INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC)

PENGLIBATAN MUZIK DAN REGULASI EMOSI DALAM KALANGAN DEWASA MUDA DI SARAWAK, MALAYSIA: SATU KAJIAN TINJAUAN

2026-09-22T22:07:59+08:00

Kajian ini meneliti hubungan antara penglibatan muzik dan strategi regulasi emosi dalam kalangan dewasa muda di Sarawak, Malaysia. Kajian tinjauan keratan rentas ini melibatkan 149 responden yang direkrut melalui persampelan bertujuan dan menjawab soal selidik dalam talian. Instrumen kajian terdiri daripada skala Music Engagement Styles (MES) dan Emotion Regulation Questionnaire (ERQ) yang diadaptasi ke dalam konteks penglibatan muzik. Analisis deskriptif menunjukkan bahawa tahap penglibatan muzik responden berada pada tahap sederhana hingga tinggi, dengan kecenderungan deskriptif terhadap penggunaan strategi penilaian semula kognitif. Ujian-t sampel bebas menunjukkan bahawa skor penglibatan muzik responden lelaki (M = 3.75, SP = 1.01) lebih tinggi berbanding responden perempuan (M = 2.96, SP = 1.19), t(147) = 4.38, p < .001, d = 0.73. Korelasi Pearson turut menunjukkan hubungan positif yang sangat kuat antara skor keseluruhan penglibatan muzik dan skor regulasi emosi, r = .904, p < .001. Walau bagaimanapun, memandangkan reka bentuk keratan rentas, persampelan bertujuan, penggunaan laporan kendiri dan kemungkinan pertindihan kandungan antara konstruk MES dengan ERQ, dapatan korelasi ini perlu ditafsir sebagai asosiasi dalam sampel kajian dan bukan sebagai bukti sebab-akibat. Secara keseluruhannya, kajian ini menunjukkan bahawa penglibatan muzik mungkin berkaitan dengan strategi regulasi emosi dalam kalangan dewasa muda di Sarawak. Kajian lanjutan yang menggunakan ukuran konstruk yang lebih berbeza, reka bentuk longitudinal atau eksperimen, serta sampel yang lebih mewakili diperlukan sebelum implikasi intervensi dapat dirumuskan.

This study examined the relationship between music engagement and emotion-regulation strategies among young adults in Sarawak, Malaysia. This cross-sectional survey included 149 respondents, recruited through purposive sampling, who completed an online questionnaire. The study instruments comprised the Music Engagement Styles (MES) scale and an Emotion Regulation Questionnaire (ERQ) adapted to the context of music engagement. Descriptive findings indicated that respondents reported moderate to high levels of music engagement, with a descriptive tendency toward the use of cognitive reappraisal. An independent-samples t-test showed that male respondents reported higher music-engagement scores (M = 3.75, SD = 1.01) than female respondents (M = 2.96, SD = 1.19), t(147) = 4.38, p < .001, d = 0.73. Pearson’s correlation also indicated a very strong positive association between overall music engagement and emotion-regulation scores, r = .904, p < .001. However, given the cross-sectional design, purposive sampling, reliance on self-report measures, and possible content overlap between the MES and ERQ constructs, this correlation should be interpreted as an association within the study sample rather than as evidence of causality. Overall, the findings suggest that engagement with music may be associated with emotion-regulation strategies among young adults in Sarawak. Further research using more clearly differentiated construct measures, longitudinal or experimental designs, and more representative samples is needed before intervention implications can be established.

AN ISLAMIC LEADERSHIP MODEL FOR HIGHER LEARNING INSTITUTIONS: A VALUES-BASED FRAMEWORK GROUNDED IN AHL AL-SUNNAH WA AL-JAMA ‘AH

2026-09-21T08:55:48+08:00

This article proposes an Islamic Leadership Model for Higher Education Institutions (ILM-HLI) to strengthen Islamic education based on the values of Ahl al-Sunnah wa al-Jama ‘ah. Contemporary higher education is increasingly under pressure from globalization and value fragmentation, which requires a more integrated revelation-based leadership paradigm. Although existing leadership models in higher education partly emphasize modern administrative frameworks, there is still a need to better integrate Islamic epistemology, especially within the Ahl al-Sunnah wa al-Jama‘ah tradition. To fill this gap, this study has developed a holistic Islamic leadership model that can serve as a guideline for academic and institutional leadership. A qualitative design is used through document analysis, covering the main sources of Islam, namely al-Quran and al-Hadith, as well as the views of classical and contemporary scholars in Ahl al-Sunnah wa al-Jama'ah. Literature related to leadership inside educational institutions was also analyzed to ensure more complete data. The data were analyzed thematically to obtain the core constructs underlying the proposed model. The findings of this study demonstrated a conceptual model consisting of three interrelated dimensions: Rabbani Core (monotheism and spiritual awareness), Insani Core (moral integrity, ethical behavior, and social well-being), and Idari Core (strategic leadership and efficient governance). This dimension is supported by five core values, namely amanah (trust), 'adl (justice), hikmah (wisdom), syura (consultation), and ihsan (excellence). These five core values serve as the driving force behind leadership practices. Guided by the values of Ahl al-Sunnah wa al-Jama ‘ah, the ILM-HLI model highlights a systematic, value-based leadership approach. This approach not only enriches the existing field of knowledge but can also serve as a reference for implementers and policymakers. In practical terms, the results of this study can be used to improve the process of policy formulation, curriculum content organization, and planning of more strategic leadership development programs.

THE ROLE OF GRIT IN BRIDGING STUDENT ACHIEVEMENT AND MALAYSIA’S NATIONAL ASPIRATIONS

2026-09-21T09:00:33+08:00

The concept of grit refers to desire and perseverance, which is essential to achieving an individual's life objectives. It enables them to stay focused on their goals by sustaining effort and interest in facing difficulties in life. Generally, students with high levels of grit are more resilient and stay focused on their goals, even when they are facing challenges in life. This conceptual paper theorizes the multi-level role of grit as a crucial psychological asset which links individual undergraduate success to Malaysia's aspirations. It further synthesizes the current empirical literature regarding how grit influences the graduates’ academic achievement and personal and professional focusing explicitly on mitigating the "strawberry mindset" and enhancing career adaptability. It further explores how grit can be integrated into educational policy and practice to align students’ success with long‑term national goals.

PSYCHOLOGICAL WELL-BEING AS A PREDICTOR OF ACADEMIC SUCCESS AMONG STUDENTS AT UITM SEREMBAN 3

2026-09-21T09:11:19+08:00

This study investigates the relationship between psychological well-being and academic success among students at UiTM Seremban 3. A total of 360 respondents (185 males and 175 females) participated in the study. Psychological well-being was assessed using Ryff’s Psychological Well-Being Scale (PWBS), while academic success was measured using the Academic Success Inventory for College Students (ASICS). Descriptive findings indicate that self-acceptance recorded the highest mean score (M=3.09) among the dimensions of psychological well-being, followed by purpose in life (M=2.93), while positive relation to other recorded the lowest mean score (M=2.22). In terms of academic success, external motivation recorded the highest mean (M=4.08), followed by internal motivation (M=3.96), while socializing recorded the lowest mean score (M=1.88). Independent t-Test was performed to investigate variables differences in terms of gender. The findings illustrate that the psychological well-being between male and female students differed significantly, t(358)=282, p<0.05 when male students reported higher psychological well-being (M=3.10, SD=0.34) as compared to female students (M=2.99, SD=0.42). Correspondingly, results demonstrate a statistically significant disparity in student academic-related factors between male and female students, t(358)-2.80, p<0.05 when male students reported higher academic success (M=4.10, SD=0.46) than female students (M=3.95, SD=0.59). Inferential statistic (Pearson correlation) was used to investigate relationship between psychological well-being and academic success. The findings reveal that psychological well-being is moderately associated with academic success, although academic success is likely shaped by multiple factors. Therefore, the universities must play a vital role in helping to raise the student’s psychological well-being so that they can adapt and facing the challenges in the university life. In addition, the university also needs to improve their support services, especially counselling services.

HERZBERG’S MOTIVATION-HYGIENE FACTORS AND EMPLOYEE RETENTION IN PRIVATE HIGHER EDUCATION INSTITUTIONS IN KOTA KINABALU, SABAH: A CONCEPTUAL FRAMEWORK

2026-09-21T09:16:19+08:00

Employee retention among lecturers remains a persistent concern in Malaysia’s private higher education sector, particularly in Sabah, where talent mobility, resource constraints, and a comparatively small academic labour market may intensify staffing challenges. Despite extensive research on employee turnover, limited evidence explains why lecturers remain in private higher education institutions (PHEIs) in Sabah using Herzberg’s Two-Factor Theory. This conceptual paper proposes a framework in which motivator factors (recognition, job autonomy, nature of work, and career advancement) and hygiene factors (salary, workload, interpersonal relationships, and job security) influence employee retention through lecturers’ job satisfaction as a mediating variable. The proposed study will adopt a quantitative, cross-sectional design involving full-time lecturers employed in registered PHEIs in Kota Kinabalu, Sabah. Respondents will be selected using purposive sampling, with the required sample size to be determined through an a priori statistical power analysis. Data will be collected using a structured questionnaire and analysed using IBM SPSS Statistics and Partial Least Squares Structural Equation Modelling (PLS-SEM) in SmartPLS. The study hypothesises that motivator and hygiene factors influence lecturers’ job satisfaction, which subsequently mediates their relationship with employee retention. The proposed framework is expected to extend the contextual application of Herzberg’s Two-Factor Theory by testing its explanatory relevance to lecturer retention in an underexplored East Malaysian private higher education setting and to inform evidence-based retention practices.

THE RELATIONSHIP OF AFFILIATE STIGMA AND PSYCHOLOGICAL WELL-BEING ON PARENTS OF CHILDREN WITH DOWN SYNDROME

2026-09-21T09:21:10+08:00

Down Syndrome is a genetic condition caused by the presence of an extra chromosome 21, which affects the intellectual and developmental abilities of individuals and presents unique challenges for their caregivers. Parents of children with Down Syndrome often face not only caregiving demands but also social stigma, which may lead to internalized or affiliate stigma. This study aimed to examine the relationship between affiliate stigma and psychological well-being among parents of children with Down Syndrome. A quantitative, cross-sectional survey design was employed, with data collected from 100 parents registered with Persatuan Sindrom Down Malaysia (PSDM) across six states via an online questionnaire comprising the Affiliate Stigma Scale (ASS) and the Psychological Well-Being Scale (PWB). Findings revealed a significant negative relationship between affiliate stigma and psychological well-being (r = -0.679, p < .001), indicating that parents who experienced higher affiliate stigma tended to report lower psychological well-being. Significant differences in affiliate stigma were observed according to parental age and household income, with parents aged 26–35 years reporting higher affiliate stigma than those aged 36–45 and 46–55 years, while parents from households earning above RM11,820 reported lower affiliate stigma than those in lower-income groups. No significant differences were found according to employment status, child gender, child age, or parental relationship to the child. These findings indicate that younger parents and parents from lower-income households may require greater psychosocial support to address affiliate stigma and promote psychological well-being. Therefore, targeted group support programmes should be developed to provide these parents with opportunities to share experiences, access peer support, and develop effective coping strategies for managing stigma associated with raising a child with Down Syndrome.

AI GENERATIF SEBAGAI RAKAN PEMBELAJARAN BAHASA ARAB: SATU PERSPEKTIF KONSEPTUAL

2026-09-22T12:58:04+08:00

Perkembangan pesat Kecerdasan Buatan Generatif (GenAI) telah mengubah landskap pendidikan bahasa dengan menyediakan peluang kepada pembelajaran kendiri, interaksi bahasa dan maklum balas segera. Walau bagaimanapun, kajian berkaitan GenAI dalam bahasa masih banyak tertumpu kepada bahasa Inggeris. Manakala kajian empirikal dan konseptual yang memberi tumpuan khusus kepada pembelajaran bahasa Arab masih agak terhad. Kajian terdahulu cenderung melihat GenAI sebagai alat teknologi berbanding konsepnya sebagai rakan pembelajaran yang berinteraksi dalam hubungan antara pelajar, guru dan kecerdasan buatan. Oleh itu, artikel konseptual ini bertujuan membangunkan perspektif GenAI sebagai rakan pembelajaran bahasa Arab serta menjelaskan mekanisme yang membolehkan GenAI menyokong proses pembelajaran. Kajian ini menggunakan pendekatan integrative literature review untuk menganalisis kajian yang diterbitkan antara tahun 2020 hingga 2026 berkaitan kecerdasan buatan, GenAI, pendidikan bahasa Arab, pembelajaran bahasa, self-regulated learning dan interaksi manusia–AI. Tinjauan literatur dianalisis secara tematik dan digabungkan dengan perspektif konstruktivisme sosial, self-regulated learning dan human–AI interaction bagi membangunkan dan memberikan asas teori bagi kerangka konseptual. Hasil dapatan menunjukkan GenAI berpotensi menyokong pembelajaran bahasa Arab melalui penyediaan kandungan kendiri, interaksi bahasa, latihan perbualan, maklum balas, latihan pembelajaran, autonomi dan penglibatan pelajar. Keberkesanannya bergantung pada kombinasi pedagogi, literasi AI, bimbingan guru, ketepatan linguistik, kesesuaian budaya dan penilaian kritis terhadap kandungan yang dijana oleh AI. Kerangka yang dicadangkan menyumbang kepada teori dengan mengubah perspektif GenAI daripada sekadar alat teknologi kepada rakan pembelajaran di samping mengekalkan manusia dan peranan guru. Dari sudut praktikal, kerangka ini dapat membimbing pendidik dan institusi dalam membangunkan pembelajaran bahasa Arab berbantukan GenAI yang bertanggungjawab, berpusatkan pelajar dan membina.

The rapid development of Generative Artificial Intelligence (GenAI) has transformed language education by providing opportunities for personalised learning, interactive communication, immediate feedback, and self-regulated learning. However, research on GenAI in language education remains predominantly focused on English, while empirical and conceptual research addressing Arabic language learning is comparatively limited. Furthermore, existing studies tend to examine GenAI as a technological tool rather than conceptualising it as an interactive learning partner within the relationship between learners, teachers, and artificial intelligence. This conceptual paper therefore aims to develop a perspective of GenAI as a learning partner in Arabic language learning and to explain the mechanisms through which GenAI can support the learning process. An integrative literature review was employed to synthesise relevant studies published between 2020 and 2026 concerning artificial intelligence, generative AI, Arabic language education, language learning, self-regulated learning, and human–AI interaction. The literature was thematically analysed and integrated with Social Constructivism, Self-Regulated Learning, and Human–AI Interaction perspectives to develop and provide a theoretical basis for conceptual framework. The synthesis indicates that GenAI can support Arabic language learning through personalised content, language interaction, conversational practice, feedback, learning exercises, learner autonomy, and engagement. However, its effectiveness is contingent upon pedagogical integration, AI literacy, teacher guidance, linguistic accuracy, cultural appropriateness, and critical evaluation of AI-generated content. The proposed framework contributes theoretically by repositioning GenAI from a technological tool to a learning partner while maintaining human agency and teacher involvement. Practically, the framework provides guidance for educators and institutions in designing responsible, student-centred, and pedagogically meaningful GenAI-supported Arabic language learning. Future empirical studies are recommended to validate the proposed relationships and examine their effects on Arabic language proficiency and learner autonomy.

DETERMINANTS OF DECENT WORK INTENTION AMONG YOUTH IN SELANGOR: THE MEDIATING ROLE OF EMOTIONAL ENGAGEMENT

2026-09-22T20:37:18+08:00

This study investigates the influence of social issues, perceived institutional trust, digital civic literacy, influencer credibility, and entrepreneurial soft skills on emotional engagement and intention toward decent work among youth. Despite increased exposure to social issues and digital content, youth emotional engagement toward meaningful career goals remains inconsistent, which raises concern about their intention to pursue decent work. Using the Affective Events Theory (AET) as a guide, this study aims to examine the role of emotional engagement as a determinant element linking social and digital experiences to career-related intentions. This study uses a quantitative approach with a descriptive survey design. The online questionnaire was distributed to youth in Selangor, Malaysia, using purposive sampling. A total of 154 valid respondents were obtained. The collected data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Research findings indicate that the credibility of influencers has a significant impact on emotional engagement. However, continuous exposure to social challenges has a significant negative impact on emotional engagement, indicating that repeated exposure to social issues can trigger frustration, anxiety, or emotional withdrawal. On the contrary, perceived institutional trust, digital civic literacy, and entrepreneurial soft skills do not show a significant direct effect on emotional engagement. Furthermore, emotional engagement has a strong positive effect on youth intention to obtain decent work, which is fair, safe, and meaningful. Overall, the findings contribute to the academic literature by applying Affective Events Theory in the context of youth social awareness and career intentions. This study also provides practical guidance to educators, policymakers, and youth organizations in supporting meaningful engagement and aspirations for decent work in the digital environment among young people.

FROM DIGITAL STRESS TO DIGITAL WELL-BEING: A BIBLIOMETRIC ANALYSIS (2020 -2025)

2026-09-22T20:55:51+08:00

This study presents a bibliometric analysis of research on digital well-being, focusing on the transition from digital stress to digital well-being in educational contexts between 2020 and 2025. The purpose is to map publication trends, leading contributors, country participation, and dominant thematic structures shaping this rapidly evolving interdisciplinary domain. The keyword co-occurrence analysis reveals that technostress is the main conceptual hub in the structure of the literature, with a close relationship to digital well-being and teacher well-being. Bibliometric techniques were applied to Scopus-indexed journal articles using refined search strings related to technostress, digital stress, and digital well-being. After applying inclusion criteria for year, document type, and language, 2,003 articles were analyzed using VOSviewer for network visualization, clustering, and keyword co-occurrence mapping. Results show an increasingly sharp growth in annual publications. Overall, this study provides a current bibliometric picture and forms the basis for further research that examines how individual, professional and organizational factors interact in shaping digital well-being and professional outcomes in an increasingly digitalized educational environment.

MODEL KONSEPTUAL KOMPETENSI PENGAJARAN DIGITAL PENSYARAH KPTM BERASASKAN TEORI KOGNITIF SOSIAL DAN DIGCOMPEDU

2026-09-22T21:02:22+08:00

Kewujudan teknologi dan kemudahan digital di institusi pendidikan tinggi tidak semestinya menghasilkan pengajaran digital yang berkesan. Keberkesanannya turut dipengaruhi oleh keyakinan pensyarah, sokongan institusi dan cara alat digital diaplikasikan dalam pengajaran dan pembelajaran. Walaupun kompetensi digital pensyarah telah dikaji dalam pelbagai konteks institusi pendidikan tinggi awam dan swasta, dapatan tersebut tidak boleh digeneralisasikan secara langsung kepada KPTM kerana perbezaan populasi, tahap pengajian, bidang program dan persekitaran kerja. Artikel konseptual ini mencadangkan model yang menghubungkan Efikasi Kendiri (EK), Sokongan Institusi (SI), Pengaplikasian Alat Digital (PAD) dan Kompetensi Pengajaran Digital (KPD) dalam kalangan pensyarah KPTM. Model ini dirumus melalui integrasi Teori Kognitif Sosial dan DigCompEdu serta sintesis kajian terdahulu berkaitan keempat-empat konstruk. Literatur menunjukkan bahawa hubungan EK, SI dan KPD lebih kerap diteliti secara langsung, manakala PAD sebagai pengantara tingkah laku masih kurang diberikan perhatian. Berdasarkan Teori Kognitif Sosial, EK mewakili faktor personal, SI mewakili faktor persekitaran dan PAD mewakili tingkah laku pensyarah mengaplikasikan alat digital bagi menyokong penglibatan pembelajaran secara pasif, aktif, konstruktif dan interaktif. KPD pula dihuraikan berdasarkan enam bidang DigCompEdu. PAD dicadangkan sebagai pengantara untuk menjelaskan bagaimana keyakinan pensyarah dan sokongan institusi diterjemahkan kepada pengaplikasian alat digital sebelum dikaitkan dengan KPD. Jika disokong secara empirikal, model ini boleh membantu KPTM mengenal pasti sama ada keperluan pembangunan pensyarah lebih berkaitan dengan keyakinan, sokongan institusi, pengaplikasian alat digital atau bidang tertentu dalam KPD. Hubungan yang dicadangkan masih perlu diuji dan tidak boleh ditafsirkan sebagai bukti sebab-akibat.

Digital technology alone does not ensure effective teaching in higher education; effective use also depends on lecturers' confidence, institutional support, and the way digital tools are applied. Although lecturers' digital competence has been examined across public and private higher education settings, the findings cannot be directly generalised to KPTM because the populations, programme levels, fields of study, and work environments differ. This conceptual article proposes a model linking Self-Efficacy (SE), Institutional Support (IS), Digital Tool Application (DTA), and Digital Teaching Competence (DTC) among KPTM lecturers. The model integrates Social Cognitive Theory and DigCompEdu and draws on studies of the four constructs. Prior research has more often examined direct relationships among SE, IS, and DTC, with less attention to DTA as a behavioural mediator. In the model, SE represents the personal factor, IS the environmental factor, and DTA lecturers' behaviour in applying digital tools to support passive, active, constructive, and interactive learning engagement. DTC is described through the six DigCompEdu areas. DTA is proposed to explain how lecturers' confidence and institutional support are translated into digital tool application before being associated with DTC. If empirically supported, the model may help KPTM identify whether lecturers' professional development needs relate more closely to confidence, institutional support, digital tool application, or particular areas of DTC. The proposed relationships require empirical testing and should not be interpreted as evidence of causality.

PERCEPTIONS AND ATTITUDES OF ADOLESCENTS TOWARDS DEAF PEOPLE IN THE FORMATION OF NON-DISCRIMINATORY SOCIAL INTERACTIONS

2026-09-22T21:24:15+08:00

The background of this study is the diversity of adolescent attitudes towards deaf people with disabilities that have the potential to influence social interactions, levels of acceptance, and the emergence of discriminatory behavior in the school environment. This study aims to assess changes in adolescents' attitudes toward deaf people before and after a sign language workshop, focusing on cognitive, affective, and conative dimensions. The study participants were 116 students of SMK Negeri 07 Pekanbaru who participated in the Sign Language Workshop in commemoration of International Sign Language Day on September 23, 2025. The methods used included direct observation during the activity and measurement using the Adolescent Attitude Scale towards Deaf People with Disabilities consisting of 20 items with cognitive, affective, and conative aspects. The results of the pre-test assessment showed that most respondents were in the moderate attitude category (86.2%), followed by high (10.3%) and low (3.4%) categories. Observational findings showed a positive response, active involvement, and no discriminatory behavior was found during the activity, although understanding and consistency of inclusive behavior still need to be improved. After the sign language activity and continued with the post-test, students' perceptions of deaf students with disabilities increased. Overall, this study concludes that adolescents' attitudes toward deaf people are at a positive developmental stage, but require reinforcement through ongoing education, direct interaction experiences, and inclusion-based intervention programs to consistently improve understanding, empathy, and readiness for inclusive behavior.

PENGALAMAN ANAK-ANAK PASCA PERCERAIAN: DINAMIK HUBUNGAN, PENYESUAIAN HIDUP DAN PENGLIBATAN BAPA

2026-09-22T21:31:10+08:00

Proses keibubapaan pasca perceraian merupakan cabaran penting dalam mengekalkan kestabilan emosi, interaksi dan penglibatan bersama anak dalam keluarga. Kajian ini bertujuan untuk meneroka pengalaman anak-anak daripada keluarga bercerai serta menilai dinamik hubungan adik-beradik dan penglibatan bapa dalam memahami penyesuaian tingkah laku anak remaja dan dewasa. Fokus kajian adalah pada adik-beradik berumur 13 hingga 30 tahun yang tinggal bersama ibu. Kaedah kajian menggunakan temu bual separa berstruktur, diikuti dengan analisis tematik untuk mengenal pasti tema dan corak pengalaman responden. Penemuan kajian menunjukkan bahawa perceraian memberi kesan terhadap pengalaman emosi dan psikologi anak, cabaran hidup serta perubahan struktur dan rutin keluarga. Hubungan adik-beradik memainkan peranan penting sebagai sistem sokongan tidak formal, walaupun ketegangan berlaku disebabkan oleh konflik tetapi adik-beradik tetap meletakkan harapan terhadap kerjasama dan kesatuan antara satu sama lain. Penglibatan bapa pasca perceraian adalah pelbagai dan tidak konsisten dengan interaksi emosi yang terhad. Namun, anak-anak tetap mengekalkan harapan agar bapa menjadi teladan, pembimbing serta peka terhadap keperluan mereka. Dapatan ini menekankan bahawa kualiti dan makna interaksi bapa-anak lebih penting daripada kekerapan pertemuan fizikal dalam menyokong penyesuaian tingkah laku anak. Kajian ini menyumbang kepada pemahaman holistik mengenai interaksi keluarga pasca perceraian, implikasi teoretikal terhadap Teori Sistem Keluarga, Teori Perapatan dan Model ABCX Berganda serta implikasi praktikal bagi memperkukuh peranan bapa dan membangunkan sokongan sosial untuk anak-anak pasca perceraian.

Post-divorce parenting presents challenges in maintaining emotional stability, interaction and engagement of parent-child within the family. This study aims to explore the experiences of children from divorced families and examine sibling dynamics and father involvement in understanding the behavioral adjustment of adolescent and young adult children. The study focuses on siblings aged 13 to 30 years old living with their mother. A semi-structured interview method was employed, followed by thematic analysis to identify patterns and themes in participants’ experiences. Findings indicate that divorce impacts children’s emotional and psychological experiences, life challenges and changes in family structure and routines. Sibling relationships serve as an informal support system; despite tensions arising from conflict, siblings continue to hold expectations of cooperation and unity among one another. Post-divorce father involvement is varied and inconsistent, with limited emotional interaction. Nonetheless, children maintain expectations for fathers to act as role models, guides and be attentive to their needs. These findings underscore that the quality and meaningfulness of father-child interactions are more influential than the frequency of physical meetings in supporting children’s behavioral adjustment. The study contributes to a holistic understanding of post-divorce family interactions with theoretical implications for Family System Theory, Attachment Theory and the Double ABCX Model, as well as practical implications for strengthening father role and developing social support for children post-divorce.

PERANAN RAKAN SEBAYA SEBAGAI SUMBER SOKONGAN SOSIAL DALAM KALANGAN INDIVIDU DENGAN MASALAH KESIHATAN MENTAL

2026-09-22T21:36:06+08:00

Masalah kesihatan mental boleh menjejaskan pelbagai aspek kehidupan individu, termasuk kesejahteraan psikologi, hubungan interpersonal dan keupayaan menjalankan aktiviti seharian. Selain rawatan profesional, proses pemulihan turut dipengaruhi oleh sokongan sosial yang diterima daripada persekitaran terdekat, khususnya rakan sebaya. Sehubungan itu, kajian ini bertujuan meneroka bentuk sokongan sosial yang diterima oleh individu dengan masalah kesihatan mental serta meneliti peranan rakan sebaya dalam menyokong proses pemulihan mereka. Kajian ini menggunakan pendekatan kualitatif dengan reka bentuk eksploratori bagi meneroka pengalaman individu dengan masalah kesihatan mental berkaitan sokongan sosial, khususnya peranan rakan sebaya dalam proses pemulihan melalui temu bual separa berstruktur terhadap enam orang informan yang dipilih menggunakan kaedah persampelan bertujuan. Data dianalisis menggunakan analisis tematik bagi mengenal pasti tema utama berdasarkan pengalaman informan. Hasil kajian menunjukkan bahawa rakan sebaya berperanan sebagai sumber sokongan sosial yang signifikan melalui sokongan emosi, motivasi, penerimaan tanpa stigma, bantuan praktikal dan usaha mengurangkan pengasingan sosial. Walau bagaimanapun, sebahagian informan turut melaporkan kekurangan sokongan keluarga dan pengalaman berhadapan dengan stigma masyarakat yang menjejaskan kesejahteraan psikologi mereka. Kajian ini menyimpulkan bahawa rakan sebaya berfungsi sebagai pemudah cara kepada proses pemulihan dengan membantu meningkatkan keyakinan diri, mengurangkan rasa keseorangan dan memperkukuhkan kesejahteraan psikologi individu. Justeru, pembangunan program sokongan rakan sebaya yang lebih sistematik disarankan sebagai pelengkap kepada perkhidmatan kesihatan mental sedia ada bagi membantu pemulihan secara lebih menyeluruh.

Mental health problems can affect various aspects of an individual’s life, including psychological well-being, interpersonal relationships, and the ability to carry out daily activities. In addition to professional treatment, the recovery process is also influenced by social support received from individuals’ immediate environment, particularly peers. Therefore, this study aimed to explore the forms of social support received by individuals with mental health problems and to examine the role of peers in supporting their recovery process. This study employed a qualitative approach with an exploratory design to investigate the experiences of individuals with mental health problems in relation to social support, with particular emphasis on the role of peers in the recovery process. Semi-structured interviews were conducted with six informants selected through purposive sampling. The data were analysed using thematic analysis to identify key themes based on the informants’ experiences. The findings showed that peers played a significant role as a source of social support through emotional support, motivation, non-stigmatising acceptance, practical assistance, and efforts to reduce social isolation. However, some informants also reported limited family support and experiences of societal stigma that adversely affected their psychological well-being. The study concludes that peers function as facilitators of recovery by helping to enhance self-confidence, reduce feelings of loneliness, and strengthen individuals’ psychological well-being. Therefore, the development of more systematic peer support programmes is recommended as a complement to existing mental health services in promoting a more comprehensive recovery process.

THE EFFECT OF MOBILE LEGENDS: BANG BANG (MLBB) ON A2 PRE-DIPLOMA STUDENTS' WRITING SKILLS: A QUASI-EXPERIMENTAL STUDY

2026-09-22T21:55:13+08:00

The writing skills of pre-diploma students in Malaysian universities are generally not up to the A2 level for academic advancement. Traditional remedial teaching is not always effective when the learning object is abstract and not related to student's interests. This study aimed to investigate whether a short-term writing intervention based on content from Mobile Legends: Bang Bang (MLBB) could enhance the writing performance of A2 learners with the background of playing this game. The study employed a quasi-experimental design with one group pretest-posttest design and followed 29 pre-diploma students who studied English at Universiti Teknologi MARA (UiTM), Johor Branch. Participants took a pretest, received five writing sessions integrated into a MLBB, and then took a posttest, which was an identical test to the A2 Key (KET) Writing paper. Writing scores rose from a mean of 21.00 (SD = 4.93) at pretest to 23.69 (SD = 4.71) at posttest, yielding an average gain of 2.69 points. This improvement was statistically significant, with a large effect size (Cohen's d = 0.82) and a paired-samples t-test confirmed this (t(28) = -4.39, p < .001). The intervention was based on the Sociocultural Theory and incorporated culturally relevant content from the MLBB to ease the cognitive load of idea generation. Observations in the classroom showed that the students were not keen on writing but by the second session they were very involved. The scaffolding was two-stage, starting with a game-based prompt and ending with a parallel real-world task, which made the transfer of writing skills explicit. The results indicate that familiar digital game content, even if students do not play the game in class, can be used as a good scaffolding in A2 writing learning. The study is a part of the body of research on game-based language learning, which has been expanding, and provides evidence of the potential of popular digital content to be integrated into the writing curriculum of low-proficiency learners.

KEBERKESANAN CALCULADDER TERHADAP KEBIMBANGAN MATEMATIK DAN MOTIVASI MURID SEKOLAH MENENGAH

2026-09-22T22:02:30+08:00

Kajian ini bertujuan menilai keberkesanan Calculadder, iaitu inovasi pembelajaran berasaskan gamifikasi, terhadap motivasi, kebimbangan Matematik, penglibatan murid dan persepsi kebergunaannya dalam kalangan murid sekolah menengah. Kajian menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan deskriptif yang melibatkan 314 orang murid sekolah menengah. Data dikumpulkan menggunakan soal selidik yang merangkumi empat konstruk utama, iaitu motivasi, kebimbangan Matematik, penglibatan murid dan kebergunaan Calculadder, sebelum dianalisis menggunakan statistik deskriptif. Dapatan kajian menunjukkan bahawa motivasi (min = 4.12), penglibatan murid (min = 4.10) dan persepsi terhadap kebergunaan Calculadder (min = 4.08) berada pada tahap tinggi. Konstruk kebimbangan Matematik turut merekodkan skor min yang tinggi (min = 3.87), menunjukkan bahawa murid berasa lebih tenang dan kurang tertekan semasa pembelajaran menggunakan Calculadder. Secara keseluruhannya, dapatan kajian membuktikan bahawa Calculadder merupakan pendekatan pembelajaran berasaskan gamifikasi yang berkesan dalam mewujudkan pengalaman pembelajaran Matematik yang lebih interaktif, menyeronokkan dan berpusatkan murid, sekali gus berpotensi meningkatkan motivasi serta mengurangkan kebimbangan Matematik.

This study examined the effectiveness of Calculadder, a gamification-based learning innovation, in enhancing students' motivation and engagement, reducing mathematics anxiety, and evaluating its perceived usefulness among Malaysian secondary school students. A quantitative descriptive survey design was employed involving 314 secondary school students. Data were collected using a questionnaire comprising four constructs: motivation, mathematics anxiety, student engagement, and the perceived usefulness of Calculadder, and were analysed using descriptive statistics. The findings revealed high levels of motivation (mean = 4.12), student engagement (mean = 4.10), and perceived usefulness of Calculadder (mean = 4.08). Mathematics anxiety also recorded a high mean score (mean = 3.87), indicating that students felt calmer and less anxious while learning Mathematics using Calculadder. Overall, the findings demonstrate that Calculadder is an effective gamification-based learning approach that promotes a more interactive, enjoyable, and student-centred Mathematics learning environment while enhancing motivation and reducing mathematics anxiety.

CRITICAL THINKING & PROBLEM SOLVING WITH GROUP WORK VS PAIR WORK

2026-09-08T22:24:46+08:00

Critical thinking and problem-solving are valued in modern education, but the relative effectiveness of group versus pair work is still uneven, which is why this study on student interaction and cognitive engagement was conducted. This study aims to examine teamwork and critical thinking in different ways of collaboration, from the perspective of 233 college students. The study employed a quantitative survey using a 5-point Likert scale which revealed that the students overall like both arrangements with a mean rating that is typically greater than 4.0. In the group activities, students were very willing to communicate and collaborate towards a common goal, whereas in the pair work, the focus was more on individual responsibility for learning. It's interesting to note that those with the lowest scores showed a small preference for working alone as opposed to in pairs. The study suggests teachers customize the structures for collaborative learning with some cognitive objectives, for example, using pair work when the students are doing analytical tasks, and larger groups when they are solving complex problems. These methods are based on the theory of Vygotsky and Tubbs, thus enabling the provision of targeted scaffolding, helping students to move from individual accountability towards generating knowledge from several perspectives. Ultimately, teachers can reduce "social loafing" and enhance peer relationships in the zone of proximal development by creating a "shared mission" and providing clear instructions to support higher-order thinking.

IMPROVING MOTHERS' KNOWLEDGE, ATTITUDES, AND PRACTICES ON GROWTH MONITORING THROUGH AN INTERACTIVE MULTIMEDIA NUTRITION EDUCATION MODULE: A QUASI-EXPERIMENTAL STUDY

2026-09-23T10:28:10+08:00

Growth monitoring is a key component of child health care as it helps in the early detection of faltering growth and timely intervention to prevent stunting. Mothers are important to ensure children receive regular growth monitoring services. However, barriers in effective utilisation of these services may include lack of knowledge, negative attitude and inappropriate practices. The aim of this study was to evaluate the impact of the Interactive Multimedia Nutrition Education Module (IMNEM) on the knowledge, attitude, and practice of mothers regarding growth monitoring among mothers of stunted children. A quasi-experimental study was conducted among mothers of stunted children involved in the IMNEM intervention. Maternal knowledge, attitude, and practice regarding growth monitoring were assessed before and after intervention using validated questionnaire. Changes in maternal knowledge, attitudes and practices after the intervention were assessed by appropriate statistical methods. Both groups showed improved knowledge over time, while the intervention group demonstrated greater improvements in attitudes and practices than the control group following completion of the IMNEM programme. At follow-up mothers had better understanding of child growth monitoring and had more positive attitudes towards the regular growth assessment and adopted the appropriate growth monitoring practices compared with baseline. The findings suggest that multi-media based nutritional education is an effective education strategy for increasing maternal participation in growth monitoring activities and promoting early detection of growth problems in children at risk of stunting. The integration of interactive multimedia education into routine maternal and child health services may improve the implementation of growth monitoring programmes and support ongoing efforts to reduce childhood stunting. Further studies are needed to determine the long-term sustainability of the intervention and its effectiveness in different community settings.

KESAN MODUL DATIS BERDASARKAN TERAPI KOGNITIF TINGKAH LAKU BAGI MENINGKATKAN GAYA DAYA TINDAK DALAM KALANGAN REMAJA

2026-09-23T10:42:22+08:00

Kajian ini bertujuan menilai kesan Modul DATIS berasaskan Terapi Kognitif Tingkah Laku (TKT) terhadap Gaya Daya Tindak dalam kalangan remaja sekolah menengah. Modul DATIS dibangunkan berdasarkan prinsip TKT yang menekankan hubungan antara pemikiran, emosi dan tingkah laku bagi membantu individu membentuk strategi daya tindak yang lebih adaptif. Kajian kuasi eksperimen ini menggunakan reka bentuk ujian pra dan ujian pos dengan kumpulan rawatan dan kumpulan kawalan. Seramai 70 orang pelajar Tingkatan Empat daripada dua buah sekolah menengah di Perak dipilih secara persampelan bertujuan dan dibahagikan kepada kumpulan rawatan (n = 35) dan kumpulan kawalan (n = 35). Data dikumpul menggunakan Soal Selidik Gaya Daya Tindak dan dianalisis menggunakan statistik deskriptif, ANOVA serta MANOVA diikuti ujian univariat. Dapatan deskriptif menunjukkan skor min Gaya Daya Tindak kumpulan rawatan meningkat daripada 3.5488 pada ujian pra kepada 4.3551 pada ujian pos, manakala kumpulan kawalan menurun daripada 3.4090 kepada 2.7036. Analisis ANOVA menunjukkan bahawa interaksi antara kelompok dan ujian tidak signifikan, F(1, 136) = 1.015, p = .316, menunjukkan perubahan skor antara kedua-dua kumpulan tidak berbeza secara signifikan. Analisis MANOVA yang diikuti ujian univariat menunjukkan faktor rawatan mempunyai kesan signifikan terhadap Gaya Daya Tindak dalam model yang turut melibatkan tahap pendapatan keluarga, F (1, 132) = 4.468, p = .036. Secara keseluruhannya, Modul DATIS menunjukkan potensi untuk menyumbang kepada perubahan Gaya Daya Tindak dalam sampel kajian. Namun, dapatan perlu ditafsirkan secara berhati-hati kerana interaksi kelompok dan ujian tidak signifikan. Kajian lanjutan dengan sampel lebih besar dan penilaian susulan diperlukan untuk mengesahkan kesan intervensi.

This study aimed to evaluate the effect of the DATIS Module, based on Cognitive Behavioural Therapy (CBT), on coping style among secondary school adolescents. The DATIS Module was developed based on CBT principles that emphasise the relationship between thoughts, emotions, and behaviours to facilitate the development of more adaptive coping strategies. This quasi-experimental study employed a pre-test and post-test design with treatment and control groups. A total of 70 Form Four students from two secondary schools in Perak were selected using purposive sampling and divided into a treatment group (n = 35) and a control group (n = 35). Data were collected using the Coping Style Questionnaire and analysed using descriptive statistics, ANOVA, and MANOVA followed by univariate testing. Descriptive findings showed that the mean coping style score in the treatment group increased from 3.5488 at pre-test to 4.3551 at post-test, whereas the control group decreased from 3.4090 to 2.7036. ANOVA showed that the group-by-test interaction was not statistically significant, F (1, 136) = 1.015, p = .316, indicating that changes in coping style scores did not differ significantly between the two groups. MANOVA followed by univariate testing showed that the treatment factor had a significant effect on coping style within the model that also included family income level, F (1, 132) = 4.468, p = .036. Overall, the DATIS Module demonstrated potential to contribute to changes in coping style within the study sample. However, the findings should be interpreted cautiously because the group-by-test interaction was not statistically significant. Further studies with larger samples and follow-up assessments are recommended to confirm the effects of the intervention.

KEBERKESANAN MODUL DATIS BERASASKAN TERAPI KOGNITIF TINGKAH LAKU DALAM MENGURANGKAN STRES DALAM KALANGAN REMAJA

2026-09-23T10:47:52+08:00

Kajian ini bertujuan menilai keberkesanan Modul DATIS berasaskan Terapi Kognitif Tingkah Laku (TKT) dalam mengurangkan stres dalam kalangan remaja sekolah menengah. Kajian menggunakan reka bentuk kuasi eksperimen dengan ujian pra dan ujian pos yang melibatkan kumpulan rawatan dan kumpulan kawalan. Seramai 70 orang pelajar Tingkatan Empat daripada dua buah sekolah menengah di Perak dipilih menggunakan persampelan bertujuan dan dibahagikan kepada kumpulan rawatan (n = 35) dan kumpulan kawalan (n = 35). Kumpulan rawatan mengikuti intervensi Kelompok Kaunseling Besar Modul DATIS (KKBMD) selama enam minggu, manakala kumpulan kawalan tidak menerima intervensi. Tahap stres diukur menggunakan Perceived Stress Scale-10 (PSS-10), manakala data dianalisis menggunakan statistik deskriptif, ANOVA dan MANCOVA. Skor min stres kumpulan rawatan menurun daripada 2.7587 pada ujian pra kepada 2.4784 pada ujian pos, berbanding penurunan yang lebih kecil dalam kumpulan kawalan daripada 2.6369 kepada 2.5521. Analisis ANOVA menunjukkan kesan interaksi yang signifikan antara kumpulan dan masa pengukuran terhadap stres, F(1, 135) = 15.321, p < .001. Analisis MANCOVA menunjukkan bahawa kesan utama tahap pendapatan keluarga terhadap stres tidak signifikan, F(3, 139) = 0.610, p = .610, dan interaksi antara rawatan dengan tahap pendapatan keluarga juga tidak signifikan, F(3, 139) = 1.901, p = .133. Bagi faktor bangsa, terdapat kesan utama yang signifikan terhadap stres, F(2, 139) = 6.383, p = .002, tetapi interaksi antara rawatan dengan bangsa tidak signifikan, F(2, 139) = 1.576, p = .221. Secara keseluruhannya, dapatan memberikan sokongan empirikal terhadap potensi Modul DATIS sebagai intervensi psikopendidikan berasaskan TKT untuk membantu mengurangkan stres dalam kalangan remaja sekolah menengah.

This study aimed to evaluate the effectiveness of the DATIS Module, based on Cognitive Behavioural Therapy (CBT), in reducing stress among secondary school adolescents. A quasi-experimental pre-test and post-test design involving treatment and control groups was employed. A total of 70 Form Four students from two secondary schools in Perak were selected using purposive sampling and allocated to a treatment group (n = 35) and a control group (n = 35). The treatment group participated in the DATIS Module Large Group Counselling intervention for six weeks, whereas the control group received no intervention. Stress was measured using the Perceived Stress Scale-10 (PSS-10), and the data were analysed using descriptive statistics, Analysis of Variance (ANOVA), and Multivariate Analysis of Covariance (MANCOVA). The mean stress score in the treatment group decreased from 2.7587 at pre-test to 2.4784 at post-test, compared with a smaller reduction in the control group from 2.6369 to 2.5521. ANOVA indicated a significant interaction effect between group and measurement occasion on stress, F(1, 135) = 15.321, p < .001. MANCOVA showed that the main effect of family income level on stress was not significant, F(3, 139) = 0.610, p = .610, and the interaction between treatment and family income level was also not significant, F(3, 139) = 1.901, p = .133. Ethnicity showed a significant main effect on stress, F(2, 139) = 6.383, p = .002; however, the interaction between treatment and ethnicity was not significant, F(2, 139) = 1.576, p = .221. Overall, the findings provide empirical support for the potential of the CBT-based DATIS Module as a psychoeducational intervention for reducing stress among secondary school adolescents.

KEPERLUAN MODUL DAKWAH BERSTRUKTUR BAGI PENSYARAH IPT DI MALAYSIA: ANALISIS KEPERLUAN

2026-09-24T14:57:53+08:00

Kajian ini bertujuan untuk (i) menentukan tahap keperluan terhadap pembangunan modul dakwah berstruktur berdasarkan persepsi pensyarah dan guru, dan (ii) mengenal pasti elemen pengajaran serta penyampaian dakwah yang diutamakan oleh mahasiswa atau mad'u. Kajian kuantitatif deskriptif ini merupakan Fasa 1 dalam kerangka Design and Development Research. Dua soal selidik yang masing-masing mengandungi 10 item berskala Likert lima mata ditadbir kepada 31 pensyarah/guru dan 163 mad'u. Data dianalisis menggunakan kekerapan, peratusan, min, sisihan piawai dan ketekalan dalaman. Analisis semula pascahoc menunjukkan alpha Cronbach 0.976 bagi instrumen pensyarah/guru dan 0.944 bagi instrumen mad'u. Pensyarah/guru memberikan persetujuan tertinggi terhadap keperluan panduan kurikulum dakwah berstruktur (M=4.52, SP=0.85). Dalam kalangan mad'u, amanah menyampaikan ilmu (M=4.07, SP=0.98), pengetahuan mendalam (M=4.03, SP=0.91) dan komunikasi berkesan (M=4.01, SP=0.92) merupakan keutamaan utama, manakala penggunaan teknologi mencatatkan min terendah (M=3.18, SP=1.18). Dapatan menunjukkan bahawa pembangunan modul perlu menggabungkan struktur kandungan untuk penyampai dengan kualiti penyampaian yang berilmu, amanah dan komunikatif untuk penerima. Kajian ini menyediakan justifikasi empirikal bagi pembangunan modul, tetapi tidak menilai keberkesanan modul di lapangan.

This study aimed to (i) determine the perceived need for a structured da'wah module among lecturers and teachers, and (ii) identify the da'wah teaching and delivery elements prioritised by students or mad'u. This descriptive quantitative study constituted Phase 1 of a broader Design and Development Research framework. Two questionnaires, each comprising 10 five-point Likert-scale items, were administered to 31 lecturers/teachers and 163 mad'u. Data were analysed using frequencies, percentages, means, standard deviations, and internal consistency. A post-hoc reanalysis yielded Cronbach's alpha values of 0.976 for the lecturer/teacher instrument and 0.944 for the mad'u instrument. Lecturers/teachers expressed the strongest agreement with the need for structured da'wah curriculum guidance (M=4.52, SD=0.85). Among mad'u, trustworthiness in conveying knowledge (M=4.07, SD=0.98), subject-matter knowledge (M=4.03, SD=0.91), and effective communication (M=4.01, SD=0.92) were the leading priorities, while technology use recorded the lowest mean (M=3.18, SD=1.18). The findings indicate that module development should combine a clear content structure for lecturers with knowledgeable, trustworthy, and communicative delivery for recipients. The study provides an empirical justification for module development but does not assess its field effectiveness.

REKA BENTUK MODUL DAKWAH PENSYARAH IPT MENGGUNAKAN PENDEKATAN DACUM DAN MODIFIED NOMINAL GROUP TECHNIQUE

2026-09-24T15:04:14+08:00

Kajian ini menghuraikan pembangunan dan pengesahan pakar bagi modul dakwah pensyarah Institusi Pengajian Tinggi (IPT) melalui integrasi Design and Development Research (DDR), DACUM dan Modified Nominal Group Technique (Modified NGT). Fasa pembangunan melibatkan 13 pakar dan pengamal dakwah yang dipilih secara bertujuan dalam FGD-DACUM. Lebih 60 aktiviti mentah dikenal pasti, dikelompokkan kepada lapan tema dan disusun kepada enam modul yang merangkumi 27 aktiviti kerja. Setiap aktiviti kemudiannya dipadankan dengan kemahiran dan pengetahuan berkaitan. Fasa pengesahan melibatkan empat pakar melalui Modified NGT yang diadaptasi secara kualitatif, meliputi semakan individu, perbincangan meja bulat dan sintesis reflektif tanpa pemarkahan konsensus kuantitatif. Empat modul diterima sepenuhnya, manakala dua modul diterima secara bersyarat dengan pindaan pada aspek sumber manusia, peralatan, publisiti dan penglibatan pihak berkepentingan. Status keseluruhan ialah Disahkan Bersyarat dengan Pindaan. Kajian menunjukkan bahawa gabungan DACUM dan Modified NGT membentuk rantaian pembangunan yang boleh dijejak daripada input pakar kepada struktur aktiviti, kompetensi dan pemurnian modul. Dapatan merupakan pengesahan pakar terhadap kerangka serta potensi penggunaannya, bukan bukti keberkesanan lapangan.

This study explains the development and expert validation of a da'wah module for higher education lecturers through the integration of Design and Development Research (DDR), DACUM, and the Modified Nominal Group Technique (Modified NGT). The development phase involved 13 purposively selected da'wah experts and practitioners in an FGD-DACUM session. More than 60 raw activities were identified, grouped into eight themes, and organised into six modules comprising 27 work activities. Each activity was then aligned with related skills and knowledge. The validation phase involved four experts through a qualitatively adapted Modified NGT consisting of individual review, round-table discussion, and reflective synthesis without quantitative consensus scoring. Four modules were fully approved, while two were conditionally approved subject to refinements concerning human resources, equipment, publicity, and stakeholder engagement. The overall status was Conditionally Validated with Revisions. The study demonstrates that combining DACUM and Modified NGT creates a traceable development chain from expert input to activity structure, competency mapping, and module refinement. The findings constitute expert validation of the framework and its potential use, not evidence of field effectiveness.

“BETWEEN SPIRITUALITY AND STRESS”: EXPLORING FACTORS CONTRIBUTING TO MENTAL HEALTH ISSUES AMONG IIUM STUDENTS

2026-09-24T15:22:22+08:00

A number of studies have examined student mental health in general higher education settings, but only a few have focused specifically on students in Islamic higher education institutions (IHEIs). In addition to academic demands, students in Islamic universities may also face religious and cultural expectations that influence their perceptions of well-being and their responses to mental health challenges. Therefore, this study investigates the factors contributing to mental health issues among undergraduate students at the International Islamic University Malaysia (IIUM). This study employed a qualitative research design using semi-structured interviews with undergraduate students. The interview data were analysed thematically, revealing four major themes related to the factors influencing students’ mental health experiences. The first factor affecting students’ emotional well-being involves family and relationship problems, which include conflicts, childhood trauma, toxic parenting, and strained personal relationships. Second, financial difficulties such as household hardship, work-study conflicts, and family financial burdens contributed to stress and uncertainty among these students. The third factor identified to negatively affect students’ mental health was academic and social challenges, such as difficulties coping with fast-paced instruction, poor concentration, stigmatization by lecturers, and peer conflicts. Finally, environmental and social pressures such as loneliness, social isolation, and pandemic-related restrictions further intensified students’ psychological distress. Overall, the findings suggest that students’ mental health is influenced by interconnected factors of personal, familial, social, academic, and economic. The study highlights the importance of providing culturally and religiously sensitive support systems to effectively address students’ psychological, academic, financial, and spiritual needs in Islamic higher education institutions.

KONSEP TERAPI SENI ISLAM SEBAGAI PENDEKATAN ALTERNATIF DALAM MENYOKONG KESIHATAN MENTAL REMAJA

2026-09-24T15:28:29+08:00

Kesihatan mental remaja semakin menjadi isu yang membimbangkan di seluruh dunia termasuk dalam negara majoriti Muslim seperti Malaysia. Peningkatan kadar stres, kebimbangan, kemurungan, dan tekanan psikososial dalam kalangan remaja menuntut pendekatan intervensi yang lebih holistik. Walaupun pendekatan psikoterapi Barat terbukti berkesan dalam menangani gangguan mental, kebanyakan intervensi tersebut kurang menitikberatkan dimensi agama dan spiritual yang merupakan elemen penting dalam kehidupan remaja Muslim. Artikel konseptual ini membincangkan konsep Terapi Seni Islam sebagai pendekatan alternatif dan pelengkap dalam menyokong kesihatan mental remaja Muslim dan menghuraikan bagaimana integrasi seni visual Islam seperti geometri Islam, kaligrafi, refleksi al-Quran, dan elemen tazkiyah al-nafs dapat membantu regulasi emosi, kesedaran kendiri, kesejahteraan psikologi, dan pembangunan spiritual remaja. Perbincangan turut menghubungkan pendekatan ini dengan epistemologi Imam al-Ghazali yang menekankan pembangunan jiwa melalui dimensi sensori,imaginasi, intelektual, intuitif, dan spiritual. Selain itu, artikel ini turut membincangkan implikasi Terapi Seni Islam dalam konteks sekolah, komuniti, dan pembangunan kesejahteraan mental remaja sekali gus mencadangkan bahawa Terapi Seni Islam berpotensi menjadi pendekatan intervensi yang lebih relevan dan berpotensi menyokong pembangunan intervensi kesihatan mental remaja Muslim yang berteraskan psikospiritual Islam.

Adolescent mental health is increasingly becoming a concerning issue worldwide, including in Muslim-majority countries such as Malaysia. The rising rates of stress, anxiety, depression, and psychosocial distress among adolescents demand more holistic intervention approaches. Although Western psychotherapeutic approaches have proven effective in addressing mental disorders, many of these interventions pay limited attention to religious and spiritual dimensions, which are essential elements in the lives of Muslim adolescents. This conceptual article discusses the concept of Islamic Art Therapy as an alternative and complementary approach in supporting the mental health of Muslim adolescents. The article further explains how the integration of Islamic visual arts such as Islamic geometry, calligraphy, Quranic reflection, and elements of tazkiyah al-nafs (purification of the soul) can contribute to emotional regulation, self-awareness, psychological well-being, and adolescents’ spiritual development. The discussion also relates this approach to Imam al-Ghazali’s epistemology, which emphasizes the development of the soul through sensory, imaginative, intellectual, intuitive, and spiritual dimensions. In addition, this article discusses the implications of Islamic Art Therapy within school, community, and adolescent mental well-being development contexts, while suggesting that Islamic Art Therapy offers considerable potential as a more relevant intervention approach for Muslim adolescents.

KRISIS ADAB DALAM PENDIDIKAN ISLAM ERA DIGITAL: PENSTRUKTURAN SEMULA IDENTITI GURU BERASASKAN MODEL 5M DAN PEMIKIRAN IBNU KHALDUN

2026-09-24T15:34:37+08:00

Kajian ini dijalankan bagi meneliti fenomena kemerosotan adab dalam Pendidikan Islam dalam konteks era digital serta merumuskan semula pembinaan identiti guru melalui Model 5M berasaskan pemikiran Ibnu Khaldun. Dalam landskap pendidikan yang dipacu teknologi dan kecerdasan buatan masa kini, peranan guru dilihat semakin kompleks apabila wujudnya ketidakseimbangan antara penguasaan ilmu dan pembentukan sahsiah, sekali gus menjejaskan kualiti adab dalam ekosistem pendidikan. Kajian ini menggunakan pendekatan kualitatif melalui kaedah analisis kandungan terhadap karya utama Ibnu Khaldun, khususnya al-Muqaddimah, serta rujukan sekunder berkaitan falsafah Pendidikan Islam dan cabaran pendidikan kontemporari. Analisis kajian memfokuskan terhadap konsep malakah, adab dan tadarruj sebagai asas pembinaan kompetensi guru yang menyeluruh dan berterusan. Hasil sintesis konseptual kajian menunjukkan bahawa krisis adab bukan sahaja dipengaruhi oleh faktor teknologi, tetapi turut berpunca daripada kelemahan dalam membentuk identiti guru yang tidak bersepadu. Model 5M yang merangkumi peranan sebagai murabbi, muallim, muaddib, mudarris dan mursyid dikenal pasti sebagai kerangka konseptual yang berupaya mengintegrasikan dimensi intelektual, spiritual, akhlak dan pedagogi, seterusnya membentuk guru yang seimbang dan responsif terhadap tuntutan era digital. Kesimpulannya, pengukuhan identiti guru Pendidikan Islam memerlukan peralihan daripada pendekatan berasaskan kompetensi semata-mata kepada pendekatan holistik yang menekankan pembinaan adab serta penguasaan malakah sebagai asas profesionalisme. Kajian ini turut menyumbang kepada pengembangan wacana Pendidikan Islam kontemporari dengan mengemukakan kerangka konseptual yang menghubungkan pemikiran Ibnu Khaldun dengan keperluan pendidikan masa kini.

This study aims to examine the phenomenon of the decline of adab in Islamic education within the context of the digital era, as well as to reconceptualize the construction of teacher identity through the 5M Model based on the thought of Ibn Khaldun. In today’s technology-driven and artificial intelligence-oriented educational landscape, the role of teachers has become increasingly complex due to the imbalance between knowledge acquisition and character formation, which consequently affects the quality of adab within the educational ecosystem. This study adopts a qualitative approach using content analysis of Ibn Khaldun’s major work, particularly al-Muqaddimah, along with selected secondary sources related to Islamic educational philosophy and contemporary educational challenges. The analysis focuses on the concepts of malakah, adab, and tadarruj as foundational elements in developing comprehensive and continuous teacher competencies. The findings reveal that the crisis of adab is not solely influenced by technological factors, but is also closely linked to the lack of an integrated teacher identity. The 5M Model, which encompasses the roles of murabbi, muallim, muaddib, mudarris and mursyid, is identified as a conceptual framework capable of integrating intellectual, spiritual, moral, and pedagogical dimensions, thereby shaping teachers who are balanced and responsive to the demands of the digital era. In conclusion, strengthening the identity of Islamic education teachers requires a shift from a competency-based approach to a more holistic approach that emphasizes the cultivation of adab and the development of malakah as the foundation of professionalism. This study contributes to the advancement of contemporary Islamic education discourse by proposing a conceptual framework that bridges Ibn Khaldun’s classical thought with the realities of modern digital education.

KERANGKA PEDAGOGI PENGURUSAN HARTA PUSAKA DALAM PENDIDIKAN ISLAM DI SEKOLAH MENENGAH

2026-09-24T15:49:25+08:00

Pengajaran pengurusan harta pusaka dalam Pendidikan Islam di sekolah menengah lazimnya menumpukan kepada penguasaan hukum semata-mata, sedangkan aspek penghayatan peranan waris dalam kehidupan sebenar masih kurang diberikan perhatian secara sistematik. Keadaan ini berpotensi mewujudkan jurang antara kefahaman hukum syariah dengan penghayatan amanah dan tanggungjawab sebagai waris menurut syariah. Dalam konteks masyarakat Islam di Malaysia, isu harta pusaka beku, pertikaian waris dan peningkatan harta tidak dituntut memperlihatkan keperluan kepada pendekatan pedagogi yang lebih holistik, kontekstual dan berorientasikan kehidupan sebenar. Kajian ini bertujuan mencadangkan satu kerangka pedagogi pengurusan harta pusaka dalam Pendidikan Islam berasaskan penghayatan peranan waris di sekolah menengah. Kajian ini menggunakan reka bentuk kualitatif menerusi kaedah kajian kepustakaan dan analisis dokumen terhadap kurikulum Pendidikan Islam, literatur pedagogi dan penulisan berkaitan pengurusan harta pusaka. Perbincangan turut mengaplikasikan Model 5 Mim sebagai asas pedagogi Pendidikan Islam dalam memperkukuh peranan guru bukan sahaja sebagai penyampai ilmu, tetapi juga sebagai pembimbing penghayatan nilai, adab dan pembentukan insan. Dapatan kajian menunjukkan bahawa pendekatan pengajaran yang terlalu berorientasikan hukum dan berpusatkan guru berpotensi mengehadkan penghayatan pelajar terhadap peranan dan amanah sebagai waris. Oleh itu, kajian ini mencadangkan satu kerangka pedagogi yang mengintegrasikan pembelajaran kontekstual, reflektif dan interaktif bagi memperkukuh penghayatan peranan waris serta aplikasi nilai syariah dalam kehidupan sebenar. Kajian ini menyumbang kepada pengukuhan pedagogi Pendidikan Islam yang lebih holistik dalam membentuk masyarakat Islam yang beramanah, bertanggungjawab dan sejahtera.

The teaching of Islamic inheritance management in secondary school Islamic Education commonly emphasises legal rulings and theoretical understanding, while the internalisation of heirship roles in real-life contexts receives limited systematic attention. This situation potentially creates a gap between students’ understanding of Shariah principles and their appreciation of the trust and responsibilities of heirs according to Islamic teachings. In the Malaysian Muslim context, issues such as frozen inheritance, inheritance disputes, and increasing unclaimed estates indicate the need for a more holistic, contextual, and life-oriented pedagogical approach. This study aims to propose a pedagogical framework for Islamic inheritance education based on the internalisation of heirship roles within secondary school Islamic Education. The study employs a qualitative design through library research and document analysis involving Islamic Education curriculum documents, pedagogical literature, and studies related to inheritance management. The discussion also applies the 5 Mim Model as an Islamic pedagogical foundation to strengthen the role of teachers not merely as transmitters of knowledge, but also as facilitators of value internalisation, moral formation, and holistic human development. The findings indicate that overly legalistic and teacher-centred instructional approaches may limit students’ appreciation of their roles and trust as heirs. Hence, this study proposes a pedagogical framework that integrates contextual, reflective, and interactive learning to strengthen the internalisation of heirship roles and the application of Shariah values in real-life situations. This study contributes to strengthening a more holistic Islamic Education pedagogy in developing trustworthy, responsible, and harmonious Muslim communities.

KEPELBAGAIAN KOGNITIF DALAM PENDIDIKAN TAHFIZ KONTEMPORARI: TINJAUAN TEKNIK HAFAZAN AL-QURAN BERASASKAN ALAT BANTU VISUAL

2026-09-24T15:55:05+08:00

Kajian ini bertujuan menganalisis peranan alat bantu visual dalam meningkatkan ketekalan (itqān) hafazan Al-Quran dalam konteks pendidikan tahfiz kontemporari, serta menilai keberkesanannya berdasarkan kepelbagaian kognitif pelajar. Kajian ini menggunakan pendekatan kuantitatif melalui kaedah tinjauan soal selidik terhadap 256 pelajar tahfiz. Data dianalisis secara deskriptif bagi mengenal pasti kecenderungan teknik hafazan, tahap penggunaan alat bantu visual, serta persepsi pelajar terhadap keberkesanannya. Dapatan menunjukkan bahawa kaedah tradisional seperti pengulangan bacaan (tikrār) masih dominan manakala penggunaan alat bantu visual masih rendah. Namun, majoriti pelajar menunjukkan persepsi positif terhadap keberkesanan visual dengan menyatakan warna membantu hafazan dan mengakui kepentingan elemen visual dalam mushaf. Kajian ini merumuskan bahawa integrasi alat bantu visual berpotensi besar sebagai pelengkap kepada kaedah tradisional dalam pendidikan tahfiz. Walaupun penggunaannya masih terhad, penerimaan pelajar yang tinggi menunjukkan keperluan kepada pembangunan modul hafazan yang lebih inklusif dan responsif terhadap kepelbagaian kognitif. Oleh itu, pendekatan bersepadu yang mengimbangi tradisi talaqqī dengan inovasi visual disarankan bagi meningkatkan keberkesanan hafazan Al-Quran secara holistik.

This study aims to analyse the role of visual aids in enhancing the consistency (itqān) of Qur’anic memorisation within the context of contemporary tahfiz education, as well as to evaluate their effectiveness based on students’ cognitive diversity. The study employs a quantitative approach using a survey method involving 256 tahfiz students. Data were analysed descriptively to identify trends in memorisation techniques, the level of visual aid utilisation, and students’ perceptions of their effectiveness. The findings indicate that traditional methods such as repetitive recitation (tikrār) remain dominant, while the use of visual aids is still relatively low. Nevertheless, most students demonstrate a positive perception of visual strategies, acknowledging that the use of colour facilitates memorisation and recognising the importance of visual elements in the mushaf. The study concludes that the integration of visual aids holds significant potential as a complement to traditional methods in tahfiz education. Although their current application is limited, the high level of student acceptance highlights the need for the development of more inclusive memorisation modules that are responsive to cognitive diversity. Therefore, an integrated approach that balances the tradition of talaqqī with visual innovation is recommended to enhance the effectiveness of Qur’anic memorisation in a holistic manner.

INTERPRETING EXERCISE-TYPE DIFFERENCES IN PSYCHOLOGICAL RESILIENCE: A DOSE-STRATIFIED ANALYSIS OF FITNESS AND BODYBUILDING WITH OTHER ACTIVITIES AMONG CHINESE UNDERGRADUATES

2026-09-24T16:06:36+08:00

Background: Exercise-type differences in psychological resilience may be difficult to interpret when activity type is confounded with exercise dose. Objective: To examine whether resilience differences between fitness and bodybuilding participants and participants in other physical activities persisted within exercise-dose strata, and whether exercise motivation was independently associated with resilience. Methods: This cross-sectional survey included 205 Chinese undergraduates classified into a fitness and bodybuilding group (n = 107) or an other-activity group (n = 98). Exercise dose was derived from intensity, duration, and frequency using the PARS-3 scoring procedure. Dose-stratified Welch t tests, Mann–Whitney U sensitivity tests, Spearman correlations, and multivariable linear regression with HC3 robust inference were conducted. Results: Internal consistency was high for resilience and exercise motivation (α = .960 and .945). In the low-dose stratum, the fitness and bodybuilding group had higher resilience than the other-activity group (mean difference = 17.93, 95% CI [11.20, 24.66], p < .001). A similar difference was observed in the moderate-dose stratum (mean difference = 21.93, 95% CI [9.81, 34.06], p = .003). In the high-dose stratum, the difference was not statistically significant and was imprecisely estimated (mean difference = 3.09, 95% CI [−10.94, 17.12], p = .620). The multivariable model accounted for 77.7% of the variance in resilience (R² = .777, adjusted R² = .771), and exercise motivation showed the largest independent standardized association with resilience (β = .696, p < .001). Conclusion: Resilience differences between exercise types varied across exercise-dose strata. Fitness and bodybuilding participation was associated with higher resilience at low and moderate doses, whereas the high-dose estimate was inconclusive. Exercise motivation showed the largest independent standardized association with resilience. These cross-sectional findings do not establish causal effects.

RELIABILITY AND VALIDITY OF THE MALAYSIAN POLYTECHNIC LECTURERS’ ASSESSMENT LITERACY TEST INSTRUMENT (UL3PM) USING THE RASCH MODEL: A PILOT STUDY

2026-09-24T17:36:31+08:00

This study investigated the reliability and validity of the Malaysian Polytechnic Lecturer Assessment Literacy Test (UL3PM) instrument. The pilot study involved 33 lecturers from Polytechnic Tun Syed Nasir Syed Ismail (PTSN). The instrument contains two sections of questions. Section A includes demographic information, and Part B has 60 multiple-choice questions related to assessment literacy that encompass six dimensions: Assessment Basics; Assessment Planning; Assessment Development; Assessment Implementation, Assessment and Assessment Improvement; and Equity and Ethics in Assessment implemented in Malaysian polytechnics. The data obtained were analysed using the Rasch Model to assess the reliability and validity of the Malaysian Polytechnic Lecturer Assessment Literacy Test (UL3PM) instrument. Overall, it was found that the UL3PM instrument has high item and individual reliability with values of 0.87 and 0.91, respectively. The validity of the UL3PM instrument was investigated through item fit, individual fit, variable maps, and unidimensionality. The study found that the UL3PM instrument is reliable and valid for measuring assessment literacy among Malaysian polytechnic lecturers with minor adjustments to misfitting and redundant items.

READING ANXIETY AND STRATEGY USE AMONG MANDARIN LEARNERS AT UNIVERSITI SAINS ISLAM MALAYSIA (USIM): A CORRELATIONAL STUDY

2026-09-24T17:44:25+08:00

Foreign language reading anxiety represents an important affective dimension of language learning; however, its relationship with reading strategy use remains comparatively underexplored among learners of Mandarin as a foreign language, particularly in Malaysia. This quantitative correlational study examined foreign language reading anxiety and reading strategy use among 139 non-native Mandarin learners at Universiti Sains Islam Malaysia (USIM). Data were collected using the Foreign Language Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999) and the Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey (2002). Descriptive analysis indicated a moderate level of reading anxiety (M =3.42, SD = 0.56) and moderate overall reading strategy use (M = 3.46, SD = 0.47). Among the three strategy dimensions, Problem-Solving Strategies were used most frequently (M = 3.71), followed by Global Strategies (M = 3.38) and Support Strategies (M = 3.29). Pearson’s correlation analysis revealed a statistically significant negative relationship between foreign language reading anxiety and overall reading strategy use (r = −.38, p < .01), indicating a medium effect size. At the subscale level, reading anxiety demonstrated the strongest negative association with Global Strategies (r = −.42), followed by Support Strategies (r = −.31) and Problem-Solving Strategies (r = −.29). Overall, the findings demonstrate that higher reading anxiety is associated with less frequent strategy use, particularly strategies involving planning and comprehension monitoring. The study extends understanding of the interplay between affective and strategic dimensions of Mandarin reading and highlights the pedagogical value of explicit reading strategy instruction within the Malaysian university context.

INTEGRATING AI AND HUMAN TRANSLATION IN LITERARY TRANSLATION PEDAGOGY: A STRUCTURED PEDAGOGICAL SEQUENCE FOR CRITICAL REFLECTIVE JUDGEMENT

2026-09-24T17:49:04+08:00

Generative artificial intelligence (GenAI) gives student translators additional renderings to consider, each of which still requires human evaluation of meaning, style, and cultural context. This article examines how critical reflective judgement becomes visible in students’ decisions during GenAI-assisted literary translation. The dataset comprises six anonymised student portfolios representing 23 distinct passages and 40 student–passage cases from the Muʿallaqah of Zuhayr, translated into Malay or English. Students produced an initial literal translation, consulted ChatGPT and Gemini using lecturer-provided prompts, prepared a refined version, and justified their decisions in writing. Comparative analysis of successive versions and reflective commentaries traced how students addressed semantic, stylistic, and cultural problems and, where AI-generated alternatives were identifiable, whether they accepted, modified, or rejected them. Critical reflective judgement was clearest when students tested AI suggestions against contextual or literary evidence, assessed their adequacy, and explained why particular renderings were retained, revised, or rejected. The portfolios make the intervening processes of comparison, evaluation, and decision-making more explicit within the staged translation task. They inform a seven-stage pedagogical sequence of translation, AI consultation, comparison, evaluation, decision-making, refinement, and justification. Based on this bounded dataset, the sequence is an empirically informed pedagogical proposition, not a validated model of instructional effectiveness.

EDUCATOR ACCEPTANCE, PERSONALITY TRAITS, TECHNOLOGICAL COMPETENCE AND 21ST-CENTURY EDUCATIONAL TECHNOLOGY ADOPTION: A PREDICTIVE RELEVANCE ANALYSIS USING PLSPREDICT

2026-09-07T15:50:19+08:00

The study examines the intention to adopt 21st-century educational technology in higher education, focusing on the factors contributing to educators’ intention to adopt. The novel framework conceptualised in this study combines prominent theories and models, including acceptance, five-factor traits, and technological competence. The study uses partial least squares structural equation modelling (PLS-SEM) and predictive relevance analysis with PLSpredict to test the model’s predictive validity. The study found that the conceptualised model was reliable and consistent with sufficient discriminant validity, and the PLSpredict analysis concluded that the developed conceptual framework has high out-of-sample predictive power. The study’s implications for practice and policy include engaging with educators to understand their concerns about technology acceptance, designing personality mapping, aligning with future personality intervention, and ensuring that investment in technology is fully deployed in line with demands and new requirements.

A SYSTEMATIC REVIEW OF STUDIES WITH INTELLIGENCE QUOTIENT ASSESSMENT IN MALAYSIA

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

This systematic literature review examined empirical studies pertaining to intelligence quotient (IQ) assessment within Malaysia’s multicultural, multilingual context, addressing two principal research questions: what socioeconomic, nutritional, and biological factors are associated with IQ performance among Malaysian children and students, and how cognitive assessment tools are implemented across Malaysian educational settings. Despite growing recognition of IQ as a multidimensional construct with significant implications for educational planning and child development policy, existing Malaysian studies remain fragmented and insufficiently integrated into a coherent body of knowledge. A systematic search was conducted in accordance with the PRISMA 2020 framework, utilising Scopus and Web of Science (WoS) databases with the search terms "intelligence quotient," "assessment," and "Malaysia," covering publications from 2010 to 2026. The initial search yielded 270 records (Scopus, n = 172; WoS, n = 98), which were subjected to rigorous multi-stage screening, eligibility assessment, and duplicate removal (n = 24), resulting in a final corpus of five primary studies (n = 5) for qualitative synthesis. Thematic analysis identified two dominant themes: (1) what socioeconomic, nutritional, and biological determinants of intelligence; and (2) how intelligence and cognitive assessment in educational contexts. The findings underscore the multifaceted nature of IQ assessment in Malaysia and highlight the need for contextually sensitive interventions to address cognitive development disparities within the Malaysian education and public health landscape.

TEACHER COMPETENCY IN EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF DIMENSIONS AND DETERMINANTS

2026-09-02T16:22:30+08:00

Teacher competency has become a critical area of educational research due to rapid technological advancement, evolving pedagogical demands, and increasing expectations for inclusive and learner-centred education. Despite extensive scholarly attention, the dimensions and determinants of teacher competency remain fragmented across different educational contexts and theoretical perspectives. Therefore, this study systematically reviews recent empirical evidence to identify the major dimensions and determinants shaping teacher competency in contemporary education. A Systematic Literature Review (SLR) was undertaken in accordance with the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) framework. Comprehensive searches were carried out within the Web of Science (WoS) as well as Scopus databases using the keywords “Teacher Competence”, “Professional Competence”, “Competency Dimensions”, and “Competency Determinants”. The search process was confined to journal articles published from 2024 to 2026. Following identification, screening, eligibility, and quality assessment procedures, 35 articles were retained for the final analysis. The results highlighted three predominant themes. The first theme, Digital, AI, and Technology-Enhanced Teacher Competence, highlights the growing importance of digital literacy, artificial intelligence readiness, online teaching competency, technological pedagogical knowledge, and technology integration as essential determinants of teacher effectiveness. The second theme, Pedagogical, Disciplinary, as well as Professional Competency Frameworks, emphasizes pedagogical expertise, disciplinary knowledge, professional identity, self-efficacy, leadership, and sustainability-oriented competencies as core dimensions of teacher development. The third theme, Inclusive, Relational, and Learner-Centred Teaching Competence, underscores the significance of inclusive practices, teacher–student relationships, socio-emotional competence, learner engagement, and responsiveness to diverse learning needs. Collectively, the reviewed studies demonstrate that teacher competency refers to a multifaceted construct influenced by pedagogical, technological, relational, professional, as well as contextual dimensions. The study contributes a contemporary synthesis of teacher competency literature and presents an extensive framework to inform future investigations, teacher preparation programmes, as well as educational policy development in increasingly complex learning environments.

INTERACTIVE E-MODULES IN EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF DESIGN CHARACTERISTICS, PEDAGOGICAL APPROACHES, AND EDUCATIONAL OUTCOMES

2026-09-03T10:53:54+08:00

The increasing adoption of digital learning technologies has accelerated the development of interactive e-modules as innovative instructional tools in educational contexts. Despite their growing implementation, evidence regarding the design characteristics, pedagogical approaches, and educational outcomes of interactive e-modules remains fragmented across the literature, creating challenges for educators and instructional designers seeking to develop learner-centred digital learning environments. Therefore, this systematic literature review aims to synthesise evidence on the design characteristics, pedagogical approaches, and educational outcomes of interactive e-modules in educational contexts. The review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. An advanced search strategy was applied to the Scopus and ERIC databases using keywords related to interactive e-modules, instructional design, and educational contexts. The search was limited to studies published between 2017 and 2026. Following screening and eligibility assessment, 40 primary studies were included in the final qualitative synthesis. The thematic synthesis revealed three major themes. The first theme, E-Modules for Cognitive and Higher-Order Thinking Skills (n=18) highlighted the role of interactive e-modules in enhancing critical thinking, problem-solving, conceptual understanding, and higher-order cognitive processes. The second theme, Instructional Design and Pedagogical Models in E-Module Development (n = 14) emphasised the integration of instructional design frameworks, multimedia principles, scaffolding strategies, and learner-centred pedagogies to improve engagement and learning outcomes. The third theme, Contextual, Cultural, Environmental and Values-Based E-Modules (n=8) demonstrated the importance of contextualised content in fostering meaningful learning experiences, educational relevance, and learner engagement. Overall, the findings suggest that well-designed interactive e-modules can serve as effective tools for enhancing learning outcomes in educational contexts. The review provides practical implications for instructional designers, educators, and policymakers seeking to develop future-ready digital learning environments that support meaningful, independent, and lifelong learning.

TECHNOSTRESS IN EDUCATIONAL SETTINGS: A SYSTEMATIC LITERATURE REVIEW OF TEACHERS AND LEARNERS (2024-2026)

2026-09-03T11:00:38+08:00

The rapid digitalisation of education has embedded information and communication technologies (ICT) in everyday teaching and learning, yet it has also produced a distinct form of strain known as technostress. Although primary studies have multiplied since the COVID-19 period, the most recent evidence remains scattered across populations, instruments, and outcomes, and an up-to-date synthesis is lacking. This review therefore aims to consolidate the 2024 to 2026 empirical evidence on technostress in educational settings into a structured thematic map of its antecedents, consequences, and coping strategies for teachers and learners. Following a three-stage systematic literature review protocol, two databases, Scopus and ERIC, were searched with a structured string. After identification, duplicate removal, title and abstract screening, and full-text eligibility assessment under a PRISMA-style flow (Figure 1), and after quality appraisal with the Critical Appraisal Skills Programme (CASP) checklist, 52 primary studies were retained for qualitative thematic synthesis. Three themes emerged. Antecedents are driven mainly by institutional support, digital competence, and professional identity; consequences centre on emotional exhaustion and reduced satisfaction and performance for educators and on lower motivation and engagement for learners; and coping is shaped by training, institutional scaffolding, and the positive variant of strain known as techno-eustress. These findings imply that schools and universities should prioritise sustained technical and pedagogical support, structured digital-competence training, and workload management to buffer technostress, while future research should move beyond cross-sectional survey designs and widen coverage to under-represented settings such as rural and Global South contexts. The review contributes a current, appraisal-based evidence map to guide practice, policy, and research in digital education.

MENTAL HEALTH LITERACY (MHL) INTERVENTIONS WITH CULTURAL, RELIGIOUS OR SPIRITUAL ADAPTATION: A SYSTEMATIC REVIEW

2026-09-03T11:09:57+08:00

Mental health literacy (MHL) interventions are increasingly adapted to reflect the cultural, religious, and spiritual backgrounds of diverse populations, as standard programmes may not adequately address local beliefs, language, stigma, and help-seeking practices. However, evidence on how such adaptations is designed, delivered, and evaluated remains fragmented across different settings and population groups. This systematic review aimed to synthesise current evidence on MHL interventions incorporating cultural, religious, or spiritual adaptation, with particular attention to the nature of adaptation, mechanisms of engagement, and intervention outcomes. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. An advanced search was conducted in Scopus and Web of Science using combinations of the keywords “mental health literacy,” “intervention,” “spiritual,” and “cultural.” Studies were screened according to predefined inclusion and exclusion criteria, resulting in 21 primary studies included in the final synthesis. The findings were organised into three themes: (1) cultural adaptation centred on content, framing, and conceptual relevance; (2) trust, social infrastructure, and delivery as mechanisms of engagement; and (3) short-term effectiveness, implementation feasibility, and uncertain sustainability. Most interventions adapted existing programmes through language modification, culturally relevant examples, local explanatory models, spiritual or religious framing, and community-specific help-seeking information rather than complete programme redesign. Engagement was strengthened through trusted facilitators, faith leaders, community organisations, culturally familiar settings, and accessible digital or face-to-face delivery. The reviewed interventions generally reported improvements in mental health knowledge, confidence, stigma-related attitudes, and helping intentions, although evidence for sustained help-seeking, service use, and long-term behavioural change was limited. Overall, culturally, religiously, and spiritually adapted MHL interventions appear promising for improving relevance, acceptability, and short-term outcomes, but stronger longitudinal studies and clearer reporting of adaptation processes are needed to establish their long-term effectiveness and sustainability.

ETHICAL RESTRAINT THROUGH TASAWWUF: REIMAGINING MUSLIM YOUTH’S ATTITUDES TOWARDS DIGITAL PIRACY IN THE CONTEXT OF ISLAMIC INTELLECTUAL PROPERTY ETHICS

2026-09-03T11:31:35+08:00

Digital piracy is a growing concern in the intellectual property (IP) landscape, particularly among university students, who often represent the largest demographic of digital content consumers. While legal and technical solutions have been implemented, ethical and spiritual interventions remain underutilized. This study examines the impact of Tasawwuf education, an Islamic discipline focused on spiritual purification and ethical self-governance, on shaping the attitudes of Muslim university students toward digital piracy. Drawing on the Theory of Planned Behaviour (TPB), the study extends the model by incorporating religious elements, such as al-Istiqāmah (steadfastness) and al-Sukūn (inner peace), derived from Tasawwuf Akhlāqi. A quantitative survey was conducted involving 93 Muslim students from public Malaysian universities. Results show that religiosity, when operationalised through Tasawwuf education, significantly predicts ethical awareness and behavioural restraint toward digital piracy. The findings suggest that integrating Tasawwuf-based moral pedagogy into formal Islamic education can contribute towards ethical IP conduct in the digital age. This paper recommends a fiqh-based ethical model for IP awareness among Muslim youth and calls for fatwa institutions and higher education bodies to incorporate spiritually anchored digital ethics into curricula and awareness campaigns.

EFFECTIVENESS OF TANGIBLE TEACHING AIDS IN ENHANCING LEARNERS’ VISUALIZATION SKILLS: A STRUCTURED LITERATURE REVIEW

2026-09-03T11:38:21+08:00

This systematic literature review (SLR) investigates the effectiveness of Tangible Teaching Aids (TTA) in developing students’ visualisation skills across different educational settings. Visualisation skills play an important role in the conceptual understanding, spatial reasoning, and abstract thinking. However, many students struggle to develop these abilities because they have limited access to concrete, interactive, and technology-supported learning materials. This challenge creates a need to synthesise existing research on how tangible and technology-enhanced instructional tools influence visualisation-related learning outcomes. The review followed the PRISMA framework to maintain a transparent and systematic study selection process. A structured search was conducted in the Scopus and ERIC databases using terms such as “visualisation skills,” “teaching aids,” and “tangible,”. The search covered studies published between 2016 and 2026. After the inclusion and exclusion criteria were applied, 27 primary studies were retained for the final analysis. The findings were organised into three major themes. The first theme, Tangible and Physical Learning Tools for Conceptual and Spatial Understanding, covers hands-on manipulatives and physical models that support cognitive mapping and spatial comprehension. The second theme, Digital Visualisation, Simulation, and Immersive Educational Technologies, includes augmented reality, virtual reality, simulations and interactive visualisation platforms that strengthen engagement and conceptual understanding. The third theme Multisensory, Inclusive, and Accessibility-Oriented Educational Aids, focuses on adaptive and assistive resources designed to support learners with different needs, including students with disabilities. The findings show that tangible teaching aids and related technologies consistently enhance students’ visualisation performance, conceptual retention, and engagement across different academic disciplines. The review concludes that combining tangible, digital and multisensory approaches provide a more inclusive and effective framework for strengthening visualisation skills in contemporary education. It also identifies a need for further empirical research involving varied educational contexts and learners’ populations.

UNDERSTANDING BARRIERS AND FACILITATORS OF MENTAL HEALTH LITERACY AMONG SOCIOECONOMICALLY DISADVANTAGED YOUTH

2026-09-03T11:44:04+08:00

Mental health literacy plays a crucial role in promoting early recognition of mental health problems, reducing stigma, and facilitating timely help-seeking among young people. However, socioeconomically disadvantaged youth continue to experience substantial barriers that limit access to mental health information, appropriate support, and mental health services. Existing evidence on these barriers and facilitators remains fragmented across different sociocultural and geographical contexts, making it difficult to establish a comprehensive understanding of the factors influencing mental health literacy within this population. Therefore, this systematic literature review aimed to synthesise current evidence on the barriers and facilitators of mental health literacy among socioeconomically disadvantaged youth. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. A comprehensive literature search was conducted using the Scopus and Web of Science databases, covering publications from 2020 to 2026. The search strategy employed combinations of keywords related to mental health literacy, barriers, facilitators, socioeconomic disadvantage, and youth. Following a rigorous screening and eligibility process, 18 studies met the predefined inclusion criteria and were included in the final synthesis. An integrative thematic analysis identified three overarching themes: (1) mental health literacy and sociocultural determinants among socioeconomically disadvantaged youth; (2) barriers and facilitators to mental health literacy, help-seeking and service access; and (3) contextually adapted strategies and interventions to improve mental health literacy. The findings indicate that mental health literacy is shaped by a complex interaction of individual, interpersonal, sociocultural, and structural factors. While stigma, cultural beliefs, socioeconomic inequalities, and limited-service accessibility remain persistent barriers, supportive social networks, youth-centred services, digital innovations, peer-led initiatives, and culturally responsive interventions were consistently identified as important facilitators for improving mental health literacy and encouraging appropriate help-seeking. Overall, this review provides a comprehensive synthesis of the current evidence and highlights the need for integrated, culturally responsive, and contextually appropriate mental health literacy strategies that address both educational and structural inequalities to improve mental health outcomes among socioeconomically disadvantaged youth.

UTAUT IN ACTION: EXPLORING EDUCATIONAL MONITORING INTENTIONS THROUGH PARENTAL CONTROL SOFTWARE AMONG GENERATION Y PARENTS IN MALAYSIA

2026-09-03T18:01:54+08:00

Despite often having access to smart devices in their daily lives, Malaysian Generation Y parents reveal hesitation to use digital screening software to monitor their children's online behaviour for academic enrichment. This paper attempts to explain the motivating forces behind this deliberate pattern, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model to test the structural effects of performance expectancy, effort expectancy, interpersonal social pressures and structural conditions available. A web-based questionnaire with a 7-point Likert configuration was employed in collecting the empirical data using a structured quantitative research design, with 310 mothers and fathers aged 29-44 as the subjects sampled in Malaysia. Structural results suggest that interpersonal social factors and infrastructural conditions with ease of access directly influence the intention to use supervision software, while internal factors (performance expectancy and effort expectancy) are not statistically significant. These observations highlight that for this group, external community reinforcement and environmental support frameworks can be more important than conventional evaluations of the utility of applications or ease of use. This inquiry, therefore, proposes important practical guidelines for application designers, government bodies and educational administrators who wish to promote responsible, secure usage of devices in line with educational objectives and on the basis of proactive family engagement.

CASE STUDY OF UITM KEDAH ON THEMATIC ANALYSIS OF INDUSTRIAL TRAINING REPORTS FROM LIBRARY MANAGEMENT STUDENTS

2026-09-03T18:16:39+08:00

Industrial training in Library and Information Science (LIS) education is an important feature, which serves to integrate theory learnt in the classroom, into practice and the construction of one’s identity as an information professional. Ten industrial training reports submitted by Bachelor of Information Management (Library Management) students to Universiti Teknologi MARA (UiTM) Kedah Branch were analyzed using the Braun and Clarke (2006) thematic analysis approach to explore how the students reflected on the variety of learning they gained during industrial training. A total of seven themes were identified: experience in multiple departments of the library; technical and digital skills acquisition; user and information literacy development; outreach and promotional involvement; employability skills and soft skills enhancement; professionalism and workplace adaptation and issues related to cataloguing and technical duties. Together, the findings illustrated how industrial training acts as a technical practicum as well as a socialisation process for students. Through industrial training, they gained necessary skills, adapted to workplace expectations and began to envisage themselves as upcoming information professionals. Additionally, students described Cataloguing as a ‘productive struggle’ that developed patience, tenacity and critical thinking ability. In addition, students’ personal reflections during industrial training revealed an in-depth understanding of their development, though self-reported outcomes might represent limitations due to subjectivity and would benefit from being supplemented with external data from supervisors, users and long-term follow up with careers.

PENDEKATAN INTERVENSI COGNITIVE BEHAVIORAL THERAPY FOR HEALING (CBT-HEALING) DALAM MENANGANI TEKANAN KERJA POLIS DIRAJA MALAYSIA

2026-09-03T18:26:15+08:00

Tekanan kerja dalam kalangan anggota polis merupakan isu kesihatan pekerjaan yang signifikan dalam bidang occupational health psychology kerana kesannya terhadap kesejahteraan psikologi, prestasi kerja, dan keberkesanan organisasi. Dalam konteks Polis Diraja Malaysia (PDRM), tekanan kerja dipengaruhi oleh tuntutan operasi berisiko tinggi, peningkatan beban kerja, serta pendedahan berterusan kepada peristiwa traumatik. Walaupun pelbagai intervensi psikologi telah diperkenalkan, kebanyakannya masih berfokus kepada pengurusan simptom dan kurang memberi perhatian kepada mekanisme psikologi asas seperti kognisi maladaptif dan regulasi emosi. Oleh itu, kertas konsep ini mencadangkan pendekatan Cognitive Behavioral Therapy for Healing (CBT-H) sebagai intervensi bersepadu yang menggabungkan penstrukturan kognitif, regulasi emosi, dan pembangunan self-compassion. Kajian ini bertujuan membangunkan satu kerangka intervensi yang berasaskan teori dan boleh diuji secara empirikal dalam konteks kepolisan Malaysia. Pendekatan ini dijangka dapat mengurangkan tekanan kerja dan burnout serta meningkatkan kesejahteraan psikologi anggota PDRM secara lebih berkesan dan mampan.

Occupational stress among police officers is a significant issue in the field of occupational health psychology due to its impact on psychological well-being, job performance, and organizational effectiveness. In the context of the Royal Malaysia Police (PDRM), work stress is influenced by high-risk operational demands, increasing workload, and continuous exposure to traumatic incidents. Although various psychological interventions have been introduced, most remain symptom-focused and provide limited attention to underlying psychological mechanisms such as maladaptive cognitions and emotion regulation. Therefore, this conceptual paper proposes the Cognitive Behavioral Therapy for Healing (CBT-H) approach as an integrated intervention that combines cognitive restructuring, emotional regulation, and the development of self-compassion. This study aims to develop a theoretically grounded intervention framework that can be empirically tested within the Malaysian policing context. The proposed approach is expected to reduce occupational stress and burnout while enhancing psychological well-being among PDRM officers in a more effective and sustainable manner.

DEVELOPING A WEB-BASED DIGITAL PARENTING SUPPORT SYSTEM FOR MALAYSIAN PARENTS USING THE ADDIE MODEL

2026-09-03T18:35:34+08:00

Parents’ responsibilities have become more challenging today as digital technology influences many aspects of children's daily lives. The challenges do not only revolve around controlling and managing screen time. Beyond that, parents also need to be able to guide their children on online responsibilities and help them respond to online risks while fostering values within the online environment. In Malaysia, these responsibilities towards children are influenced by local culture, religion, language and uneven levels of digital literacy among parents. Thus, this study aimed to design, develop and evaluate Platform KID, a culturally tailored digital parenting platform intended to enhance Malaysian parents’ digital literacy and support responsible online parenting practices. Based on the ADDIE model framework, Platform KID was developed phase by phase from Analysis, Design, Development, Implementation and Evaluation stages. The main features of the platform were developed based on a need analysis that was conducted previously in earlier research. Thus, the platform integrates structured learning modules, searchable educational resources, interactive engagement features and culturally relevant parenting guidance to promote digital literacy and safe online practices. The research method employed the design and development research approach with mixed-methods that combined beta-testing scores, user feedback’s recommendations and platform usage analytics. The beta-testing involved 38 parents and guardians. Early results showed high initial acceptance with mean scores of 4.26/5 for overall satisfaction, 4.26/5 for expectation fulfilment and 4.32/5 for recommendation likelihood. However, the platform usage analysis highlights that user retention, mobile-friendly design and stronger engagement approach are important to enhance platform performance. Expert validation procedure was not included in the evaluation phase to focus more on end-user beta testing and early usage performance. However, the platform usage analysis indicates that stronger user-retention strategies, mobile-responsive design, and more engaging content pathways remain necessary to enhance platform performance. Overall, the findings suggest that the ADDIE framework provided a systematic structure for developing an educationally and culturally relevant platform for Malaysian parents.

INVESTIGATING MALAY LANGUAGE ACQUISITION AMONG IIUM INTERNATIONAL STUDENTS: A PROCESSABILITY THEORY ANALYSIS

2026-09-04T09:56:28+08:00

This study investigates Malay morphosyntactic acquisition among four international undergraduate students at the International Islamic University Malaysia (IIUM) using Processability Theory (PT). Adopting a qualitative multiple case study design, the study collected data through semi-structured interviews and flashcard elicitation tasks targeting vocabulary, derivational morphology, phrasal constructions, and yang-clause production. Two research questions guided the study: (1) what lexical and morphological forms do international students acquire after completing a foundational Malay language course? and (2) which PT developmental stages have these learners reached in Malay? Lexical analysis showed variation across participants. Participant A produced the highest output, with 70 types and 148 tokens, followed by Participant D with 43 types and 60 tokens, Participant C with 34 types and 67 tokens, and Participant B with 31 types and 63 tokens. Morphological analysis showed that all participants used the derivational suffix -an across more than one verb stem, satisfying the emergence criterion for Category Procedure. All participants also produced verb phrase and noun phrase constructions consistent with Phrasal Procedure. Although all four participants attempted yang-clause constructions, none produced multiple independent instances with sufficient lexical variation. Phrasal Procedure is therefore the highest PT developmental stage reached by the learners. Participant A’s stronger performance appears to be linked to regular informal interaction with Malay-speaking peers, suggesting that input outside the classroom can support faster development. The findings indicate that one semester of formal instruction can help adult learners progress through the lower and intermediate PT stages in Malay, but productive use of higher-level syntactic structures requires more regular and extended exposure. The study extends PT research to adult Malay foreign language acquisition and offers pedagogical insights for university-level Malay language programmes.

THE LEVEL OF LECTURERS’ PERCEIVED EFFECTIVENESS AMONG OPEN-DISTANCE LEARNING (ODL) STUDENTS IN PUBLIC SPEAKING ASSESSMENT

2026-09-04T10:11:30+08:00

The expansion of Open and Distance Learning (ODL) has significantly transformed teaching and assessment practices in higher education (Garrison, 2011; Moore & Kearsley, 2012). This study aims to examine the level of lecturer’s perceived effectiveness among ODL students in public speaking assessment. A quantitative method with a descriptive research design was employed, involving 400 undergraduate students from selected higher education institutions. Data were collected using a structured questionnaire measuring instructional clarity, feedback quality, student engagement, and assessment practices. Descriptive statistical analysis revealed that the overall level of lecturer effectiveness was high. Among the dimensions, instructional clarity and feedback quality recorded the highest mean scores, while student engagement showed relatively lower scores. The findings suggest that although lecturers are generally effective in ODL environments, there is a need to enhance interactive teaching strategies to improve student engagement. This study contributes to the growing body of literature on ODL effectiveness and provides practical implications for improving public speaking assessment in online learning contexts.

INTEGRATING ISO 9712-BASED CERTIFICATION INTO PUBLIC SKILLS TRAINING INSTITUTIONS: A SYSTEMATIC LITERATURE REVIEW

2026-09-02T15:58:18+08:00

Non-Destructive Testing (NDT) plays a critical role in ensuring the safety, reliability, and quality of industrial assets, particularly in sectors where inspection decisions directly influence operational integrity and public safety. The competence of NDT personnel is therefore a major concern, as certification based on international standards such as ISO 9712 provides a structured mechanism for qualification, assessment, and professional recognition. However, despite the increasing importance of certified NDT personnel, limited systematic evidence has examined how ISO 9712-based certification can be integrated into public skills training institutions to strengthen personnel competence, training quality, and industrial readiness. This systematic literature review aims to analyze existing research related to NDT personnel certification, training, competency development, and quality-oriented certification practices. The review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. An advanced search strategy was applied in Scopus and Web of Science using the keywords “non-destructive testing”, “personnel”, “training”, “competency”, and “certification”. The search covered publications from 2016 to 2026. Following identification, screening, eligibility assessment, duplicate removal, and quality assessment, 22 primary studies were included in the final qualitative synthesis. The thematic analysis generated three major themes: NDT personnel certification, qualification, and competence assurance; NDT education, training, innovation, and competency development; and data-driven, quality-oriented NDE for certification and industrial assurance. The findings indicate that successful integration of ISO 9712-based certification into public skills training institutions requires alignment between certification standards, instructor capability, practical training resources, competency-based assessment, industrial collaboration, and emerging digital NDE practices. This review synthesizes fragmented evidence and proposes a clearer research direction to strengthen NDT certification pathways within public skills training systems.

PERSEPSI GENDER DAN NIAT MENYERTAI PILATES: PERANAN PENGANTARAAN KONSTRUK TEORI TINGKAH LAKU TERANCANG

2026-09-08T17:01:17+08:00

Pilates merupakan aktiviti minda-tubuh yang memberikan pelbagai manfaat kecergasan, namun persepsi gender terhadap aktiviti ini berpotensi berkaitan dengan niat penyertaan melalui mekanisme psikososial. Berasaskan Teori Tingkah Laku Terancang (TTLT), kajian ini bertujuan menguji hubungan persepsi gender dengan niat menyertai Pilates melalui peranan pengantaraan sikap, norma subjektif dan kawalan tingkah laku yang dirasakan. Kajian kuantitatif menggunakan reka bentuk tinjauan keratan rentas melibatkan 142 individu dewasa di Lembah Klang, terdiri daripada 71 lelaki dan 71 wanita. Data dikumpulkan menggunakan soal selidik berstruktur dan dianalisis menggunakan statistik deskriptif, korelasi Pearson, regresi berbilang dan analisis pengantaraan selari dengan 5,000 sampel bootstrap. Dapatan menunjukkan bahawa persepsi gender mempunyai hubungan negatif yang signifikan dengan sikap (β = −.328, p < .001), norma subjektif (β = −.331, p < .001) dan kawalan tingkah laku yang dirasakan (β = −.356, p < .001). Sikap (β = .252, p = .001), norma subjektif (β = .225, p = .004) dan kawalan tingkah laku yang dirasakan (β = .379, p < .001) pula merupakan peramal positif yang signifikan terhadap niat menyertai Pilates. Model menerangkan 38.3% varians niat. Sebaliknya, kesan langsung persepsi gender terhadap niat tidak signifikan selepas ketiga-tiga konstruk TTLT dimasukkan ke dalam model (β = .078, p = .305). Analisis pengantaraan menunjukkan kesan tidak langsung yang signifikan melalui sikap (B = −.091, 95% CI [−.180, −.023]), norma subjektif (B = −.082, 95% CI [−.156, −.029]) dan kawalan tingkah laku yang dirasakan (B = −.149, 95% CI [−.245, −.072]). Dapatan ini menunjukkan corak indirect-only mediation, dengan kawalan tingkah laku yang dirasakan sebagai mediator dan peramal niat yang paling dominan. Kajian ini menyokong aplikasi TTLT yang diperluas dengan menunjukkan bahawa persepsi gender berkaitan dengan niat menyertai Pilates terutamanya melalui mekanisme psikososial, bukannya melalui kesan langsung. Kajian akan datang disarankan menggunakan reka bentuk longitudinal dan sampel yang lebih pelbagai untuk mengesahkan mekanisme pengantaraan serta hubungannya dengan penyertaan Pilates sebenar.

Pilates is a mind-body exercise associated with various fitness benefits; however, gender perceptions surrounding the activity may be related to participation intention through psychosocial mechanisms. Drawing on the Theory of Planned Behavior (TPB), this study examined the relationship between gender perceptions and intention to participate in Pilates through the mediating roles of attitude, subjective norm, and perceived behavioral control. A quantitative cross-sectional survey was conducted among 142 adults in the Klang Valley, comprising 71 men and 71 women. Data were collected using a structured questionnaire and analyzed using descriptive statistics, Pearson correlation, multiple regression, and parallel mediation analysis with 5,000 bootstrap samples. Gender perceptions were significantly and negatively related to attitude (β = −.328, p < .001), subjective norm (β = −.331, p < .001), and perceived behavioral control (β = −.356, p < .001). In turn, attitude (β = .252, p = .001), subjective norm (β = .225, p = .004), and perceived behavioral control (β = .379, p < .001) significantly and positively predicted intention to participate in Pilates. The model explained 38.3% of the variance in participation intention. In contrast, the direct effect of gender perceptions on intention was not significant after accounting for the three TPB constructs (β = .078, p = .305). Parallel mediation analysis revealed significant indirect effects through attitude (B = −.091, 95% CI [−.180, −.023]), subjective norm (B = −.082, 95% CI [−.156, −.029]), and perceived behavioral control (B = −.149, 95% CI [−.245, −.072]). These findings indicate an indirect-only mediation pattern, with perceived behavioral control emerging as the strongest mediator and predictor of intention. The study supports an extended application of TPB by demonstrating that gender perceptions are related to Pilates participation intention primarily through psychosocial mechanisms rather than through a direct effect. Future studies should employ longitudinal designs and more diverse samples to validate the mediation mechanisms and examine their associations with actual Pilates participation.

EXPLORING GENERATIVE AI IN LEARNING BIOLOGICAL DIVERSITY: PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS

2026-09-08T17:05:25+08:00

This study investigated the patterns of use, pedagogical roles, challenges, and ethical considerations of generative artificial intelligence (GenAI) among pre-service science teachers in learning Biological Diversity. A mixed-method case study design was conducted involving 15 Year 1 pre-service science teachers enrolled in a 14-week course at the Institute of Teacher Education, Penang Campus, Malaysia. Data were collected via an electronic mixed-method questionnaire comprising 5-point Likert scale items and open-ended questions. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed using thematic analysis. Results showed universal GenAI adoption (), with ChatGPT identified as the primary tool () alongside Google Gemini (). Participants predominantly used GenAI for speciation understanding (), concept explanation (), and taxonomy classification (). Highly positive perceptions were reported regarding GenAI's role in connecting real-world issues, simplifying complex concepts, and aiding self-paced learning. However, major challenges included concerns over scientific accuracy (), potential over-reliance reducing independent thinking (), and over-simplification of technical procedural knowledge. Consequently, of participants reported actively verifying AI outputs against textbooks and scientific literature. The study concludes that while GenAI is a valuable supplementary tool for biological diversity education, its successful implementation requires guided instruction that prioritizes epistemic vigilance, critical thinking, and ethical AI literacy.

FORMULATING A CONCEPTUAL UNDERSTANDING OF DIGITAL E-PORTFOLIO MASTERY AMONG FORM FOUR STUDENTS IN MALAYSIA

2026-09-08T17:10:14+08:00

This study aims to develop a conceptual understanding of digital e-portfolio mastery among Form Four students in Malaysia. Using a qualitative approach through a Basic Qualitative Inquiry study design, five participants were involved, consisting of three students and two Visual Arts Education teachers. Data were collected through semi-structured interviews and manually analyzed using coding and thematic analysis methods. The study findings showed that mastery of e-portfolios among students is still low and limited to a basic understanding as a place to store assignments. Four main themes were identified: (i) ambiguity of the e-portfolio concept, (ii) constraints in writing reflections, (iii) weaknesses in digital design creativity, and (iv) lack of support and guidance structures from teachers. Students were seen to fail to build authentic reflective and visual narratives, while teachers did not play an active role in providing structured guidance or meaningful evaluation of students' portfolios. This study suggests that the implementation of e-portfolios in arts education be strengthened with a conceptual framework that includes conceptual understanding, pedagogical support, and creative reflection skills. This study also contributes to a new understanding of the challenges and potential of implementing digital e-portfolios at the secondary school level. The implications of the study indicate the need for teacher training, the development of systematic rubrics, and the formal integration of digital literacy into the Visual Arts Education curriculum. It is hoped that these findings can serve as a basis for further research and the development of e-portfolio-based pedagogical models in the context of 21st century education.

ANALYSIS OF THE APPLICATION OF GAGNES’S THEORY IN PRIMARY SCHOOL MATHEMATICS LESSON PLANS: A DOCUMENT ANALYSIS STUDY

2026-09-08T17:13:42+08:00

This study examines how Gagné’s Nine Events of Instruction are represented in primary school Mathematics lesson plans developed by pre-service teachers. Gagné’s instructional framework was used as the analytical basis to evaluate the presence and clarity of the nine instructional events within written lesson plans. A qualitative document analysis design was employed, involving five Mathematics lesson plans selected through purposive sampling. The documents were analysed using qualitative content analysis, with each instructional event coded according to whether it was consistently represented, partially represented, or insufficiently represented. The findings indicate that gaining learners’ attention, informing learners of the objectives, presenting content, and assessing performance were more consistently represented across the lesson plans. In contrast, stimulating recall of prior learning, providing structured learning guidance, eliciting meaningful performance, providing formative feedback, and enhancing retention and transfer were less consistently represented. Variations were also observed in the depth and clarity with which the instructional events were incorporated into the lesson plans. Overall, the findings suggest that Gagné’s instructional framework was represented partially and unevenly rather than uniformly across the analysed documents. The study highlights the need for more structured guidance and practical training to support pre-service teachers in translating instructional theory into systematic Mathematics lesson planning, particularly in areas involving scaffolding, formative feedback, and transfer of learning.

BEYOND DIGITAL ENTREPRENEURSHIP EDUCATION: PARALLEL PATHWAYS THROUGH ATTITUDE AND SELF-EFFICACY TO DIGITAL ENTREPRENEURIAL INTENTION

2026-09-08T17:18:29+08:00

Digital entrepreneurship education is increasingly important in preparing students to identify and pursue digitally enabled venture opportunities. However, the psychological mechanisms connecting educational exposure with digital entrepreneurial intention remain insufficiently differentiated. Drawing on the Theory of Planned Behaviour and Social Cognitive Career Theory, this study examines digital entrepreneurial attitude and digital entrepreneurial self-efficacy as parallel pathways linking digital entrepreneurship education to digital entrepreneurial intention. A quantitative cross-sectional survey was conducted among 304 Bumiputera students representing five categories of MARA higher education institutions in Malaysia. The proposed relationships were analysed using partial least squares structural equation modelling. The results showed that digital entrepreneurship education was positively associated with digital entrepreneurial intention (β = .197, p < .001), digital entrepreneurial attitude (β = .700, p < .001), and digital entrepreneurial self-efficacy (β = .697, p < .001). Digital entrepreneurial attitude (β = .120, p = .008) and digital entrepreneurial self-efficacy (β = .197, p < .001) were also positively associated with digital entrepreneurial intention. Both indirect pathways were statistically significant, with digital entrepreneurial attitude mediating the relationship between digital entrepreneurship education and digital entrepreneurial intention (β = .084, p = .018), and digital entrepreneurial self-efficacy demonstrating a significant indirect effect (β = .137, p = .001). These findings indicate that digital entrepreneurship education is associated with entrepreneurial intention through complementary evaluative and capability-based mechanisms. The study contributes to digital entrepreneurship education literature by distinguishing educational exposure, entrepreneurial attitude, self-efficacy, and motivational commitment within a focused theoretical framework. It also provides practical guidance for higher education institutions seeking to strengthen students’ favourable evaluation of digital entrepreneurship, practical confidence, and readiness to pursue digitally enabled venture creation.

DEVELOPMENT OF SUSTAINABLE COMPETENCY EVALUATION CRITERIA FOR THE BUILDING SERVICES COURSE IN THE CONSTRUCTION TECHNOLOGY PROGRAMME

2026-09-08T17:24:02+08:00

Education for Sustainable Development (ESD) is receiving increasing emphasis in higher education to produce graduates capable of addressing sustainability challenges holistically. Nevertheless, a scarcity persists regarding standardized, systematic, and valid assessment criteria to measure students' sustainable competencies within Construction Technology programs at Vocational Colleges. Accordingly, this study was conducted to develop sustainable competency assessment criteria for implementation within Construction Technology programs. The objective of this study is assessing the validity and reliability of sustainable competency evaluation criteria through the Fuzzy Delphi Method (FDM). The research design employs a quantitative approach utilizing a survey method, conducted among Vocational College lecturers involving ten expert panelists selected via purposive sampling. The research instrument comprises a Fuzzy Delphi questionnaire developed based on the UNESCO sustainable competency framework encompassing eight primary constructs, whereas data analysis is performed using triangular fuzzy numbers through the determination of the threshold value (), expert consensus percentage (), and defuzzification value (α-cut ≥ 0.5). The developed assessment criteria were found to possess a high level of content validity and reliability, rendering them suitable for application within the context of Construction Technology programs. This study contributes to the development of standardized and systematic sustainable competency assessment instruments to support the implementation of ESD, while serving as a reference for higher education institutions in assessing sustainable competencies with enhanced validity, consistency, and efficacy.

COACH-LED ADAPTIVE GAME-BASED MOTOR COMPETENCE INTERVENTIONS FOR CHILDREN AGED 6–12 YEARS: A SYSTEMATIC REVIEW OF AGILITY, BALANCE, COORDINATION, AND ENJOYMENT OUTCOMES

2026-09-08T17:30:24+08:00

Motor competence in middle childhood is a critical foundation for lifelong physical activity, yet many children fail to achieve adequate proficiency in agility, balance, and coordination. Game-based interventions have gained attention as a promising approach to develop these skills while fostering positive affective experiences such as enjoyment. This systematic review and meta-analysis aimed to quantify the overall effects of game-based interventions on motor competence in children aged 6–12 years, examine differential effects on agility, balance, and coordination separately, evaluate whether these interventions enhance enjoyment, and explore moderating factors including age, sex, and program parameters. We conducted a comprehensive literature search across six electronic databases, screened studies against predefined inclusion criteria, and assessed risk of bias using established Cochrane tools. Random-effects meta-analyses were performed where sufficient data were available, with subgroup analyses and meta-regression examining heterogeneity. The findings showed that game-based interventions generally produced significant improvements in motor outcomes compared with control conditions, with effects varying across agility, balance, and coordination. Enjoyment was consistently reported as a positive outcome, though measurement tools differed across studies. Intervention effectiveness was moderated by participant age, with younger children showing greater responsiveness, and by program duration and frequency, where longer and more frequent sessions yielded larger effects. Comparisons between progressive or individualized programs and standardized approaches yielded mixed findings. This review provides robust evidence that game-based interventions effectively improve motor competence and enhance enjoyment in children aged 6–12 years, supporting their integration into physical education curricula and community-based programs.

DEVELOPMENT OF MINECRAFT EDUCATION DIGITAL STORYTELLING (MEDS) MODULE FOR PRIMARY GEOMETRY LEARNING

2026-09-08T17:34:40+08:00

The integration of digital technologies in mathematics education has created opportunities to enhance students’ engagement and conceptual understanding through interactive learning environments. Nevertheless, many primary school students continue to experience difficulties in learning geometry, particularly in visualising geometric shapes and understanding perimeter, area, and volume. Although Minecraft Education and digital storytelling have been used independently in educational settings, limited research has focused on developing a structured instructional module that systematically integrates both approaches for primary geometry learning. Therefore, this study aimed to develop the Minecraft Education Digital Storytelling (MEDS) Module for primary geometry learning using the ADDIE instructional design model involving five phases: Analysis, Design, Development, Implementation, and Evaluation. The needs analysis involved 10 primary school mathematics teachers and 100 Year 4 students, while five experts participated in the content validation process and 20 Year 5 students participated in the pilot implementation. The MEDS Module was developed as an eight-week instructional programme that integrates Minecraft Education, Digital Storytelling and Gamified Project-Based Learning to support geometry learning through collaborative construction, mathematical explanation, storytelling, and machinima production activities. The evaluation findings showed that the MEDS Module achieved high content validity (CVI = 0.89) and high reliability (Cronbach's Alpha = 0.87), indicating satisfactory content validity and internal consistency. The module is valid, reliable, and suitable for implementation in primary mathematics classrooms. Overall, the MEDS Module provides teachers with a structured instructional resource for teaching perimeter, area, volume, and geometry problem-solving while supporting students’ spatial visualisation, creativity, communication, collaboration, and critical thinking.

INTERNAL CORPORATE SOCIAL RESPONSIBILITY AND WORKPLACE COMMITMENT IN MALAYSIAN PRIVATE HIGHER EDUCATION INSTITUTIONS: FINDINGS FROM A PILOT STUDY

2026-09-08T21:35:11+08:00

The problem of turnover and decline in organizational performance still exists in Malaysian Private Higher Education Institutions (PHEIs) hence the need for effective employee-oriented management strategies. Although Internal Corporate Social Responsibility (ICSR) has been identified as a strategic tool to improve the employees’ well-being and organisational outcomes, empirical evidence in Malaysian PHEIs is still lacking. The purpose of this pilot study is to investigate the associations between ICSR dimensions, employee perception, organisational performance and organisational commitment and to assess the reliability and validity of the proposed research instrument. A quantitative survey was conducted among employees of the Malaysian private higher education institution and 38 valid responses were obtained. Data were analyzed using SPSS 29.0 and SmartPLS 4.1. The measurement model showed good internal consistency, convergent validity and discriminant validity after some minor refinement to several indicators. Preliminary findings indicate that ICSR has a positive relationship with both organisational performance and organisational commitment, with employee perception as a potential mediating mechanism. The results are exploratory given the small sample size, but they provide some initial empirical evidence for the proposed framework and confirm the appropriateness of the measurement instrument for future large scale research. This study contributes to the limited literature on employee-centred CSR in Malaysian higher education, and provides practical insights on how to improve organisational sustainability through responsible internal management practices.

FROM INTERVENTION EFFICACY TO ORGANIZATIONAL TRANSLATION: A THEORY-BUILDING SYSTEMATIC REVIEW OF PSYCHOSOCIAL INTERVENTIONS FOR EMPLOYEE WELL-BEING

2026-09-08T21:48:45+08:00

Psychosocial risks are increasingly recognized as major determinants of employee well-being, organizational functioning, and sustainable workforce performance. Over the past several decades, psychosocial interventions in the workplace have evolved from individual-focused stress management approaches toward more diverse, multilevel, and organizationally embedded strategies. Even with this growth, the literature remains unclear about why some interventions lead to long-term benefits for organizations. In contrast, others only help individuals in the short term. This systematic literature review synthesizes 165 studies published between 1987 and 2025 to examine the evolution, effectiveness, and implementation of psychosocial interventions for employee well-being across individual, supervisory, digital, and organizational levels. The review demonstrates a clear historical transition from symptom management approaches such as Cognitive-Behavioural Therapy (CBT), mindfulness, and psychoeducation toward digital, participatory, and psychosocial risk-oriented intervention models. Across the literature, most studies report beneficial effects on stress, burnout, psychological distress, engagement, and psychosocial climate. However, three persistent limitations constrain the field's cumulative development: organizational outcomes such as productivity, absenteeism, and retention remain underrepresented; implementation fidelity is inconsistently reported; and contextual and sector-specific evidence remains limited. To address these gaps, this review advances the Psychosocial Intervention Translation Framework (PITF), which explains intervention success as contingent on three interrelated conditions: structural enablement through Psychosocial Safety Climate (PSC) and leadership support, implementation conversion through fidelity, participation, and organizational readiness, and outcome conversion through the embedding of proximal well-being gains into broader organizational performance. The review contends that the primary challenge in psychosocial intervention research has shifted from merely identifying effective intervention modalities to comprehending how these interventions are converted into enduring organizational value. Accordingly, the article repositions psychosocial interventions from isolated treatment mechanisms to context-dependent organizational change processes.

ENHANCING STUDENT PERFORMANCE AND PROBLEM ANALYSIS ATTAINMENT THROUGH INTENSIVE CLASSES IN SOLID MECHANICS

2026-09-08T21:55:18+08:00

The Solid Mechanics course offered to undergraduate students of the Diploma in Civil Engineering programme at the Faculty of Civil Engineering, Universiti Teknologi MARA (UiTM) Johor Branch, Pasir Gudang Campus, has consistently recorded high failure rates and persistent challenges in students’ attainment of Problem Analysis (PO2), one of the key Programme Outcomes (PO) in engineering education. Intervention by conducting intensive classes prior to the test and final examination was implemented for Semester October 2025-February 2026 (Semester 20254). The first intensive class was conducted one week prior to test; all students were assigned a set of test questions and prepare their solutions in advance before the date of intensive class. Lecturers demonstrated solutions in detail and students cross-checked their solutions, thereby improving their understanding on the application of fundamental concepts in solving problems related to stress and strain, and analysis of beams. Another intensive class prior to the final examination, students were required to solve one set of past final examination paper in group and presented solutions during the intensive class. Lecturer commented and provided feedback on the solutions, and the corrected version of answers will be shared with peers through a shared Google Drive folder. The objective of this study is to assess the effectiveness of intensive classes on the overall performance of students in Solid Mechanics and attainment of PO. Comparisons in terms of failure rate, percentage of Grade A, average marks of PO were made with the semester without intervention i.e. Semester October 2024-February 2025 (Semester 20244) that had almost identical cohort. A detailed analysis on the attainment of each PO in three assessments, namely test, assignment and final examination was made. Merits and limitations of the current intervention are discussed in detail, and suggestions on strategies to improve current intervention are made in the framework of Continual Quality Improvement (CQI). The intervention reduced the failure rate from 31% to 23%, increased the proportion of students achieving Grade A from 2% to 7%, and improved overall PO1 attainment from 52% to 60%, while PO2 attainment remained unchanged at 49%.

FOSTERING 21ST-CENTURY LEARNING SKILLS IN TERTIARY ESL: AN ASSESSMENT OF GAMIFICATION'S ROLE IN ENHANCING CRITICAL READING AND COLLABORATION

2026-09-08T22:13:49+08:00

The tertiary English as a Second Language (ESL) instruction context is often challenged by the need to harmonize traditional teaching approaches to meet the competency requirements of the 21^st century, especially when it comes to teaching critical reading skills and promoting genuine collaboration. Although gamification is believed to have great potential in promoting motivation and collaboration in learning, the way in which it is applied is often rather superficial without proper alignment with higher order reading skills development. In view of this challenge, exploratory qualitative research has been conducted to determine the effectiveness of the "Reading Blockbuster", a group gamification strategy intended to help develop reading and 21^st century collaboration simultaneously. The results show that the activity proved highly motivating, leading to observable improvements in the development of reading skills, namely, scanning, systematic notetaking, and time management. Peer interdependence, interaction, and emerging critical thinking skills were effectively promoted through collaboration and mutual correction of mistakes. Nevertheless, these advantages were limited by strict time limits, heterogeneity of text difficulty, distracting noise in the classroom, and sometimes even competition, with the preference for immediate reactions rather than careful analysis. This research is valuable both theoretically, integrating Self-Determination Theory with approaches to cooperative learning, and practically, providing an effective and low-resource teaching strategy for ESL courses that emphasizes the need for flexible pacing, appropriately levelled texts, and collaborative dynamics within games.

THE INFLUENCE OF CHATGPT USE ON SELF-DIRECTED LEARNING AMONG UNIVERSITY STUDENTS: A SYSTEMATIC LITERATURE REVIEW

2026-09-08T22:18:15+08:00

This systematic literature review examines how ChatGPT use is associated with self-directed learning among university students. It focuses on the purposes and patterns of use, the ways self-directed learning is defined and measured, and the positive outcomes, risks and limitations reported in previous studies. Searches were conducted in Scopus, Web of Science, ERIC and Google Scholar for publications dated from January 2020 to April 2025. The selection process followed PRISMA 2020 procedures. From 847 initially identified records, 15 studies met the eligibility and quality requirements. Data were extracted using a standardised form and analysed through thematic synthesis. Students used ChatGPT for learning-plan development, resource identification, explanation and feedback, language practice, academic writing, monitoring and reflection. Positive outcomes were more evident when tasks included prior reasoning, metacognitive prompts, collaborative activity or requirements to evaluate generated responses. Unguided use was associated with weak verification, cognitive offloading, over-reliance and reduced interaction with lecturers or peers. The review also found substantial variation in measurement. Few studies assessed self-directed learning directly, as most relied on self-regulated learning, metacognition, autonomy, motivation, engagement or academic performance. These outcomes are related to self-directed learning but do not provide equivalent evidence of its development. ChatGPT does not have a uniform effect on self-directed learning. Its contribution depends on task design, learner control, monitoring skills and the critical evaluation of generated information. Current evidence supports its use as a learning scaffold when students retain responsibility for planning, reasoning and evaluation. Evidence of sustained improvement in self-directed learning remains limited, indicating a need for longitudinal studies, direct measures and behavioural evidence of students’ learning processes.