INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

AMALAN PENGURUSAN KEBERSIHAN HAID DALAM KALANGAN MURID PEREMPUAN TAHAP DUA DI SEKOLAH KEBANGSAAN BESTARI JAYA

2026-09-25T11:43:19+08:00

Pengurusan kebersihan haid merupakan satu amalan yang penting dalam memastikan kesihatan dan kesejahteraan murid perempuan khususnya dalam kalangan murid sekolah rendah. Walau bagaimanapun, kajian mengenai pengurusan kebersihan haid terhadap murid perempuan tahap dua di sekolah rendah masih kurang diberikan perhatian terutamanya berkaitan tahap pengetahuan, pendedahan pendidikan di sekolah dan kemudahan yang sistematik dalam pengurusan kebersihan haid. Oleh itu, kajian ini bertujuan untuk mengenal pasti tahap pengetahuan murid perempuan tahap dua di Sekolah Kebangsaan Bestari Jaya terhadap amalan pengurusan kebersihan haid, cabaran yang dihadapi dan keperluan sokongan dalam melaksanakan amalan tersebut. Kajian ini menggunakan pendekatan kualitatif melalui temu bual separa berstruktur terhadap lima informan yang dipilih secara persampelan bertujuan. Informan kajian terdiri daripada tiga orang murid perempuan beragama Islam serta dua individu berkepentingan iaitu seorang guru dan seorang doktor perubatan yang berpengalaman dalam pengurusan kebersihan haid. Hasil dapatan kajian menunjukkan bahawa tahap pengetahuan murid perempuan tahap dua di Sekolah Kebangsaan Bestari Jaya terhadap pengurusan kebersihan haid berada di tahap sederhana. Murid juga menghadapi beberapa cabaran dalam pengurusan kebersihan haid, antaranya seperti kekangan kemudahan, pengetahuan sedia ada dan sokongan persekitaran. Dapatan daripada guru dan doktor perubatan menunjukkan bahawa sokongan terhadap murid masih belum dilaksanakan secara sistematik. Menurutnya, murid memerlukan pendekatan dari segi pengetahuan dan kemudahan bagi memperkukuhkan amalan pengurusan kebersihan haid yang berkesan. Oleh itu, terdapat keperluan untuk memperkukuhkan pendidikan dan sokongan berkaitan pengurusan kebersihan haid dalam kalangan murid serta pihak berkaitan bagi memastikan amalan ini dapat dilaksanakan secara berkesan.

Menstrual hygiene management is an essential practice in ensuring the health and well-being of female pupils, particularly those in primary schools. However, studies on menstrual hygiene management among upper primary female pupils remain limited, especially regarding their level of knowledge, educational exposure in schools, and the availability of systematic facilities to support menstrual hygiene management. Therefore, this study aimed to identify the level of knowledge of upper primary female pupils at Sekolah Kebangsaan Bestari Jaya regarding menstrual hygiene management practices, the challenges they encounter, and the support they require in implementing these practices. This study employed a qualitative approach through semi-structured interviews involving five purposively selected informants. The informants consisted of three Muslim female pupils and two key stakeholders, namely a teacher and a medical doctor with experience in menstrual hygiene management. The findings revealed that the level of knowledge of upper primary female pupils at Sekolah Kebangsaan Bestari Jaya regarding menstrual hygiene management was moderate. The pupils also encountered several challenges in managing menstrual hygiene, including inadequate facilities, limited existing knowledge, and insufficient environmental support. Findings from the teacher and the medical doctor indicated that support for pupils has yet to be implemented systematically. According to the informants, pupils require greater educational support and improved facilities to strengthen effective menstrual hygiene management practices. Therefore, there is a need to enhance education and support related to menstrual hygiene management among pupils and relevant stakeholders to ensure that these practices can be implemented effectively.

ANALISIS PSIKOMETRIK INSTRUMEN MAKLUM BALAS KURIKULUM MATEMATIK SEKOLAH MENENGAH: KESEDIAAN MENDEPANI PENDIDIKAN 5.0 DAN PPPM 2026-2035

2026-09-21T22:32:57+08:00

Sehubungan dengan lengkapnya satu pusingan pelaksanaan Kurikulum Standard Sekolah Menengah (KSSM), satu soal selidik telah dibangunkan bagi menyediakan profil keprihatinan dan maklum balas guru Matematik sekolah menengah terhadap pelaksanaan kurikulum tersebut dalam konteks perubahan pendidikan semasa. Instrumen ini dibangunkan melalui adaptasi Concern-Based Adoption Model (CBAM) dan tinjauan literatur. Kajian ini bertujuan menilai kesahan kandungan dan ketekalan dalaman instrumen sebagai sebahagian daripada fasa awal pembangunan dan penilaian instrumen. Seramai empat orang pakar terlibat dalam proses penilaian kesahan kandungan, manakala 22 orang guru Matematik terlibat dalam kajian rintis. Content Validity Index (CVI) digunakan untuk menentukan tahap persetujuan pakar terhadap kesesuaian dan relevansi item, manakala ketekalan dalaman instrumen dinilai menggunakan pekali alpha Cronbach. Dapatan menunjukkan bahawa instrumen memperoleh nilai kesahan kandungan keseluruhan yang tinggi (S-CVI/Ave = 0.96) dan nilai alpha Cronbach keseluruhan sebanyak 0.968. Dapatan kajian ini memberikan bukti awal bahawa instrumen yang dibangunkan mempunyai kesahan kandungan dan ketekalan dalaman yang memuaskan untuk menilai keprihatinan dan maklum balas guru Matematik terhadap pelaksanaan kurikulum. Walau bagaimanapun, pengujian psikometrik selanjutnya menggunakan sampel yang lebih besar diperlukan bagi mengesahkan kestabilan kebolehpercayaan dan struktur konstruk instrumen.

Following the completion of a full cycle of the implementation of the Secondary School Standard Curriculum (KSSM), a questionnaire was developed to profile secondary school mathematics teachers’ concerns and feedback regarding curriculum implementation within the context of current educational changes. The instrument was developed through the adaptation of the Concern-Based Adoption Model (CBAM) and a review of the relevant literature. This study aimed to evaluate the content validity and internal consistency of the instrument as part of the initial phase of instrument development and evaluation. Four experts were involved in the content validity assessment, while 22 mathematics teachers participated in the pilot study. The Content Validity Index (CVI) was used to determine the level of expert agreement on the relevance and appropriateness of the items, while the internal consistency of the instrument was assessed using Cronbach’s alpha coefficient. The findings indicated that the instrument achieved a high level of overall content validity (S-CVI/Ave = 0.96) and an overall Cronbach’s alpha coefficient of 0.968. These findings provide preliminary evidence that the developed instrument demonstrates satisfactory content validity and internal consistency for assessing mathematics teachers’ concerns and feedback regarding curriculum implementation. However, further psychometric testing with a larger sample is required to establish the stability of its reliability and confirm the construct structure of the instrument.

INTEGRASI PEDAGOGI VISUAL DALAM RANCANGAN PENGAJARAN HARIAN: MENINGKATKAN KEFAHAMAN PELAJAR KETIDAKUPAYAAN PENDENGARAN DI KELAS PENDIDIKAN KHAS

2026-09-23T18:13:34+08:00

Kajian ini bertujuan meneroka penggunaan bahan visual dalam Rancangan Pengajaran Harian (RPH) bagi meningkatkan kefahaman murid bermasalah pendengaran dalam proses pengajaran dan pembelajaran (PdP). Murid bermasalah pendengaran lebih bergantung kepada rangsangan visual berbanding auditori dalam memahami kandungan pembelajaran. Namun demikian, guru pendidikan khas masih menghadapi cabaran dalam mengintegrasikan bahan visual secara sistematik dalam RPH, termasuk kekangan masa, kemudahan teknologi dan penyediaan bahan yang sesuai. Walaupun pedagogi inklusif semakin diberi perhatian di peringkat global, kajian yang meneliti integrasi bahan visual dalam RPH bagi murid bermasalah pendengaran masih terhad, khususnya dalam konteks pendidikan khas di Malaysia. Oleh itu, kajian ini dijalankan untuk meneliti amalan guru pendidikan khas dalam merancang dan menggunakan bahan visual dalam RPH. Kajian ini menggunakan pendekatan kualitatif melalui temu bual separa berstruktur terhadap guru pendidikan khas. Data dianalisis menggunakan analisis tematik untuk mengenal pasti tema-tema utama berkaitan penggunaan bahan visual dalam PdP. Dapatan kajian menunjukkan bahawa penggunaan bahan visual seperti gambar, video, animasi dan infografik membantu meningkatkan perhatian, motivasi, penglibatan dan kefahaman murid terhadap konsep pembelajaran. Kajian ini turut menyokong Teori Pembelajaran Multimedia Mayer dan Teori Dual Coding Paivio yang menekankan kepentingan integrasi saluran visual dan verbal dalam pembelajaran. Selain itu, kajian ini menggariskan keperluan latihan profesional guru serta penyediaan sumber teknologi yang lebih mesra visual dalam pendidikan khas. Kajian ini menyumbang secara unik kepada literatur pendidikan khas dengan memfokuskan integrasi bahan visual dalam RPH secara empirikal dalam konteks sekolah khas di Malaysia.

This study aims to explore the use of visual materials in Daily Lesson Plans (RPH) to enhance the comprehension of students with hearing impairments in the teaching and learning process. Students with hearing impairments rely more heavily on visual stimuli than auditory input to understand instructional content. However, special education teachers continue to face challenges in systematically integrating visual materials into lesson planning, including time constraints, limited technological facilities, and difficulties in preparing suitable teaching resources. Although inclusive pedagogy has gained increasing global attention, studies specifically examining the systematic integration of visual materials into RPH for students with hearing impairments remain limited, particularly within the Malaysian special education context. Therefore, this study was conducted to examine the practices of special education teachers in planning and implementing visual materials in RPH. This study employed a qualitative approach through semi-structured interviews with special education teachers. The data were analyzed using thematic analysis to identify major themes related to the use of visual materials in teaching and learning. The findings revealed that visual materials such as images, videos, animations, and infographics significantly improved students’ attention, motivation, participation, and comprehension of learning concepts. The study also supports Mayer’s Multimedia Learning Theory and Paivio’s Dual Coding Theory, which emphasize the importance of integrating visual and verbal channels in the learning process. In addition, the findings highlight the need for more comprehensive teacher training and greater provision of visually supportive educational technologies in special education. This study contributes uniquely to the special education literature by empirically focusing on the integration of visual materials in RPH within the context of Malaysian special schools.

THE IMPACT OF ARTIFICIAL INTELLIGENCE CAPABILITY ON ORGANISATIONAL PERFORMANCE IN MALAYSIAN HIGHER EDUCATION: THE MEDIATING ROLE OF EMPLOYEE PRODUCTIVITY

2026-09-24T08:13:03+08:00

Artificial intelligence (AI) capability is increasingly important for institutional efficiency, employee work outcomes, and organisational performance. However, empirical evidence explaining how AI capability generates performance benefits through employee productivity remains limited in higher education, particularly in developing economies. This study examines the direct effects of AI capability on employee productivity and organisational performance and tests the mediating role of employee productivity in Malaysian higher education institutions. A quantitative cross-sectional survey was conducted among academic, administrative, and information technology staff in higher education institutions in Klang Valley, Malaysia. Of 198 questionnaires returned, 182 valid responses were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate that AI capability significantly improves employee productivity (β = 0.78, p < 0.001) and organisational performance (β = 0.42, p < 0.001). Employee productivity also significantly enhances organisational performance (β = 0.39, p < 0.001) and partially mediates the relationship between AI capability and organisational performance (indirect effect β = 0.30, p < 0.001). The findings extend AI capability research to a knowledge-intensive educational context and show that institutional performance gains depend not only on technological resources but also on employees’ productive use of AI. The study offers practical guidance for higher education leaders on AI investment, workforce development, task alignment, and responsible implementation in support of institutional effectiveness and Sustainable Development Goal 8.

TRACING THE EVOLUTION OF WORKPLACE E-LEARNING TRANSFER RESEARCH: A BIBLIOMETRIC AND THEMATIC REVIEW

2026-09-24T08:17:41+08:00

As workplace learning increasingly shifts toward digital platforms, the growing complexity of e-learning environments has generated renewed scholarly attention. This study presents a comprehensive bibliometric analysis of global research on workplace e-learning transfer published between 2003 and 2026. Using Scopus-indexed data and employing VOSviewer and Publish or Perish software, this review maps the intellectual structure of the field, identifies influential authors, journals, institutions, and countries, and uncovers thematic clusters and emerging research trends. The study analyses 236 documents over a 23-year period. The findings reveal five major clusters associated with workplace e-learning transfer: (1) learner and workplace context; (2) knowledge management and organisational learning; (3) educational technology and instructional design; (4) digital learning environments and social interaction; and (5) knowledge economy and dissemination. The results indicate a gradual shift from individual-level determinants of transfer toward more integrated technological, organisational, and socio-economic perspectives. In addition, this review highlights prevailing theoretical foundations, identifies underexplored frameworks, and proposes a structured research agenda to guide future empirical and theory-driven investigations in digitally mediated workplace learning contexts.

DOES AI HELP OR HINDER? THE ROLE OF PERCEIVED USEFULNESS AND INTEGRITY IN UNDERGRADUATE ACADEMIC ADAPTABILITY

2026-09-24T08:22:08+08:00

The swift adoption of Artificial Intelligence (AI) tools, specifically ChatGPT, Grammarly, and Quillbot into the higher education sector has affected undergraduate learning behaviours. Concerns with respect to whether AI is improving or diminishing students’ academic adaptability—their ability to change their learning strategies, remain motivated and learn independently—remains. The current study explored the influence of two constructs, perceived usefulness of AI (PU), and academic integrity in AI use (AIN), on undergraduates’ academic adaptability in the Shah Alam, Malaysia. The study used quantitative, cross-sectional design, gathering 388 valid responses through an online questionnaire from Shah Alam undergraduate students. Data were analysed by descriptive statistics, correlation, and regression analysis. The study reported that perceived usefulness (r = 0.923, R² = 0.85, p < 0.001) and academic integrity (r = 0.88, R² = 0.77, p < 0.001) both had strong, significant positive relationships to academic adaptability. Perceived usefulness was the strongest predictor, accounting for 85% of the variance. Those who believed that AI is good and using AI ethically perceived higher academic adaptability levels. The study concluded that AI isn’t necessarily beneficial or detrimental—but, the influence is dependent on the students' perceptions of its usefulness and their adherence to academic integrity. Implications to educators and policymakers are presented.

EXPERIENTIAL ESG LEARNING FOR GEN Z ACCOUNTING STUDENTS: A CONCEPTUAL FRAMEWORK FOR FUTURE ESG-READY ACCOUNTING PROFESSIONALS

2026-09-24T08:26:05+08:00

The growing importance of environmental, social, and governance (ESG) reporting has reshaped expectations of the accounting profession, requiring future accountants to possess not only technical knowledge but also sustainability-oriented understanding and stakeholder awareness. At the same time, Generation Z students increasingly dominate higher education environments and demonstrate distinct learning preferences that favour interactive, practical, and technology-supported learning experiences. Although ESG content is progressively being incorporated into accounting curricula, existing educational approaches remain largely focused on theoretical knowledge acquisition, with limited emphasis on experiential engagement. This conceptual paper develops an input–process–outcome framework grounded in Experiential Learning Theory (ELT) to explain how experiential ESG learning may strengthen sustainability-oriented understanding among Gen Z accounting students. The framework positions Gen Z learning preferences as the educational input, experiential ESG learning as the pedagogical process, and sustainability-oriented understanding as the educational outcome. Drawing upon literature from accounting education, sustainability education, and experiential learning, the paper argues that activities such as ESG simulations, sustainability reporting projects, industry engagement, and reflective learning exercises can facilitate deeper understanding of ESG-related accounting practices. This paper integrates fragmented literature into a unified framework, offering practical guidance to redesign ESG accounting education for future professionals and support SDG 4 (Quality Education).

THE INFLUENCE OF JOB SATISFACTION, LEADERSHIP, AND WORK ENVIRONMENT ON ACADEMICIANS’ JOB PERFORMANCE: THE MEDIATING ROLE OF PERCEIVED FINANCIAL SUSTAINABILITY

2026-09-24T08:29:07+08:00

This conceptual paper presents the influence of independent variables such as job satisfaction, leadership and work environment with perceived financial sustainability as mediator on job performance of academicians in Malaysian private higher education institutions as dependent variable. In general, organisational factors in terms of financial perspectives are commonly refer to cost management, using institution resources efficiently and reducing financial pressures including gaining external research funding and publications, that stimulate the institution’s reputation and ranking are used to evaluate academicians’ performance. Additionally, academicians’ performance can also be measured by operational continuity, such as their consistency in teaching quality as well as their contribution in program development and activities. Most previous studies have investigated the effect of work related and engaged direct variables of employment aspects, mainly to measure academicians’ performance, less emphasis was found on these variables that can affect the improvement on academicians’ performance by significant mediating mechanism, such as perceived financial sustainability that can be critically assessed the academicians’ perception respectively. The novelty of the study is that it employs the Resource-Based View theory and suggests perceived financial sustainability as a mediating mechanism between job satisfaction, leadership and work environment and the job performance of academicians. The paper contributes to the literature by integrating institutional sustainability of employment perceptions that link to mediator thus influences the academicians’ job performance as the outcome that motivates the basis of future empirical research.

EXAMINING THE IMPACT OF PEER PRESSURE ON ACADEMIC PERFORMANCE AMONG HIGHER EDUCATION STUDENTS

2026-09-24T08:35:07+08:00

Peer influence plays a significant role in shaping student academic outcomes, yet limited research has comprehensively examined the differential effects of positive peer pressure, negative peer pressure, and social media peer influence on academic performance within the Malaysian higher education context. This study quantitatively investigates the impact of these three dimensions of peer pressure on the academic performance of students at a private university in Malaysia. Employing a cross-sectional survey design, a structured questionnaire was administered to 389 undergraduate students selected through stratified random sampling. Data were analysed using SPSS software, specifically multiple regression analysis, to examine the relationships between the predictor variables and academic performance, measured through academic motivation, study habits, and self-reported grade point average. The regression model demonstrated strong explanatory power, accounting for 78.5% of the variance in academic performance (R² = 0.785, F(3, 385) = 468.29, p < .001). Positive peer pressure emerged as the strongest predictor (β = 0.378, p < .001), indicating that encouragement and academic support from peers significantly enhance students' motivation and study habits, consistent with Social Learning Theory. Negative peer pressure also significantly predicted academic performance (β = 0.335, p < .001), suggesting that some students may channel adverse peer experiences into reactive motivation or competitive drive. Social media peer influence significantly predicted academic performance (β = 0.225, p < .001), reflecting the modern reality where digital platforms provide access to study resources, peer support networks, and collaborative learning opportunities. The study concludes that peer dynamics are a multifaceted force in higher education, with positive interactions fostering academic success, while negative and digital pressures yield complex effects depending on individual resilience and motivation. These findings provide actionable evidence for university policymakers, educators, and counsellors to implement targeted peer-mentoring programs and social media literacy workshops that optimize peer influence for enhanced student academic success in Malaysia.

NEGOTIATING ACADEMIC LANGUAGE AND METHODOLOGICAL LEARNING: AGENCY AMONG CHINESE DOCTORAL STUDENTS AT A MALAYSIAN PUBLIC UNIVERSITY

2026-09-24T09:00:08+08:00

Academic language and methodological learning are central to doctoral research, yet how they intersect in international students’ everyday research practice and how students respond to related uncertainties remain underexplored. Drawing on Emirbayer and Mische’s temporal-relational conceptualisation of agency, this study presents a focused secondary analysis of 12 semi-structured interviews with Chinese doctoral students at a Malaysian public university. Mandarin transcripts were analysed using reflexive thematic analysis. The findings show that academic language became particularly consequential when students needed to understand supervisory reasoning, explain methodological choices, and translate feedback into research decisions. Methodological learning involved reassessing prior research practices and developing clearer connections among research questions, theory, methods, data, and analysis. Students responded to linguistic and methodological uncertainty by adjusting supervisory interactions and selectively mobilising peers, specialists, prior academic contacts, and technological resources. Agency was most evident in the reinterpretation of prior experience and practical judgments about present research demands, while future-oriented considerations appeared more selectively. The study shows how academic language and methodological learning become connected through research reasoning and conceptualises doctoral agency as temporally and relationally situated. The China–Malaysia case further highlights doctoral learning within an English-mediated South-South mobility context where host-university support may coexist with continuing academic relationships in China.

BRIDGING LANGUAGE AND HERITAGE: PEDAGOGICAL PATHWAYS FOR EMBEDDING TCC IN HIGH SCHOOL ENGLISH CLASSES

2026-09-24T09:05:51+08:00

Under the current curriculum reform in China, there is a requirement to bring more elements concerning traditional Chinese culture into English lessons so that students may develop greater confidence in their own culture and eventually acquire better intercultural competence. Nevertheless, some practical problems remain unsolved in certain inland regions such as Ganzhou. Based on Vygotsky’s Sociocultural Theory and Byram’s ICC Model, this study attempts to establish the framework of Reflexive ICC and further explore practicable approaches to developing students’ TCC competence for exam‑oriented senior‑high‑school learners at the Grade‑One stage. Drawing on DDR methodology, this research carried out qualitative needs analysis, implemented Fuzzy‑Delphi expert validation, and conducted a classroom pilot in Ganzhou, whereby a three‑tier progressive TCC framework covering material, institutional, and spiritual culture was constructed. Pilot results, derived from graded PBL task outputs as well as student survey responses regarding shifts in their cultural identity perceptions and ICC capacities, were generally encouraging. Teacher assessments of test‑related task performance indicated no observable decline in learners’ relevant language abilities. It is therefore concluded that such multi‑path approaches can provide context‑sensitive instructional support for exam‑oriented inland senior‑high EFL settings, though further multi‑site empirical evidence is required before these approaches can be widely adopted elsewhere.

THE IMPACT OF ONLINE LEARNING AMONG UNIVERSITY STUDENTS

2026-09-24T09:10:59+08:00

Online learning has become an important mode of delivery in higher education. The COVID-19 pandemic accelerated the shift toward flexible digital platforms that present unique implementation challenges. This study examines the key factors affecting the impact of online learning experience among diploma students at Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA (UiTM) Machang, Kelantan. The study focuses on student behaviour, lack of communication, and lack of technology as independent variables influencing the online learning experience among diploma students. A quantitative method was used to distribute a questionnaire among diploma students at Universiti Teknologi MARA (UiTM). A total of 98 respondents were analysed using Multiple Linear Regression. Results show that lack of communication (B = 0.301, p = 0.002) most significantly influenced the online learning experience (R² = 0.446), followed by lack of technology (B = 0.289, p < 0.001) and student behaviour (B = 0.177, p = 0.018). An R² = 0.446 means that 44.6% of the variance in the online learning experience is explained by lack of communication, lack of technology, and student behaviour. The findings conclude that the effectiveness of the online learning experience depends not only on digital platforms but also on technological infrastructure and human factors, particularly communication and student behaviour.

AI IN LEARNING: EFFECTS ON UNDERGRADUATE CRITICAL THINKING SKILLS

2026-09-24T09:16:50+08:00

The growing presence of Artificial Intelligence (AI) tools in university learning has changed how students search for information, organise ideas, and approach academic tasks. However, the relationship between AI engagement and students’ critical thinking skills remains an important issue for investigation. This study examines the relationships between AI Usage, Learning Attitude toward AI, academic performance (CGPA), and Critical Thinking Skill among engineering undergraduates. A quantitative survey was conducted involving 160 students, and the collected data were analysed using descriptive statistics, Pearson correlation analysis, and multiple linear regression. The findings indicate significant positive relationships between AI Usage, Learning Attitude toward AI, CGPA, and Critical Thinking Skill. The regression model was statistically significant and explained 82.6% of the variance in Critical Thinking Skill. Among the predictors, CGPA recorded the largest standardized regression coefficient, followed by AI Usage and Learning Attitude toward AI. However, the regression coefficients should be interpreted cautiously due to the strong association between AI Usage and Learning Attitude. The findings suggest that critical thinking in AI-assisted learning environments is related to multiple factors, including students’ academic background, engagement with AI tools, and attitudes toward technology. This study provides insights for educators and higher education institutions in developing responsible AI integration approaches that encourage students to evaluate and engage critically with AI-generated information.

TRUST OVER SPEED: SERVQUAL DIMENSIONS SHAPING CUSTOMER SATISFACTION IN SABAH’S E-COMMERCE LOGISTICS

2026-09-24T09:21:15+08:00

The rise of e-commerce has transformed customer expectations toward logistics service providers, making service quality as a crucial determinant towards satisfaction and loyalty. In Malaysia, the surge of online shopping activities has intensified competition among courier companies to deliver efficient, reliable, and customer-oriented services. Although SERVQUAL has been widely applied to evaluate service quality across various industries, evidence regarding its applicability in e-commerce logistics remains inconsistent, particularly in geographically dispersed regions such as Sabah, where logistical constraints differ substantially from those in Peninsular Malaysia. This study examines the effects of five SERVQUAL dimensions, namely tangibility, reliability, responsiveness, assurance, and empathy, on customer satisfaction with e-commerce logistics services in Sabah. By integrating a quantitative research design, 192 data were collected from the e-commerce users in Sabah and was analyzed by using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that assurance and empathy significantly influence customer satisfaction, while tangibility, reliability, and responsiveness have no significant effects. The result of the study highlight the growing importance of trust, professionalism, and personalized care in the logistics sector, surpassing traditional operational indicators such as physical appearance or delivery speed. This study aimed to contribute on the theoretical understanding of SERVQUAL’s applicability in e-commerce logistics and offers managerial insights for improving customer-centered service strategies in emerging logistics markets.

CABARAN PENGAJARAN IBADAH KEPADA MBPK KATEGORI MASALAH PEMBELAJARAN : ANALISIS KONSEPTUAL KE ARAH PEMBANGUNAN MODUL ADAPTIF DIGITAL

2026-09-25T11:29:12+08:00

Murid Berkeperluan Pendidikan Khas (MBPK) kategori masalah pembelajaran (MBPK-MP) di peringkat sekolah rendah memerlukan pendekatan pengajaran ibadah yang fleksibel, sesuai konteks dan berfokuskan keperluan individu. Namun, pelaksanaannya berhadapan pelbagai cabaran antaranya perbezaan tahap kefungsian kognitif, emosi dan psikomotor murid, kekurangan bahan pengajaran adaptif serta ketiadaan pendekatan pedagogi yang responsif terhadap keperluan individu. Kajian lepas didapati masih kurang mengintegrasikan pedagogi ibadah dengan pembangunan modul adaptif digital secara sistematik. Justeru, kajian ini bertujuan mengenal pasti cabaran utama dalam pengajaran ibadah kepada MBPK-MP serta mencadangkan hala tuju pembangunan modul adaptif digital berdasarkan cabaran yang dikenal pasti. Kajian menggunakan pendekatan kualitatif melalui kajian kepustakaan konseptual dengan menganalisis artikel jurnal berindeks, prosiding, laporan Kementerian Pendidikan Malaysia dan tesis akademik berkaitan. Data dianalisis secara tematik bagi mengenal pasti pola cabaran, jurang kajian dan amalan terbaik dalam pengajaran ibadah kepada murid khas. Dapatan mengenal pasti tiga dimensi cabaran utama, iaitu kekangan pembelajaran murid, jurang pedagogi guru dan kelemahan sokongan ekosistem. Analisis turut menunjukkan bahawa multimedia digital berpotensi menyokong kefahaman dan penglibatan murid. Namun demikian, pelaksanaannya masih dipengaruhi oleh faktor bukan teknologi, manakala penyesuaian kandungan, kaedah dan kadar pembelajaran mengikut keperluan individu masih terhad. Dari sudut kebaharuan, kajian ini mengintegrasikan cabaran pedagogi dengan cadangan pembangunan modul adaptif digital berasaskan Model Pembinaan Modul Sidek, kerangka Universal Design for Learning (UDL) dan prinsip pendidikan Ibn Khaldun dalam satu kerangka bersepadu yang masih kurang diterokai secara menyeluruh dalam kajian terdahulu. Implikasinya, kajian ini menyediakan asas konseptual yang kukuh bagi pembangunan modul adaptif digital yang lebih sistematik, inklusif dan berteraskan nilai Islam, seterusnya menyokong pengajaran ibadah MBPK-MP secara lebih efektif, bermakna dan berpusatkan murid.

Students with special educational needs (SEN) in the learning disabilities category at primary school level require ibadah instruction that is flexible, contextually appropriate, and focused on individual needs. However, its implementation faces challenges, including differences in students’ cognitive, emotional, and psychomotor functioning, limited adaptive instructional materials, and pedagogical approaches that inadequately address individual needs. Previous studies have insufficiently integrated ibadah pedagogy with the systematic development of adaptive digital modules. Therefore, this study aimed to identify the main challenges in teaching ibadah to SEN students and propose directions for developing an adaptive digital module based on these challenges. The study employed a qualitative approach through a conceptual literature review involving indexed journal articles, conference proceedings, reports from the Ministry of Education Malaysia, and theses. The literature was analysed thematically to identify patterns of challenges, research gaps, and best practices in teaching ibadah to students with special educational needs. The findings revealed three main dimensions of challenges: students’ learning constraints, gaps in teachers’ pedagogical practices, and weaknesses in ecosystem support. The analysis also indicated that digital multimedia has the potential to support students’ understanding and engagement. However, its implementation remains influenced by non-technological factors, while the adaptation of content, instructional methods, and learning pace to individual needs remains limited. Regarding novelty, this study integrates pedagogical challenges with the development of an adaptive digital module based on the Sidek Module Development Model, the Universal Design for Learning framework, and Ibn Khaldun’s educational principles. The study contributes by proposing an integrated conceptual framework that combines pedagogical, adaptive learning, and Islamic educational principles to support ibadah teaching for students with learning disabilities. This study therefore provides a strong conceptual foundation for developing a systematic, inclusive, and Islamic values-based adaptive digital module, supporting more effective, meaningful, and student-centred ibadah instruction for students with learning disabilities.

KEBERKESANAN PEMBELAJARAN TERADUN GANTIAN (PTG) DALAM MENINGKATKAN KEMAHIRAN BERTUTUR DAN MENULIS BAHASA ARAB

2026-09-25T11:36:13+08:00

Salah satu lonjakan dalam Pelan Pembangunan Pendidikan Malaysia (Pendidikan Tinggi 2015-2023) ialah memperkasakan pelaksanaan Pembelajaran Teradun Gantian (PTG). PTG merupakan gabungan di antara pembelajaran secara konvensional dan pembelajaran dalam talian. Kajian ini dijalankan untuk menganalisis pencapaian pelajar dalam kemahiran bertutur dan menulis setelah mengikuti kursus Bahasa Arab yang menggunakan kaedah PTG. Data kajian ini diambil menggunakan rubrik penilaian bertutur dan menulis Bahasa Arab yang dibangunkan secara komprehensif dan digunakan oleh Unit Bahasa Arab di sebuah universiti awam di Malaysia. Terdapat 4 elemen yang diukur bagi penilaian kemahiran bertutur iaitu kejelasan idea, kerjasama dalam kumpulan, keyakinan diri, dan laras bahasa. Bagi penilaian kemahiran menulis pula terdapat 4 elemen yang dinilai iaitu susunan ayat, isi, ayat sokongan, dan tatabahasa. Seramai 93 orang pelajar yang mengikuti kursus Bahasa Arab telah terlibat di dalam kajian ini. Dapatan kajian mendapati seramai 67 orang (72%) responden menunjukkan peningkatan penguasaan kemahiran bertutur dan 73 orang (79%) bagi kemahiran menulis.. Walaubagaimanapun, 20 orang (22%) menunjukkan penurunan penguasaan kemahiran bertutur dan 17 orang (18%) bagi kemahiran menulis setelah mengikuti kursus Bahasa Arab menggunakan kaedah PTG. Manakala baki 6 orang (6%) tidak menunjukkan sebarang perubahan bagi kemahiran bertutur dan 3 orang (3%) bagi kemahiran menulis. Hasil kajian ini membuktikan bahawa pelaksanaan PTG dalam pembelajaran Bahasa Arab mampu memberikan impak yang positif terhadap pencapaian pelajar, khususnya dalam kemahiran bertutur dan kemahiran menulis.

One of the key shifts outlined in the Malaysia Education Blueprint (Higher Education) 2015–2025 is the empowerment of the implementation of Blended Learning Substitute (BLS). BLS refers to the integration of conventional face-to-face learning and online learning approaches. This study was conducted to analyse students’ achievement in speaking and writing skills after attending an Arabic language course that employed the BLS approach. The data for this study were collected using comprehensive Arabic speaking and writing assessment rubrics developed and utilised by the Arabic Language Unit at a public university in Malaysia. Four elements were assessed in the evaluation of speaking skills, namely clarity of ideas, group collaboration, self-confidence, and language. Meanwhile, the assessment of writing skills focused on four elements: sentence structure, content, supporting sentences, and grammar. A total of 93 students enrolled in the Arabic language course participated in this study. The findings revealed that 67 respondents (72%) demonstrated improvement in speaking proficiency, while 73 respondents (79%) showed improvement in writing proficiency. Nevertheless, 20 respondents (22%) exhibited a decline in speaking proficiency and 17 respondents (18%) in writing proficiency after participating in the Arabic language course using the BLS approach. The remaining 6 respondents (6%) showed no change in speaking proficiency, while 3 respondents (3%) showed no change in writing proficiency. The findings of this study demonstrate that the implementation of BLS in Arabic language learning can produce a positive impact on students’ achievement, particularly in speaking and writing skills.

DETERMINANTS OF ACCOUNTING STUDENTS’ READINESS FOR ARTIFICIAL INTELLIGENCE ADOPTION: A QUANTITATIVE STUDY

2026-09-21T22:24:51+08:00

Nowadays, the utilization of AI technologies such as ChatGPT, QuillBot, and many more has gained immense popularity among higher education students, including those in accounting courses. Although various studies on AI tool usage have been conducted, previous studies have largely emphasized perceived usefulness and perceived ease of use while overlooking other important factors, such as AI knowledge, AI skills, perceived benefits, and perceived challenges, which may collectively influence AI readiness. This study was conducted to determine the significant factors that contribute to accounting students’ readiness for AI adoption in the accounting profession. A total of 354 diploma and degree students enrolled in accounting programs participated in this study. Data were collected using an online questionnaire administered through Google Forms. Descriptive statistics, independent t-tests, Pearson correlation analysis, and multiple regression analysis were applied in this study. The results showed that awareness and knowledge of AI, as well as the perceived benefits of AI, significantly influence accounting students’ readiness for AI adoption. However, the perceived challenges of AI did not significantly influence students’ readiness for AI adoption, as this may depend on the context and how the challenges were measured in the study. The findings emphasize the importance of enhancing AI knowledge and increasing awareness of its benefits to better prepare students for AI integration in the accounting sector. Educators and government agencies should focus on improving students’ readiness and confidence in applying AI tools in their studies, in line with ongoing technological advancements.

PELAKSANAAN TEKNIK MNEMONIK “VAN” (VISUAL, AKRONIM, NYANYIAN) DALAM MENINGKATKAN DAYA INGATAN MURID

2026-09-25T11:47:37+08:00

Kajian ini bertujuan untuk mengenalpasti keberkesanan integrasi Teknik Mnemonik “VAN” (Visual, Akronim, Nyanyian) dalam membantu murid mengingat semula kata kunci maklumat riwayat hidup dan iktibar tokoh sahabat ketika pengajaran dan pembelajaran (PdP) Sirah. Kajian ini dijalankan bagi menangani kekeliruan murid dalam membezakan fakta riwayat dan iktibar tokoh sahabat yang masih kurang diberi perhatian dalam konteks topik Sirah Pendidikan Islam sekolah menengah. Reka bentuk kajian ini menggunakan pendekatan kaedah campuran melalui triangulasi data kuantitatif dan kualitatif melibatkan 12 orang murid tingkatan 3 Sekolah Menengah di Putrajaya. Data dikumpulkan melalui ujian, temu bual dan pemerhatian. Data kuantitatif dianalisis secara deskriptif melalui perbandingan skor, manakala data kualitatif dianalisis menggunakan analisis tematik (ATLAS.ti). Dapatan kajian menunjukkan bahawa terdapat peningkatan daya ingatan murid melalui integrasi Teknik Mnemonik “VAN” dengan cara penekanan memori melalui nyanyian, peringkasan maklumat melalui akronim, dan integrasi sokongan visual dan kinestetik dalam memproses maklumat. Ketiga-tiga ini sangat menyokong Teori Pemprosesan Maklumat Gagne (1974) terutama dalam proses pengingatan semula maklumat (output). Hasil kajian ini mencadangkan bahawa pelaksanaan integrasi amalan dalam PdP seperti Teknik Mnemonik “VAN” bagi memastikan PdP Sirah lebih berkesan, meningkatkan ingatan dan minat murid, serta selari dengan PAK21. Kajian ini menyumbang kepada bidang Pendidikan Islam dalam memberikan panduan kepada pendidik untuk memastikan PdP Sirah menjadi lebih bermakna, menyeronokkan dan berkesan dalam jangka masa panjang.

This study aims to identify the effectiveness of integrating the “VAN” Mnemonic Technique (Visual, Acronym, Singing) in assisting students to recall key information related to the biographies and moral lessons of the Prophet’s companions during the teaching and learning (T&L) process of Sirah. The study was conducted to address students’ confusion in differentiating between biographical facts and moral values of the companions, an issue that has received limited attention within the context of Sirah topics in Islamic Education at the secondary school level. This study employed a mixed-method research design through the triangulation of quantitative and qualitative data involving 12 Form Three students from a secondary school in Putrajaya. Data were collected through tests, interviews, and observations. Quantitative data were analysed descriptively through score comparisons, while qualitative data were analysed using thematic analysis (ATLAS.ti). The findings indicate that students’ memory retention improved through the integration of the “VAN” Mnemonic Technique by emphasising memory reinforcement through singing, information simplification through acronyms, and the integration of visual and kinesthetic support in information processing. These elements strongly support Gagne’s Information Processing Theory (1974), particularly in the process of information recall (output). The findings suggest that the implementation of integrated practices in T&L, such as the “VAN” Mnemonic Technique, can enhance the effectiveness of Sirah instruction and improve students’ retention of learning content. This study contributes to the field of Islamic Education by guiding educator to ensure that the T&L of Sirah becomes more meaningful, enjoyable, and effective in the long run.

HIWAR REFLEKTIF DALAM PENGAJARAN INTERAKTIF PENDIDIKAN ISLAM: ANALISIS SOROTAN LITERATUR

2026-09-25T11:54:33+08:00

Perkembangan pedagogi dalam pendidikan tinggi menitikberatkan amalan pengajaran dan pembelajaran (PdP) yang bersifat interaktif bagi meningkatkan penglibatan pelajar. Isu peningkatan interaksi bilik kuliah masih berorientasikan penglibatan yang bersifat penyertaan samada interaksi bersemuka mahupun persekitaran hibrid. Namun demikian, perbincangan tentang pedagogi masih tertumpu kepada aspek strategi pengajaran, penggunaan teknologi dan aktiviti kolaboratif tanpa meneliti kualiti dialog, proses refleksi dan penerapan nilai yang membentuk pembelajaran bermakna. Artikel ini bertujuan menghuraikan konsep hiwar reflektif sebagai asas pembentukan interaksi bermakna dalam amalan PdP interaktif Pendidikan Islam. Kajian ini menggunakan sorotan literatur secara naratif bagi meneliti perbincangan tradisi hiwar (dialog) dalam Pendidikan Islam, pembelajaran reflektif, pedagogi dialogik dan proses pembelajaran pedagogi bertahap serta pembinaan adab dalam pendidikan. Hasil analisis literatur menunjukkan bahawa hiwar reflektif dapat difahami sebagai proses dialog pedagogi yang merangkumi tiga dimensi utama iaitu dialogik, refleksi dan nilai. Malah, pembinaan makna pembelajaran diterjemahkan melalui empat komponen konseptual, iaitu hiwar reflektif, refleksi pedagogi, interaksi bermakna serta pembentukan adab dan makna pembelajaran. Oleh itu, impak hiwar reflektif dicadangkan kerangka yang berpotensi memperkukuh kualiti interaksi pedagogi dan PdP yang dinamik bersama elemen berasaskan hikmah, muhasabah dan maklumbalas reflektif.

The development of pedagogy in higher education has increasingly emphasized interactive teaching and learning to enhance students’ engagement. Efforts to enhance classroom interaction continue to prioritize participatory engagement in both face-to-face and hybrid settings, while insufficient attention is paid to the quality of dialogue, reflective processes, and the integration of values. This study explicates the concept of reflective hiwar as a foundation for meaningful interaction in Islamic Education teaching and learning. Using a narrative literature review, it examines the hiwar tradition which consists of reflective learning, dialogik pedagogy, staged pedagogical processes, and the cultivation of adab. Analysis identifies reflective hiwar as a pedagogical dialogue process comprising three dimensions: dialogik, reflective, and value-oriented; and conceptualizes meaningful learning through four interrelated components reflective hiwar, pedagogical reflection, meaningful interaction, and adab formation. A reflective-hiwar framework is proposed to enhance pedagogical interaction by integrating hikmah, muhasabah, and reflective feedback.

ANALISIS KESALAHAN FONETIK BAHASA ARAB MELALUI KOMUNIKASI INTERAKTIF: SATU TINJAUAN KONSEPTUAL

2026-09-25T12:14:46+08:00

Ketepatan fonetik merupakan elemen kritikal dalam menentukan keberkesanan komunikasi lisan bahasa Arab serta kualiti bacaan dalam konteks Pendidikan Islam. Kajian ini bertujuan untuk mengenal pasti jenis dan kekerapan kesalahan fonetik yang berlaku dalam komunikasi interaktif dalam kalangan pelajar Tingkatan 4 Kelas Aliran Agama (KAA) di Malaysia. Kajian ini menggunakan pendekatan kuantitatif deskriptif untuk menentukan pola kesalahan serta menyusun hierarki topik kesalahan fonetik pelajar. Instrumen kajian terdiri daripada rakaman audio dialog dua yang dibangunkan sendiri oleh penyelidik bagi mencerminkan penggunaan bahasa yang autentik. Penilaian dibuat secara analitik merangkumi aspek segmental (vokal, makhraj huruf, ghunnah, tasydid dan sukun) serta aspek suprasegmental (intonasi, nada, waqf dan taul). Rubrik penilaian telah diadaptasi daripada kerangka kajian Mahmoud S. Al-Mahmoud (2022) dan Norah Alroushdi (2025) bagi menjamin ketepatan pengesanan ralat sebutan. Hasil kajian ini dijangka dapat memberikan gambaran objektif mengenai kelemahan fonetik pelajar, seterusnya menyumbang kepada pembangunan strategi pengajaran dan pembelajaran (PdP) yang lebih efektif bagi guru-guru bahasa Arab dalam sistem pendidikan di Malaysia.

Phonetic accuracy is a critical element in determining the effectiveness of oral Arabic communication as well as the quality of recitation in the context of Islamic Education. This study aims to identify the types and frequency of phonetic errors occurring in interactive communication among Form 4 students of the Religious Secondary Stream (Kelas Aliran Agama, KAA) in Malaysia. The study employs a descriptive quantitative approach to determine error patterns and to develop a hierarchy of topics for students' phonetic errors. The research instrument consists of audio recordings of two-way dialogues developed by the researcher to reflect authentic language use. Assessment is conducted analytically, covering segmental aspects (vowels, makhraj huruf, ghunnah, tasydid, and sukun) as well as suprasegmental aspects (intonation, tone, waqf, and taul). The assessment rubric has been adapted from the frameworks of Mahmoud S. Al-Mahmoud (2022) and Norah Alroushdi (2025) to ensure accurate identification of pronunciation errors. The findings of this study are expected to provide an objective overview of students' phonetic weaknesses, thereby contributing to the development of more effective teaching and learning strategies for Arabic language teachers within the education system in Malaysia.

THE RAMADAN BRIDGE: INTERCULTURAL EXCHANGE AND RAMADAN FASTING EXPERIENCE AMONG NON-MUSLIM STUDENTS IN A PRE-UNIVERSITY SETTING

2026-09-25T12:19:56+08:00

In multicultural academic environments, religious rituals often serve as markers of identity that can either segregate or unite. This study examines the sociological impact of non-Muslim students participating in the Ramadan fast. Using qualitative data from respondents of different religious backgrounds from one of the higher institutions in Malaysia, the research explores the transition from “outsider” to “participant”. Results indicate that participation is often motivated by a desire to experience the practice firsthand or to support friends. The study finds that communal meals (Iftar) and shared physical struggle lead to “prouder” and “amazed” reactions among Muslim peers, which in turn strengthen social bonds and reduce cultural distance. By analysing how these non-muslim pre-university students navigate communal spaces such as mosques and cafes, the paper argues that the Ramadan fast provides a unique civilisational platform for “practical pluralism”, in which shared action transcends theological differences to build a more inclusive campus community.

IMPAK KECERDASAN BUATAN (AI) TERHADAP STRATEGI PEMEROLEHAN BAHASA ARAB: SOROTAN KAJIAN LEPAS

2026-09-25T12:26:11+08:00

Integrasi Kecerdasan Buatan (AI) dalam pendidikan telah mengubah pembelajaran akademik, menawarkan peluang dan cabaran untuk perkembangan pelajar. Kajian ini bertujuan untuk mengenal pasti strategi pemerolehan bahasa Arab berasaskan Kecerdasan Buatan (AI) serta menganalisis impak penggunaannya terhadap pembelajaran bahasa Arab. Kajian ini menggunakan pendekatan kualitatif melalui kaedah analisis dokumen dengan meneliti kajian lepas, artikel jurnal dan penulisan akademik yang berkaitan dengan penggunaan AI dalam pembelajaran bahasa. Data yang dikumpulkan akan dianalisis menggunakan kaedah analisis tematik bagi mengenal pasti tema-tema utama berkaitan strategi pemerolehan bahasa berasaskan AI dan impaknya terhadap pembelajaran bahasa Arab.Hasil kajian menunjukkan bahawa strategi pemerolehan bahasa Arab berasakan AI dapat membantu meningkatkan pembelajaran bahasa Arab secara lebih interaktif, fleksibel serta meningkatkan motivasi dan kemahiran bahasa pelajar. Namun, impaknya terhadap pemerolehan bahasa Arab masih menghadapi cabaran seperti variasi dialek, kekurangan sumber digital, dan isu etika akademik. Kajian ini merumuskan bahawa pembelajaran berasaskan AI berpotensi memperkasa pembelajaran bahasa Arab secara lebih berkesan. Kajian ini diharapkan dapat memberikan gambaran menyeluruh tentang peranan AI dalam mempengaruhi strategi pembelajaran bahasa Arab serta menyumbang kepada pembangunan pendekatan pedagogi yang lebih inovatif dan berkesan.

The integration of Artificial Intelligence (AI) in education has transformed academic learning by offering various opportunities and challenges for student development. This study aims to identify AI-based Arabic language acquisition strategies and analyse the impact of AI usage on Arabic language learning. The study employs a qualitative approach through document analysis by examining previous studies, journal articles, and academic writings related to the use of AI in language learning. The collected data were analysed using thematic analysis to identify the main themes related to AI-based language acquisition strategies and their impact on Arabic language learning. The findings show that AI-based Arabic language acquisition strategies help enhance Arabic language learning in a more interactive and flexible manner while also improving students’ motivation and language skills. However, the impact of AI on Arabic language acquisition still faces challenges such as dialect variations, lack of digital resources, and academic ethical issues. This study concludes that AI-based learning has significant potential to strengthen Arabic language learning more effectively. The study is expected to provide a comprehensive overview of the role of AI in influencing Arabic language learning strategies and contribute to the development of more innovative and effective pedagogical approaches.

PEMBANGUNAN MODEL PENGAJARAN USUL AL-FIQH: PENENTUAN KESAHAN KANDUNGAN MELALUI TEKNIK FUZZY DELPHI

2026-09-25T12:56:02+08:00

Pengajaran Usul al-Fiqh dalam Pendidikan Syariah Islamiah di peringkat menengah berhadapan dengan cabaran dari segi sifat kandungannya yang abstrak, penekanan terhadap teori serta keterbatasan aplikasi dalam konteks pembelajaran murid. Keadaan ini memerlukan pembangunan suatu model pengajaran yang berteraskan epistemologi Usul al-Fiqh dan disokong oleh pendekatan pedagogi kontemporari yang efektif. Oleh itu, kajian ini bertujuan mengesahkan kesahan kandungan Model Pengajaran Usul al-Fiqh melalui pengesahan pakar menggunakan Kaedah Fuzzy Delphi (FDM). Kajian ini merupakan sebahagian daripada Penyelidikan Reka Bentuk dan Pembangunan (Design and Development Research, DDR) dalam Fasa 2 Model Pengajaran Usul al-Fiqh. Seramai sepuluh orang pakar dalam bidang Usul al-Fiqh, Pendidikan Islam dan pembangunan kurikulum terlibat menggunakan instrumen soal selidik berskala Likert tujuh mata. Data dianalisis menggunakan Triangular Fuzzy Numbers dan proses defuzzifikasi. Dapatan menunjukkan tahap kesepakatan pakar yang sangat tinggi terhadap hampir keseluruhan konstruk dan item model, sekaligus mengesahkan kesahan kandungan model yang dibangunkan serta menyokong penggunaan FDM sebagai pendekatan metodologi yang sistematik dalam pengesahan model pengajaran Pendidikan Syariah Islamiah KSSM.

The teaching of Usul al-Fiqh in Islamic Syariah Education at the secondary school level faces several challenges, particularly the abstract nature of its content, excessive emphasis on theoretical aspects, and limited application within students’ learning contexts. These challenges necessitate the development of a teaching model grounded in the epistemology of Usul al-Fiqh and supported by meaningful contemporary pedagogical approaches. Accordingly, this study aims to validate the content validity of the Usul al-Fiqh Teaching Model through expert consensus using the Fuzzy Delphi Method (FDM). This study forms part of a Design and Development Research (DDR), specifically at the Design and Development phase. A total of ten experts in Usul al-Fiqh, Islamic Education, and curriculum development participated in the evaluation process using a seven-point Likert-scale questionnaire. Data were analysed using Triangular Fuzzy Numbers and a defuzzification process. The findings indicate a very high level of expert consensus across nearly all model constructs and items, thereby confirming the content validity of the developed model. The results further support the use of FDM as a systematic and reliable methodological approach for validating teaching models in KSSM Islamic Syariah Education.

CHARACTERISING MORAL HABIT FORMATION IN THE DIGITAL AGE: A CRITICAL REVIEW OF IBN MISKAWAYH’S ETHICAL FRAMEWORK IN ISLAMIC EDUCATION

2026-09-25T13:01:09+08:00

The rapid proliferation of digital technologies has significantly reshaped behavioural patterns, raising critical concerns regarding moral development in contemporary society. Within Islamic education, repetitive digital engagement, particularly through social media and algorithm-driven content, has contributed to the formation of behavioural habits that may normalise unethical conduct. Despite growing scholarly attention to digital behaviour, the integration of classical Islamic ethical frameworks remains limited. This study aims to characterise moral habit formation in the digital age through a critical review of Ibn Miskawayh’s ethical theory, with particular emphasis on the concept of malakah (habitual disposition). Employing a qualitative conceptual inquiry through an interpretive-thematic synthesis, the study analyses classical Islamic ethical texts alongside contemporary literature on digital behaviour and moral development. The findings generated six interrelated themes: digital behaviour and moral influence; repetition and habit formation; moral psychology and behavioural imbalance; limitations of current digital ethics education; integration of Islamic ethical philosophy; and educational implications for sustainable digital civilisation. Collectively, these themes demonstrate that repetitive digital actions can become internalised as stable moral dispositions and that maintaining equilibrium among the rational, appetitive, and irascible faculties is essential for moral self-regulation in digital environments. Based on this synthesis, the study proposes a conceptual framework of digital moral habit formation that connects digital environments, algorithmic reinforcement, repetitive engagement, behavioural conditioning, malakah formation, the equilibrium of the soul’s faculties, and subsequent ethical or unethical behaviour. The study contributes a conceptually grounded Islamic perspective that bridges Ibn Miskawayh’s classical ethical philosophy with contemporary digital realities and provides a foundation for strengthening digital moral education through the intentional cultivation of ethical habits.

DIGITALIZING ISLAMIC KNOWLEDGE: MAPPING JAWI TEXT DIGITIZATION AND ITS ETHICAL IMPLICATIONS THROUGH A BLOCKCHAIN LENS

2026-09-25T13:06:41+08:00

Jawi manuscript heritage in Nusantara faces a dual crisis of physical degradation and declining script literacy. While artificial intelligence (AI) technologies such as optical character recognition (OCR), natural language processing (NLP) and machine learning (ML) accelerate the preservation, current digitization initiatives lack an explicit Maqasid al-Shariah-based ethical framework to protect the textual authenticity and prevent unauthorized exploitation. To address this gap, this study employs a two-phase qualitative and conceptual methodology. Phase 1 conducts a systematic landscape mapping following PRISMA 2020 guidelines across Web of Science and Scopus databases by analyzing 13 selected studies on AI-driven Jawi digitization. Phase 2 utilizes deductive theoretical analysis to evaluate identified governance gaps by mapping blockchain ethics properties such as immutability, transparency, decentralization and auditability into Maqasid al-Shariah principles, specifically Hifz al-Din (preservation of religion), Hifz al-Aql (preservation of intellect) and Hifz al-Ilm (preservation of knowledge). The findings highlight three key gaps. First, existing tools are technically fragmented as each handles a single task instead of working together as a complete pipeline. Second, there is no consistent standard for how the text is encoded digitally, and Jawi script is only partly supported by Unicode (the universal system computers use to display text correctly). Third, ethical considerations are largely missing from the governance process altogether. To resolve these challenges, the study establishes an integrated governance framework synthesizing technical standardization with Islamic ethical governance. The framework delivers actionable policy guidance for Malaysian institutions such as JAKIM and the Ministry of Digital, a technical roadmap for developers and a community-centered access model. This framework ensures that digitized Jawi heritage remains textually uncorrupted, authenticated and spiritually meaningful for future generations.

LEARNING SATISFACTION IN MANDARIN AS A FOREIGN LANGUAGE: AN EMPIRICAL STUDY AT UNIVERSITI SAINS ISLAM MALAYSIA (USIM)

2026-09-25T13:12:52+08:00

Mandarin learning is often perceived as a challenging and demanding process, requiring learners to be highly motivated and to invest significant effort to achieve success. However, previous studies have highlighted that some Mandarin learners experience dissatisfaction, which can ultimately lead to course withdrawal. This study investigates the factors influencing Mandarin learners’ satisfaction at Universiti Sains Islam Malaysia (USIM), utilising the Expectancy-Value Theory (EVT) and the Technology Acceptance Model (TAM) as its theoretical framework. A fully quantitative approach was adopted, with surveys distributed digitally to undergraduate students enrolled in Mandarin language courses at USIM. A total of 160 questionnaires were distributed, and 126 valid responses were analysed. All respondents were non-native speakers (Malay or Muslim) with no prior Mandarin language background. Data analysis was conducted using SPSS, employing descriptive statistics, Pearson’s correlation analysis, and multiple regression analysis to examine the relationships between the identified factors and overall learner satisfaction. The results revealed that five factors: perceived usefulness, ease of use, learning motivation, social interaction, and learning strategies positively influence Mandarin learning satisfaction. However, only perceived usefulness, learning motivation, and social interaction had a significant impact on learners’ overall satisfaction. This study suggests that enhancing these three key factors can significantly improve the learning experience. The findings provide practical implications for USIM and other higher education institutions offering Mandarin as a foreign language by highlighting strategies to foster a more effective and engaging learning environment.

UNSUR-UNSUR ISLAM DALAM PERMAINAN SCIQUEST: INTEGRASI NILAI-NILAI ISLAM MELALUI PENDEKATAN PEMBELAJARAN BERASASKAN PERMAINAN

2026-09-25T13:17:07+08:00

Permainan SCIQUEST 2.0 yang diadaptasi daripada permainan papan tradisional Saidina telah terbukti berkesan sebagai alat pengajaran dan pembelajaran (PdP) Sains di peringkat menengah rendah. Namun begitu, dalam konteks Malaysia sebagai sebuah negara yang menjunjung tinggi nilai-nilai Islam, aspek integrasi unsur-unsur Islam dalam alat pedagogi perlu diberikan perhatian yang lebih serius. Artikel ini bertujuan untuk mengenal pasti, menghurai dan menganalisis unsur-unsur Islam yang wujud secara eksplisit mahupun tersirat dalam reka bentuk, mekanisme dan pelaksanaan SCIQUEST. Berdasarkan analisis terhadap komponen permainan, nilai-nilai terkandung dan kerangka falsafah permainan ini, kajian mendapati bahawa SCIQUEST secara semula jadi mengandungi beberapa elemen yang selari dengan ajaran Islam termasuk prinsip talab al-'ilm (menuntut ilmu), konsep ta'awun (kerjasama), nilai amanah (tanggungjawab), adab (etika) dan keseimbangan antara dunia dan akhirat. Artikel ini seterusnya mencadangkan pengukuhan unsur-unsur Islam ini melalui pengubahsuaian yang disengajakan bagi menjadikan SCIQUEST bukan sahaja alat pembelajaran Sains tetapi juga platform penerapan nilai-nilai Islam secara holistik. Pendekatan ini sejajar dengan Falsafah Pendidikan Kebangsaan (FPK) yang menuntut pembangunan insan secara menyeluruh merangkumi aspek intelek, rohani, emosi, dan jasmani.

The SCIQUEST 2.0 board game, adapted from the traditional board game Saidina, has proven effective as a Science teaching and learning tool at the lower secondary level. However, in the context of Malaysia as a nation that upholds Islamic values, the aspect of integrating Islamic elements into pedagogical tools deserves more serious attention. This article aims to identify, describe and analyse Islamic elements that exist explicitly and implicitly in the design, mechanisms and implementation of SCIQUEST. Based on an analysis of the game's components, embedded values and philosophical framework, the study finds that SCIQUEST naturally embodies several elements aligned with Islamic teachings, including the principle of talab al-'ilm (seeking knowledge), the concept of ta'awun (cooperation), the values of amanah (trustworthiness), adab (ethics) and the balance between worldly and spiritual life. This article further proposes the deliberate reinforcement of these Islamic elements through intentional modifications, so that SCIQUEST may serve not only as a Science learning tool but also as a holistic platform for instilling Islamic values. This approach is in line with the National Education Philosophy (NEP), which calls for the comprehensive development of individuals encompassing intellectual, spiritual, emotional, and physical dimensions.

PEMBANGUNAN KAMUS ISTILAH FALSAFAH ATAS TALIAN: SATU INOVASI DIGITAL DALAM MATA PELAJARAN UMUM (MPU) FALSAFAH DAN ISU SEMASA

2026-09-26T23:10:42+08:00

Perkembangan pesat teknologi digital telah mengubah landskap pengajaran dan pembelajaran (PdP) di institusi pengajian tinggi. Senario ini mendorong pembangunan pelbagai inovasi digital bagi menyokong proses pembelajaran pelajar. Kursus Falsafah dan Isu Semasa (FIS) merupakan salah satu kursus wajib Mata Pelajaran Umum (MPU). Namun, kepelbagaian latar belakang akademik pelajar menyebabkan kesukaran untuk mendalami FIS kerana keterbatasan memahami istilah-istilah falsafah. Terdapat kekurangan sumber rujukan digital yang menghimpunkan istilah-istilah falsafah secara sistematik dan mudah diakses. Justeru, artikel ini bertujuan membincangkan pembangunan Kamus Istilah Falsafah Atas Talian sebagai satu inovasi digital. Pembangunan aplikasi ini menggunakan pendekatan Design and Development Research (DDR) dengan menekankan proses analisis keperluan, reka bentuk dan pembangunan produk. Produk ini mengintegrasikan definisi istilah, elemen multimedia dan ciri interaktif yang berpotensi menyokong pemahaman konsep falsafah. Produk dilihat mempunyai potensi untuk memperkukuhkan penguasaan istilah dan menyokong pembelajaran kendiri.

The rapid advancement of digital technology has transformed the landscape of teaching and learning (T&L) in higher education institutions. This development has encouraged the adoption of various digital innovations to support student learning. Philosophy and Current Issues is one of the compulsory General Studies (MPU) courses. However, students’ diverse academic backgrounds may create difficulties in engaging with the course, particularly due to limited understanding of philosophical terminology. There remains a lack of digital reference resources that systematically compile philosophical terminology in an accessible format. Therefore, this article aims to discuss the development of an Online Philosophy Terminology Dictionary as a digital innovation. The application was developed using the Design and Development Research (DDR) approach, with emphasis on needs analysis, design, and product development. The product integrates definitions of philosophical terms, multimedia elements, and interactive features that have the potential to support students’ understanding of philosophical concepts. The product also has the potential to strengthen students’ mastery of philosophical terminology and support self-directed learning.

PERANAN KECERDASAN BUATAN (AI) DALAM PEMBELAJARAN ILMU AGAMA: ANALISIS KONSEPTUAL, CABARAN EPISTEMOLOGI DAN KERANGKA ETIKA MAQASID SYARIAH

2026-09-26T23:19:01+08:00

Perkembangan kecerdasan buatan (AI) khususnya AI generatif telah membuka peluang baharu dalam pembelajaran ilmu agama termasuk pencarian maklumat, pembelajaran diperibadikan, latihan bahasa Arab dan sokongan pembelajaran al-Quran. Namun demikian, penggunaan AI dalam konteks ini turut menimbulkan persoalan berkaitan kesahihan maklumat, autoriti keilmuan, adab menuntut ilmu, usaha intelektual dan hubungan guru-pelajar. Walaupun kajian terdahulu telah membincangkan manfaat, cabaran dan etika AI dalam pendidikan, perbincangan mengenai hubungan antara epistemologi ilmu agama, etika AI dan Maqasid Syariah masih belum disepadukan secara khusus dalam satu kerangka pembelajaran ilmu agama. Justeru, artikel ini bertujuan menganalisis peranan AI dalam pembelajaran ilmu agama, mengenal pasti cabaran epistemologi dan pendidikan yang berkaitan dengan penggunaannya, serta membangunkan kerangka etika berasaskan Maqasid Syariah. Kajian ini menggunakan pendekatan kualitatif melalui analisis dokumen terhadap karya asas pendidikan Islam, artikel jurnal, tesis dan dokumen institusi yang berkaitan dengan AI dalam pendidikan, pendidikan Islam, pembelajaran al-Quran dan etika AI. Analisis dilakukan secara tematik berdasarkan empat tema utama iaitu fungsi AI sebagai alat pembelajaran, cabaran epistemologi dan kebergantungan, kedudukan guru serta adab keilmuan, dan prinsip etika berasaskan Maqasid Syariah. Dapatan menunjukkan bahawa AI berpotensi berfungsi sebagai wasilah yang menyokong pembelajaran tetapi tidak wajar ditempatkan sebagai sumber autoritatif dalam penetapan hukum dan fatwa atau sebagai pengganti guru. Artikel ini mencadangkan empat prinsip etika iaitu keadilan dan akauntabiliti, tabayun dan pengesahan sumber, perlindungan privasi serta pemeliharaan maruah dan agensi manusia. Sumbangan utama artikel ialah penyepaduan dimensi etika AI, epistemologi ilmu agama dan Maqasid Syariah bagi memelihara autoriti keilmuan, usaha intelektual dan hubungan manusia dalam pendidikan agama.

The development of artificial intelligence (AI) particularly generative AI has created new opportunities for religious learning including information retrieval, personalized learning, Arabic language practice and Qur’an learning support. However, its use in this context also raises concerns regarding information accuracy, scholarly authority, learning ethics, intellectual effort and teacher-student relationships. Although previous studies have examined the benefits, challenges and ethical dimensions of AI in education, the relationship between religious epistemology, AI ethics and Maqasid Syariah has yet to be sufficiently integrated into a specific framework for religious learning. Therefore, this article aims to analyse the role of AI in religious learning, identify the epistemological and educational challenges associated with its use and develop an ethical framework informed by Maqasid Syariah. The study adopts a qualitative approach through document analysis of foundational works on Islamic education, journal articles, theses and institutional documents related to AI in education, Islamic education, Qur’an learning and AI ethics. The materials were analysed thematically based on four main themes: AI as a learning tool, epistemological challenges and dependency, the role of teachers and learning ethics, and ethical principles informed by Maqasid Syariah. The findings indicate that AI can function as a wasilah that supports learning but it should not be regarded as an authoritative source for determining religious rulings and fatwas or as a substitute for teachers. The article proposes four ethical principles: justice and accountability, tabayun and source verification, privacy protection and the preservation of human dignity and agency. The main contribution of this article lies in integrating AI ethics, religious epistemology and Maqasid Syariah into a conceptual framework that seeks to preserve scholarly authority, intellectual effort and human relationships in religious education.

ACADEMIC PERFORMANCE AND PROFESSIONAL PROGRESSION IN AN EMBEDDED ACCA ACCELERATE PATHWAY: A CASE OF THE FACULTY OF ACCOUNTANCY, UITM PUNCAK ALAM CAMPUS

2026-09-26T23:33:15+08:00

This study examines student outcomes in an embedded ACCA Accelerate pathway within the undergraduate accounting programme at the Faculty of Accountancy, Universiti Teknologi MARA (UiTM), Puncak Alam Campus. It evaluates the original pathway configuration from Semester 5 to Semester 7 before Advanced Taxation (ATX) was introduced as an alternative elective in 2025. The analysis uses programme data for 55 students across five cohorts; 49 sat ACCA examinations in March 2024, while six deferred their examinations. Descriptive statistics and a Wilcoxon signed-rank test comparing Semester 4 and Semester 5 CGPA were used to examine outcomes at pathway entry in Semester 5, while professional pass rates were compared descriptively with the corresponding March 2024 global benchmarks. Mean CGPA increased from Semester 4 to Semester 5 (W = 212.50, adjusted p = .004; rank-biserial correlation = 0.549), but subsequently decreased in Semesters 6 and 7. Nevertheless, most students maintained strong academic standing. Three of the four professional papers recorded pass rates comparable with or above the global benchmarks, and 12 students completed all four professional papers during their undergraduate studies. The findings suggest that embedded professional pathways may generate academic and professional benefits, although these benefits are uneven and may coincide with academic performance trade-offs during the intensive stages of the programme. Programme evaluation should therefore consider academic sustainability, professional progression, student choice and workload.

INTEGRATING SUSTAINABLE DEVELOPMENT GOALS (SDGs) INTO ACCOUNTING EDUCATION VIA UNIVERSITY COMMUNITY ENGAGEMENT (UCE)

2026-09-26T23:37:17+08:00

This paper examines how faculty community engagement initiatives integrate Sustainable Development Goals (SDGs) principles into accounting education and student development. While traditional community outreach frequently remains restricted to transactional engagement, which mostly includes short-term activities and lacks long-term societal value, higher education institutions continue to face uncertainty regarding how global sustainability principles translate into technical business fields. Based on the Vice Chancellor Quality Award (AKNC) excellence framework of Universiti Teknologi MARA (UiTM), this paper evaluates the Faculty of Accountancy (FPN) strategic "Industry, Community, Alumni, Entrepreneurship, and Network" (JAK) programme. The paper examines multi-stakeholder initiatives run by eight specialized Talent Clusters serving as Special Purpose Vehicles using a qualitative case study approach and content analysis of audited institutional reports throughout the Plan-Do-Check-Act (PDCA) quality cycle. Results show that integrating community participation positively enhances student results and institutional standing, where FPN earned RM6.8 million in trust fund revenue, a 94.2% UiTM i-Score quality rating, and a 96% Graduate Employability rate. In particular, programs like the MyIPO-registered i-Asnaf ACT module trained 420 micro-entrepreneurs to promote SDGs 1 (No Poverty) and 8 (Decent Work), while school tutoring and campus circular economy efforts supported SDGs 4 (Quality Education) and 12 (Responsible Consumption). The operational difficulties encountered specifically encompassing funding instability and the complexities of assessing qualitative results were successfully addressed through the implementation of grant-matching frameworks and Participatory Action Research evaluation methodologies. This paper presents a replicable operational framework that illustrates the capacity of accounting education to transition from profit-oriented perspectives toward transformational sustainability leadership.

DEVELOPING AN INSTITUTIONAL DIGITAL ENGAGEMENT ECOSYSTEM IN ACCOUNTING EDUCATION: A QUALITATIVE CASE STUDY

2026-09-27T00:00:42+08:00

Higher education programs are expected to develop students’ digital capabilities by embedding digital skills within broader professional competencies and critical thinking frameworks․ However‚ many accounting programs fail to prepare students to engage with the digital world in depth‚ despite significant investment in educational technologies․ This study seeks to examine how an institutional digital engagement ecosystem can be developed in higher accounting education․ A qualitative case study approach was adopted using document analysis of strategic plans, quality assurance reports, i-Score reports, community engagement reports, and other institutional documents from the Faculty of Accountancy, Universiti Teknologi MARA (UiTM). The documents were thematically analysed to identify antecedents, mechanisms and outcomes of digital engagement․ The results show that institutional support‚ strategic alignment‚ digital infrastructure‚ stakeholder collaboration and professional accreditation are antecedents of digital engagement through experiential learning‚ digital innovation and collaborative learning mechanisms․ These processes contribute to connected learning‚ critical document literacy‚ career readiness‚ graduate employability‚ and institutional excellence․ Based on a sociotechnical systems approach and existing literature‚ the study builds an institutional digital engagement ecosystem to explain the social and technical factors in enhancing digital learning in accounting education․ The findings help higher education institutions understand how to enable digital transformation‚ and how graduates may operate in the changing profession․

PEMILIHAN PLATFORM MEDIA SOSIAL DALAM MENYOKONG PENGAJARAN DAN PEMBELAJARAN BAHASA ANTARABANGSA DALAM KALANGAN PELAJAR UNIVERSITI UTARA MALAYSIA

2026-09-20T18:08:13+08:00

Perkembangan teknologi digital telah mengubah landskap pembelajaran bahasa antarabangsa, terutamanya melalui penggunaan media sosial sebagai medium sokongan pedagogi. Kajian ini bertujuan untuk mengenal pasti platform media sosial yang dipilih serta faktor yang mempengaruhi pemilihannya. Kaedah temu bual digunakan ke atas lima (5) orang informan yang terdiri daripada pelajar bahasa Sepanyol, Jerman dan Arab. Temu bual ini dijalankan bagi memperoleh data tentang pemilihan platform media sosial dan faktor pemilihan serta penggunaan media sosial dalam pembelajaran bahasa antarabangsa. Hasil dapatan menunjukkan bahawa platform YouTube, TikTok, Instagram, Facebook dan Xiaohongshu (Red Note) merupakan antara medium yang menjadi pilihan pelajar. Faktor pemilihan adalah mudah difahami, cepat diakses, visual dan mempunyai sebutan yang menarik serta terdapat latihan interaktif. Selain itu, pemilihan juga berdasarkan faktor video yang pendek dan padat, terdapat hashtag untuk memudahkan pencarian, terdapat terjemahan segera, kandungan praktikal dan menjimatkan masa serta terdapat tahap pembelajaran yang boleh dipilih oleh pelajar. Data menunjukkan pemilihan platform media sosial ini adalah untuk membantu pelajar dalam pembelajaran tatabahasa, kosa kata, struktur ayat, sebutan dan belajar daripada ayat asas kepada ayat yang kompleks serta mengetahui kaedah yang lebih baik dalam pembelajaran bahasa antarabangsa. Kesimpulannya, pemilihan media sosial dalam pembelajaran bahasa antarabangsa bukan sahaja dipengaruhi oleh populariti platform, tetapi juga oleh ciri pedagogi yang menyokong proses pemerolehan bahasa. Kajian ini memberikan implikasi yang dapat membantu tenaga pengajar bahasa antarabangsa dalam mengenal pasti platform yang sesuai untuk diintegrasikan dalam pengajaran dan pembelajaran antarabangsa.

The advancement of digital technology has transformed the landscape of international language learning, particularly through the use of social media as a pedagogical support medium. This study examines the use of social media by students in learning international languages at Universiti Utara Malaysia. An interview method was employed involving five (5) informants consisting of students of Spanish, German, and Arabic languages. The interviews were conducted to obtain data regarding the selection of social media platforms, the factors influencing such selection, and the use of social media in international language learning. The findings indicate that YouTube, TikTok, Instagram, Facebook, and Xiao Hong Shu (Red Note) are among the preferred platforms chosen by students due to their ease of understanding, quick accessibility, engaging visuals and pronunciation features, availability of interactive exercises, concise short videos, hashtag functions that facilitate searches, instant translation features, practical content, time efficiency, and selectable learning levels. The data further reveal that the selection of these social media platforms assists students in learning grammar, vocabulary, sentence structures, pronunciation, progressing from basic to complex sentence forms, and identifying more effective approaches to international language learning. In conclusion, the selection of social media platforms in international language learning is influenced not only by platform popularity, but also by pedagogical features that support the language acquisition process. It is hoped that this study will assist international language educators in identifying suitable platforms for implementation in teaching and learning practices.

COMPLETE DENTURE EDUCATION IN UNDERGRADUATE DENTAL STUDENTS: A NARRATIVE REVIEW

2026-09-02T16:55:55+08:00

Complete denture prosthodontics is one of fundamental components in undergraduate dental education. The aim of this review is to provide an overview of evidence on complete denture education for undergraduate dental students, with emphasis on curriculum development, student competency, simulation-based learning, patient-centred teaching, and digital educational innovations. A narrative literature review was conducted by using Scopus and Web of Science (WoS) databases. The literature revealed a variation in curriculum structure, clinical case requirements, and competency assessment. Many dental institutions reported that their students had limited clinical exposure to edentulous patients. Simulation-based learning, standardized patient encounters, and patient-centred curricula were consistently associated with improvements in knowledge, clinical skills and preparedness for patient care. An educational model that combines competency-based assessment, real patient experiences, simulation, and digital technologies may enhance educational outcomes to prepare dental graduates to manage edentulous patients.

AI-DRIVEN TECHNOLOGY INTEGRATION AND PEDAGOGICAL INNOVATION IN EDUCATION: A SYSTEMATIC LITERATURE REVIEW

2026-09-02T17:02:12+08:00

The rapid advancement of Artificial Intelligence (AI) has profoundly transformed the global educational landscape, necessitating a comprehensive understanding of how technology integration supports pedagogical innovation across diverse educational contexts. Despite the growing body of literature on AI in education, existing studies remain fragmented, often focusing on individual dimensions such as adaptive learning, immersive technologies, teacher readiness, or ethical issues, with limited synthesis of their interconnected roles in sustainable educational transformation. This Systematic Literature Review (SLR) aims to synthesise contemporary research on AI-driven technology integration and pedagogical innovation in education. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines to ensure methodological rigour and transparency. A total of 1,485 records were retrieved from the Scopus and Web of Science (WoS) databases, of which 36 peer-reviewed studies published between 2020 and 2025 met the inclusion criteria and were included in the final qualitative synthesis. An integrative thematic analysis revealed four overarching themes: (1) AI-Driven Transformation and Curriculum Innovation, highlighting educator readiness, curriculum redesign, adaptive instruction, and value-driven innovation; (2) Immersive and Extended Reality (XR) Learning Environments, emphasising the use of virtual, augmented, and mixed-reality technologies to enhance experiential learning, pedagogical alignment, and cognitive engagement; (3) Digital Pedagogy, Teacher Competence, and Inclusive Access, underscoring the importance of professional development, institutional support, cultural responsiveness, and equitable digital participation; and (4) Ethical, Institutional, and Sustainable AI Governance, emphasising ethical AI implementation, institutional leadership, policy development, digital equity, and long-term sustainability in educational transformation. The findings indicate that successful AI integration extends beyond technological adoption and depends on the interaction between pedagogical competence, institutional readiness, ethical governance, and inclusive educational practices. This review contributes to the literature by providing a comprehensive synthesis that integrates technological, pedagogical, organisational, and ethical perspectives within the Technological Pedagogical Content Knowledge (TPACK) framework, offering evidence-based insights for educators, institutional leaders, and policymakers seeking to implement sustainable AI-supported educational transformation.

EFFECTIVENESS OF INTERACTIVE MULTIMEDIA LEARNING IN PROMOTING HIGHER-ORDER THINKING SKILLS PRACTICES AMONG PRIMARY SCHOOL PUPILS

2026-09-03T12:36:23+08:00

The digital transformation of education has intensified the need to integrate Information and Communication Technology (ICT) into teaching and learning to enhance students' Higher-Order Thinking Skills (HOTS). But the teaching methods of history in primary schools are still limited by using traditional teaching methods, low technology facilities, and less use of interactive learning materials, which are still not adequate to facilitate the development of students' HOTS. This study was designed to find out the effectiveness of interactive multimedia learning to improve the HOTS practices of primary school students in History. The study used quasi-experimental research design with 30 primary school students in Tambunan district, Sabah who were divided into treatment group and control group. The data gathered was done by using a HOTS practices questionnaire given in pre-test and post-test and analysed by descriptive statistics and inferential statistics through independent samples t-test using SPSS version 23. The results suggested that there was a significant difference between the HOTS practices of the treatment group (interactive multimedia learning) and the control group (conventional) after the intervention, with the interactive multimedia treatment group having significantly higher HOTS practices than the conventional control group. On the other hand, there was no significant difference between genders, which means interactive multimedia learning is equally effective for male and female students. The findings indicate that interactive multimedia learning is a valid pedagogical approach in enhancing the practices of HOTS which can provide more active, interactive and student-centered learning experiences. This study helps to enhance technology-enhanced teaching in History and empowers the implementation of the Malaysia Education Blueprint (MEB) 2026–2035 to support the process of digital transformation and the progression of HOTS Skills in primary education.

DIGITAL RELIGION AND ISLAMIC DA'WAH IN SOCIAL MEDIA: A SYSTEMATIC LITERATURE

2026-09-03T12:42:07+08:00

Digital religion has become an increasingly important field of research as social media transforms the ways Islamic knowledge is communicated, interpreted, and practiced. Although studies on digital religion and Islamic da'wah have expanded rapidly, the existing literature remains fragmented across different contexts, platforms, and disciplinary perspectives, resulting in limited understanding of the broader patterns and emerging research trends. Therefore, this study systematically reviews the literature to synthesise current evidence on digital religion and Islamic da'wah in social media. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Advanced searches were performed in the Scopus and Web of Science databases using the keywords digital religion, social media, Islamic da'wah, digital Islam, and communication, covering publications from 2022 to 2026. Following a rigorous screening and eligibility process based on predefined inclusion and exclusion criteria, 25 primary studies were selected for qualitative synthesis. The findings were organised into three overarching themes: (1) Digital Religious Communication and Da'wah Practices, (2) Digital Religion, Religious Authority and Online Religious Engagement, and (3) Digital Religion, Social Values and Societal Transformation. The review demonstrates that social media has evolved beyond a communication medium into a dynamic socio-religious ecosystem that reshapes religious communication, reconfigures religious authority, enhances online religious engagement, and influences social values, religious identity, and societal transformation. This study provides a comprehensive synthesis of the contemporary digital religion literature and offers valuable insights for researchers, religious institutions, and policymakers while identifying directions for future research on Islamic da'wah and digitally mediated religious communication.

GENDER DIFFERENCES IN THE USE OF SOCIO-AFFECTIVE STRATEGIES FOR ENGLISH SPEAKING SKILLS

2026-09-18T14:56:47+08:00

Developing English-speaking competence remains a significant challenge for many English as a Second Language (ESL) learners, as emotional and social factors often influence their willingness to communicate. Socio-affective strategies, which involve emotional regulation and social interaction, have been recognised as effective approaches for enhancing speaking motivation. However, limited research has examined gender differences in the use of these strategies among Malaysian university students enrolled in oral communication courses. Therefore, this study investigated gender differences in the use of socio-affective strategies for enhancing English-speaking motivation among ESL learners at Universiti Teknologi MARA (UiTM) Dungun. A quantitative research design was employed involving 65 undergraduate students. Data were collected using a 12-item questionnaire adapted from Oxford's (1990) socio-affective strategy taxonomy and analysed using descriptive statistics and independent samples t-tests. The questionnaire demonstrated high internal reliability (Cronbach's α = .883). The findings revealed that female learners reported significantly higher use of socio-affective strategies than male learners. Female students demonstrated greater emotional awareness and were more likely to seek clarification, corrective feedback, and assistance from lecturers during speaking activities. Both genders, however, reported relatively low use of reflective strategies such as maintaining an English-speaking diary. The findings highlight the importance of integrating socio-affective strategy instruction into ESL speaking classrooms to foster emotional regulation, feedback-seeking, and collaborative learning, particularly among male learners.

GENERATIVE ARTIFICIAL INTELLIGENCE (GENAI) ACCEPTANCE AMONG MALAYSIAN FOUNDATION STUDENTS: AN APPLICATION OF THE TECHNOLOGY ACCEPTANCE MODEL

2026-09-18T15:04:28+08:00

Generative artificial intelligence (GenAI) is increasingly being used in higher education to support learning, academic writing, information searching, and other academic activities. However, limited research has examined GenAI acceptance among foundation students in Malaysia. This study therefore examined the acceptance and actual use of GenAI among Malaysian foundation students using the Technology Acceptance Model. Specifically, the study investigated the relationships among Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), Behavioural Intention (BI), and Actual Use (AU). Data were collected from 238 foundation students and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results showed that five of the six hypothesised relationships were positive and statistically significant. PEOU significantly influenced PU and ATT, while PU significantly influenced ATT. ATT significantly influenced BI, and BI significantly influenced AU. However, PU did not have a significant direct effect on BI. Among the significant relationships, the effect of ATT on BI demonstrated the strongest effect, followed by BI on AU), highlighting the importance of students’ attitudes and behavioural intentions in shaping their actual use of GenAI. The findings support the applicability of TAM in explaining GenAI acceptance among Malaysian foundation students. The study contributes to the limited Malaysian literature on GenAI acceptance at the foundation level and provides practical insights for educational institutions to promote the effective and responsible use of GenAI for academic purposes.

DEVELOPMENT AND DELPHI-BASED CONTENT VALIDATION OF A CHEMISTRY LEARNING QUESTIONNAIRE: EVIDENCE FROM STEM FOUNDATION STUDENTS’ PERCEPTIONS, ATTITUDES, INTEREST, AND LEARNING CHALLENGES

2026-09-18T15:10:56+08:00

Chemistry is often perceived as a complex subject requiring conceptual understanding and analytical skills, which may affect students’ engagement and performance. This study developed and validated a questionnaire to assess the chemistry learning experiences of STEM Foundation students at Universiti Malaysia Terengganu (UMT). The questionnaire covered five domains: attitudes and interest towards chemistry, teaching methods and learning resources, conceptual understanding, laboratory practices and learning challenges, and students’ perceptions of chemistry. A two-round Delphi method involving five experts was used to establish content validity and refine the questionnaire items. Content validity was assessed using the Item Content Validity Index (I-CVI) and Scale Content Validity Index (S-CVI/Ave). In the second round, all items achieved acceptable I-CVI values of 0.80–1.00, while S-CVI/Ave values ranged from 0.97 to 1.00, indicating excellent content validity. The validated questionnaire was administered to 142 STEM Foundation students, and the data were analysed descriptively. Students reported generally positive chemistry learning experiences, with mean scores ranging from 3.84 to 4.11 across the five domains. However, the comparatively lower score for attitudes and interest suggests that greater attention should be given to student motivation and active engagement.

PERCEIVED RISK AND HEALTHY EATING DETERMINANTS: A STUDY AMONG STUDENTS IN SHAH ALAM

2026-09-18T15:18:23+08:00

Although healthy eating is essential for preventing nutrition-related diseases and promoting well-being, unhealthy dietary practices remain prevalent among university students. Numerous factors that influence healthy eating habits have been studied in the past, but few studies have concurrently looked at the impact of perceived risk, the social environment, the physical environment, and social media in the context of Malaysian higher education. Thus, the purpose of this study was to investigate how these variables affected students' healthy eating habits at Management and Science University (MSU), Shah Alam. 300 university students were surveyed using structured questionnaires as part of a quantitative cross-sectional study design. The data were analyzed using multiple regression analysis to determine the relative influence of the proposed factors on healthy eating habits. All five factors had a significant impact on students' healthy eating habits, according to multiple regression analysis, with the physical environment having the biggest influence and perceived risk being the most significant factor. The social environment and social media both had a significant positive influence. These results imply that students' awareness of health risks, social influences, environmental factors, and exposure to digital media all have an impact on their eating habits. This study contributes to the growing body of knowledge on healthy eating behavior by deepening our understanding of different behavioral determinants in a university setting. Likewise, the findings provide policymakers, health educators, and university administrators with useful information for developing targeted health promotion programs and fostering campus environments that support students' healthier eating habits.

PATTERNS OF SOCIAL MEDIA USAGE AMONG STUDENTS AT POLITEKNIK MERSING JOHOR

2026-09-18T15:22:46+08:00

Social media has become deeply embedded in students’ everyday lives, influencing patterns of communication, information access, and digital interaction. Examining students’ social media use is therefore essential to understanding how digital platforms shape behavioural tendencies and learning experiences in higher education contexts. This study aims to examine the patterns of social media usage among students at Politeknik Mersing Johor. Using a quantitative descriptive survey design, data were collected from 193 students across different academic programmes and semesters through an online questionnaire and analysed using descriptive statistics. The findings indicate that social media usage is highly prevalent among the respondents. TikTok and YouTube were the most widely used platforms, followed by Instagram and Telegram, while TikTok emerged as the most frequently used platform overall. Most students reported spending between four and six hours per day on social media, indicating that these platforms form a significant part of their daily routine. The results also show that students primarily use social media for communication, entertainment, and social interaction rather than for academic purposes. Overall, the study provides a clear institutional profile of students’ digital behaviour and offers useful insights for polytechnic administrators and educators in planning communication strategies, promoting digital well-being, and integrating social media more purposefully into educational practices.

RELATIONSHIP BETWEEN BREAKFAST AND FAST-FOOD CONSUMPTION ON BODY MASS INDEX AMONG SECONDARY SCHOOL STUDENTS IN PENANG

2026-09-18T15:29:46+08:00

Overweight and obesity among adolescents have become an increasing public health concern globally, including in Malaysia, where unhealthy dietary behaviors may contribute to abnormal body mass index (BMI). Although previous studies have investigated diatary habits and obesity separately, evidence on the combined association between breakfast consumption, fast-food intake and BMI among Malaysian adolescents, particularly in northern Malaysian, remain limited. Therefore, this study aimed to examine the relationship between breakfast consumption, fast-food intake, and BMI among secondary school students in Penang, Malaysia. A cross-sectional study was conducted at Sekolah Menengah Kebangsaan Dato’ Haji Ahmad Said involving 202 adolescents aged 13 to 16 years selected using convenience sampling. Data were collected through a structured questionnaire assessing dietary behaviours, particularly breakfast consumption and fast-food preference, along with anthropometric measurements to determine BMI. Data analysis was performed using IBM SPSS Statistics version 26.0. Descriptive statistics were used to summarise participant characteristics and chi-square tests were performed to examine the associations between dietary behaviors and BMI. The findings indicated that the largest proportion of respondents were underweight (42.1%), followed by normal weight (26.2%), obese class I (18.3%), obese class II (7.4%), and overweight (5.9%) respectively. A statistically significant association was observed between BMI and breakfast consumption (p = 0.030), indicating the breakfast-skipping behavior was associated with higher BMI categories. A significant association was also found between BMI and fast-food preference (p = 0.029), indicating that higher BMI categories were associated with greater fast-food consumption. These findings provide local evidence on dietary behaviors associated with BMI among Malaysian adolescents and support the development of school-based nutrition interventions that promote regular breakfast consumption and healthier food choices.

NEUROPLASTICITY AND CRITICAL THINKING IN HIGHER EDUCATION: BRIDGING BRAIN SCIENCE AND PEDAGOGICAL PRACTICE

2026-09-20T17:26:28+08:00

This conceptual paper explores the role of neuroplasticity in the development of critical thinking and pedagogical design in higher education. Neuroscience research has shown that the brain is structurally plastic, which means that it has the ability to change, reorganise, and strengthen its neural connections in response to internal experiences and external stimuli (Gazerani, 2025). There is increasing evidence that neuroplasticity is important for learning, however, current pedagogical frameworks rarely explain how neuroscientific principles can be systematically translated into instructional strategies that promote critical thinking. At present, the widespread adoption of artificial intelligence (AI) has implications for cognitive offloading, the use of external aids to reduce the processing load of a task, and what this might mean for sustained engagement and critical thinking. This paper draws on cognitive neuroscience, critical thinking literature and educational learning theories to propose a four-dimensional neuroplasticity-informed pedagogical framework incorporating Attentional Engagement (The Gateway), Cognitive Challenge (The Stimulus), Reflective Repetition (The Stabiliser) and Emotional and Social Embedding (The Catalyst) to demonstrate that the brain inherently possesses the ability to learn and rewire over time. As critical thinking is considered one of the core outcomes of tertiary education, this conceptual framework can assist educators in developing teaching methods and strategies to enhance and support cognitive development. The paper concludes by discussing pedagogical and institutional implications, limitations, and directions for future research.

SERVICE-LEARNING AS A TOOL FOR CRIME PREVENTION EDUCATION: UNIVERSITY-COMMUNITY COLLABORATION IN RAISING AWARENESS ON SCAMS

2026-09-20T17:31:44+08:00

The service-learning project "SULAM Titian Ilmu: Weaving the Roots of Values" involved diploma students from Universiti Teknologi MARA (UiTM), Seremban. 80 university students facilitated the programme on 19 June 2025 for 180 secondary school students at SMK Seri Sendayan, Negeri Sembilan, on scam awareness activities. Although service-learning in the SULAM programme is common in higher education, its impact on scam awareness and value-based learning, especially among secondary students, is not well studied, thus contributing to the study conducted. This research looks at how a service-learning program affects scam awareness, civic values, and community engagement skills in university students. The "Weaving the Roots of Values" module was created to fill this gap, using awareness talks, hands-on activities, group discussions, and games. The programme was evaluated with surveys before and after the event, structured observations, and reflective reports. Results showed that 92% of participants felt more aware of scam prevention, and 88% had a better understanding of responsible decision-making. The program also improved respect, cooperation, empathy, social responsibility, and critical thinking about scams. The results of the programme show that the activity helped close the knowledge gap between university students and the community, supported student growth, and showed how service-learning can combine civic education, crime prevention, and community engagement in secondary schools.

TERTIARY STUDENTS’ VOCABULARY LEARNING STRATEGIES FOR JOB INTERVIEWS

2026-09-20T17:37:20+08:00

Researchers' observations indicate that students lack vocabulary related to job employment. Thus, it is important to investigate their strategies in vocabulary learning for the job interview so that they will be better prepared for their future job interviews. The aim of the study is to investigate the vocabulary-learning techniques used by college students to get ready for and perform in their job interviews. A quantitative descriptive research design was employed for the study. 41 respondents from two different groups of degree students participated in the study. A google form with 10 questions was shared with the participants at the end of the semester. Findings show that there were negative responses in learners’ vocabulary usage for job interview purposes. Most respondents claimed that they lacked adequate vocabulary preparation before attending job interviews. They also expressed difficulties using new vocabulary during interview sessions in class. Some respondents expressed the need to have high level of motivation to continue learning new vocabulary related to job interviews to enhance their performance for future job interviews. The findings are significant as they will be guidelines for instructors to adapt, adopt and implement suitable measures to ensure learners are better equipped with appropriate knowledge on workplace vocabulary before they attend their job interviews upon graduation. Future research might focus on developing and evaluating vocabulary-skills-improvement programs and examining the direct effects they have on interview performance and employability.

PENGAJARAN AL-QURAN DALAM TALIAN: ANALISIS KEMAHIRAN PEDAGOGI DAN CABARAN PELAJAR PLUS TAHFIZ DI UITM PERLIS

2026-09-20T17:45:49+08:00

Pengajaran al-Quran atas talian merupakan satu pendekatan baru dalam pendidikan Islam yang berkembang selari dengan kemajuan teknologi digital dan perubahan landskap pembelajaran semasa. Dalam konteks ini, penglibatan pelajar Plus Tahfiz di Universiti Teknologi MARA Perlis (UiTMPs) dalam mengendalikan kelas al-Quran secara dalam talian dilihat sebagai satu inisiatif yang bukan sahaja menyokong kelangsungan pendidikan al-Quran, malah menyumbang kepada pembangunan kemahiran pelatih. Namun demikian, keberkesanan pelaksanaan serta cabaran yang dihadapi masih memerlukan kajian khusus dari perspektif tenaga pengajar. Justeru, kajian ini dijalankan untuk meneroka pengajaran al-Quran atas talian oleh pelajar Plus Tahfiz dalam Program Kelas Cinta Al-Quran (KCQ) dengan memberi fokus kepada peningkatan kemahiran pengajaran, keberkesanan kelas, peluang ekonomi dan cabaran pelaksanaan. Kajian ini mengaplikasikan reka bentuk kualitatif melalui temu bual separa berstruktur bersama tenaga pengajar Plus Tahfiz UiTMPs. Data dianalisis menggunakan kaedah analisis tematik bagi mengenal pasti tema-tema utama yang muncul daripada pengalaman dan pandangan informan. Dapatan kajian menunjukkan bahawa penglibatan pelatih dalam pengajaran atas talian berjaya meningkatkan kemahiran pedagogi mereka, khususnya dalam teknik penyampaian, komunikasi dan pengendalian kelas digital. Selain itu, kelas atas talian didapati berkesan berdasarkan pemerhatian pelatih terhadap peningkatan prestasi pelajar, termasuk keupayaan membaca al-Quran dengan lebih lancar. Kajian ini juga mendapati bahawa inisiatif ini membuka peluang penjanaan pendapatan kepada pelatih, di samping menyumbang kepada pembangunan kompetensi dan modal insan mereka. Namun begitu, pelaksanaan program berhadapan dengan beberapa cabaran, khususnya kekangan masa, perubahan jadual, masalah capaian internet, kesukaran mengekalkan fokus pelajar serta aspek pengurusan dan dokumentasi program. Hasil kajian menunjukkan bahawa pengajaran al-Quran atas talian berpotensi menjadi pendekatan pendidikan Islam yang efektif dan lestari sekiranya disokong dengan pengurusan masa yang sistematik, latihan pedagogi berterusan, infrastruktur digital yang baik serta pengurusan program yang lebih tersusun.

Online Quran teaching is a contemporary approach in Islamic education that has evolved in tandem with advances in digital technology and changes in the current learning landscape. In this context, the involvement of Plus Tahfiz students at Universiti Teknologi MARA (UiTM) Perlis in conducting online Quran classes is seen as an initiative that not only supports the continuity of Quranic education but also contributes to the development of trainees’ skills. Nevertheless, the effectiveness of its implementation and the challenges encountered still require further investigation, particularly from the perspective of instructors. Therefore, this study was conducted to explore online Quran teaching by Plus Tahfiz students through the Kelas Cinta Al-Quran (KCQ) Program, with a particular focus on the enhancement of teaching skills, the effectiveness of online classes, economic opportunities, and the challenges encountered in its implementation. The study adopts a qualitative design using semi-structured interviews with Plus Tahfiz instructors at UiTM Perlis. Data were analyzed using thematic analysis to identify key themes emerging from the experiences and perspectives of the informants. The findings indicate that involvement in online teaching enhanced the trainees’ pedagogical skills, particularly in terms of instructional delivery, communication, and digital classroom management. In addition, online classes were perceived as effective based on the trainees’ observations of improvements in students’ Quran reading performance, including greater reading fluency. The study also found that the initiative provided income-generating opportunities for the trainees while contributing to the development of their competencies and human capital. However, several implementation challenges were identified, particularly time constraints, schedule changes, internet connectivity issues, difficulties in maintaining students’ attention, and issues related to programme management and documentation. Overall, the findings suggest that online Quran teaching has the potential to serve as an effective and sustainable approach to Islamic education when supported by systematic time management, continuous pedagogical training, reliable digital infrastructure, and a more structured programme management system.

KEISTIMEWAAN KURIKULUM SEKOLAH AGAMA RAKYAT (SAR) DAN SEKOLAH CINA (SC) DALAM MENGEKALKAN IDENTITI UTAMA SEKOLAH

2026-09-20T18:01:04+08:00

Kurikulum Sekolah Agama Rakyat (SAR) dan Sekolah Cina (SC) mempunyai keunikan identiti agama dan etnik yang tersendiri dalam landskap pendidikan di Malaysia. Walaupun menghadapi pelbagai cabaran, kedua-dua kurikulum ini menyumbang kepada pendidikan negara dan membuktikan bahawa kepelbagaian institusi boleh wujud bersama dalam satu sistem pendidikan kebangsaan yang kohesif. Kajian akademik yang meneliti secara komprehensif peranan dan interaksi kedua-dua kurikulum dalam kerangka pendidikan kebangsaan masih terhad, sekali gus menimbulkan keperluan untuk penyelidikan lanjut bagi mengisi jurang tersebut. Kajian ini bertujuan untuk menganalisis keistimewaan kurikulum Sekolah Agama Rakyat (SAR) dan Sekolah Cina (SC) serta peranannya dalam mengekalkan identiti utama sekolah dalam landskap pendidikan Malaysia yang majmuk. Kajian ini menggunakan kaedah kualitatif melalui temu bual bersama tujuh (7) informan terpilih. Hasil dapatan menunjukkan bahawa kurikulum SAR dan SC berperanan besar dalam mengekalkan identiti sekolah melalui agama, bahasa, budaya dan sosial. SAR menekankan kepada pembentukan sahsiah berteraskan nilai Islam, penguasaan bahasa Arab, serta amalan rutin seperti hafazan, tilawah, zikir dan penggunaan kitab turath. Pendekatan inklusif yang menerima pelajar tanpa mengira tahap akademik menjadikan SAR sebagai penggerak pendidikan komuniti. SC pula mengekalkan identiti budaya melalui penggunaan bahasa Mandarin sebagai bahasa pengantar dan meningkatkan kebolehpasaran pelajar dalam konteks global. Sokongan komuniti melalui budaya pendermaan menyumbang kepada kelestarian SC, manakala penekanan terhadap disiplin, etika kerja dan keterbukaan kepada pelajar pelbagai kaum memupuk toleransi serta menarik minat pelajar bukan Cina. Kedua-dua SAR dan SC turut menyediakan laluan pensijilan lanjutan untuk melanjutkan pelajaran ke peringkat pengajian yang lebih tinggi di dalam atau luar negara. Secara keseluruhannya, kajian ini merumuskan bahawa kepelbagaian kurikulum SAR dan SC bukan sahaja memperkayakan modal budaya negara, malah membuktikan bahawa institusi berasaskan identiti boleh wujud bersama dalam sistem pendidikan kebangsaan yang kohesif.

The curricula of Sekolah Agama Rakyat (SAR) and Chinese Schools (SC) possess distinctive religious and ethnic identities within Malaysia’s educational landscape. Despite facing various challenges, both curricula contribute to the nation’s educational diversity and demonstrate that diverse educational institutions can coexist within a cohesive national education system. Academic studies that comprehensively examine the roles and interactions of both curricula within the framework of the national education system remain limited, thereby creating the need for further research to address this gap. This study aims to analyse the distinctive features of the curricula of Sekolah Agama Rakyat (SAR) and Sekolah Cina (SC), as well as their role in preserving the schools’ core identities within Malaysia’s plural educational environment. A qualitative research approach was employed through interviews with seven (7) selected informants. The findings indicate that the curricula of SAR and SC play a significant role in maintaining school identity through religion, language, culture, and social values. SAR emphasises character development based on Islamic values, Arabic language proficiency, and routine religious practices such as Qur’anic memorisation (hafazan), recitation (tilawah), remembrance of God (zikir), and the use of classical Islamic texts (kitab turath). Its inclusive approach, which accepts students regardless of academic achievement, positions SAR as a medium for social mobility and community-based education. Meanwhile, SC preserves its cultural identity through the use of Mandarin as the medium of instruction and enhances students’ employability in a global context. Community support through a culture of philanthropy contributes to the sustainability of SC, while the emphasis on discipline, work ethics, and openness to students from diverse ethnic backgrounds fosters tolerance and attracts non-Chinese students. Both SAR and SC also provide pathways to advanced certifications, enabling students to pursue higher education locally and internationally. Overall, this study concludes that the curricular diversity of SAR and SC not only enriches the nation’s cultural capital but also demonstrates that identity-based educational institutions can coexist within a cohesive national education system.

THE HUMAN DIMENSION OF NON-DESTRUCTIVE TESTING: A BIBLIOMETRIC REVIEW

2026-09-02T16:49:55+08:00

Non-destructive testing (NDT) is an essential inspection and safety assurance practice in industries where structural integrity and failure prevention are critical. Although NDT research has been strongly influenced by defect detection, automation, digital inspection, and NDE 4.0, the human dimension remains less systematically mapped. This study examines how the human-dimension components of NDT practice are positioned within the broader NDT research landscape. A bibliometric analysis was conducted using 616 Scopus-indexed documents published between 1967 and 2026, refined from an initial search of 712 records. VOSviewer, Biblioshiny, biblioMagika, and Microsoft Excel were used to analyze publication trends, source productivity, author and country contributions, thematic structures, and keyword co-occurrence patterns. The findings show gradual growth in human-dimension NDT research, with stronger visibility after 2010. The dataset recorded 2,917 citations, an average of 4.74 citations per publication, and an overall h-index of 25. Thematic mapping shows that training, certification, and personnel competence occupy a central but developing position, while inspection performance appears as a basic theme, and inspection reliability, probability of detection, and human factors remain niche themes. The human dimension of NDT is visible but fragmented. The study contributes by reframing NDT research from a technology-dominant inspection perspective to a competence-assurance perspective, where personnel development, certification practice, professional competence, and reliable inspection outcomes are treated as interconnected elements of NDT reliability.

VALIDATING THE ADEM SCALE: A SECOND-ORDER MEASURE OF STUDENTS’ AI DISPOSITION AND ADAPTATION IN RELATION TO AFFECTIVE AND IDENTITY OUTCOMES

2026-09-21T14:23:14+08:00

The rapid integration of artificial intelligence (AI) into university learning has created a need for a comprehensive measure that considers not only students’ ability to use AI but also their intellectual readiness, emotional regulation, ethical values, and identity as learners. This cross-sectional study assessed the psychometric quality of the 70-item AI Disposition and Adaptation Model (ADEM) and examined how AI Adaptability, Epistemological Awareness, Resource Integration, and Intellectual Readiness relate to students’ overall adaptation to AI-supported learning. ADEM was represented by three interconnected dimensions: Emotional Balance, Axiological Alignment, and Ontological Perspective. Survey data were collected from 280 higher-education students. The findings demonstrated strong reliability and convergent validity across the measured dimensions, while also identifying some overlap between closely related constructs that should be considered when interpreting the instrument. AI Adaptability, Epistemological Awareness, Resource Integration, and Intellectual Readiness were significantly associated with ADEM. Intellectual Readiness also partially explained how students’ adaptability, critical evaluation of AI-generated knowledge, and integration of AI with authoritative academic resources contributed to their broader adaptation to AI-supported learning. This study introduces a multidimensional framework that extends beyond technical competence by incorporating emotional well-being, responsible knowledge evaluation, ethical conduct, and learner agency. The ADEM instrument offers a practical basis for assessing students’ strengths and development needs, informing AI-literacy curricula, designing targeted educational interventions, and evaluating whether AI-supported learning initiatives promote capable, critical, balanced, and ethically responsible engagement with AI.

INFORMAL ENGLISH LEARNING THROUGH SOCIAL MEDIA: A SYSTEMATIC REVIEW

2026-09-21T14:29:33+08:00

The rapid growth of digital technology has been associated with shifts in the way English is learned, with social media becoming an increasingly popular platform for Informal Digital Learning of English (IDLE). Although many higher education learners use social media to support their language learning, existing literature provides mixed evidence regarding its effectiveness and educational value. This systematic literature review (SLR) synthesises 27 peer-reviewed studies published between 2020 and 2026, retrieved from the Scopus, Web of Science, and ERIC databases. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the review explores how social media is used to support English language learning, its contribution to language development, and the emerging issues identified in the literature. The findings are synthesised based on three research questions. For RQ 1, the review studies show that learners mainly use social media for vocabulary development through short-form content, utilise mobile-assisted language learning (MALL) for personalised learning, and develop motivation through activity participation in online communities. For RQ 2, vocabulary acquisition was the most reported outcome for language development contributions, followed by listening and speaking skills, through authentic audiovisual content and activities such as vlogging. For RQ 3, the review highlighted several emerging issues, including the tendency for passive consumption of online information as well as the growing need for Critical Digital Literacy (CDL) to help learners evaluate online content and utilise social media more effectively for learning purposes. Generally, social media can complement formal English learning, yet its success depends on purposeful use and appropriate pedagogical support.

CROSS-CULTURAL PERSPECTIVES ON DIGITAL COMMUNICATION IN HIGHER EDUCATION: A QUALITATIVE STUDY OF ACADEMIC STAFF IN MALAYSIA AND IRAN

2026-09-21T14:38:16+08:00

The rapid evolution of digital technologies has transformed professional communication in higher education, enabling academic staff to collaborate efficiently across departments and geographic boundaries. In Malaysia and Iran, the integration of digital tools such as video conferencing platforms, email systems and collaborative applications has become essential for managing academic and administrative tasks. However, challenges such as digital fatigue, communication overload and gaps in digital competencies have emerged, affecting productivity and staff well-being. This study employs a qualitative research design using semi-structured interviews with four academic professionals from both countries to investigate the experiences, communication skills and coping strategies associated with digital communication. Thematic analysis identified key themes such as communication preferences, digital fatigue, competence disparities and institutional support. The study highlights both shared and divergent challenges and provides practical recommendations for improving digital communication practices in higher education.

ULASAN NARATIF BERSTRUKTUR: KOMPETENSI PENTING UNTUK GURU TVET YANG BERKESAN

2026-09-21T15:16:51+08:00

Ulasan naratif berstruktur ini bertujuan meneroka kompetensi penting yang diperlukan oleh guru untuk melaksanakan Pendidikan dan Latihan Teknikal dan Vokasional (TVET) dengan berkesan. Carian literatur telah dilaksanakan menerusi Web of Science, Google Scholar dan Scopus dari tahun 2016 sehingga tahun 2026. Daripada keseluruhan 69 artikel yang dikenal pasti, hanya 29 artikel dipilih setelah melalui proses saringan berdasarkan kriteria inklusi yang telah ditetapkan. Hasil sintesis telah mengenal pasti lima domain kompetensi guru TVET yang dapat memenuhi keperluan industri moden. Kompetensi yang paling dominan adalah kompetensi pedagogi, diikuti oleh kompetensi teknikal, kompetensi teknologi digital, kompetensi profesional dan seterusnya kompetensi interpersonal. Beberapa cabaran dikenal pasti dalam pendidikan TVET termasuklah rangka kerja kompetensi yang tidak konsisten, kerjasama industri-pendidikan yang terhad, kesediaan teknologi digital yang tidak mencukupi dan ketidakseimbangan akses kepada latihan profesional. Hasil kajian menunjukkan kepentingan pembangunan profesional berterusan dan reka bentuk kurikulum berasaskan kompetensi dalam meningkatkan keberkesanan pendidikan TVET. Dapatan ini mengimplikasikan keperluan untuk membangunkan kerangka kompetensi guru TVET dan kerjasama industri-pendidikan yang berterusan, serta penyepaduan teknologi digital dalam memperkukuh keberkesanan guru TVET. Kajian masa hadapan sewajarnya memberi tumpuan kepada pembangunan model kompetensi piawai, penilaian program pembangunan profesional, serta pengaplikasian teknologi terkini seperti kecerdasan buatan dan sistem pembelajaran digital dalam pendidikan TVET bagi jangka panjang.

This structured narrative review aims to explore the essential competencies required by teachers to effectively deliver Technical and Vocational Education and Training (TVET). A literature search was conducted through Web of Science, Scopus and Google Scholar covering the years 2016 to 2026. A total of 69 articles were initially identified, but only 29 articles met the predetermined inclusion criteria following the screening process. The synthesis results identified five TVET teacher competency domains that can meet the needs of modern industry. The most dominant competency is pedagogical competency, followed by technical competency, digital technology competency, professional competency and then interpersonal competency. Several challenges were identified in TVET education including inconsistent competency frameworks, limited industry-education collaboration, insufficient digital technology readiness and uneven access to professional training. The results of the study indicate the importance of continuous professional development and competency-based curriculum design in improving the effectiveness of TVET education. These findings imply the need to develop a TVET teacher competency framework and continuous industry-education collaboration, as well as the integration of digital technology in strengthening the effectiveness of TVET teachers. Future studies should focus on the development of standard competency models, evaluation of professional development programs, and the application of the latest technologies such as artificial intelligence and digital learning systems in TVET education in the long term.

INTERNET ADDICTION AMONG FUTURE TEACHERS: A CROSS-SECTIONAL STUDY OF TEACHER TRAINEES IN NORTHERN MALAYSIA

2026-09-21T15:20:57+08:00

Digital religion has become an increasingly important field of research as social media transforms the ways Islamic knowledge is communicated, interpreted, and practiced. Although studies on digital religion and Islamic da'wah have expanded rapidly, the existing literature remains fragmented across different contexts, platforms, and disciplinary perspectives, resulting in limited understanding of the broader patterns and emerging research trends. Therefore, this study systematically reviews the literature to synthesise current evidence on digital religion and Islamic da'wah in social media. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Advanced searches were performed in the Scopus and Web of Science databases using the keywords digital religion, social media, Islamic da'wah, digital Islam, and communication, covering publications from 2022 to 2026. Following a rigorous screening and eligibility process based on predefined inclusion and exclusion criteria, 25 primary studies were selected for qualitative synthesis. The findings were organised into three overarching themes: (1) Digital Religious Communication and Da'wah Practices, (2) Digital Religion, Religious Authority and Online Religious Engagement, and (3) Digital Religion, Social Values and Societal Transformation. The review demonstrates that social media has evolved beyond a communication medium into a dynamic socio-religious ecosystem that reshapes religious communication, reconfigures religious authority, enhances online religious engagement, and influences social values, religious identity and societal transformation. This study provides a comprehensive synthesis of the contemporary digital religion literature and offers valuable insights for researchers, religious institutions, and policymakers while identifying directions for future research on Islamic da'wah and digitally mediated religious communication.

MINI REVIEW OF TRENDS, CHALLENGES AND FUTURE DIRECTIONS OF INTEGRATING GAMIFICATION INTO TVET

2026-09-21T16:16:57+08:00

This mini-review explores the trends, challenges, and future prospects of gamification use in Technical and Vocational Education and Training (TVET), highlighting its potential to enhance learners' motivation, engagement, and ability to apply skills in their practical learning. The relevant literature was systematically searched in Scopus, ScienceDirect and Google Scholar with specific combinations of keywords: gamification, "TVET", "Vocational education", and "Learning outcomes". In order to preserve the integrity of the research, a strict methodology was used, which only included English peer-reviewed publications and excluded non-English and grey literature. The results demonstrate that the use of gamification is becoming more and more relevant in TVET, as it promotes active learning, collaboration, and retention, while also aligning with the demands of industry 4.0, which require digital and tech skills through tools and gamification elements such as points, badges, leaderboards, and simulations. But not all of this is due to implementation inconsistencies; problems such as lack of infrastructure, lack of teacher preparation, and lack of consistent evaluation practices continue to exist. The sustainability of gamification's motivational power is also being challenged along with its ability to become over-gamified, losing educational value. Also, the sustainability of the motivational power of gamification is being questioned, as well as its ability to become over-gamified, losing educational value. There are gaps in knowledge regarding practical effects on employability and in skill transfer across domains, dimensions, and across cultures. There is an urgent need for further research to create evidence-based frameworks, standardised evaluation tools and scalable models applicable to various vocational contexts.

THE IMPACT OF APPLYING GEN-AI TO KNOWLEDGE RETENTION AMONG STUDENTS IN EDUCATIONAL INSTITUTES: A SCOPING REVIEW

2026-09-21T16:21:54+08:00

This scoping review explores the use of generative artificial intelligence (GenAI) in higher education and its impact on student learning outcomes. This review, drawing on the six steps of Arthur Arksey and O'Malley, pooled the findings of 10 empirical studies across the selected time span of 2024-2026 to map the current use, implications for cognition development and variations in academic performance related to GenAI tools. The journals assessed were mainly from different geographic regions such as South Korea, Japan, Vietnam, Kuwait, Saudi Arabia, the UK, Morocco, Pakistan, Ireland, and the USA and were retrieved from Web of Science and Scopus. It is concluded from combined results that teaching and learning in the school environment is significantly influenced by pedagogical design, scaffolding of instruction, and human supervision. Within a structured framework for validation, in adaptive tutoring systems, or in immersive virtual reality settings, GenAI tools serve as collaborative partners that support the retention of factual knowledge, boost student engagement, and promote autonomy of the learner. However, in settings where workloads are overwhelming and time is of the essence, undirected use of GenAI can inadvertently lead to procrastination, memory loss, and a direct negative effect on actual student performance. This scoping review highlights the key gaps in longitudinal assessments and framework of structural evaluations. It also provides evidence-based suggestions for curriculum designers and education policy makers looking to balance technological innovation and the maintenance of critical thinking and academic integrity.

DIGITAL WELL-BEING IN EDUCATION: A THEORETICAL PERSPECTIVE IN BIBLIOMETRIC STUDY

2026-09-21T21:18:40+08:00

This paper aims to examine digital well-being issues among that are anchored by the Job Demands-Resources (JD-R) Theory. The JD-R Theory provides a significant framework for understanding job stress and motivation that comes from digital transformation. However, there are limited sources to discover the application of JD-R Theory in teacher digital well-being research. This study conducts a bibliometric analysis of 564 Scopus-indexed journal articles published between 2000 and 2026 to examine the intellectual structure, thematic evolution, and collaboration patterns in this field. Using Scopus Analyzer, OpenRefine, and VOSviewer, the study analyses publication trends, citation patterns, co-authorship networks, and keyword co-occurrences. The findings indicate a sharp increase in publications after 2019, reflecting the impact of large-scale digitalisation and the COVID-19 pandemic. China, the United States, and the United Kingdom emerged as the leading contributors, while technostress, digital overload, self-efficacy, and work engagement formed the dominant JD-R-related themes. The study concludes that digital well-being research in education has evolved into a theoretically grounded domain that views digital well-being not only as an individual outcome but also as an organisational and work-design issue essential for sustainable digital education reform.

ANALYSIS OF THE NEEDS FOR DEVELOPMENT OF THE BRICKSMART HYBRID DIGITAL NUMBER SKILLS MODULE IN IMPROVING THE THINKING SKILLS OF PRESCHOOL CHILDREN

2026-09-21T21:23:07+08:00

In design and development research, the most critical phase is the needs analysis. In this study, a needs analysis was conducted to ensure that the developed module effectively met users’ requirements. This quantitative survey study was carried out to examine the need for developing the hybrid digital number skills module, BrickSmart. It examines enhancements in preschool children’s thinking skills from teachers’ perspectives, as well as teachers’ perceptions and knowledge regarding the use of instructional support materials as thinking tools that are not yet widely implemented at the preschool level. The study focuses on developing an innovative intervention in early childhood education, particularly by integrating digital technology with a virtual brick-based learning approach for early mathematics instruction. These skills encompass pre-number skills, number concepts, and basic number operations based on the cognitive learning domain outlined in the Kurikulum Prasekolah 2026 (KP 2026). A set of needs analysis questionnaires was administered to 50 primary school mathematics teachers in a district in the state of Penang, Malaysia. The data obtained were analysed descriptively using statistical software to calculate frequencies and percentages. The findings revealed that the majority of respondents agreed that the module is appropriate for students’ learning. Specifically, 87.6% of respondents indicated that developing an interactive digital learning module is necessary for the number skills learning domain and for fostering preschool children’s thinking skills. In addition, the results showed that teachers possess knowledge of the Learning Standards (Standard Pembelajaran), with 66.9% of respondents applying various pedagogical approaches to fulfil the cognitive learning standards during teaching and learning (PdPc) sessions. However, only 59.4% of respondents reported using digital support materials and thinking tools during classroom instruction. Overall, the findings provide a preliminary overview of the need for implementing the hybrid digital number skills module, BrickSmart, to enhance preschool children’s thinking skills.

BEYOND THE SCREEN: RE-THEORIZING ACADEMIC BUOYANCY THROUGH A BIOPSYCHOSOCIAL–SPIRITUAL FRAMEWORK IN ONLINE HIGHER EDUCATION – A CONCEPTUAL PAPER

2026-09-21T21:39:58+08:00

The normalization of online and distance learning (ODL) has intensified psychological strain among university students while exposing important theoretical limitations in existing student support models. Current frameworks primarily emphasise technological readiness, instructional design, and cognitive engagement, yet often overlook the existential and spiritual dimensions that shape students' functioning and adaptation in digital learning environments. This conceptual paper proposes a Biopsychosocial–Spiritual (BPSS) framework that positions spiritual well-being as a meta-regulatory construct influencing academic buoyancy and mental health. Drawing on the integration of the Biopsychosocial–Spiritual model and Social Cognitive Theory, the framework conceptualises spiritual well-being as a foundational personal resource that enhances mindfulness, academic hope, and self-efficacy within online learning contexts. A conceptual structural model is subsequently proposed to explain the mediated relationships linking spiritual well-being with depression, anxiety, stress, and academic buoyancy. By repositioning spirituality from a peripheral consideration to a structural determinant of student functioning, the proposed framework extends existing theoretical perspectives on resilience in online higher education. It further provides a holistic foundation for future empirical research while offering practical implications for digital pedagogy, institutional student support, and mental health strategies designed to enhance student well-being and academic success in Open, Distance, and Digital Education (ODDE).

INSTRUMENT VALIDATION AND NEEDS ANALYSIS OF ENGLISH SIMPLE PAST TENSE LEARNING AMONG MALAYSIAN FORM 1 ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS

2026-09-21T21:50:40+08:00

This pilot study evaluated the content validity and reliability of a Needs Analysis Questionnaire and examined Malaysian Form 1 students’ perceived learning needs, challenges, and preferences regarding English simple past tense learning and game-based grammar learning support. The questionnaire was primarily developed using Hutchinson and Waters’ (1987) Necessities, Lacks, and Wants framework, while selected items in the Wants section were informed by relevant constructs from the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al., 2003). Three subject matter experts (SMEs) evaluated the initial 21 substantive-item questionnaire using the Content Validity Index (CVI), yielding a Scale-Level Content Validity Index based on the average I-CVI (S-CVI/Ave) of .78. The item-level results and qualitative expert feedback were used to identify items requiring revision. Following expert feedback, unclear and double-barrelled items were reworded, simplified, and separated into single-construct statements to improve clarity and address issues identified during the expert review. The revised 28 substantive-item questionnaire was then administered to 67 Form 1 students from two government secondary schools in Kuala Lumpur. The revised 28 substantive-item questionnaire demonstrated acceptable internal consistency (Cronbach’s α = .728). Descriptive analysis indicated that the pilot respondents perceived basic past tense rules as important, reported difficulties in recognising correct past tense verb forms, perceived memorising word lists and repetitive grammar exercises as boring, and expressed positive preferences for game-based learning features. These pilot findings provide preliminary indications for the subsequent design and development of the proposed game-based learning application, particularly regarding clear and basic past tense rules, game-based practice, user-friendly navigation, immediate feedback, and motivational features.

DESIGNING AGAINST GENERATIVE AI “PARROTING”: A PROCESS PORTFOLIO APPROACH TO MINI PROPOSAL ASSESSMENT

2026-09-21T22:03:02+08:00

The rapid growth of generative artificial intelligence (gen-AI) has raised increasing concerns about parroting behaviour in higher education, particularly in research writing. Parroting behaviour occurs when students reproduce fluent AI-generated text while lacking a meaningful understanding of the ideas it expresses. Instead of addressing this issue through AI detection tools or restrictive policies alone, this study explores how assessment design can discourage parroting by requiring students to demonstrate visible evidence of their learning process. An instrumental case study approach was employed to examine the implementation of a scaffolded process portfolio in an undergraduate research methodology course, with a specific focus on the Background of the Study section of a mini research proposal. Seventeen students, organised into five small groups, developed their writing across four staged submissions and one final submission. Data were collected from staged portfolio drafts, lecturer probing during feedback sessions, and written reflections. Three analytic rubrics were used to assess writing, probing, and reflection. The findings showed an overall pattern of improvement across submissions in students’ writing, their ability to justify and explain ideas during probing, and the depth of reflection on their writing development. The portfolio made students’ reasoning, revision, and conceptual refinement more visible, thereby reducing the usefulness of parroting strategies that depend on producing isolated, surface level text. The study contributes to current discussions on academic integrity in the era of gen-AI by showing how process portfolio assessment can support both learning and integrity through staged, traceable, and feedback enriched writing development.

MAPPING THE LANDSCAPE OF GENERATIVE AI ACCEPTANCE IN ACADEMIC WRITING: A BIBLIOMETRIC REVIEW OF THE EXTENDED TAM RESEARCH

2026-09-21T22:07:24+08:00

Academic writing in higher education has been reshaped within a remarkably short period by ChatGPT and comparable large language models (LLMs). This review asks how that shift has been studied: what the scholarly record so far reveals about university students’ willingness to take up such tools, and how the Technology Acceptance Model (TAM) has been stretched to account for it. Fifteen peer-reviewed studies appearing between 2023 and 2025 were assembled and examined through bibliometric profiling alongside qualitative content analysis, each article coded against a shared set of extraction fields. Output rose steeply across the three-year window, mirroring the wave of interest that followed ChatGPT’s public release. TAM proved the framework of choice, frequently merged with the Unified Theory of Acceptance and Use of Technology (UTAUT/UTAUT2) or the Theory of Planned Behaviour (TPB). Constructs recurring across the corpus were Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Behavioural Intention (BI) and, distinctively for this domain, Academic Integrity Concern (AIC). Among the ten most cited papers the prevailing design was a cross-sectional survey analysed with Partial Least Squares Structural Equation Modelling (PLS-SEM), with authorship concentrated in Malaysia, the United States, Norway, Poland, Turkey and China. Two patterns stand out. Growth in output has outpaced growth in methodological variety, and AIC behaves less like a fixed construct than one contingent on institutional policy. The review therefore offers postgraduate researchers, educators and policymakers a mapped starting point for governing how GenAI enters academic writing.

DIMENSIONS OF SPIRITUAL WELL-BEING AND MENTAL HEALTH IN UNIVERSITY STUDENTS: A BIBLIOMETRIC ANALYSIS OF THE LITERATURE

2026-09-21T22:17:14+08:00

Despite growing interest in holistic student health, research surrounding spiritual well-being and mental health in higher education remains fragmented. This study conducts a bibliometric analysis using the Scopus database to map the intellectual structure, research trajectories, and international collaboration networks within this field from 1989 to May 2026. A total of 813 peer-reviewed journal articles were analyzed using VOSviewer and descriptive performance metrics. The findings show exponential growth in publication output, particularly following the COVID-19 pandemic. Network co-occurrence analysis reveals core thematic hubs centered on mental health and psychological well-being, with emerging clusters around resilience, mindfulness, and crisis coping. International co-authorship mapping demonstrates a core–periphery network structure led by Western nations, alongside expanding regional contributions from developing economies. Overall, the literature reflects a transition toward multidimensional frameworks that integrate spiritual dimensions into psychological support models for higher education. These insights provide a foundational benchmark for guiding future interdisciplinary research and student welfare policy.