies, patient awareness, fertility preservation, psychosocial dimensions, and cultural perceptions. These results contribute to the body of knowledge by mapping the intellectual structure and global research dynamics of infertility studies. In conclusion, the study underscores the multidimensional nature of infertility research and highlights the need for strengthened interdisciplinary and international collaborations to address this complex health issue.

METAKELAS AND STUDENT TECHNOLOGY ACCEPTANCE: TRANSFORMING ONLINE CLASS USING METAVERSE LEARNING ADOPTION BASED ON PERCEIVED USEFULNESS, PERCEIVED EASE OF USE, AND BEHAVIORAL INTENTION

Sun, 28 Dec 2025 00:00:00 +0800

The COVID-19 pandemic accelerated the adoption of online learning platforms, yet traditional video conferencing tools have proven inadequate in sustaining student engagement, presence, and cognitive focus. This study examines student acceptance of MetaKelas, a browser-based metaverse learning platform, through the lens of the Technology Acceptance Model (TAM). The primary objective was to investigate how perceived usefulness, perceived ease of use, and attitude toward use influence behavioural intention to adopt metaverse platforms in higher education. A quantitative quasi-experimental post-test only design was employed, involving foundation and undergraduate students at Universiti Utara Malaysia who used MetaKelas across two consecutive academic semesters (A241 and A242). Data were collected through structured online questionnaires measuring TAM constructs using seven-point Likert scales and analysed using partial least squares structural equation modelling (PLS-SEM). The measurement model demonstrated excellent reliability and validity, with all constructs exceeding recommended thresholds for internal consistency (CR > 0.95) and convergent validity (AVE > 0.81). The structural model exhibited substantial explanatory power, with R² values of 0.733 for attitude and 0.769 for behavioural intention. Results revealed that perceived usefulness significantly predicted attitude toward use (β = 0.650, p = .005), while perceived ease of use showed no significant effect (β = 0.230, p = .298). Attitude strongly predicted behavioural intention (β = 0.877, p < .001) and significantly mediated the relationship between perceived usefulness and behavioural intention (β = 0.570, p = .005), but not between perceived ease of use and behavioural intention (β = 0.202, p = .303). These findings suggest that among digitally fluent students, demonstrating educational value matters more than interface simplicity in driving metaverse adoption. The study contributes empirical evidence supporting TAM's applicability to immersive learning environments and offers practical implications for educators and instructional designers seeking to implement accessible, avatar-based platforms as scalable alternatives to traditional video conferencing in online education.

ADAPTATION OF ARABIC SIGN LANGUAGE IN TEACHING FARDU AIN TO THE DEAF

Syar Meeze Mohd Rashid — Mon, 01 Dec 2025 00:00:00 +0800

The purpose of this study is to examine expert consensus on the adaptation of sign language in teaching Fardhu Ain to the Deaf. The study employed the Fuzzy Delphi Technique to gather agreement from experts proficient in sign language in response to the research questions. The instrument distributed contained 14 items designed to obtain expert consensus. The findings indicate that five key items should be adopted in Arabic Sign Language, namely signs related to the declaration of Shahadah, fundamental beliefs and tenets of Islam, personal cleanliness, aurat (modesty), and prayer. These items achieved a defuzzification value of 0.767, confirming their importance in supporting accessible religious education for the Deaf community.

PENGGUNAAN KECERDASAN BUATAN (AI) DALAM PENGAJARAN BIDANG AL-QURAN DI SEKOLAH RENDAH: SATU TINJAUAN LITERATUR

Tengku Fatin Nabilah Tengku Abdul Rahman, Hafizhah Zulkifli — Wed, 03 Dec 2025 00:00:00 +0800

Kemunculan kecerdasan buatan (AI) dalam era Revolusi Industri 4.0 telah memberikan impak besar terhadap pelbagai bidang, termasuk dalam bidang pendidikan di Malaysia. Penggunaan kecerdasan buatan (AI) dalam bidang pendidikan Islam, khususnya dalam pengajaran Al-Quran oleh guru sekolah rendah telah menjadi satu inovasi yang semakin berkembang dalam era digital ini. Kajian ini bertujuan untuk meneliti secara mendalam penggunaan AI dalam pengajaran al-Quran, khususnya dalam kalangan guru Pendidikan Islam di sekolah rendah. Objektif kajian ini ialah mengenal pasti faktor-faktor yang mendorong penggunaan AI, meneliti keberkesanan AI dalam pengajaran al-Quran, dan mengenal pasti cabaran yang dihadapi guru semasa melaksanakan pengajaran berasaskan AI. Metodologi kajian menggunakan pendekatan kualitatif melalui kaedah kajian kepustakaan, iaitu dengan menganalisis secara sistematik bahan-bahan ilmiah seperti jurnal, artikel akademik yang berkaitan dengan topik. Tinjauan literatur menunjukkan bahawa penggunaan AI dalam pendidikan Islam semakin meluas di peringkat global, termasuk Malaysia, dan berpotensi meningkatkan keberkesanan pembelajaran. Walaubagaimanapun, masih terdapat beberapa cabaran dan kekangan yang dikenal pasti melalui kajian ini. Hasil kajian mendapati bahawa AI berpotensi mempertingkat keberkesanan dan interaktiviti dalam pengajaran, namun pelaksanaannya masih berdepan pelbagai kekangan seperti tahap literasi teknologi guru, kesesuaian kandungan AI dengan nilai Islam, serta kurangnya garis panduan rasmi. Kajian ini diharap dapat menjadi rujukan awal kepada pendidik, pembuat dasar dan penyelidik dalam merancang integrasi teknologi AI secara efektif dan beretika dalam pengajaran al-Quran di sekolah rendah.

The emergence of artificial intelligence (AI) in the era of the Industrial Revolution 4.0 has had a great impact on various fields, including in the field of education in Malaysia. The use of artificial intelligence (AI) in the field of Islamic education, especially in the teaching of the Al-Quran by primary school teachers, has become a growing innovation in this digital era. This study aims to examine in depth the use of AI in the teaching of the Quran, especially among Islamic Education teachers in primary schools. The objective of this study is to identify the factors that drive the use of AI, examine the effectiveness of AI in teaching the Quran, and identify the challenges faced by teachers when implementing AI-based teaching. The research methodology uses a qualitative approach through the literature review method, which involves systematically analyzing scientific materials such as journals, academic articles related to the topic. A literature review shows that the use of AI in Islamic education is expanding globally, including Malaysia, and has the potential to improve learning effectiveness. However, there are still some challenges and constraints identified through this study. The results of the study found that AI has the potential to improve the effectiveness and interactivity in teaching, but its implementation still faces various constraints such as the level of technology literacy of teachers, the compatibility of AI content with Islamic values, as well as the lack of official guidelines. This study is expected to be an initial reference for educators, policy makers and researchers in planning the effective and ethical integration of AI technology in the teaching of the Quran in primary schools.

THE ROLE OF LISTENING SKILLS IN THIRD LANGUAGE ACQUISITION: A CONCEPTUAL FRAMEWORK FOR MANDARIN LEARNERS

Nur Syifaa Md Tahir, Lee Chai Chuen, Nadrah Zainal Abidin — Thu, 04 Dec 2025 00:00:00 +0800

Third language (L3) acquisition, particularly of Mandarin, involved complex cognitive and linguistic processes; however the role of listening remains insufficiently examined within L3 Mandarin learning. Although significant research has been dedicated to L2 acquisition, relatively little has focused on the impact of listening on L3 learning and even less, L3 learning of tonal languages. This conceptual paper aims to fill this gap by introducing a framework that aims to explain the interaction of cognitive, linguistic and pedagogical factors that lead to the development of communicative competence in Mandarin as an L3. In particular, it draws from recent theories of language transfer, cognitive load and the input hypothesis to illustrate the intellectual process of listening as essential to decoding information from an aural source, processing cognitive resources, and differentiating tonal elements. Main findings show that learners' first (L1) and second language (L2) exert cross-linguistic influence that affects tone perception, and non-tonal language speakers experience more difficulty. In addition, the current teaching methodology mainly focuses on speaking and writing, which affect the learners’ capability to perceive Mandarin tones accurately. These instructional approaches are crucial in enhancing listening proficiency through scaffolding, metacognitive strategies, and technology-enhanced tools. The findings of this study have both theoretical and practical implications, providing educators and those involved in the design of curriculums with evidence-based recommendations on how to incorporate listening as part of L3 Mandarin teaching. Addressing these lacunae, this study adds to the wider discussion surrounding multilingual education, but also reinforces the myriad ways academics, policy makers and students might work together to better L3 Mandarin learning outcomes. Proposed future research and directions for practice. The study of listening-based pedagogies should be further explored using longitudinal studies and capitalizing on digital technologies to develop initial pedagogical training and optimize instruction.

MAPPING THE FUTURE OF EDUCATION: A BIBLIOMETRIC ANALYSIS OF DESIGN THINKING, CREATIVE METACOGNITION AND NEUROSCIENCE APPROACHES

Noranyza Zainol, Hariyaty Ab Wahid — Tue, 16 Dec 2025 00:00:00 +0800

The rapid transformation of global education in the era of the Fifth Industrial Revolution (5IR) highlights the need for innovative and human-centered learning paradigms that integrate design thinking, creative metacognition, and neuroscience. While each of these domains has gained scholarly attention, there remains a gap in understanding how they collectively shape the evolution of future education. This study aims to map the intellectual landscape, research trends, and thematic connections among these three key areas. Using a bibliometric approach, data were retrieved from the Scopus database through advanced searching with the keywords "Design Thinking," "Creative Metacognition," and "Neuroscience," resulting in a total of 1,492 documents. The dataset was refined and standardized using Open Refine to ensure data consistency and accuracy. Statistical and graphical analyses were conducted using the Scopus Analyzer to examine publication growth, prolific authors, leading countries, and source distribution, while VOS viewer software was used to visualize co-authorship networks, keyword co-occurrence, and citation relationships. The results show a significant increase in publication output over the past decade, with the United States, the United Kingdom, and China emerging as leading contributors. Four major thematic clusters were identified the design-driven learning innovation, neuro-cognitive approaches to creativity, interdisciplinary education, and technology-enhanced pedagogy and indicating strong research convergence across these domains. These findings reveal that future educational development is shifting toward a 5IR framework that emphasizes the synergy between human intelligence and advanced technology. In conclusion, this study contributes to the growing body of knowledge by illustrating how the integration of design thinking, creative metacognition, and neuroscience can support adaptive, empathetic, and innovation-driven education systems aligned with the transformative goals of the Fifth Industrial Revolution.

MODEL KONSEPTUAL HUBUNGAN ANTARA GAYA PEMBELAJARAN, MOTIVASI DAN PENCAPAIAN AKADEMIK PELAJAR TINGKATAN ENAM DALAM PENGAJIAN PERNIAGAAN DI MALAYSIA

Ruzana Awang, Suzyanty Mohd Shokory — Mon, 22 Dec 2025 00:00:00 +0800

Pencapaian akademik pelajar merupakan indikator utama keberkesanan sistem pendidikan dan kualiti kurikulum kebangsaan. Namun, perbezaan individu dari segi gaya pembelajaran dan tahap motivasi sering menimbulkan variasi dalam prestasi pelajar, khususnya dalam konteks Pengajian Perniagaan di peringkat Tingkatan Enam. Artikel konseptual ini membangunkan satu model konseptual baharu yang menghubungkan gaya pembelajaran VARK (Visual, Auditori, Bacaan/Tulisan, dan Kinestetik), motivasi intrinsik dan ekstrinsik, serta pencapaian akademik. Kajian ini menggunakan kaedah kajian literatur naratif yang mensintesis hasil penyelidikan terkini (2020–2025) daripada pangkalan data berindeks Scopus dan jurnal berwasit. Model ini berasaskan Teori Gaya Pembelajaran Fleming dan Mills (1992) serta Teori Penentuan Kendiri (Deci & Ryan, 1985, 2000, 2020) yang menerangkan interaksi antara faktor kognitif (cara pelajar belajar) dan faktor afektif (mengapa pelajar belajar). Dapatan literatur menunjukkan bahawa motivasi berperanan sebagai mekanisme mediasi dalam hubungan antara gaya pembelajaran dan pencapaian akademik, dengan motivasi intrinsik memperkukuh kesan langsung gaya pembelajaran, manakala motivasi ekstrinsik menyediakan sokongan tambahan. Berdasarkan sintesis ini, kajian mencadangkan model mediasi separa di mana gaya pembelajaran mempengaruhi pencapaian akademik secara langsung dan tidak langsung melalui motivasi. Integrasi VARK dan SDT menyediakan asas teoritikal bagi strategi pengajaran berpusatkan pelajar yang berkesan, yang mampu meningkatkan motivasi dan prestasi akademik dalam konteks prauniversiti di Malaysia. Model konseptual ini bukan sahaja memperkukuh asas teori, tetapi juga berpotensi dijadikan panduan pedagogi dan asas bagi kajian empirikal masa hadapan.

Student academic achievement is a key indicator of the effectiveness of the education system and the quality of the national curriculum. However, individual differences in learning styles and levels of motivation often lead to variations in student performance, particularly in the context of Business Studies at the Form Six level. This conceptual article develops a new conceptual model that links the VARK learning styles (Visual, Auditory, Reading/Writing, and Kinesthetic), intrinsic and extrinsic motivation, and academic achievement. The study employs a narrative literature review method, synthesizing recent research findings (2020–2025) from Scopus-indexed databases and peer-reviewed journals. The model is grounded in Fleming and Mills’ Learning Styles Theory (1992) and Self-Determination Theory (Deci & Ryan, 1985, 2000, 2020), which explain the interaction between cognitive factors (how students learn) and affective factors (why students learn). Literature findings indicate that motivation acts as a mediating mechanism in the relationship between learning styles and academic achievement, with intrinsic motivation reinforcing the direct effect of learning styles, while extrinsic motivation provides additional support. Based on this synthesis, the study proposes a partial mediation model in which learning styles influence academic achievement both directly and indirectly through motivation. The integration of VARK and SDT provides a theoretical foundation for effective student-centered teaching strategies that can enhance motivation and academic performance in the Malaysian pre-university context. This conceptual model not only strengthens theoretical foundations but also has the potential to serve as a pedagogical guide and a basis for future empirical research.

PEDAGOGY OF GENERATIVE ARTIFICIAL INTELLIGENCE IN SHAPING LITTLE COMMUNICATORS: A SYSTEMATIC LITERATURE REVIEW 2020–2025 IN THE CONTEXT OF PRESCHOOL EDUCATION IN MALAYSIA

Rokiah Kadir, Romarzila Omar, Mohamad Albaree Abdul — Wed, 31 Dec 2025 00:00:00 +0800

This systematic literature review examines the exploration of generative artificial intelligence (Generative AI) pedagogy in preschool education in Malaysia from 2020 to 2025. The study focuses on the effectiveness of generative AI-based pedagogy in shaping “little communicators,” namely preschool children who are capable of verbal, social, and creative communication. The article screening process was conducted in accordance with the PRISMA 2020 guidelines, with searches performed in MyJurnal, MyCite, Google Scholar, Scopus, and university repositories in Malaysia. The findings indicate that local research is still at an early stage, with several initiatives such as interactive chatbots, AI-based digital storytelling, and vocabulary support applications. However, teacher readiness, infrastructural challenges, and ethical and child data privacy concerns remain major constraints. Based on these findings, the implementation of generative AI in Malaysian preschool education has significant implications for policy and teaching practice. In line with the principles of the National Preschool Standard Curriculum (Kurikulum Standard Prasekolah Kebangsaan, KSPK), which emphasizes the communication pillar and holistic student development, and supporting the direction of the 2026 Preschool Curriculum (KP2026) reform that reinforces digital competence, bilingualism, and 21st-century skills, effective implementation requires alignment among curriculum documents, teacher training, digital content curation, and data safety guidelines. Generative AI has the potential to act as a catalyst in developing more confident and digitally literate “little communicators”; however, this transformation necessitates additional empirical evidence, clear policy support, and priority capacity-building programs in the implementation of KP2026.

DOES A SINGLE HEALTH TALK MATTER? INSIGHTS FROM A STUDY ON SMOKING AND VAPING AWARENESS AMONG VOCATIONAL STUDENT

Mon, 01 Dec 2025 00:00:00 +0800

Tobacco use remains one of the leading causes of preventable disease and death worldwide, while the growing popularity of e-cigarettes among adolescents poses new challenges for tobacco control in Malaysia. Vocational college students represent a high-risk subgroup with unique social and environmental influences, yet local evidence on targeted educational interventions for this population remains limited. This study evaluated the effectiveness of a single-session health education programme in improving knowledge and attitudes towards smoking and vaping among 190 Form 4 students at a vocational college in Sepang, Selangor. A structured questionnaire was used to assess students’ knowledge and attitudes before and after a health talk. Descriptive statistics, the Wilcoxon Signed-Rank Test, and Spearman’s rank-order correlation were used for data analysis. The results showed no statistically significant difference in overall knowledge scores (Z = -0.527, p = 0.598) or attitude scores (Z = -1.027, p = 0.304) between pre- and post-intervention. However, item-level findings indicated improvements in correcting misconceptions about the harms of e-cigarettes. No significant correlation was found between knowledge and attitudes at either time point. In conclusion, although the single-session programme did not yield significant overall changes, it helped clarify specific misconceptions, suggesting that multi-session, interactive approaches and community support may strengthen future tobacco prevention efforts among vocational college students in Malaysia.

PEMBELAJARAN BERASASKAN PROJEK DAN KBAT: PERSEPSI, PENILAIAN DAN KOMPETENSI PELAJAR PINTAR DAN BERBAKAT

Thu, 04 Dec 2025 00:00:00 +0800

Kemahiran Berfikir Aras Tinggi (KBAT) merupakan teras penting dalam pendidikan abad ke-21, selaras dengan aspirasi Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 yang menekankan pembentukan pelajar yang kritis, kreatif dan inovatif. Bagi pelajar pintar dan berbakat (PPB), penerapan KBAT memerlukan strategi pedagogi yang dapat mencabar keupayaan kognitif mereka. Pembelajaran berasaskan projek (PBL) dilihat sebagai pendekatan yang menyokong pembangunan kemahiran ini melalui pengalaman pembelajaran yang autentik dan berpusatkan pelajar. Kajian ini bertujuan meninjau tahap persepsi, penilaian dan kompetensi PPB terhadap PBL dalam meningkatkan KBAT. Reka bentuk kajian ini adalah kuantitatif berbentuk tinjauan menggunakan soal selidik yang diadaptasi dari kajian terdahulu. Seramai 49 orang pelajar Asas 3 aliran Digital Innovator Programme (DIP), sesi akademik 2025, di Kolej PERMATA@Pintar Negara, Universiti Kebangsaan Malaysia dipilih sebagai responden. Data dianalisis menggunakan skor min, sisihan piawai, dan ujian-t bebas bagi mengenal pasti tahap penguasaan serta perbezaan berdasarkan jantina. Hasil kajian mendapati persepsi dan penilaian PPB terhadap PBL berada pada tahap tinggi, khususnya dari segi interaksi, kerjasama kumpulan dan pemahaman konsep. Kompetensi KBAT pelajar pintar dan berbakat juga berada pada tahap tinggi, terutama dalam kebolehan mentafsir maklumat, menilai masalah serta menghubungkaitkan pembelajaran dengan kehidupan sebenar. Analisis inferensi mendapati tiada perbezaan signifikan antara pelajar lelaki dan perempuan, walaupun purata skor pelajar perempuan sedikit lebih tinggi berbanding pelajar lelaki. Secara keseluruhannya, kajian ini membuktikan bahawa kaedah pembelajaran berasaskan projek dapat memupuk kemahiran berfikir aras tinggi dalam kalangan pelajar pintar dan berbakat, sekali gus menyokong pembangunan potensi kognitif dan kemahiran abad ke-21.

In pursuit of cultivating critical, creative and innovative learners as envisioned in the Malaysia Education Blueprint (PPPM) 2013-2025, Higher-Order Thinking Skills (HOTS) are deemed pivotal in modern education. For gifted and talented students (GTS), developing these skills requires pedagogical strategies that extend their cognitive capacity. Project-Based Learning (PBL), with its emphasis on authentic and student-centred experiences, is acknowledged as an effective approach for fostering such skills. This study therefore investigates gifted and talented students’ perceptions, evaluations and competencies regarding Project-Based Learning as a means of enhancing Higher-Order Thinking Skills. A quantitative survey design was employed, using questionnaires adapted from previous studies. The sample comprised 49 students enrolled in the Digital Innovator Programme (DIP) at Kolej PERMATA@Pintar Negara, Universiti Kebangsaan Malaysia. Data were analyzed using mean scores, standard deviations, and independent t-test to determine mastery levels and gender- based differences. The findings indicated that GTS perceptions and evaluations of PBL were high, particularly in relation to interaction, teamwork, and conceptual understanding. Their HOTS competencies were also high, with notable strengths in interpreting information, assessing problems, and applying learning to real-life contexts. Inferential analysis revealed no significant differences between gender, although female students recorded higher mean score than male. Overall, the study confirms that project-based learning is effective in enhancing HOTS among gifted and talented students, thereby contributing to both cognitive development and the acquisition of 21st-century skill sets.

EVALUATION OF THE DIPLOMA ASSOCIATE CERTIFICATE IMPLEMENTATION PROGRAM: A STUDY AT A UNIVERSITY IN THE CITY OF BEKASI

Fa’uzobihi, Muchlas Suseno, Yetti Supriyati — Wed, 10 Dec 2025 00:00:00 +0800

The implementation of the evaluation is to provide an understanding of the objectives of a policy, how it is implemented, and what impacts are obtained. Related research on the SKPI program carried out by universities in the Bekasi city area by conducting an evaluation using a combination of the CIPP and Kirkpatrik models which aims to determine the background, input, process, product and impact of the implementation of the program. This study uses a mixed method research design with the Explanatory Sequential Mixed Methods approach. The results of this study indicate that the implementation of the SKPI program received a very positive assessment and was considered to have a significant impact on improving the quality of graduates, preparing them for the global job market, and supporting the recognition of graduates at the national level. This program is also considered to be able to provide direct benefits in helping graduates get jobs that match their expertise. This reflects the importance of SKPI in increasing the relevance of education to industry needs and developing graduate competencies.

ARTIFICIAL INTELLIGENCE OF HIGHER ORDER THINKING IN SCIENCES EDUCATION: A BIBLIOMETRIC ANALYSIS

Azlina Haron, Nor Asniza Ishak, Siti Zuraidah Md Othman — Wed, 17 Dec 2025 00:00:00 +0800

This research demonstrates a bibliometric analysis of research on the integration of Artificial Intelligence (AI) in fostering Higher-Order Thinking (HOT) within science education, an area that has gained significant attention in the context of digital transformation in teaching and learning. Although AI has been widely applied across various disciplines, its role in enhancing critical thinking, problem-solving, and creativity in science education remains underexplored. This raises the need to map the intellectual structure, collaboration patterns, and research trends in this emerging field. Data were collected using the Scopus database through an advanced search strategy with the keywords “sciences,” “education,” “artificial intelligence,” and “higher order thinking,” yielding a final dataset of 2,009 publications. The data were cleaned and harmonized using OpenRefine, descriptive statistics and trend analyses were generated with the Scopus Analyzer, and visualization maps were constructed using VOSviewer. The results indicate a steady growth of publications, with a sharp increase from 2019 onward, reflecting the accelerated adoption of AI-driven pedagogical approaches. China, the United States, and the United Kingdom emerged as the most productive and highly collaborative countries, while leading keywords such as “artificial intelligence,” “students,” “machine learning,” and “higher education” demonstrated the thematic concentration of the field. Co-authorship and co-occurrence analyses further revealed eight distinct clusters, highlighting interdisciplinary collaborations that connect traditional science education with generative AI technologies. This study contributes to the body of knowledge by providing a systematic overview of how AI applications are shaping HOT in science education, identifying current research hotspots, and offering insights into potential directions for future pedagogical innovation and international collaboration.

SPEAKING TRUTH IN VERSE: POETIC EXPRESSION AS THEOLOGICAL DISCOURSE IN THE ISLAMIC SCHOLARLY TRADITION

Fri, 26 Dec 2025 00:00:00 +0800

This article examines the theological function of poetry in the Islamic scholarly tradition, arguing that poetic expression constituted a legitimate and authoritative mode of theological reasoning among the Ulama. Drawing on qualitative hermeneutic and thematic textual analysis of poetic works by figures such as Imam al-Ghazali, Jalal al-Din Rumi, Ibn ʿArabi, Rabia al-Adawiyya, Saʿdi Shirazi, and Imam al-Shafiʿi, the study demonstrates that poetry was employed to articulate core doctrines, ethical principles, and metaphysical insights with conceptual rigor and pedagogical intent. Situating these texts within their historical, educational, and intellectual contexts, the article challenges modern assumptions that confine theology to systematic prose while relegating poetry to the realm of devotional aesthetics. It further shows how poetic theology enabled Islamic ideas to circulate across cultural and civilizational boundaries, communicating theological meaning through ethically and aesthetically resonant forms. Engaging established scholarship in Islamic philosophy, mysticism, and education, the study reframes poetry as a substantive theological discourse with enduring relevance for religious thought, education, and intercultural understanding.

ULASAN MINI: KEPIMPINAN GURU DAN PENERIMAGUNAAN TEKNOLOGI DALAM PENDIDIKAN: CABARAN DAN CADANGAN PELAKSANAAN

Norhanida Samsudin, Mohd Asri Mohd Noor — Tue, 02 Dec 2025 00:00:00 +0800

Ulasan mini ini meneroka peranan kepimpinan guru dalam penerimagunaan teknologi dalam pendidikan, dengan memberi penekanan kepada amalan dalam bilik darjah, pembangunan profesional, dan pengaruh sistemik. Objektifnya adalah untuk mensintesis bukti terkini, menonjolkan cabaran, dan mencadangkan saranan praktikal untuk integrasi yang mampan. Carian literatur telah dijalankan menggunakan Scopus dan Google Scholar (25 Ogos 2025), dengan menggunakan pertanyaan Boolean yang berkaitan dengan kepimpinan guru, penerimagunaan teknologi, dan pembangunan profesional. Hanya kajian yang telah diteliti oleh sejawat dan diterbitkan dalam bahasa Inggeris dengan rujukan eksplisit kepada teknologi disertakan, manakala literatur kelabu dan penerbitan bukan dalam bahasa Inggeris dikecualikan. Dapatan menunjukkan bahawa kepimpinan guru menggalakkan kerjasama, inovasi, dan komuniti pembelajaran profesional, dengan model pembangunan profesional yang digabungkan terbukti amat berkesan. Guru juga memainkan peranan penting dalam percubaan inovasi dan menangani isu etika yang berkaitan dengan alat berasaskan AI. Walau bagaimanapun, halangan yang berterusan termasuk akses yang tidak adil, latihan yang tidak mencukupi, penolakan terhadap perubahan, dan ketegangan antara pendekatan dari bawah ke atas dan pendekatan yang dipacu dasar, menyukarkan kebolehlaksanaan. Isu etika seperti privasi data dan beban kerja masih kurang diteroka. Kepimpinan guru adalah penting untuk penerimagunaan teknologi yang bermakna tetapi memerlukan sokongan institusi yang lebih kuat, dasar yang berfokuskan kesaksamaan, dan rangka kerja yang terintegrasi. Penyelidikan masa depan harus mengkaji kesan jangka panjang dan silang budaya untuk memandu amalan yang bersifat transformasional dan inklusif.

This mini review explores the role of teacher leadership in technology adoption in education, emphasizing classroom practices, professional development, and systemic influence. The objective is to synthesize current evidence, highlight challenges, and propose practical recommendations for sustainable integration. A literature search was conducted using Scopus and Google Scholar (25 August 2025), applying Boolean queries related to teacher leadership, technology adoption, and professional development. Only peer-reviewed studies published in English with explicit reference to technology were included, while grey literature and non-English publications were excluded. The findings show that teacher leadership fosters collaboration, innovation, and professional learning communities, with blended professional development models proving particularly effective. Teachers also play a critical role in piloting innovations and addressing ethical issues surrounding AI-driven tools. However, persistent barriers—including inequitable access, insufficient training, resistance to change, and tensions between bottom-up and policy-led approaches—limit scalability. Ethical concerns such as data privacy and workload remain underexplored. Teacher leadership is essential for meaningful technology adoption but requires stronger institutional support, equity-focused policies, and integrated frameworks. Future research should examine long-term and cross-cultural impacts to guide transformative, inclusive practices.

DIGITAL TRANSFORMATION AND FIRM PERFORMANCE IN 2025: THE MEDIATING ROLE OF BUSINESS MODEL INNOVATION AND MODERATING EFFECTS OF GENERATIVE AI AND SUSTAINABILITY (ASEAN CONTEXT)

Yanli Xiao, Sidah Idris — Tue, 02 Dec 2025 00:00:00 +0800

This study aims to explore how digital transformation (DT) translates into firm performance (FP) in 2025, addressing inconsistent empirical findings by emphasizing the mediating role of business model innovation (BMI) and moderating effects of generative AI (GenAI) and sustainability orientation (SO). Drawing on dynamic capability theory, institutional theory, and value co-creation theory, a conceptual framework is developed with internal, industry, and institutional factors as contextual boundaries. BMI acts as a crucial bridge linking DT to FP; GenAI strengthens the DT-BMI relationship, while SO enhances the BMI-FP link. Contextual factors (e.g., regulatory environments, digital intensity) further shape these relationships. Theoretically, it extends DT research by integrating GenAI and sustainability into dynamic capability and institutional perspectives. Practically, it offers insights for ASEAN firms to balance technological adoption with adaptive business models.

ENHANCING MANDARIN VOCABULARY ACQUISITION AMONG UiTM STUDENTS THROUGH MULTIMEDIA MATERIALS: A CONCEPTUAL FRAMEWORK

Lee Chai Chuen, Nur Syifaa Md Tahir, Nor Azrina Mohd Yusof — Thu, 04 Dec 2025 00:00:00 +0800

The growing importance of Mandarin skills in today’s global economy highlights the need for effective language learning methods. This is especially true for students in Malaysia’s multicultural institutions, such as Universiti Teknologi MARA (UiTM). Here, students from various linguistic backgrounds face unique challenges in learning Mandarin, mainly due to the language's tonal nature, logographic writing system, and limited exposure outside the classroom. While digital learning tools show promise for improving vocabulary learning, their practical use in teaching Mandarin to university students in Malaysia has not been fully explored. This gap reveals important areas for research. This paper offers a framework for integrating multimedia resources into Mandarin vocabulary teaching, specifically for the needs of UiTM students. It draws on theories such as Dual Coding Theory, Multimedia Learning Theory, and Sociocultural Theory. By reviewing past studies, this work highlights the benefits of digital tools, which include increased engagement, personalized learning, and cultural relevance. However, current research often ignores the specific linguistic backgrounds of Malaysian learners and the role of institutional support in using technology in teaching. The proposed framework focuses on three key areas: Input Variables (learner traits, multimedia materials, and educational setting), Process Components (engagement tactics, personalized learning, and cultural relevance), and Output Outcomes (better vocabulary retention, higher motivation, and real-world application). The findings suggest that digital learning resources could significantly improve Mandarin vocabulary learning for students in Malaysian universities. This offers valuable insights and solutions for educators and policymakers. By encouraging collaboration among researchers, teachers, and higher education institutions, this study emphasizes the need for further investigation into localized content, adaptive technologies, and policy interventions. Ultimately, the framework aims to improve students’ language skills and prepare them for success in an interconnected world.

PROFESSIONAL DEVELOPMENT IN EDUCATION: A BIBLIOMETRIC ANALYSIS (2020-2025)

Jumriah Abdul Azis, Dg Norizah Ag Kiflee@Dzulkifli , Abdul Said Ambatong — Mon, 15 Dec 2025 00:00:00 +0800

This bibliometric analysis examines global research patterns in educational professional development between 2020 and 2025, exploring publication trends, collaborative networks, and emerging themes. The study analyzed 27,808 Scopus-indexed articles using VOSviewer to visualize scholarly relationships and research directions. Key findings indicate substantial growth in PD publications, rising from 3,388 articles in 2020 to 6,748 in 2025, reflecting increasing worldwide acknowledgment of PD's critical role in enhancing teacher capabilities and driving educational reform. Most research outputs (81.2%) were published in peer-reviewed journals, underscoring their central position in scholarly communication. Analysis of keyword patterns revealed four major thematic areas: instructional practices, psychology in education, research approaches, and professional identity formation. Common keywords such as "professional development," "teaching," and "qualitative research" demonstrate the field's cross-disciplinary character. Examination of co-authorship patterns showed concentrated collaboration among specific scholars, notably Czapla Michał and Karniej Piotr. At the international level, China, the United States, and the United Kingdom led contributions, with robust collaborative networks extending across European and Asia-Pacific regions. The research concludes that PD scholarship continues its expansion, fueled by digital transformation, post-pandemic educational changes, and evolving policies. Nevertheless, significant gaps persist in developing nations where PD resources remain limited, highlighting the necessity for inclusive, culturally appropriate, and digitally supported approaches to guarantee equitable professional growth opportunities globally.

EXPERT VALIDATION OF TEACHER'S ACADEMIC WORKLOAD ASSESSMENT TOOL FOR SECONDARY SCHOOLS

Wan Mohd Khairi Wan Ibrahim, Azim Azuan Osman, Suhaidah Hussain — Mon, 22 Dec 2025 00:00:00 +0800

The academic workload of teachers is an important factor to assess, as it significantly influences both educational outcomes and teacher well-being. This study was conducted to validate an instrument, through expert consultation, for measuring teachers’ workload in secondary schools. A review of the literature highlights that excessive workload can contribute to teacher burnout, declining job satisfaction, and adverse effects on students’ academic achievement. These challenges are further intensified by the modernization of the education system and increasing administrative demands, which add to the complexity of teachers’ professional responsibilities. The current study aimed to authenticate a tool, via expert validation, specifically created to assess the workload of teachers in secondary schools, with a focused consideration of its ramifications for research activities. To ensure the instrument’s validity, a panel of experts in educational leadership, curriculum, and teacher professional development evaluated its clarity, relevance, and comprehensiveness. The Content Validity Index (CVI) and inter-rater agreement (IRA) methods were employed to determine the level of consensus among experts. The results showed that the instrument achieved a high level of content validity across all domains, confirming its appropriateness for assessing teachers’ academic workload in the secondary school context. However, a small number of items required revision based on expert recommendations. This validated tool provides a reliable foundation for future empirical research, policy formulation, and administrative practices aimed at optimizing workload management. By offering a systematic approach to evaluating academic workload, the instrument contributes to improving teacher well-being, supporting professional development, and promoting more effective and sustainable educational practices.

ENGLISH INSTRUCTORS’ ROLE IDENTITIES AND THEIR ABILITY TO MANAGE CLASSROOM SETBACKS: THE CASE OF KYRENIA

Sonia Shoar, Aylin Koyalan — Wed, 31 Dec 2025 00:00:00 +0800

Teacher identity, a complex and dynamic phenomenon, is shaped by various social and institutional factors. While previous research has established teacher identity as a critical factor in educational outcomes, this study specifically examines how different aspects of professional identity influence teachers' responses to classroom setbacks. Employing a quantitative research approach, this study investigates the role identity of English teachers through survey data. The primary objective is to explore the correlation between the professional identity of university-level English teachers and their proficiency in managing classroom setbacks. Data were gathered through surveys administered to 86 English teachers in Kyrenia, focusing on educators affiliated with FIU, GAU, GU, CSU, and ARUCAD during the 2023–2024 academic year. Two scales were utilized: "Teacher's Ability to Manage Classroom Setbacks" and "Teacher's Role Identity." The analysis demonstrates that English language teachers in Kyrenia maintain relatively strong professional identities across multiple dimensions, with particularly high identification in learner, pundit, and interaction supervisor roles. These findings suggest that teachers in this context view themselves primarily as continuous learners, subject matter experts, and facilitators of student interaction. The results collectively indicate that teacher identity and classroom setback management are complex, multifaceted constructs influenced more by institutional and contextual factors than by individual characteristics or general competence perceptions. While teachers demonstrate strong professional identities, the ability to manage classroom challenges appears more dependent on institutional support, specific role combinations, and environmental factors than on overall identity strength or demographic characteristics. Bridging the gap between teachers' identity beliefs and their classroom decisions may inform interventions that foster positive school outcomes, including improved student behaviour and academic achievement.

EXPLORING RESILIENCE DEVELOPMENT AMONG TVET STUDENTS: A SYSTEMATIC RAPID REVIEW

Meta Melanie P. Godfrey, Mohd Dahlan Hj. A. Malek — Mon, 01 Dec 2025 00:00:00 +0800

This narrative Systematic Rapid Review (SRR) synthesises empirical evidence on resilience, psychological well-being, and protective factors among youth and students in educational and training settings. Twenty-two Scopus-indexed studies published between 2021 and 2025 were systematically identified and screened using defined inclusion and exclusion criteria. Findings indicate that resilience functions as a dynamic psychological process, influenced by both internal and external factors. In addition, personal strengths such as optimism, coping ability, emotional regulation, and self-efficacy consistently supported students’ persistence and well-being, while social supports from family, peers, and institutions enhanced adaptive capacity. Furthermore, intervention-based studies, including mindfulness, social emotional learning, and counselling programmes, demonstrated measurable improvements in resilience and psychological adjustment. However, limited evidence exists within Technical and Vocational Education and Training (TVET) contexts, despite the growing recognition that vocational students must adapt to the Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) of modern work environments. Within this setting, resilience is increasingly viewed as a trainable soft skill essential for employability, lifelong learning, and mental health. Accordingly, future research should examine how resilience develops through training, experiential, and psychosocial dimensions of the TVET system.

PRELIMINARY STUDIES: NEEDS FOR SMARTJAWI APPLI-CATION FOR CHILDREN AGED 4-5 YEARS OLD IN ISLAMIC EDUCATIONAL INSTITUTIONS

Thu, 04 Dec 2025 00:00:00 +0800

The lack of engaging and developmentally appropriate educational materials remains one of the key problems in teaching Jawi to young children. Many Islamic educational institutions still rely on traditional methods such as the use of textbooks and writing exercises that are mechanistic and less child-centred. Such methods are seen as not in line with contemporary pedagogical needs, especially among early learners who require more holistic and enjoyable learning experiences. In order to address this issue, this study examined the perceptions of Islamic preschool educators on the importance of Jawi education and the potential for technology integration in improving Jawi literacy among children. Through semi-structured interviews with three educators, the findings show that Jawi is recognized as an important medium for preserving Islamic heritage and Malay cultural identity. However, educators expressed several challenges including limited teaching resources, different levels of students' literacy, and less interactive pedagogical approaches. Participants showed strong interest in using digital applications that are user-friendly, game-based, and supportive of pre-comprehensive teaching strategies. This study proposes that interventions such as Jawi Apps may act as an innovative approach to address Jawi literacy challenges and strengthen the teaching practices more effectively in Malaysian Islamic preschools.

ADAPTING HIGHER EDUCATION THROUGH STUDENT PERSPECTIVES ON ONLINE DISTANCE AND FACE-TO-FACE LEARNING

Wed, 10 Dec 2025 00:00:00 +0800

Higher education is transforming online distance learning (ODL), which evolves from an emergency response into a core feature of teaching and learning. This study investigates Malaysian undergraduates’ perceptions of ODL and face-to-face classes to inform the design of sustainable hybrid models. Data were collected through an online questionnaire completed by 246 students, combining quantitative Likert-scale items with qualitative open-ended responses. Statistical analysis revealed that ODL was valued for its cost savings, flexibility, and time efficiency; however, students highlighted challenges such as unstable internet connectivity, reduced focus, and weaker communication. In contrast, face-to-face learning was associated with better comprehension, stronger motivation, and richer interaction. While most students preferred face-to-face learning, many supported blended approachesthat integrate the strengths of both face-to-face and online learning. The findings highlight the need to address digital inequities and redesign online components for engagement, ensuring hybrid higher education systems are resilient, inclusive, and student-centred.

TECHNOLOGY-ENHANCED TECHNIQUES FOR LEARNING MATHEMATICS: A BIBLIOMETRIC PERSPECTIVE

Zunainah Abu, Badariah Abdollah, Nurul Izzati Mohd Zaki — Tue, 16 Dec 2025 00:00:00 +0800

The rapid incorporation of digital tools and emerging technologies has transformed mathematics education, prompting scholars to investigate technology-enhanced techniques that can improve teaching and learning effectiveness. Nonetheless, despite the growing body of research, there exists a need to systematically examine publication trends, influential works, and collaborative patterns in this field to better understand its evolution and future direction. This research bridges this gap via a bibliometric analysis of research on technology-enhanced learning in mathematics. Data were collected using the Scopus advanced search with specific keywords (“teaching,” “learning,” “mathematics,” “technology,” and “digital”), resulting in 1,248 relevant documents. To ensure data accuracy and consistency, OpenRefine was applied for cleaning and harmonization. The Scopus Analyzer was then used to generate descriptive statistics and graphical representations of publication trends, while VOSviewer software was employed to visualize co-authorship networks, country collaborations, citation patterns, as well as keyword co-occurrence maps. The findings demonstrate a steady increment in publication output from 2015 to 2025, with notable peaks during the COVID-19 pandemic years, reflecting the urgent demand for digital and remote learning solutions. The United States, Indonesia, China, and Malaysia emerged as the most active contributors, while highly cited articles focused on themes of equity in STEM, digital learning innovations, and project-based learning approaches. Keyword mapping highlighted clusters around “mathematics education,” “e-learning,” “educational technology,” and “STEM integration,” underscoring the interdisciplinary nature of the field. This research contributes to the body of knowledge by providing a comprehensive overview of research trends and global collaborations, offering insights for educators, policymakers, and researchers seeking to advance technology-enhanced mathematics education.

ENHANCING ARABIC NOVEL COMPREHENSION THROUGH MOBILE-ASSISTED LEARNING: DUOLINGO IN AN ISLAMIC STUDIES CONTEXT

Wed, 24 Dec 2025 00:00:00 +0800

The comprehension of Arabic novels presents a persistent challenge for learners of Arabic as a foreign language, particularly students enrolled in Islamic studies programmes in non-Arab contexts. Arabic narrative texts are linguistically complex and culturally embedded, requiring advanced vocabulary knowledge, syntactic awareness, and interpretive competence. In recent years, mobile-assisted language learning applications such as Duolingo have gained popularity among students as supplementary tools for Arabic learning. While previous research has demonstrated the effectiveness of Duolingo in supporting vocabulary acquisition, grammatical development, and learner motivation, its role in facilitating literary comprehension remains insufficiently explored. This study investigates the extent to which Duolingo supports undergraduate Islamic studies students’ comprehension of Arabic novels within a blended learning context. Adopting a mixed-methods research design, the study draws on questionnaire data, semi-structured interviews, and thematic analysis to examine students’ experiences, perceived benefits, and limitations of using Duolingo alongside traditional instructional practices. The findings indicate that Duolingo contributes positively to foundational linguistic development and learner motivation, thereby reducing initial barriers to reading Arabic novels. However, the application is limited in supporting discourse-level comprehension, cultural contextualisation, and literary interpretation, which are essential for meaningful engagement with narrative texts. The study argues that Duolingo is most effective when positioned as a preparatory and supplementary tool within a blended pedagogical framework. By clarifying the pedagogical affordances and constraints of mobile-assisted language learning in literary contexts, this study contributes to research in Arabic as a Foreign Language and offers practical implications for the teaching of Arabic novels to non-native learners.

APPLICATION OF ARTIFICIAL INTELLIGENCE IN ADOLESCENT MENTAL HEALTH SUPPORT: A QUALITATIVE STUDY IN CHINESE MIDDLE SCHOOLS

Liu Xingchen, Lee Keok Cheong — Tue, 02 Dec 2025 00:00:00 +0800

This study explores the anticipated role of Artificial Intelligence (AI) in supporting adolescent mental health in Chinese secondary schools. Traditional school-based counseling is often hindered by limited resources and stigma. AI tools, including chatbots, emotion recognition, and virtual counseling platforms, may offer scalable alternatives. This study will use a qualitative design, this research plan to collect data from students, teachers, and parents across three provinces through interviews, questionnaires, and observations. It is anticipated that AI tools will enhance early risk detection, emotional expression, and accessibility to psychological support. It is expected that students will value the privacy of chatbots, while teachers and parents may recognize AI’s potential in behavioral monitoring and guidance. However, possible concerns around ethics, trust, and cultural acceptance are also predicted. The study aims to explore whether emotional AI will be particularly effective in contexts where human counseling is limited. Recommendations are expected to include strategies for integrating AI into school systems with ethical safeguards and local adaptability.

LEADERSHIP, CAPABILITY DYNAMICS, AND KNOWLEDGE ARCHITECTURES IN ACADEMIC LIBRARIES

Haziah Sa’ari, Al Bakri Mohammad, Mohd Dasuki Sahak, Anne Goulding — Thu, 04 Dec 2025 00:00:00 +0800

Academic libraries are increasingly required to operate as innovation partners within higher-education ecosystems, although scholarship provides limited clarity on the leadership mechanisms that support this role. Existing work reinforces that entrepreneurial leadership fosters innovation-oriented behaviour in library settings, dynamic capabilities enable adaptation through sensing, seizing, and transforming processes, and the knowledge-based view strengthens organisational learning and intellectual capital. However, these perspectives are seldom interpreted as a unified system. This study examines the leadership challenge of cultivating innovation in academic libraries by integrating Entrepreneurial Leadership (EL), Dynamic Capabilities (DC), and the Knowledge-Based View (KBV). A bibliometric–conceptual analysis of 80 Scopus-indexed publications (2020–2024) was conducted to trace global and Malaysian research patterns, identify fragmentation, and interpret how leadership intent interacts with capability renewal and knowledge mobilisation in policy-driven higher-education environments. Quantitative mapping using VOSviewer was combined with interpretive analysis to construct an integrated EL–DC–KBV framework. The findings demonstrate that EL, DC, and KBV are individually well established but seldom analysed as an interconnected mechanism that explains how libraries reposition themselves as adaptive and knowledge-intensive organisations. The thematic synthesis identifies recurring constraints that slow innovation readiness, including administrative mindsets, fragmented tacit knowledge, weak external sensing, risk aversion, policy–practice gaps, constrained collaboration, and metrics that emphasise usage more than learning and capability outcomes. Interpreting these conditions through the EL–DC–KBV triad provides actionable leadership and capability levers supported by knowledge-based performance indicators. The integrated framework aligns with Malaysia’s Higher Education Blueprint, the MyDIGITAL Blueprint, the Twelfth Malaysia Plan, and the Malaysia MADANI agenda, and positions academic libraries as contributors to SDG 4, SDG 9, and SDG 17. This study advances theoretical integration and offers a contextually grounded basis for leadership-driven innovation in knowledge-intensive public institutions founded basis for leadership-driven innovation in Malaysian higher education.

STEM EDUCATION RESEARCH: GLOBAL PATTERNS AND TRENDS FROM A BIBLIOMETRIC ANALYSIS

Norhayati Mohd Zain, Nur Anis Izzati Che Mut — Mon, 15 Dec 2025 00:00:00 +0800

STEM education has gained worldwide attention as countries work to equip students with the skills needed for fast-changing technological, economic, and social environments. To better understand how research in this area has evolved, this study presents a bibliometric review based on 420 documents retrieved from the Scopus database. The study aims to (1) examine publication growth and distribution trends, (2) identify the most influential authors, institutions, countries, and sources, and (3) map the intellectual and collaborative structures shaping STEM education research. To achieve these objectives, Scopus Analyzer was employed to generate descriptive performance indicators, while VOSviewer was used to visualize co-authorship networks, keyword co-occurrence clusters, and citation linkages. The findings show a consistent upward trajectory in STEM education publications, with notable growth in the past ten years. The United States, China, Australia, and the United Kingdom emerged as leading contributors, supported by strong institutional outputs and international collaboration networks. Keyword co-occurrence mapping revealed dominant research themes such as STEM integration, engineering education, computational thinking, robotics, inquiry-based learning, gender equity, and technology-enhanced instruction. Emerging topics, including virtual reality, artificial intelligence in education, and inclusive STEM pedagogies, also appear with increasing frequency, indicating expanding research frontiers. Overall, the study gives a clear overview of global STEM education research by identifying major contributors, key themes, and collaboration patterns, offering useful insights for educators, researchers, and policymakers to guide future work in the field.

MATERIAL SEMIOTICS PERSPECTIVE ON CHU LACQUERWARE: ANALYSIS OF IMPLICIT SYMBOLIC LANGUAGE IN FUTURE DESIGN SCENARIOS

Lyu Wenhui, Hana Hapiz, Ainul Wahida Radzuan — Mon, 22 Dec 2025 00:00:00 +0800

The expression form of symbols carries the significance and profound connotations of culture. As the core material carrier of Chu culture, Chu lacquerware has formed a rich symbol system and aesthetic craftsmanship in the unique cultural ecosystem of the Chu region. This article takes typical Chu lacquerware as the research object. From the perspective of material semiotics and in combination with the theory of cultural ecology, it first sorts out the origin, definition and classification of the body craftsmanship of Chu lacquerware, compares its differences and characteristics with those of lacquerware in the Ba-Shu and Central Plains regions, and reveals the craftsmanship advantages and regional cultural attributes of Chu lacquerware during the Warring States Period. Secondly, deeply deconstruct the symbolic language system of Chu lacquerware, including the realistic, imaginative and "image-based" expressions at the form level, the features, design logic and classification at the pattern level, as well as the symbolic meanings of the colours mainly in red and black. Finally, on this basis, the application of Chu lacquerware cultural language in future design fields such as urban trash cans, furniture design, clothing design, and cultural and creative design is mainly discussed. The research aims to explain the semantics, categories and media of Chu's symbolic language, reveal the design concepts and aesthetic roots of Chu culture's symbolic forms, and provide innovative ideas and practical paths from the perspective of Chu culture for contemporary and future design.

KAJIAN SOAL SELIDIK: CABARAN DAN PELUANG GURU DALAM MENGADAPTASI TEKNOLOGI AI DALAM PAK 21 DI SEKOLAH

Erie Alia, Balakrishna Parasuraman, Dzulkifli Mukhtar — Wed, 31 Dec 2025 00:00:00 +0800

Kajian ini meneliti cabaran dan peluang guru dalam mengadaptasi teknologi kecerdasan buatan (AI) dalam pelaksanaan Pembelajaran Abad Ke-21 (PAK21) di sekolah. Kajian kuantitatif ini menggunakan kaedah soal selidik melibatkan guru daripada pelbagai latar belakang pengajaran. Analisis data secara deskriptif dan inferensi menunjukkan bahawa AI berpotensi meningkatkan penglibatan murid, pembezaan pembelajaran dan kecekapan pengajaran. Namun, cabaran utama termasuk kekurangan latihan profesional, perbezaan literasi digital, kekangan infrastruktur serta isu etika penggunaan AI. Dapatan kajian menekankan keperluan sokongan berterusan, latihan sistematik dan dasar pendidikan yang menyokong integrasi AI secara berkesan dalam ekosistem PAK21.

This study examines the challenges and opportunities faced by teachers in adapting artificial intelligence (AI) technology in the implementation of 21st Century Learning (PAK21) in schools. This quantitative study employed a questionnaire-based survey involving teachers from diverse teaching backgrounds. Descriptive and inferential data analyses indicate that AI has the potential to enhance student engagement, differentiated learning, and teaching efficiency. However, major challenges include a lack of professional training, disparities in digital literacy, infrastructure constraints, and ethical issues related to the use of AI. The findings highlight the need for continuous support, systematic training, and supportive educational policies to ensure the effective integration of AI within the 21st Century Learning ecosystem.

EVALUATING INJURY PATTERNS, ON-FIELD MEDICAL INTERVENTIONS, AND PREVENTIVE STRATEGIES AT THE SERDANG SEVENS RUGBY TOURNAMENT

Mohamad Nizam Nazarudin, Wan Ahmad Munsif Wan Pa — Mon, 01 Dec 2025 00:00:00 +0800

The Serdang Sevens Rugby Tournament, held at Universiti Putra Malaysia, provided a valuable dataset for examining rugby injury patterns, medical interventions, and preventive strategies in a competitive setting. This study aims to analyse the prevalence, types, and mechanisms of injuries sustained during the tournament, evaluate the effectiveness of on-field medical management, and propose evidence-based injury prevention strategies tailored to the Malaysian rugby context. A retrospective observational analysis was conducted using official medical reports from the two-day tournament. The findings indicate that head and knee injuries accounted for 21% each, followed by facial and shoulder/clavicle injuries at 18% each. The most common injury types included soft tissue trauma, fractures, and concussions, with 34.5% of cases requiring hospital referrals. High-impact tackles emerged as the primary cause of injuries (70% of cases), while falls on uneven surfaces contributed to 30% of injuries. Medical interventions played a crucial role in managing injuries, with 65.5% of cases effectively treated on-site. However, the reliance on hospital referrals for severe injuries underscores the need for improved on-field diagnostic capabilities, such as portable imaging tools. The study identifies targeted warm-up routines, enhanced protective gear, and improved playing surface conditions as key preventive measures to reduce injury risks in future tournaments. The findings align with global research on rugby injuries, particularly regarding the prevalence of concussions and lower-limb injuries. However, localized factors, including field conditions and limited access to advanced medical resources, present unique challenges for Malaysian rugby. This research contributes to a growing body of knowledge on rugby injuries in Southeast Asia, offering data-driven recommendations to enhance player safety. Future studies should explore longitudinal impacts of rugby injuries and the integration of advanced diagnostic technologies, such as wearable sensors and portable ultrasound.

TEORI DAN PENGETAHUAN SOSIOLOGI DALAM PENDIDIKAN MENURUT PERSPEKTIF IBN KHALDUN: SATU ULASAN

Nurul Aini Zainal Abidin, Azhar Hj Wahid — Thu, 04 Dec 2025 00:00:00 +0800

Artikel ini mengkaji kepentingan teori dan ilmu sosiologi dalam perkembangan ilmu pengetahuan, khususnya dalam konteks pendidikan yang berkait rapat dengan peradaban Islam dan tamadun global. Berdasarkan perspektif Ibn Khaldun, seorang pelopor dalam teori kemasyarakatan dan sosiologi, artikel ini membincangkan pandangan serta sumbangan beliau terhadap bidang ini. Fokus utama merangkumi peranan transformasi pendidikan dalam memajukan ketamadunan ilmu pengetahuan serta gagasan-gagasan utama Ibn Khaldun dalam ilmu sosiologi. Pendekatan Ibn Khaldun dalam menganalisis dan mempertahankan peradaban secara menyeluruh dihasilkan melalui kerangka pemikiran yang unik dan tersendiri. Kajian ini membincangkan sumbangan Ibn Khaldun terhadap transformasi pendidikan dan kemajuan ketamadunan. Umat Islam menghadapi krisis nilai akibat penerimaan nilai liberalisme dan sekularisme secara tidak kritis dalam sistem pendidikan kontemporari, menyebabkan ketergantungan kepada Barat serta kealpaan terhadap warisan keilmuan Islam. Pendekatan ulasan literatur dan analisis kandungan terhadap Muqaddimah serta sumber sekunder, melalui pemerhatian empirik dan analisis sistematik. Kesimpulannya, kematangan Ibn Khaldun sebagai cendekiawan Islam dalam memacu pembangunan insan terbukti melalui keberkesanan dan relevansi pemikirannya yang kekal hingga kini.

This article examines the importance of sociological theory and knowledge in the development of knowledge, especially in the context of education which is closely related to Islamic civilization and global civilization. Based on the perspective of Ibn Khaldun, a pioneer in social theory and sociology, this article discusses his views and contributions to this field. The main focus includes the role of educational transformation in advancing the civilization of knowledge as well as Ibn Khaldun's main ideas in sociology. Ibn Khaldun's approach in analyzing and defending civilization comprehensively is produced through a unique and distinctive framework of thought. This study discusses Ibn Khaldun's contribution to the transformation of education and the progress of civilization. Muslims are facing a crisis of values due to the uncritical acceptance of liberalism and secularism in the contemporary education system, causing dependence on the West and neglect of the Islamic scholarly heritage. A literature review approach and content analysis of the Muqaddimah and secondary sources, through empirical observation and systematic analysis. In conclusion, Ibn Khaldun's maturity as an Islamic scholar in driving human development is proven through the effectiveness and relevance of his thoughts that remain to this day.

THE DETERMINANT FACTORS IN PERFORMANCE OF PRIVATE HIGHER EDUCATION IN GUANGDONG PROVINCE CHINA

Ma Zhiguang, Shakirah Noor Azlan — Tue, 09 Dec 2025 00:00:00 +0800

As the world economy and society have undergone rapid structural changes, colleges have been faced with a new set of crises and challenges. Among those are not only the challenges of structural knowledge changes but also those of management changes. This study is mainly research on the determinant factors of performance of private higher education in Guangdong province China. In addition, in this research mainly focus on the private higher education institutions (PHEI)in Guangdong Province, China, as Guangdong offers 67 undergraduate colleges and universities (including PHEIs), 87 specialized colleges and universities, and 14 adult colleges and universities as of June 30, 2020.The number of staff at China's colleges and universities was around 177,900 in 2020. Hence, in this research target adopt quantitative method by using questionnaire to collect 750 respondents to examine the relationship of independence variables such as knowledge management, leadership and organizational culture towards dependence variable of corporate performance of PHEIs while mediation role of innovation. All data collected to test hypotheses using the statistical technique SmartPls 4.0. This study will enrich the theoretical research on the heterogeneity of the senior management team of Chinese higher education groups and performance in Guangdong Province.

BIBLIOMETRIC STUDY ON THE APPLICATION OF MATHEMATICS IN STEM EDUCATION

Rasyida A’alaf, Zunainah Abu, Badariah Abdollah — Tue, 16 Dec 2025 00:00:00 +0800

The integration of mathematics within STEM education has received increasing scholarly attention, reflecting its essential role in preparing students for interdisciplinary problem-solving and global competitiveness. However, despite its growing significance, limited comprehensive studies have mapped research patterns, influential contributions, and collaboration networks in this domain. This study aims to fill that gap through a bibliometric analysis of publications on the application of mathematics in STEM education. Data were collected from the Scopus database using advanced searching techniques with the keywords “mathematics,” “education,” and “STEM,” covering the period between 2015 and 2025. After applying inclusion and exclusion criteria, a total of 776 articles were retrieved. The dataset was subsequently processed and harmonized using OpenRefine to ensure consistency. Statistical analyses, publication trends, and citation distributions were examined using the Scopus analyzer, while VOSviewer software was employed to visualize keyword co-occurrences, authorship patterns, and international collaboration networks. The findings reveal a steady increase in research output, peaking in 2024–2025, with the United States, Indonesia, and Germany emerging as the most productive countries. Highly cited articles highlight themes such as word problem-solving, interdisciplinary STEM integration, and digital innovations in mathematics education. Keyword analysis identified dominant themes around “mathematics education,” “STEM education,” “teacher education,” and emerging topics such as “computational thinking,” “artificial intelligence,” and “sustainability,” reflecting the field’s evolving priorities. Co-authorship network analysis further showed strong international collaboration clustered among developed and emerging economies. Overall, this study contributes to a deeper understanding of the intellectual structure, thematic evolution, and global collaboration trends in mathematics-focused STEM education research, providing valuable insights for educators, policymakers, and future researchers.

CHALLENGES IN LEARNING ARABIC POETRY AND PROSE AMONG MALAY STUDENTS: A DESCRIPTIVE ANALYTICAL STUDY IN ARABIC AS A FOREIGN LANGUAGE

Wed, 24 Dec 2025 00:00:00 +0800

Arabic poetry and prose occupy a central position in Arabic language and literature programmes, serving as key vehicles for linguistic development, cultural transmission, and aesthetic appreciation. However, for non-native learners of Arabic, particularly Malay students in Malaysian higher education institutions, literary texts often represent a significant pedagogical challenge. While previous research on Arabic as a Foreign Language (AFL) has focused largely on grammar, vocabulary, and communicative competence, comparatively limited attention has been given to learners’ engagement with Arabic literary genres. This study addresses that gap by examining the challenges faced by Malay students in learning Arabic poetry and prose. Adopting a qualitative descriptive-analytical approach, the study draws on semi-structured interviews and classroom observations to explore students’ and instructors’ experiences in an Arabic language and literature programme. The findings reveal that students’ difficulties are multidimensional, encompassing linguistic complexity, limited cultural and historical knowledge, and pedagogical practices that insufficiently scaffold literary interpretation. The study further demonstrates that these challenges vary according to learners’ proficiency levels and stages of literary development. In particular, challenges related to figurative language, rhetorical devices, and culturally embedded meanings hinder students’ progression from surface comprehension to analytical literary engagement. The study argues that effective Arabic literature pedagogy for non-native speakers requires an integrated approach that combines linguistic support, cultural contextualisation, and learner-centred instructional strategies. By explicitly foregrounding learner experience, this research contributes an empirically grounded perspective to AFL literary pedagogy and offers pedagogical implications for non-Arab contexts.

THE ACCEPTANCE LEVEL OF STEM TEACHERS TOWARDS BLENDED LEARNING IN A GREEN IT APPROACH ENVIRONMENT: A NEEDS ANALYSIS

Norraihan Rosman, Haslinda Hashim, Jamilah Hamid — Tue, 02 Dec 2025 00:00:00 +0800

The adoption of cloud computing technology, a key strategy within Green IT and a central element of Industry 5.0, is regarded as a significant step towards promoting sustainable educational development. This technology delivers systematic computing services, including database management, software applications, smart analytics, and networking capabilities. It facilitates student-centered blended learning by enabling learners to regulate their own learning pace and select resources that align with their individual needs, thereby enhancing their conceptual understanding. This study aimed to examine the levels of knowledge and acceptance among Science, Technology, Engineering, and Mathematics (STEM) teachers regarding the blended learning approach. Employing a descriptive survey design, data were collected through a questionnaire administered to 161 teachers participating in the STEM Teacher Ambassador Program across the northern, central, eastern, and southern regions of Malaysia. The questionnaire was adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT) model, incorporating constructs such as performance expectancy, effort expectancy, attitude towards technology use in learning, social influence, facilitating conditions, self-efficacy, and behavioral intention. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 26.0 to obtain percentages, mean scores, and standard deviations. The findings revealed that the participating STEM teachers possessed high levels of knowledge and acceptance towards blended learning within a Green IT framework (Mean = 3.85, SD = 0.75). In conclusion, this study provides valuable insights into the readiness of STEM educators to adopt blended learning approaches, which have the potential to enhance students’ performance in STEM subjects at the secondary school level in Malaysia.

PENYELIDIKAN TINGKAH LAKU ADAPTIF KANAK-KANAK BERKEPERLUAN KHAS: SOROTAN BIBLIOMETRIK (2014 SEHINGGA 2024)

Hamzah Ishak, Mohd Effendi @ Ewan Mohd Matore, Hilwa Abdullah @ Mohd Nor — Thu, 04 Dec 2025 00:00:00 +0800

Tingkah laku adaptif merujuk kepada gabungan kemahiran konseptual, sosial dan praktikal yang membolehkan individu berfungsi secara berdikari serta menyesuaikan diri dengan tuntutan persekitaran. Penilaian tingkah laku adaptif menjadi asas penting dalam diagnosis, intervensi serta amalan pendidikan inklusif bagi kanak-kanak berkeperluan khas. Namun, perbahasan yang tidak konsisten mewujudkan motivasi untuk meninjau perkembangannya dalam tempoh sedekad ini. Justeru, kajian ini bertujuan meninjau landskap penyelidikan berkaitan tingkah laku adaptif dalam kalangan kanak-kanak berkeperluan khas melalui analisis bibliometrik terhadap 1,507 artikel yang diterbitkan dalam pangkalan data Scopus bagi tempoh 2014 hingga 2024. Analisis dijalankan menggunakan perisian VOSviewer dan Biblioshiny for R, melibatkan pemetaan kata kunci, analisis petikan bersama (co-citation), analisis kemunculan serentak (co-occurrence), word cloud dan evolusi tematik. Dapatan menunjukkan terdapat turun naik penerbitan sepanjang tempoh kajian dengan Amerika Syarikat, United Kingdom, Kanada dan Itali muncul sebagai negara penyumbang utama, manakala pengarang prolifik didominasi Chris Oliver, Marc J. Tassé, dan Richard Hastings. Analisis kata kunci mengenal pasti empat kluster utama, iaitu dimensi psikologi dan sosial, aspek perkembangan dan kognitif, kefungsian adaptif serta hasil tingkah laku serta aspek tingkah laku dan diagnostik. Evolusi tema turut memperlihatkan peralihan fokus penyelidikan daripada kajian asas dan kognitif kepada isu klinikal, kebolehpercayaan metodologi serta pembangunan instrumen dengan ciri-ciri psikometrik. Kajian ini menegaskan keperluan membangunkan instrumen penilaian yang sahih, melibatkan pendekatan berbilang penilai dan mengintegrasikan intervensi pendidikan berasaskan bukti. Implikasi kajian merangkumi pemakluman dasar, penambahbaikan intervensi serta sokongan komuniti bagi memperkukuh kualiti hidup dan integrasi sosial kanak-kanak berkeperluan khas. Secara kesimpulannya, terdapat keperluan untuk melaksanakan penyelidikan lanjutan bagi memahami dan mendalami tingkah laku adaptif bagi kanak-kanak berkeperluan khas ketidakupayaan intelek terutamanya dalam konteks negara-negara Asia dan Malaysia khususnya. Kajian ini juga menekankan kerjasama serantau dan global dalam berkongsi dapatan kajian serta merangka strategi dalam penyelesaian berkaitan isu-isu berkaitan tingkah laku adaptif dan kanak-kanak berkeperluan khas.

Adaptive behavior refers to the constellation of conceptual, social, and practical skills that enable individuals to function independently and adjust to environmental demands. Assessing adaptive behavior is fundamental to diagnosis, intervention, and inclusive educational practice for children with special needs. However, inconsistent discourse in the field motivates a review of developments over the past decade. Accordingly, this study maps the research landscape on adaptive behavior among children with special needs through a bibliometric analysis of 1,507 articles indexed in Scopus from 2014 to 2024. Using VOSviewer and Biblioshiny for R, the analysis comprised keyword mapping, co-citation analysis, co-occurrence analysis, word clouds, and thematic evolution. Findings show fluctuations in publication output across the period, with the United States, the United Kingdom, Canada, and Italy emerging as leading contributors, and prolific authors including Chris Oliver, Marc J. Tassé, and Richard Hastings. Keyword analysis identified four main clusters: (i) psychological and social dimensions, (ii) developmental and cognitive aspects, (iii) adaptive functioning and behavioral outcomes, and (iv) behavioral and diagnostic aspects. Thematic evolution indicates a shift from foundational and cognitive studies toward clinical issues, methodological reliability, and the development of instruments with robust psychometric properties. The study underscores the need to develop valid assessment tools, adopt multi-informant approaches, and integrate evidence-based educational interventions. Implications include informing policy, strengthening interventions, and enhancing community support to improve quality of life and social integration for children with special needs. In conclusion, further research is required to deepen understanding of adaptive behavior among children with intellectual disabilities particularly in Asian contexts, with Malaysia as a focus. The study also emphasizes regional and global collaboration to share findings and devise strategies for addressing issues related to adaptive behavior and children with special needs.

INNOVATIVE AND INCLUSIVE APPROACHES TO ADVANCING STEM EDUCATION THROUGH EMERGING TECHNOLOGIES AND PEDAGOGICAL STRATEGIES: A NARATIVE REVIEW

Norhayati Mohd Zain — Mon, 15 Dec 2025 00:00:00 +0800

This review paper explores innovative and inclusive approaches to enhancing STEM education by synthesizing recent literature (2022–2025) on emerging technologies and pedagogical strategies. Stem education faces persistent equity gaps, necessitating combined technological and inclusive innovations to foster engagement and accessibility among underrepresented groups. The review identifies major technological advancements, including artificial intelligence adaptive frameworks, immersive virtual and augmented reality environments, robotics integration, and Internet of Things-enabled multisensory learning. It further examines equity-focused pedagogies encompassing culturally responsive teaching, gender gap mitigation, assistive technologies for learners with disabilities, and community outreach to promote inclusion. The intersection of mental health support with STEM education emerging in recent studies, emphasizes holistic learner wellbeing. Synthesizing these themes reveals synergistic models combining technological innovation with diversity, equity, inclusion, and justice (DEIJ) frameworks, supporting Education 4.0 transformations. This comprehensive review underscores the critical role of integrating advanced technologies with inclusive pedagogies to advance STEM education equitably, offering directions for future research to address remaining gaps and optimize learner outcomes.

VISUAL COMMUNICATION IN PUBLIC ART: A SYSTEMATIC REVIEW OF APPROACHES TO PLACE-MAKING (2015–2025)

Diean Arjuna, Hana Yazmeen Hapiz, Yuhanis Ibrahim — Mon, 22 Dec 2025 00:00:00 +0800

Public art has evolved from static monuments and decorative sculptures into interactive, dialogic and community-driven interventions that increasingly determine how public spaces are perceived, experienced and remembered. At the core of these transformations lies visual communication, encompassing the strategic use of imagery, colour, typography, spatial graphics and emerging digital media to convey meaning, foster collective memory and strengthen a sense of place. Although the relationship between visual communication and placemaking is widely recognised, scholarship over the past decade remains fragmented across architecture, cultural geography, design studies and communication theory, creating the need for a consolidated synthesis of approaches. This study presents a systematic literature review of peer-reviewed studies published between 2015 and 2025 that examine visual communication within public art contexts and its relationship to placemaking outcomes. Guided by the PRISMA 2020 protocol, comprehensive searches of Scopus and Web of Science yielded 486 records; after duplicate removal, screening of titles and abstracts, full-text eligibility assessment and quality appraisal using a modified CASP checklist, 138 articles were retained for thematic analysis. The review identifies three dominant strands: first, semiotic and symbolic representation, encompassing murals, memorials, sculptures and environmental graphics that embed heritage codes and civic narratives; second, participatory visual narratives, involving co-created and tactical urbanism artworks that enhance community pride, inclusivity and the legibility of space; and third, digital hybrid interventions, including augmented reality murals, projection mapping and immersive media that mediate the relationship between site, artwork and audience perception. Synthesising these strands, the review proposes a conceptual framework that traces visual communication modes to audience interpretation to emotional and behavioural response to place attachment, highlighting a decisive shift from object-centred aesthetics toward communication-centred and audience-responsive public art practices while underscoring persistent research gaps in under-represented regions of the Global South.

UNDERSTANDING USER ACCEPTANCE OF AUGMENTED REALITY IN ENHANCING CHINESE LANGUAGE LEARNING AMONG UNDERGRADUATE STUDENTS

Nadia Diyana Mohd Muhaiyuddin, Aeni Zuhana Saidin, Nassiriah Shaari — Sun, 28 Dec 2025 00:00:00 +0800

This study explores user acceptance of an augmented reality (AR) application designed to enhance Chinese language learning among students, particularly Malay and Indian learners. By integrating AR features into a digital eBook, the application offers interactive visualisations, real-time pronunciation guidance, and multimedia support, providing a more engaging alternative to traditional textbooks and passive video learning. Users can scan Chinese characters to trigger 3D objects, audio, and video overlays that aid in vocabulary retention and speaking fluency. A survey of 40 respondents was conducted to assess key factors affecting user acceptance. The findings indicate high levels of acceptance and satisfaction, with users highlighting the application's effectiveness in improving their understanding and pronunciation of Chinese vocabulary. Future improvements will focus on integrating mouth animation and advanced speech modelling to personalise the learning experience further and increase user engagement.

EMPOWERING NON-OPTION TEACHERS OF STUDENTS WITH HEARING IMPAIRMENT THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT

Mon, 01 Dec 2025 00:00:00 +0800

Malaysia’s inclusive education policy affirms the right of all learners to quality education in line with Sustainable Development Goal 4 (SDG 4). However, implementation remains challenging when non-option teachers, general teachers without formal training in special education for hearing impairment are placed in special schools, Special Education Integration Programme (SEIP) or inclusive classrooms. These teachers face pedagogical, psychological and systemic barriers such as limited sign language proficiency, low confidence and inadequate institutional support. Drawing on national and international literature, this concept paper synthesizes these challenges and proposes a three-dimensional continuous professional development (CPD) framework grounded in Vygotsky’s Zone of Proximal Development (ZPD) and the Universal Design for Learning (UDL). The framework focuses on three dimensions: knowledge through flexible micro-modules, skills through hands-on training, mentorship, and Virtual Reality/Augmented Reality simulations and reflective practice through professional learning communities (PLCs). By positioning CPD as a transformative mechanism, the paper highlights its potential to strengthen teacher competence, resilience and professionalism. As a result, students with hearing impairments are more likely to experience equitable, inclusive and meaningful learning opportunities.

PENEROKAAN KONSEP DAN PENERAPAN PENGURUSAN INTEGRITI DALAM KARYA TERPILIH SASTERAWAN NEGARA S. OTHMAN KELANTAN

Nor Fairuzshida Zulkifli, Azhar Hj Wahid — Wed, 03 Dec 2025 00:00:00 +0800

Kajian ini bertujuan untuk meneroka konsep dan penerapan prinsip pengurusan berteraskan integriti dalam karya prosa Melayu di Malaysia. Kajian ini memberi tumpuan kepada bagaimana prinsip tersebut diterapkan dalam pengajaran dan pembelajaran Kesusasteraan Melayu, khususnya melalui analisis tiga buah novel terpilih: Juara, Perjudian dan Nagogho Astana. Kajian ini menangani jurang dalam kajian sedia ada yang kurang meneliti penerapan prinsip pengurusan-terutamanya integriti dan kepimpinan dalam karya sastera Melayu serta kesannya terhadap pembentukan nilai dalam pendidikan kesusasteraan. Objektif kajian ini adalah: (i) menganalisis penerapan prinsip pengurusan dalam karya S. Othman Kelantan khususnya Perjudian dan Juara; dan (ii) meneliti bagaimana prinsip seperti perancangan, pengorganisasian, penstafan, kepimpinan dan kawalan digunakan untuk membentuk struktur jalan cerita, watak serta penyampaian tema. Kajian ini menggunakan kaedah kepustakaan dan analisis teks untuk mengumpul serta menganalisis data berkaitan prinsip-prinsip tersebut. Hasil kajian menunjukkan bahawa prinsip kepimpinan berintegriti diterapkan melalui gambaran kepimpinan yang berkesan dalam pengurusan organisasi dan pencapaian matlamat. Prinsip-prinsip ini menonjolkan gaya kepimpinan yang berasaskan kepercayaan, akauntabiliti dan etika. Kesimpulannya, penerapan prinsip pengurusan dalam karya sastera menyumbang secara signifikan terhadap pembangunan watak dan perjalanan cerita serta memperlihatkan keberkesanan kepimpinan. Kajian mencadangkan agar prinsip ini terus diterapkan dalam karya sastera sebagai medium pendidikan nilai murni dan dijadikan rujukan dalam pembelajaran Kesusasteraan Melayu untuk melahirkan pemimpin masa depan yang berintegriti.

This study aims to explore the concept and application of integrity-based management principles in Malay prose works in Malaysia. It focuses on how these principles are applied in the teaching and learning of Malay Literature, particularly through the analysis of three selected novels: Juara, Perjudian, and Nagogho Astana. The study addresses a gap in existing research, which has seldom examined the integration of management principles - particularly integrity and leadership - within Malay literary works and their influence on value formation in literary education. The objectives of this study are: (i) to analyze the application of management principles in the works of S. Othman Kelantan, particularly Perjudian and Juara; and (ii) to examine how principles such as planning, organizing, staffing, leading, and controlling are utilized to shape plot structure, character development, and thematic delivery. The study employs library research and textual analysis methods to collect and analyze data related to these principles. The findings indicate that the principle of integrity-based leadership is reflected through depictions of effective leadership in organizational management and goal achievement. These principles highlight leadership styles founded on trust, accountability, and ethics. In conclusion, the application of management principles in literary works significantly contributes to character development and narrative progression while demonstrating leadership effectiveness. The study suggests that such principles should continue to be integrated into literary works as a medium for moral education and used as a reference in the teaching of Malay Literature to cultivate future leaders of integrity.

HUKUM MAD DALAM ILMU TAJWID: SOROTAN LITERATUR DAN ANALISIS PENGUASAAN PEMBACAAN AL-QURAN

Syamimi Md Salleh, Sabri Mohamad — Tue, 09 Dec 2025 00:00:00 +0800

Artikel ini membincangkan perbahasan tentang Hukum Mad. Hukum Mad merupakan salah satu komponen utama dalam ilmu tajwid yang memainkan peranan penting dalam memastikan ketepatan bacaan al-Quran serta kelestarian lafaz sebagaimana yang diajarkan oleh Rasulullah SAW. Perbahasan mengenainya bukan sekadar aspek teknikal bacaan, tetapi juga merangkumi dimensi syar‘i kerana ia berkait langsung dengan kesempurnaan ibadah, khususnya solat dan ketepatan bacaan al-Quran. Artikel ini bertujuan untuk menganalisis konsep Hukum Mad dalam ilmu tajwid berdasarkan sorotan literatur klasik dan kontemporari serta menilai kepentingannya terhadap penguasaan pembacaan al-Quran. Penulisan ini menggunakan pendekatan sorotan literatur yang merangkumi karya ulama terdahulu, selain rujukan ilmiah semasa daripada kajian akademik dalam bidang tajwid dan qiraat. Perbincangan dimulakan dengan penjelasan konsep asas Hukum Mad, pembahagian dan jenis-jenisnya, dalil dan kepentingan, diikuti analisis tentang peranan pengetahuan dan amalan dalam mempengaruhi tahap penguasaan bacaan. Dapatan menunjukkan bahawa penguasaan Hukum Mad memerlukan bukan sahaja kefahaman teori, tetapi juga latihan praktikal secara berterusan. Penguasaan yang lemah terhadap hukum ini bukan sahaja menjejaskan ketepatan bacaan, bahkan boleh memberi kesan terhadap kesempurnaan ibadah. Artikel ini menegaskan bahawa penguasaan Hukum Mad perlu diberi perhatian serius dalam kurikulum pengajian al-Quran, khususnya dalam konteks pendidikan tinggi Islam, bagi melahirkan generasi celik al-Quran yang berkemahiran dan berautoriti dalam bacaan.

This article discusses the discourse on The ḥukm al-mād (vowel elongation) in Quranic recitation. The ḥukm al-mād constitutes one of the principal components in the science of tajwīd, playing a vital role in ensuring the precision of Qur’ānic recitation and the preservation of pronunciation as taught by the Prophet Muḥammad (peace be upon him). The discourse concerning it extends beyond the technical aspects of articulation to encompass a shar‘ī dimension, as it is directly related to the perfection of worship, particularly in ṣalāh and the accuracy of Qur’ānic recitation. This article aims to analyse the concept of ḥukm al-mād within the discipline of tajwīd based on both classical and contemporary literature, and to assess its significance in mastering the recitation of the Qur’ān. The study employs a literature review approach that encompasses the works of earlier scholars as well as contemporary academic studies in the fields of tajwīd and qirā’āt. The discussion begins with an exposition of the fundamental concept of ḥukm al-mād, its classifications and types, the evidences and importance attached to it, followed by an analysis of the role of theoretical knowledge and practical application in influencing the level of mastery in recitation. The findings indicate that mastery of ḥukm al-mād requires not only theoretical understanding but also consistent and continuous practical training. Weak mastery of this rule not only affects the accuracy of recitation but may also impact the perfection of worship. This article asserts that the mastery of ḥukm al-mād must be given due emphasis within the Qur’ānic education curriculum, particularly in the context of Islamic higher learning institutions, in order to produce a Qur’ān-literate generation who are both skilled and authoritative in their recitation.

RESEARCH TRENDS ON LISTENING ASSESSMENTS

Hazlinah Ab Rahman, Norazah Md Idrus, Noor Amili Abdul Ghani — Tue, 16 Dec 2025 00:00:00 +0800

The growing importance of listening skills in education and language acquisition has led to increasing scholarly attention on listening assessment. However, despite this interest, there is a limited amount of bibliometric research that maps the global research landscape, identifies key contributors, and analyzes thematic trends in this domain. This study addresses this gap by conducting a comprehensive bibliometric analysis of the literature on "listening assessment." Using Scopus as the primary database, an advanced search with the keywords "listening" and "assessment" retrieved 884 relevant documents. The data were first analyzed using Scopus Analyzer to extract statistical insights related to publication trends, prolific authors, top journals, and influential countries. OpenRefine was then employed to clean and harmonize metadata, ensuring consistency in author names, institutions, and keywords. VOSviewer software was utilized to generate network visualizations, including co-authorship networks, keyword co-occurrence maps, and country collaboration patterns. The analysis revealed a steady growth in publications over the last two decades, with the United States, United Kingdom, and China emerging as leading contributors. Thematic clustering of keywords indicated strong research interest in areas such as "language testing," "listening comprehension," "assessment tools," and "language proficiency." Co-authorship and country collaboration maps showed increasing international cooperation, particularly among English-speaking and Asian countries. These findings provide valuable insights into the development and focus of research on listening assessment, highlighting dominant themes and underexplored areas. This study not only contributes to the academic understanding of how listening assessment is evolving but also offers direction for future research and policy development in educational assessment and language learning.

ENABLERS OF RESEARCH CULTURE FORMATION AMONG TEACHERS: A STRUCTURAL EQUATION MODELING

Wan Mohd Khairi Wan Ibrahim, Suhaidah Hussain, Azim Azuan Osman — Tue, 23 Dec 2025 00:00:00 +0800

This study investigates the factors influencing the development of research culture in Malaysian secondary schools, focusing on the roles of transformational leadership, monetary backup, research equipment, and teachers’ instructional load. Grounded in the Resource-Based View (RBV) framework, the research conceptualizes schools as organizations reliant on both tangible and intangible resources to promote sustainable innovation. Using a quantitative cross-sectional survey design, data were collected from 198 secondary school teachers across various regions of Malaysia. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to test the hypothesized relationships. The results reveal that transformational leadership is the most significant and positive predictor of research culture among teachers. In contrast, monetary backup and instructional load did not exhibit statistically significant direct effects. Research equipment demonstrated a marginally significant positive influence, suggesting that adequate infrastructure may play a supporting role. The model explained 64.8% of the variance in research culture, highlighting the importance of leadership-driven strategies in cultivating inquiry-based practices. These findings contribute to theory by extending RBV into school settings and offer practical insights for education policymakers and administrators seeking to strengthen research engagement in schools.

THE IMPACT OF INTEGRATING ARTIFICIAL INTELLIGENCE IN TEACHING ON PROGRAMMING PEDAGOGY: A SCOPING REVIEW

Mon, 01 Dec 2025 00:00:00 +0800

Background: Artificial Intelligence (AI) has emerged as a transformative force in higher education, particularly in programming instruction where students often struggle with computational thinking and problem-solving. Advancements in AI technologies such as adaptive learning platforms, generative assistants, and automated feedback systems show strong potential to enhance student engagement and improve learning outcomes. However, research on AI integration in programming education remains fragmented with limited consolidated evidence on its pedagogical implications. This scoping review aims to integrate current studies to identify AI’s pedagogical functions within programming education and highlight the key challenges and opportunities in this evolving field. Method: A scoping review was systematically conducted using the Scopus and Web of Science databases to identify the nature of existing research on AI in programming education and to determine the pedagogical roles reported across studies. Guided by Arksey and O’Malley’s framework and the PRISMA-ScR guidelines, the search process identified 598 records, of which 15 met the inclusion criteria for thematic analysis. Result: The review identified five pedagogical roles of AI in programming education: (i) enhancer of adaptive learning and engagement, (ii) facilitator of personalized learning pathways, (iii) assessor providing automated feedback and evaluation, (iv) scaffolder supporting problem-solving and computational thinking, and (v) personalizer tailoring content to learner needs. While AI was found to improve student confidence, creativity, and instructional design, critical concerns were also highlighted, including over-reliance on AI tools, ethical risks such as plagiarism and bias, and the lack of structured pedagogical frameworks. Conclusion: This scoping review consolidates emerging evidence and emphasizes the dual role of AI as both a pedagogical partner and a source of challenges. The findings call for structured professional development, clear ethical guidelines, and competency-based pedagogical frameworks to ensure sustainable and responsible AI integration in programming education.

VISUALIZING INFLUENCE, AMPLIFYING LEARNING: A PRE-POST STUDY OF ONLINE INFLUENCER MAPPING

Sharifah Nurafizah Syed Annuar — Thu, 04 Dec 2025 00:00:00 +0800

Influencer mapping is a fundamental skill in marketing education, allowing the students to be able to recognize and examine key stakeholders. Nevertheless, existing literature lacks discussions and empirical evidence on the effectiveness of online mapping methods particularly in influencer mapping in enhancing student learning. Thus, the objective of this paper is to address the gap by investigating the effects of online influencer mapping on student learning within a marketing education context. This study employs qualitative study by assessing pre and post-test open ended survey. 15 students participated in an influencer mapping task using digital platform where they are required to create and refine influencers map. The pre and post study were designed to evaluate their learning gain, skill development, self-efficacy and attitude. Thematic and descriptive analysis were conducted and the analysis discovered substantial increases in student understanding, mapping abilities, and confidence in stakeholder analysis. The findings emphasize the capability of online tools to improve experiential learning, suggesting practical understandings for educators in digital settings.

TESL PRACTICUM TEACHERS’ VIEWS ON THE ROLE OF GAMIFICATION IN ENHANCING STUDENT ENGAGEMENT

Izznur Hajar Hamzah, Sangeeth Ramalingam — Wed, 10 Dec 2025 00:00:00 +0800

Gamification is increasingly recognized as a powerful tool in education for enhancing student engagement. While many studies explore its effects on learning, few focus on the perspectives of TESL practicum teachers in Malaysian secondary ESL classrooms. As novice educators begin integrating gamification, there is a limited understanding of their perceptions, implementation strategies, and the challenges they face. This study investigates the effectiveness of gamification in improving ESL student engagement and explores TESL practicum teachers’ views using a qualitative approach, involving two respondents who actively integrate gamification as a teaching tool in their classrooms. Guided by Behaviourism, Cognitive Load Theory, and Self-Determination Theory (SDT), the findings offer insights into how gamification can be effectively used in ESL teaching. The study addresses a key gap in the literature by highlighting practicum teachers’ real-world experiences and guides when and how to implement gamification in language classrooms. It also underscores the need for teacher training programs to better prepare future educators with practical, research-based gamification strategies. Future research should explore gamification’s long-term effects, its role in specific language skills, and how it can be sustained in ESL pedagogy.

CYBERSECURITY AWARENESS AND DIGITAL EDUCATION: A GLOBAL BIBLIOMETRIC ANALYSIS

Badariah Abdollah, Nurul Izzati Mohd Zaki , Shazana Mustapa — Wed, 17 Dec 2025 00:00:00 +0800

The increasing importance of cybersecurity in the digital era showcases the demand for enhancing cybersecurity awareness and strengthening digital education, particularly in academic and professional contexts where vulnerabilities often arise from human factors rather than purely technical weaknesses. In spite of the expanding body of literature, there remains a lack of systematic mapping to understand the trends, patterns, and global collaboration in this research domain. This research addresses the gap by performing a bibliometric analysis of publications related to cybersecurity awareness and digital education. Data were collected through Scopus advanced searching using the keywords "cybersecurity," "awareness," and "education," yielding a total of 1,107 documents. To ensure accuracy, OpenRefine was employed to clean and harmonize the dataset, while Scopus Analyzer provided statistical insights into publication growth, sources, authorship, and citation structures. For deeper visualization, the VOSviewer software was applied to generate co-authorship, co-occurrence as well as country collaboration networks. The analysis indicated a consistent increment in publications throughout the past decade, with notable contributions from leading countries like China, the United States, and the United Kingdom, forming distinct clusters of international collaboration. The thematic mapping indicated a strong emphasis on awareness training, educational strategies, and policy integration in digital learning environments. Nine main clusters were identified, reflecting the multidisciplinary nature of the field across computer science, social sciences, and education. These findings enrich the body of knowledge by offering a thorough overview of research progress, highlighting influential authors and institutions, and identifying gaps where future studies can integrate practical awareness frameworks into digital education systems. In conclusion, this study not only underscores the evolution of cybersecurity awareness in education but also offers a roadmap for policymakers, educators, and researchers to foster resilient digital ecosystems.

TRANSFORMING CLASSICAL ARABIC POETRY LEARNING THROUGH AUGMENTED REALITY: A DESIGN-BASED STUDY IN UNIVERSITY LEVEL

Fri, 26 Dec 2025 00:00:00 +0800

The teaching of Classical Arabic poetry in higher education continues to present significant pedagogical challenges, particularly for non-native speakers of Arabic who must contend with dense linguistic structures, complex imagery, and culturally embedded meanings. Conventional text-centred instructional approaches have often proven insufficient in fostering sustained engagement and deep literary comprehension. In response to these challenges, this study explores the pedagogical potential of Augmented Reality (AR) as a curriculum-aligned medium for advanced Arabic literary instruction. Guided by a Design and Development Research (DDR) methodology and grounded in constructivist learning theory, multimedia learning theory, and experiential learning theory, the study reports on the design, development, and prototype implementation of i-Syair, an AR-based mobile application for Classical Arabic poetry at the tertiary level. Evidence of learner engagement and comprehension was derived from classroom observation, informal learner feedback, and interaction with the prototype during implementation. The findings indicate that AR-supported learning environments offer indications of increased learner engagement and can support the interpretation of poetic imagery and themes when aligned with curricular objectives and learning theory. By extending the application of AR beyond foundational language learning into advanced humanities education, this study contributes a theoretically informed and pedagogically grounded model for innovation in Arabic literary pedagogy.