International Journal of Academic Research in Progressive Education and Development
The IJ-ARPED (ISSN: 2226-6348) is a blind peer-reviewed interdisciplinary open-access journal published by the Leadership Academy of Social Sciences. The journal focuses on publishing significant original research across various fields of Education and Research. IJ-ARPED releases four issues annually, aiming to offer easy accessibility to insights on education and research, including case studies. The goal is to enhance and complement the scholarly world's knowledge base. Education plays a pivotal role in shaping character, morality, and societal values, influencing individuals' thoughts and physical abilities. The primary objective of IJ-ARPED is to establish a platform for scholars, academicians, professors, intellectuals, researchers, teachers, and students to share their valuable work and exchange creative knowledge. The journal serves as a means to transmit a wealth of knowledge, values, skills, and creative thoughts from one generation to the next. IJ-ARPED covers a broad spectrum of topics, including child development, curriculum, reading comprehension, philosophies of education, educational approaches, and more. The journal strives to encompass a vast array of subjects, providing a comprehensive resource for those interested in the diverse aspects of education and research. Child Development Curriculum Reading Comprehension Philosophies of Education Educational Approaches Formal Education, such as higher education, adult education, indigenous education, etc. Educational Theory Educational Development Psychology Education Sociology Education Teaching Education History Education Science Higher Education Issues Types of Paper Regular articles: These articles should have cautiously confirmed findings and the research methodologies used should be explained in sufficient detail in order to be easily verified by others. The length of a full paper should be the minimum required to describe and interpret the work clearly. Short Communications: in order to record the results of complete small investigations, detailing new models and innovative techniques, short communications should be used. Main sections styles may not conform to the full length papers. They are 2-4 printed pages in detail (about 6-12 manuscript pages). Reviews: Submissions of reviews are welcomed. Reviews should have brevity and clarity, covering 4-6 printed pages (about 12-18 manuscript pages).
Leadership Academy of Social Sciences (LASS)
Research on the Construction of Preschool Physical Education Curriculum for Preschool Education Majors
Early childhood physical education plays an important role in preschool education, not only affecting the physical health of young children, but also influencing their psychological and emotional development. However, current early childhood physical education in China still faces problems such as vague goals, outdated content, and insufficient innovation, which restrict the professional development of teachers and the optimization of teaching methods. This study constructed a systematic curriculum system for early childhood physical education, covering core elements such as educational philosophy, teaching objectives, curriculum content, implementation strategies, and evaluation mechanisms. The study emphasizes the concepts of "integration of sports and education" and "holistic education", aiming to promote the comprehensive development of young children and achieve continuous optimization of the curriculum through a dynamic cycle model. This study mainly used Delphi method, teaching experiments, and empirical analysis to construct a scientific and systematic curriculum system for early childhood physical education, filling the gap in the combination of theory and practice. This study proposes both the "integration of physical education and education" and the "dynamic cycle model" to promote the sustainable development of early childhood physical education. Through innovative curriculum systems, methodologies, and practical models, it provides theoretical support and practical paths for improving the quality of early childhood physical education in China, which is of great significance for cultivating composite early childhood teachers and promoting the development of early childhood education.
Copyright (c) 2025 International Journal of Academic Research in Progressive Education and Development
Mind Mapping Technique in English Writing Teaching: A Systematic Literature Review
English writing in the context of globalization has spanned a wide range of personal needs, academic research and professional correspondence. Facing the contradiction between the rising demand for English writing and the low level of students' writing, this paper provides a systematic review of the methods, advantages and challenges of mind mapping in education. Based on PRISMA reporting standards, this paper analysed journal papers indexed in both Web of Science and Scope from 2021 to 2025, and finally 15 papers were included in the review. The study highlights the pedagogical value of mind mapping in teaching and learning, describes the challenges of implementing mind mapping in English writing education, and makes suggestions for future research. Although mind mapping is gradually being integrated into the classroom of English education and has been shown to have a positive impact on students' logic and vocabulary enhancement. However, there are still some problems, such as no significant creative improvement, etc. In the future, empirical studies should be conducted to explore the effects of mind mapping in English writing education of different school years and different ways to solve the negative effects.
Understanding School Teachers’ Acceptance of AI in Education: Insights from the Technology Acceptance Model (TAM)
Artificial Intelligence (AI) has the potential to transform education by enhancing teaching and learning processes. However, the adoption of AI among school teachers remains inconsistent due to various factors influencing their acceptance. Teachers are the key drivers of educational change and their acceptance of AI is critical to ensuring successful and sustainable integration. Factors such as teachers' self-efficacy, teaching experience, digital literacy and subjective norms require deeper investigation to fully understand their impact on AI acceptance. By addressing these gaps, this paper seeks to provide a clearer understanding of the determinants of AI acceptance among school teachers. Specifically, this concept paper explores school teachers' acceptance of AI in education using the original Technology Acceptance Model (TAM). The study aims to provide insights into how perceived ease of use, perceived usefulness, attitudes and external variables impact AI adoption among educators. The findings of this paper can serve as a foundation for further research and policymaking to encourage AI integration in schools.
The Implementation of Apprenticeship in Vocational Education: A Systematic Review
This systematic review investigates the implementation, adaptability and challenges of apprenticeship systems in vocational education with a particular interest in their use in underdeveloped regions. From the Scopus database, fifteen empirical studies published between 2018 and 2024 were selected by using the PRISMA framework for analysis. The review identifies key themes: The role of public-private partnerships, integration of technology, the cultural and regional adaptability of apprenticeship models, and dual training systems as a core framework. Results show that dual training systems enhance employability and education meets industry requirements, and Germany and Malaysia are excellent examples. Resource sharing and curricula alignment with labor market demands, it was argued, required public-private partnerships. Innovative technologies such as virtual reality fill infrastructure gaps in resource limited areas. Nevertheless, there are still major challenges, including policy misalignments, funding deficits, and socio-cultural barriers. The implications of these findings for policymakers and educators interested in improving apprenticeship models in vocational education are actionable. The review suggests localized, context sensitive strategies and more integration of emerging technologies to scale and increase the effectiveness of these systems.
Product Evaluation of Malay Language Curriculum in Primary Schools from Teachers' Perspectives Based on CIPP Model
This study aims to evaluate the product of the Malay Language curriculum in primary schools from teachers' perspectives based on the CIPP Model, focusing on two key dimensions: the curriculum's impact on student interest and the effectiveness of achieving curriculum objectives. Using a qualitative approach with case study design, this research involved six Malay Language teachers from five primary schools across three different districts in Miri Division, Sarawak. Data was collected through semi-structured interviews and observations, analyzed using thematic analysis with NVivo 15 software assistance. The findings indicate that the Malay Language curriculum shows positive potential in enhancing student interest through edutainment approaches and technology integration, although challenges exist in oral proficiency development. The curriculum demonstrates moderate effectiveness in achieving objectives, with particular success in reading and writing skills, while oral communication skills require further improvement. Student interest and engagement analysis reveals four key themes: varied responses to edutainment approaches, attractive curriculum aspects through ICT integration, motivation factors including teacher encouragement and appropriate challenge levels, and diverse student needs with 70% effectiveness rate. Objective achievement effectiveness encompasses three dimensions: mixed results in fundamental skills development, disparities between written and oral competencies, and promising but inconsistent moral values integration. The study reveals that curriculum effectiveness depends heavily on teacher competency, institutional support, and contextual adaptation. The interconnected nature of all identified factors suggests that systematic transformation addressing multiple dimensions simultaneously is essential rather than piecemeal improvements. Implications include the need for more contextualized content adaptation, enhanced teacher training programs, stronger integration of digital literacy, and comprehensive approaches balancing academic achievement with character development. This study contributes valuable insights into curriculum evaluation complexity, emphasizing holistic evaluation approaches that prepare students for future linguistic challenges in Malaysia's multilingual educational landscape.
The Impacts of Bilingualism Learning Strategies in Science Education: A Systematic Literature Review
Globalization has a profound effect on the way humans interact, share values and maintain their respective identities. The bilingualism approach allows the teaching and learning process to be carried out in two languages, namely the first language which is usually the mother tongue and the second language such as English. This study aims to conduct a systematic literature review (SLR) to identify the research trends and bilingualism learning strategies used in science education based on previous studies between 2021 and June 2025. This review utilizes two major databases namely Scopus and Web of Science (WoS) and is based on the PRISMA guidelines. A total of 25 articles were selected after going through a process of identification, screening, eligibility and quality assessment using the Mixed Method Appraisal Tool (MMAT). The results show that the qualitative approach is most dominantly used in previous studies while the translanguaging strategy is the most frequently applied approach in the classroom. The study findings also showed the use of bilingual strategies such as code switching, scaffolding and transcription played a role in improving students' scientific understanding, active engagement and confidence levels.
Understanding Assessment Paradigms: A Conceptual Comparison of Traditional and Holistic Methods in Education
This conceptual paper critically explores the paradigmatic distinctions and intersections between traditional and holistic assessment methods in education. Traditional assessments, grounded in behaviorist theory, emphasize standardized testing and objective measurement of cognitive outcomes. While these methods offer reliability and comparability, they often neglect higher-order thinking, creativity, and individual learner diversity. In contrast, holistic assessments rooted in constructivist learning theory emphasize learner engagement, critical thinking, and real-world application through portfolios, peer reviews, and self-reflection. Despite their potential to promote deeper learning and inclusive practices, holistic assessments face challenges related to subjectivity, standardization, and resource intensiveness. The paper further argues for a hybrid assessment framework that integrates the strengths of both paradigms to support more comprehensive, equitable, and meaningful learning outcomes. Implications for curriculum design, teacher training, and institutional policies are also discussed to foster a balanced and responsive assessment ecosystem aligned with 21st-century educational demands.
The Impact of the Big Five Personality Traits on College Students' Career Choice Commitment: A Case Study of Wuyi University
This study investigates the impact of the Big Five Personality Traits (Extraversion, Agreeableness, Openness, Conscientiousness, and Neuroticism) on college students' career choice commitment, using students from Wuyi University as the research subjects. Data were collected through questionnaires and analyzed using descriptive statistics, correlation analysis, regression analysis, and factor analysis. The results show that Extraversion, Openness, and Conscientiousness have significant positive impacts on career choice commitment, while Neuroticism has a significant negative impact. Agreeableness does not have a significant impact on career choice commitment. This study provides theoretical support for understanding the psychological mechanisms underlying college students' career choice commitment and offers practical guidance for university career counseling and student career planning.
A Conceptual Paper on Assessing the Competency of Primary Mathematics Teachers in Integrating Artificial Intelligence Tools into Teaching and Learning
Malaysian Mathematics education is evolving in line with global digital transformation, positioning artificial intelligence (AI) as an emerging technology with the potential to further enhance the teaching and learning process, which requires teacher’s competency for effective integration. However, existing literature indicates that no study has specifically explored primary Mathematics teacher’s competency in integrating AI into teaching and learning in the Malaysian context, highlighting the need for such research. Thus, this conceptual paper elaborates the conceptual framework for exploring the competency levels of primary school teachers in integrating AI tools into the teaching and learning of Mathematics, based on the Technological Pedagogical Content Knowledge (TPACK) model and the Malaysian Teacher Standards (SGM 2.0). This paper further analyses the issues, concepts, and objectives of the forthcoming study through a review of literature from various disciplines. This study may serve as a reference and foundation for future large-scale and comprehensive research aimed at assessing and exploring the competency levels of Mathematics teachers at the national level.
Visual Arts to Animation: Academic Pathways of High Achieving Malaysian Higher School Certificate (STPM) Students in Malaysia
This study examines the academic pathways from visual arts to animation among high-achieving Malaysian Higher School Certificate (STPM) students. The background highlights the growing demand for animation as a creative and technical field, yet curriculum gaps and limited infrastructure hinder student readiness. Using a Systematic Literature Review (SLR) guided by PRISMA protocols, relevant studies published between 2020 and 2024 were retrieved from Scopus, Web of Science, Taylor & Francis, SpringerLink, and Google Scholar through targeted keywords and Boolean search strategies. A total of 40 high quality studies were synthesized, focusing on curriculum alignment, skill acquisition, technological infrastructure, cultural capital, and international bench marking with Korea, Japan, China, and the United Kingdom. Findings reveal curriculum misalignment, gaps between creative and technical skills, and restricted access to animation technology as key barriers. The analysis incorporates Holland’s vocational theory, Bourdieu’s cultural capital, and Rational Choice Theory, showing the interplay of interest, socio cultural resources, and economic rationality. In conclusion, curriculum reform, technology enhancement, and stronger industry academia collaboration are essential to strengthen Malaysia’s visual arts to animation pathway model for local and global application.
Study on the Influence of Perceived Value of Green Agricultural Products on Purchase Intention
With growing public awareness of environmental protection, consumption patterns are evolving, with green consumption emerging as a prevailing trend. Green agricultural products, renowned for their safety and eco-friendly nature, have garnered significant attention. This study investigates the consumption patterns of green agricultural products in Guangxi through an online survey that collected 316 valid questionnaires. Using SPSS software, we conducted descriptive statistics and item discrimination analysis to examine how different dimensions of perceived value influence purchasing intentions across consumer groups. The findings reveal that perceived value comprises four dimensions: functional benefits, environmental sustainability, social responsibility, and food safety. Both perceived value and subjective norms positively impact purchase intention, with subjective norms serving as a mediating factor between these two dimensions. This study not only helps businesses and industry professionals better understand the mechanisms driving consumer purchasing decisions but also promotes the development of the green agricultural product market while advancing the adoption of sustainable consumption practices.
Copyright (c) 2025 Zhu Liang, Rashed Mustafa
Religious Perceptions of Sport: The Role of Policy Maker in Addressing Common Misunderstandings among Muslims
Introduction: The interpretation of sports among Muslims is often misrepresented by various narrow-minded and inaccurate views, which has led to the emergence of Muslims who reject participation in sports activities. Objective: Accordingly, this paper attempts to investigate the concept of sports in Islam, drawing upon the perspectives of policy maker and authorities in Malaysia. Methods: The research using policy research method and data was obtained through the analysis of two sports policy documents in Malaysia. Firstly, the Sports Guidelines of Terengganu State, Malaysia, and secondly, the Sports Guidelines According to the Islamic Perspective. Furthermore, interviews were conducted with 1 state policymaker in Malaysia, 2 state officers of policy implementer and 2 federal religious authority officers. Results: The results of this study indicate that, from the perspective of policymakers and the Federal Islamic religious authorities, the Islamic teaching does not prohibit participation in sporting activities. Instead, it encourages appreciation and active engagement in sports among Muslims. Conclusion: In order to address the potential for misunderstandings about sports within the Muslim community, it is essential that the authorities take a proactive approach to clarifying these misconceptions. It is thus incumbent upon policymakers to formulate comprehensive and efficacious policies pertaining to sports activities.
A Study on the Educational and Teaching Practice Curriculum for Students in Teacher Training Institutions
Teaching competence is a reflection of a teacher's level of teaching and is at the core of his or her professional development. The cultivation of teaching ability is a cross-cutting issue of teacher training and education and teaching training. Educational practice courses in colleges and universities are important carriers of pedagogical nature, and have a direct practical orientation compared with educational theory courses such as pedagogy and psychology. By reasonably choosing the content and organization of educational practice courses, it helps to promote the development of teacher trainees' teaching competence, thus enhancing the starting point of teacher trainees' teaching work after joining the profession, and promoting the formation of teacher trainees' awareness and ability of independent professional development. Based on the perspective of the development of teaching competence, this study examines the theoretical basis for the design of educational practice courses, course objectives, course content, organization and implementation, and evaluation from the perspective of the current situation of teacher education practice courses and the generation of teaching competence of teacher trainees under the cultivation of existing educational practice courses. Based on a review of the literature, this study proposes that teaching competence refers to the ability of teachers to fully explore and utilize the educational factors embedded in the elements of teaching based on their personal experience, knowledge and educational and pedagogical theories, through specific teaching design, implementation, reflection and feedback activities. Educational practice programs are the sum of all activities organized and implemented by teacher training colleges that contribute to the development and improvement of individual teacher trainees' teaching competence. Teaching design skills training includes the study of subject curriculum standards, the study of teaching materials, the study of curriculum reform concepts, the training of board design skills, and the training of teaching media design. Teaching practice skills training includes motivation training, introduction training, narration and demonstration training, questioning training, feedback training, reinforcement training and emergency handling training. Incident handling skills training and other seven aspects. Based on the understanding of the value positioning of the educational practice course in the cultivation of teaching ability of teacher trainees, this is an active course.
Implementation of the 2013 Curriculum in the Learning Process in Primary School at West Sumatra Province
Curriculum is an important tool used to direct the learning process in schools. In the implementation of the 2013 curriculum, the learning process provided by teachers was not following the demands of the 2013 curriculum, such as strategies, media, and assessments were still not appropriate to achieve learning objectives. This shows the need for research that focuses more on the learning process in implementing the 2013 curriculum. The focus of the research is on the following three objectives to identify planning, implementation, and assessment of learning for the 2013 Curriculum in primary school at West Sumatra Province. This research uses qualitative methods with interviews, observation, and document analysis by 1 headmaster, 1 teacher, and 1 student in primary school at West Sumatra Province. Techniques of validity and reliability of research findings used triangulation. The results of the 2013 Curriculum learning planning research were carried out by selecting themes, checking teacher books, checking learning steps, and making lesson plans. The implementation of the 2013 Curriculum is based on thematic learning using a scientific approach. 2013 curriculum learning assessment with authentic assessment. These findings underlie the implementation of the 2013 curriculum in the learning process in primary school at West Sumatra Province, following the provisions of the 2013 curriculum and according to Ralph W. Tyler's curriculum theory.
The Influence of Attitudes, Creativity, and Environment on Entrepreneurial Career Selection Behavior among Community College Students
Entrepreneurship is a key element for the nation and one of the initiatives to address unemployment while fostering competitiveness in the global economic market. The integration of expertise and skills with entrepreneurial opportunities helps graduates in career selection. This study first aims to identify the levels of entrepreneurial attitudes, creativity and environment, and entrepreneurial career selection behavior. Second to identify the differences in entrepreneurial career selection behavior between different genders, and lastly the influence of attitude, creativity, and environment on career selection behavior among community college students. This study also adopts a quantitative approach using a survey method through questionnaires. A total of 218 final-semester community college students who have taken the entrepreneurship module were involved. Data analysis was conducted using the Statistical Package for Social Sciences (SPSS) version 27 to obtain descriptive and inferential analysis. The research findings show that attitudes, creativity, environment, and entrepreneurial career selection behavior among students are at a moderately high level. In addition, the findings also indicate that female students dominate entrepreneurial career selection behavior based on mean scores. Overall, the influence of attitudes, creativity, environment, and behavior on entrepreneurial career selection among community college students is at a moderately high level. Therefore, the implications of this research hoped that this study can be used to design entrepreneurial programs and activities to cultivate entrepreneurial attitudes and environments while enhancing creativity and entrepreneurial career selection behavior. This research supports the Theory of Entrepreneurial Cognitive Development (2000) and the Critical Thinking Model (1998), where all factors are interrelated and are used to predict and explain the entrepreneurial behavior that students will engage in when they complete their studies and choose entrepreneurial careers. Quality teaching and the cultivation of entrepreneurship in community colleges should be implemented more systematically and continuously to instill an entrepreneurial spirit, thereby changing students' mindsets and perceptions in choosing a career in entrepreneurship.
Resilience Transforms Challenges: Fostering Academicians' Job Resilience in Open, Distance, and Digital Education Higher Institutions
This study investigates the importance of job resilience among academicians in open, distance, and digital education (ODDE) higher education institutions, emphasising the need for effective support systems that foster resilience in rapidly evolving educational environments. The primary aim is to explore the relationships between organisational support, social support, coping strategies, self-efficacy, and job resilience, providing insights for enhancing faculty well-being and performance. A survey was conducted to collect primary data, utilising a purposive sampling method that yielded a total of 314 clean data points suitable for analysis. Data analysis was performed using Partial Least Squares Structural Equation Modelling (PLS-SEM), which facilitated rigorous hypothesis testing. Results revealed significant positive relationships, with organisational support and coping strategies showing strong influences on job resilience, while self-efficacy emerged as a critical mediating factor. The study highlights the need for educational institutions to implement comprehensive support systems, enhance faculty training, and foster collaborative environments. Suggestions for future research include exploring the long-term impacts of support systems on job resilience, identifying specific coping strategies that are most effective, and examining cultural differences in the perception of support in academic contexts. The implications of this study underline the necessity of prioritising faculty support in ODDE institutions to improve job satisfaction, retention, and overall educational quality. By fostering resilience among academicians, institutions can cultivate an engaged and efficient workforce capable of adapting to the challenges inherent in digital learning environments. This research not only contributes to the theoretical understanding of resilience but also informs practical interventions aimed at enhancing the academic experience within the dynamic landscape of higher education.
Analysis of the Design Needs and Development of the AR-Kahf Module for Learning Arabic Syntax in the Quran
The teaching and learning (TnL) of the Arabic language can be diversified through more innovative, interactive, and effective methods. One such approach is the implementation of Augmented Reality (AR) technology, which has emerged as a significant tool in modern educational settings. This study examines students' perspectives on the necessity of developing the AR-Kahf module for learning Arabic syntax within the Quranic framework. The study employs a Design and Development Research approach, utilizing questionnaire instruments to gather data on the need for technology-based learning materials, challenges in conventional learning approaches, students' inclination toward innovation in course instruction, and the necessity of interactive AR applications. A total of 184 undergraduate students from the Arabic Language Studies program at UniSZA, who were enrolled in the Ibn Hisham Syntax Text Study Course, served as respondents for the questionnaire. The collected quantitative data were analyzed using the Statistical Package for Social Science (SPSS) to obtain mean values and standard deviations. The results indicate that students perceive the development of the AR-Kahf module as necessary. This module should be established as an alternative pedagogical approach for teaching Arabic syntax in the Quran, integrating interactive and visual elements to enhance students' comprehension and engagement with the complex sentence structures.
Multiple Intelligence Theory is a Neuromyth? A Thematic Analysis Study
Multiple intelligence has confronted condemnation due to the absence of empirical and neuroscientific provision with some dismissing it as a neuromyth. Critics inquire on its practicality and claim that it probably shares neural coherence, rather than being linked with distinct brain regions. Earlier studies on the claims are too old. Study goals to discover present research showed from 2019 to 2024 to offer a thoughtful of the theory, which has been criticized as a neuromyth by researchers especially in cognitive neuroscience. A thematic analysis identified ten (10) themes from five (5) selected articles by using VOS viewer software for constructing and visualizing bibliometric networks of studies which debating the theory as a neuromyth theory. These themes are lack of empirical evidence of brain studies, interconnectedness of intelligence, bridging theory with empirical evidence, neural correlating, quantitively unmeasured, marketable profit, less experiential and rigorous academical practice, neuroscience and education and the theory is not neuromyth. Study underlines the importance of a cooperative approach between education and neuroscience. Additional research is desired to discover how the theory could be reconciled with more well-known models of intelligence and brain function to be recognized as a valid scientific theory.
The Impact of Parents' Participation in School Activities on Primary School Students' Life Satisfaction in Suzhou, China
This study explores the impact of parents’ participation in school activities on the life satisfaction of primary school students in Suzhou, China. Using qualitative methods, semi-structured interviews were conducted with 20 students from diverse family and school backgrounds. The findings indicate that parental involvement—such as attending school events, assisting with classroom activities, and engaging in school-home communication—significantly enhances students’ emotional well-being, academic motivation, and social connectedness. Students whose parents actively participated expressed a stronger sense of pride, security, and belonging. In contrast, students who experienced limited parental engagement reported feelings of exclusion, disappointment, and lower life satisfaction. The study highlights the mediating role of school culture and event type in shaping students’ perceptions of parental involvement. These insights underscore the importance of fostering inclusive parent-school partnerships and designing accessible participation opportunities to support children's holistic development and happiness. The findings also contribute to the growing body of literature on parental involvement in the Chinese educational context, offering implications for policy and practice.
Design, Implementation, and Evaluation of a Needs-Based Language Assessment Literacy Training Program for Rural English Teachers in China
The shift from assessment of learning (AoL) to assessment for learning (AfL) and assessment as learning (AaL) has heightened the demand for teacher language assessment literacy (LAL). Yet rural educators often have limited access to professional development in assessment. This study evaluated the LAL of rural English teachers in China (specifically in Shaoyang, Hunan Province), identified their urgent training needs, and implemented a contextually tailored LAL training program. A mixed-methods design was adopted, gathering data from 113 teachers through surveys, interviews, and classroom observations. Quantitative results (descriptive statistics, t-tests, and ANOVA) revealed a baseline mean LAL score of 16.42 out of 35, with highest knowledge in test methods and lowest in ethics, and significant differences across LAL dimensions (?² (6) = 52.37, p < .001, ?² = .18). Key needs included better skills in communicating results, using scoring rubrics, and conducting formative assessment. A six-week needs-based training intervention—combining face-to-face workshops, online modules, and one-on-one mentoring—led to significant improvements across all seven LAL dimensions. For example, the mean score for providing feedback increased from 2.31 to 3.15 on a 5-point scale (t (112) = 11.26, p < .001, d = 1.06). Qualitative feedback indicated that teachers valued the program’s practical activities and local relevance, though engagement with online components was modest. These findings demonstrate that a needs-based, context-sensitive LAL training program can substantially enhance rural teachers’ assessment literacy. The study offers a replicable model for teacher professional development in resource-constrained settings, with implications for policy and practice in narrowing urban–rural gaps in educational quality.
A Multi-Case Study of the Mobile-Assisted Dictionary in the Incidental Vocabulary Learning of Chinese EFL Learners
With the growth of mobile technologies in educational settings, mobile-assisted language learning (MALL) has received considerable attention, particularly in the area of vocabulary acquisition. Among the various tools available, mobile-assisted dictionaries offer accessible and context-sensitive support for learners, enabling them to engage with new vocabulary during reading and listening activities. Although vocabulary learning can occur incidentally through exposure to language input, the extent to which mobile-assisted dictionaries enhance this process remains underexplored, especially among Chinese learners of English as a Foreign Language (EFL). This study investigated the incidental second language (L2) vocabulary learning process of four Chinese EFL learners using a mobile-assisted dictionary. These dictionaries have become a popular resource for L2 learning and reference. The research employed a quasi-experimental design to collect both qualitative and quantitative data, which included: (1) vocabulary assessments; (2) a reading comprehension exercise using a bilingual mobile dictionary; (3) a self-report questionnaire; and (4) a semi-structured interview with all participants. The findings indicate that when used appropriately, mobile-assisted dictionaries can enhance learners' incidental vocabulary acquisition.
A Study on the Levels and Situational Factors of English-Speaking Anxiety among Undergraduate Tesl Students
This study investigates English-speaking anxiety among TESL undergraduates at UNITAR International University. Using a quantitative approach, data was collected from 100 students through a structured questionnaire. The analysis revealed that oral presentations and unexpected questions were the primary triggers of anxiety, while informal conversations with friends caused the least stress. Findings also showed that self-perceived proficiency significantly influenced anxiety levels, with lower-proficiency students reporting the highest anxiety. Coping strategies most used were preparation and relaxation techniques. The study concludes that supportive teaching strategies, such as rehearsal opportunities, collaborative learning, and constructive feedback, are essential to reduce speaking anxiety and enhance students’ confidence.
Speaking Anxiety in English Classrooms: Perspectives from Polytechnic Students in Malaysia
English speaking skills are essential for polytechnic students preparing for the workforce, yet many still struggle with anxiety in the classroom especially during speaking activities. This study explores the levels of English language anxiety among Malaysian polytechnic students, with a focus on speaking anxiety. Data were collected from 34 diploma students using the Foreign Language Classroom Anxiety Scale (FLCAS), which measures four key components: test anxiety, speaking anxiety, communication apprehension, and fear of negative evaluation. The study adopts Krashen’s Affective Filter and Monitor Hypotheses to interpret how emotional barriers impact language acquisition. Findings indicate that while students experience moderate overall anxiety, higher levels are reported during tests and speaking tasks. These results suggest that certain speaking activities involving evaluation or performance heighten students’ affective filters, which limit their ability to communicate effectively. Students were more comfortable in small group settings, where peer support eased their anxiety. The study emphasizes the need for supportive classroom strategies, including scaffolding, low-pressure speaking tasks, and constructive feedback. By addressing emotional barriers, educators can create safer learning spaces that encourage students to engage and build confidence in using English.
A Systematic Review of Systematic Reviews in Teaching and Learning in Higher Education with AI
With the rapid development of artificial intelligence (AI) technology, its application in the field of higher education is becoming more and more extensive. This study uses the method of systematic literature review to search the Scopus database for systematic literature reviews on AI and higher education from 2020 to 2025, selects 15 classic documents, and comprehensively analyzes the trends and gaps in the current systematic literature review research on AI and higher education. It aims to provide comprehensive information reference for researchers and practitioners in the field of higher education.
Learning Persistence Mapping: A Bibliometric Analysis (2015-2025)
Learning persistence is recognized as a quality that positively influences academic achievement. The object of this study is to provide a complete overview of learning persistence, identify and examine hotspots and trends in the literature, and summarize the current state of research on student learning persistence for future research. This study used the PRISMA framework, VOSviewer and SCI Mago to conduct a bibliometric analysis to summarize research on student learning persistence from 2015-2025.Web of Science is one of the most authoritative academic citation databases in the world, covering academic literature in all scientific fields. A keyword search was utilized to obtain 431 publications. The results of the study documented the distribution of papers with information on learning persistence over the last 10 years and presented relevant journals, influential authors, relevant countries, research institutions and key themes. The study also contributes to the existing body of knowledge on learning persistence and provides future trends and insights.
Exploring the Challenges of E-learning in the Post-Pandemic Educational Landscape: A Qualitative Approach
The COVID-19 pandemic prompted a rapid shift to online learning, revealing numerous challenges that impact students’ academic performance and well-being. This study explores the lived experiences of first-year social science students at the Universiti Teknikal Malaysia Melaka during the post-pandemic. Limited social interaction, declining student motivation, technical disruptions, and digital inequality have emerged as significant barriers to effective teaching and learning in digital environments. The main objective of this study is to explore the challenges of e-learning in the post-COVID-19 era and how these challenges continue to affect student performance. By employing qualitative research design and semi-structured focus group interviews were conducted with 14 students, which were then analyzed using thematic analysis. The findings reveal that lack of motivation and engagement, technical challenges and digital inequality, limited peer interaction and support, as well as difficulties in self-regulation and time management, significantly hinder students’ academic performance. These challenges contribute to knowledge gaps, emotional distress, and hindered skill development. Future research should focus on developing resilient, inclusive e-learning models that address ongoing inequalities and incorporate students’ perspectives to improve the quality and accessibility of digital education in a post-pandemic world.
The Science of Hadith Commentary in Practice: A Methodological Review of Sunan al-Nasai’s Major Exegetical Works
The exegetical tradition surrounding Sunan al-Nasā’ī, a cornerstone of the al-Kutub al-Sittah, represents a significant yet underexplored domain in hadith scholarship. While numerous commentaries have been written on this canonical text, the methodological strategies employed by scholars in their interpretations remain largely unexamined from the lens of hadith commentary theory (Syarh al-Hadith). This study aims to fill this scholarly gap by examining the interpretive frameworks adopted in three prominent works: Dakhīrah al-‘Uqbā, Hāshiyah al-Sindī, and Hāshiyah al-Suyūṭī. Through a qualitative methodology that combines document analysis and thematic content analysis, the research uncovers distinct methodological trends across these texts. Each commentary demonstrates a unique approach to language, narration, and jurisprudential inference, collectively illustrating the breadth of interpretive diversity in hadith commentary. By mapping these differences and commonalities, this study sheds light on how methodological choices shape the transmission and comprehension of prophetic traditions. The findings underscore the critical need to further engage with diverse commentary methodologies, and suggest new directions for expanding the discourse on hadith interpretation within Islamic intellectual heritage.
The Movement System of Zhanjiang “KaoBing” Nuo Dance and its Adaptation on Contemporary Stage Performance
This study examines the movement system of Zhanjiang “KaoBing” Nuo dance, a ritual dance rich in symbolic hand gestures, arm movements, steps and floor patterns that rooted in local spiritual beliefs. Using ethnographic methods, it documents the dance’s traditional structure and explores its creative adaptation for contemporary stage performance. This study aims to analyze the movement process and symbolic meaning behind the “KaoBing” Nuo dance in Zhanjiang, exploring how each gesture and sequence contributes to the ritual’s overall purpose. In addition, it examines how the aesthetic qualities of the dance movements have changed over time, reflecting shifts in cultural values, performance contexts, and artistic expression. The research highlights how essential ritual elements can be artistically transformed while preserving cultural integrity, offering new possibilities for revitalizing intangible heritage in modern contexts.
Instrument Validation of Parental Engagement Management Practices in Malaysian Education Setting Using EFA and CFA
This research aimed to confirm the validity and reliability of an instrument measuring Parental Engagement Management Practices within the Malaysian education context. This instrument was designed by adapting six types of parental engagement framework and aligning it with the functions of four management processes (planning, organizing, leading, and controlling). A total of 460 samples were involved in this study. Data analysis was conducted in two stages, the first stage using EFA and the second stage using CFA. The EFA findings showed that only 28 items for the four factors obtained high factor loading values. The CFA results also show that the proposed measurement model is consistent with the research data through the model fit index obtained (?2= 657.999 (df= 202, p=0.000), ?2/df= 3.257, CFI= 0.895, RMSEA= 0.090). Convergent validity and construct reliability also reached satisfactory levels. In conclusion, Parental Engagement Management Practices as an instrument is considered a valid and reliable tool for use in future research.
Teacher Professional Development in Vocational Education: A Comparative Study between China and Malaysia
This study investigates teacher professional development (TPD) in vocational education through a comparative analysis of China and Malaysia. Drawing on policy documents, theoretical frameworks, and empirical findings, the research compares TPD practices across four dimensions: policy foundation, industry engagement, training content, and career pathways. The results show that China emphasizes a policy-driven “dual-qualified” teacher model supported by structured government initiatives, while Malaysia highlights teacher autonomy and industry-led mechanisms such as certification systems, professional learning communities, and workplace learning. Despite these differences, both systems face similar challenges, including uneven regional participation and limited enterprise involvement. The study concludes that combining China’s systematic planning with Malaysia’s flexible, industry-integrated approaches could yield more effective and sustainable TPD models. It further suggests enhancing cross-country collaboration through joint programs, digital platforms, and mutual recognition of qualifications to strengthen vocational education systems.
The Relationship between Collaborative Learning and Communication Skills among High School Students: The Moderating Role of Student Engagement
This study examines the moderating role of student engagement in the relationship between collaborative learning and communication skill development among high school students in Anhui Province, China. Communication skills – a core component of soft skills – are crucial for success in the 21st-century workforce. In response to calls for education to foster these skills, collaborative learning has emerged as a student-centered approach that may enhance students’ communication abilities. A cross-sectional survey of 172 high school students who have experienced collaborative learning activities was conducted. Data analysis using SPSS revealed that positive perceptions of collaborative learning are significantly associated with improved communication skills. Moreover, student engagement amplifies this positive effect, indicating a significant moderating influence. These findings highlight the importance of creating engaging, collaborative learning environments to maximize students’ communication skill development. The study offers practical insights for educators and policymakers on integrating collaborative learning and strategies to boost student engagement in high school curricula, as well as recommendations for future research to build on these results.
Research on the Characteristics of Career Maturity and Improvement Path of Visually Impaired College Students
As a disadvantaged group, the employment of disabled college students has become one of the important problems that need to be solved by the society, and the level of vocational maturity, as an assessment indicator of the readiness of vocational choice, is of great significance to improve the employment level of disabled college students. In this study, the Career Maturity Scale for Chinese College Students was used as an assessment tool, and a detailed questionnaire survey was conducted and analysed on 127 visually impaired college students and 96 ordinary college students. The data were analysed through descriptive statistics and t-tests, and it was found that visually impaired college students had lower career maturity than ordinary college students, especially in the three dimensions of dependence on family and friends, career values and career goals. For this reason, the study proposes three strategies to enhance the career maturity of visually impaired college students, namely, exploring new paths for the cultivation of visually impaired college students, expanding career horizons and breaking cognitive limitations, strengthening home-school cooperation and raising parents' awareness of employment, and carrying out activities to explore career values and increasing practice opportunities.
Revitalizing Waqaf for Intergenerational Justice: Ethical Mechanisms for Wealth Preservation and Social Equity
Waqaf has historically functioned as a mechanism for ethical wealth preservation and social redistribution, ensuring continuity across generations while addressing inequality within communities. Yet, contemporary waqf institutions often face systemic challenges such as weak governance, asset mismanagement, and inequitable distribution, limiting their effectiveness. This paper develops a governance- and equity-oriented conceptual framework that situates waqf as an ethical instrument for intergenerational justice. The proposed model integrates three interdependent pillars: governance for asset preservation, equity mechanisms for fair distribution, and sustainability to ensure long-term benefits across financial, social, and environmental dimensions. Comparative evidence from Saudi Arabia, Malaysia, Indonesia, Bangladesh, Pakistan, and India demonstrates both the challenges and opportunities of revitalizing waqf institutions. The framework contributes theoretically by linking Islamic finance with intergenerational equity studies and institutional theory, and it provides practical guidance for policymakers and practitioners to modernize waqf governance, strengthen accountability, and align with the Sustainable Development Goals. By balancing preservation and equity, waqf can reclaim its role as a dynamic and sustainable institution capable of addressing global inequality and safeguarding resources for future generations.
Pre-University TESL Students’ Perspectives on ChatGPT Use: Influencing Factors and Limitations
The study explores Pre-University students’ perspectives on the use of ChatGPT and its limitations as an educational tool. While much existing research highlights the advantages of ChatGPT in education, few studies focus on its potential drawbacks. Employing a qualitative research design, this study investigates the experiences of five Teaching English as a Second Language (TESL) students who have been using ChatGPT in their writing classes. Data were collected through semi-structured interviews, allowing a richer analysis on their experience in using ChatGPT. The findings revealed that ChatGPT aided the students to brainstorm, personalize learning, simplify complex ideas and paraphrase. However, limitations such as inaccurate information, false citations and time consumption were identified, all of which affect its educational effectiveness. These findings highlight the need for further research into the broader implications of using other AI tools in education and underscore the importance of developing ethical guidelines for responsible AI use.
AIGC-Enhanced Curriculum for Interface Design: Integrating Prompt Engineering, Visual Logic, and User Empathy
In the rapidly evolving landscape of digital creativity, the integration of Artificial Intelligence Generated Content (AIGC) has introduced both disruption and opportunity within design education. This study investigates how an AIGC-enhanced curriculum can be purposefully implemented to support the development of three critical competencies in interface design: prompt engineering, visual logic, and user empathy. Conducted as a qualitative case study at a vocational university in China, the 8-week course engaged 28 undergraduate students in a series of studio-based projects that embedded generative AI tools—such as Midjourney and Uizard—across ideation, prototyping, and reflection. Drawing on thematic analysis of student artifacts, field notes, interviews, and peer/self-evaluations, the findings reveal that students not only gained fluency in prompt-based design communication, but also demonstrated growth in visual reasoning and empathetic problem-solving. Moreover, learners reported a shift in mindset—from passive recipients of software training to creative explorers co-authoring with intelligent systems. These outcomes suggest that when thoughtfully integrated, AIGC tools can deepen conceptual understanding, support iterative design thinking, and reposition students as active agents in the design process. The study contributes to emerging scholarship on postdigital pedagogy and proposes a model for reimagining interface design education in the age of human–AI collaboration.
Understanding Job Satisfaction among Special Education Integration Programme Teachers Using Herzberg Two-Factor Theory
This study investigates job satisfaction among Special Education Integration Programme (PPKI) teachers in Perak, Malaysia, using Herzberg’s Two-Factor Theory. Employing a quantitative approach, data were collected from 240 PPKI teachers through questionnaires. Participants were selected using cluster sampling followed by simple random sampling. Descriptive statistical analysis was conducted to assess intrinsic and extrinsic factors in shaping job satisfaction. Results indicated a high level of satisfaction across both dimensions, suggesting that teachers feel appreciated, supported, and engaged in their roles. These findings offer valuable insights for the State Education Department, emphasizing the importance of teacher motivation and strategic initiatives at both school and departmental levels to enhance the effectiveness and efficiency of the education system.
Challenges in Ethnic Dance Teaching: A Qualitative Study from the Perspective of Preschool Teachers
In the current context of integrating traditional culture into early childhood education, ethnic dance, as an important art education resource, has gradually attracted attention from the academic community for its teaching value. However, there is still a lack of empirical research on how preschool teachers understand and implement ethnic dance teaching, especially a lack of structural analysis of the challenges teachers faces in practice. Using Activity Theory as a theoretical framework and qualitative interview methods, this study conducted an in-depth analysis of the experiential structure of teachers in the practice of ethnic dance teaching. The research subjects were 25 preschool teachers with experience in ethnic dance teaching. The interview data were coded and summarized according to the six dimensions of Activity Theory.The results revealed the following challenges: Limited Cultural Cognition, Conflicted Priorities, Tool Adaptation Gap, Lack of Operational Norms, Unstable Cultural Support, and Blurry Pedagogical Roles.Based on teachers' experiences, this study constructed a challenge structure diagram based on Activity Theory, revealing the teaching tensions and institutional gaps inherent in ethnic dance teaching as an important practical mechanism for the integration of cultural heritage and early childhood education, and providing a theoretical reference for future curriculum development and teacher support systems.
Stress and Burnout among Healthcare Workers: an Organizational Culture Perspective
Stress and burnout are increasingly prevalent among healthcare workers, exacerbated by high workloads, emotional demands, and systemic inefficiencies—issues that have been further intensified by the COVID-19 pandemic. While traditionally examined through an individual lens, this study repositions stress and burnout within the broader framework of organizational culture, arguing that systemic and cultural factors are critical in understanding and addressing these challenges. Drawing on the Job Demands-Resources (JD-R) model, this research highlights how an imbalance between excessive job demands and insufficient resources contributes to burnout. It further investigates how different types of organizational culture—Clan, Adhocracy, Market, and Hierarchy, as defined by the Competing Values Framework—uniquely shape healthcare professionals’ experiences of stress. The findings underscore that Clan Culture, which emphasizes support, teamwork, and psychological safety, is most effective in mitigating burnout. Adhocracy Culture fosters innovation and adaptability, promoting resilience in dynamic healthcare environments. In contrast, Market Culture, with its performance-driven focus, can exacerbate stress through intense competition and pressure. Hierarchy Culture offers structure and stability but may suppress open communication and flexibility, limiting collaborative stress resolution. Empirical studies support these associations, demonstrating that organizational culture directly affects job satisfaction, mental health, team dynamics, and care quality. Recommendations include fostering a hybrid organizational culture that integrates the strengths of all four culture types, enhancing leadership training to support emotionally intelligent and culturally responsive management, implementing comprehensive mental health programs, and encouraging collaborative practices that counteract hierarchical rigidity. By adopting these strategies, healthcare organizations can create resilient, supportive work environments that prioritize staff well-being, improve retention, and enhance patient outcomes. Ultimately, this study calls for a paradigm shift—from viewing burnout as an individual burden to recognizing it as a systemic issue deeply embedded in organizational culture, requiring strategic, culture-driven interventions at the institutional level.
The Relationship between Work Stress, Coping Strategies, Job Satisfaction, and Burnout among Guidance and Counselling Teachers
This study aims to examine the relationship between work stress, coping strategies, job satisfaction, and burnout among Guidance and Counselling Teachers. A total of 583 respondents, who are Guidance and Counselling Teachers in secondary schools, participated in this study. The study employed a survey research design, with data collected through questionnaires. The questionnaires used in this study include the Occupational Stress Inventory Revised Edition (OSI-R), the Brief COPE Inventory, the Job Satisfaction Survey (JSS), and the School Counsellor Burnout Inventory (SCBI). The findings of the study show that there is only a significant relationship between problem-focused coping strategies and job satisfaction. The implication of this study indicates that problem-focused coping strategies can help improve job satisfaction. Therefore, Guidance and Counselling teachers need to develop personal resilience to enhance their self-competence in carrying out their duties.
Challenges Faced by Primary School Students in Learning English: Insights from Qualitative Evidence in Kinta Utara, Perak, Malaysia
This study explores the challenges faced by primary school students in learning English within the Kinta Utara district, Malaysia, as part of a broader initiative to inform the development of the PETEk framework a structured pedagogical model that integrates interactive, technology-enhanced, and reflective teaching approaches to build language skills and learner autonomy. Using a qualitative approach, semi-structured interviews were conducted with five experienced English language educators, including Master Trainers, SISC+ officers, and English Panel Heads, to capture rich insights into the obstacles encountered by students. Thematic analysis revealed four key challenges: (1) foundational language difficulties, particularly in grammar, pronunciation, and vocabulary; (2) mother tongue influence and interference, where students frequently revert to Tamil or Malay; (3) low engagement with traditional, textbook-heavy teaching methods; and (4) a strong preference among students for interactive, game-based, and digital learning activities. These findings highlight the multifaceted nature of English learning barriers at the primary level and underscore the need for holistic, context-sensitive instructional interventions. The insights generated provide critical direction for shaping the PETEk framework, ensuring it directly addresses both linguistic and motivational gaps while fostering an engaging environment that enhances students’ language confidence and essential 21st-century competencies.
Digital Media Tool Application Strategies in Art Teaching and their Effects on Students’Artistic Expressiveness
This research explores the impact of digital media tools on pedagogical approaches to art education, as well as their potential to enrich students' artistic expression. A mixed-methods research design was used, with 348 secondary school students from three urban schools. The research entailed a blend of quantitative and qualitative methodologies, in conjunction with an assessment carried out over the course of a full academic year that focused on the use of digital drawing packages, 3D computer-aided design applications, and augmented reality on a variety of instructional levels. Through the exploration of the data gathered, a remarkable improvement in many artistic skills was observed; precisely, students showed a 26.6% increase in creative thinking skills, with the evolution of technical skills exceeding 34.2% compared with cohorts taught through traditional methodologies. In addition, during digital creativity activities, students' attention spans ranged between 42 and 68 minutes. The findings indicate the use of technology within educational systems drastically changes the nature of teaching, acting not as a substitute but as an enabler of the integration of traditional methods and modern digital sensibilities, thus recontextualizing art in new ways. This research adds to the theory of education through support for pedagogical models focused on developing creativity through technology, with the aim of promoting imagination within a rigorously structured environment.
The Impact of Authoritarian Parenting on Romantic Relationship Quality among Chinese Emerging Adults: The Mediating Roles of Type D Personality and Self-Compassion and the Moderating Role of Authoritarian Filial Piety
This conceptual review explores how authoritarian parenting impacts the romantic relationship quality of Chinese emerging adults, with a focus on two mediating psychological factors: Type D personality and self-compassion, as well as the moderating influence of authoritarian filial piety. Grounded in Attachment Theory and Self-Determination Theory, this study proposes that an authoritarian parenting style, characterized by high control and low warmth, can predispose offspring to a Type D “distressed” personality marked by high negative affectivity and social inhibition, while also lowering levels of self-compassion. These psychological outcomes, in turn, undermine the quality of later romantic relationships. Furthermore, the study posits that these dynamics are shaped by cultural context. The traditional value of authoritarian filial piety, which emphasizes unquestioning obedience to parents, may amplify the negative effects of strict parenting on relationship outcomes. To substantiate this model, we review current literature on romantic relationship quality, parenting styles, personality development, and cultural values in Chinese contexts. The proposed framework sheds light on the interplay of familial socialization, individual personality traits, and cultural filial beliefs in shaping young adults’ romantic relationship satisfaction and stability. In conclusion, this paper highlights a critical research gap and suggests directions for future empirical studies to test the moderated mediation model in Chinese populations.
The Impact of Flipped Classroom Teaching on English Learning in Chinese Vocational Schools
This study explores the impact of the flipped classroom teaching method on English learning in Chinese vocational schools. A quantitative approach was adopted, involving a questionnaire survey of 100 students and a four-week teaching intervention. Data were analyzed using SPSS to assess reliability, validity, and correlations among variables. The findings reveal that the flipped classroom significantly enhances students’ English proficiency, particularly in learning motivation, communication competence and comprehensive quality.However, challenges such as limited digital teaching resources, uneven teacher training, and students’ lack of self-discipline in pre-class preparation hinder optimal implementation. The study contributes theoretically by enriching the discourse on flipped classroom pedagogy within vocational education and provides practical insights for educators to design more interactive, learner-centered classrooms. Recommendations include strengthening institutional support, enhancing teacher training, and fostering students’ autonomous learning skills. Future research should focus on long-term effects, cross-disciplinary integration, and adaptations to multicultural learning environments to maximize the potential of flipped classroom teaching method in vocational schools.
Face to Face Lessons During the Endemic Stage of Covid-19: ESL Teachers’ Perspectives
This study seeks to explore the perspectives of English teachers on teaching and learning during the endemic stage of COVID-19. After almost two years of conducting online classes, teachers and students are now allowed to be at school. The transition has caused divided opinions among teachers on their perceptions of teaching during this stage. In addition to the perceptions, especially the advantages of moving instruction from online to conventional teaching, there are also challenges that the teachers need to face due to this transition. With the aim of better understanding of their perspectives, researchers have conducted a study through the use of the oral history method in the hope to get more information about this issue. Using a qualitative inquiry as the research design for this study, three English teachers from three different secondary schools in Malaysia have been interviewed as the respondents. The researchers used a convenience sampling technique in choosing the respondents for this research. The instrument of this research was a semi-structured interview. The findings of the research revealed the advantages, challenges, and adaptive teaching and classroom strategies that the teachers are currently using in teaching their students during this endemic stage. Future research can explore the perceptions of teaching and learning during the endemic stage of teachers from different backgrounds and experiences.
Copyright (c) 2025 Siti Noramira Razali, Segar A/L Sadhasivam, Ayesha Nisha Binti Nawsad Ali, Azlina Abdul Aziz
A Conceptual Framework for Evaluating the Implementation of the Integrated Science Curriculum in Zhejiang Province, China Using the CIPP Model
This conceptual paper proposes an evaluation framework to assess the implementation of the Integrated Science Curriculum in lower secondary schools in Zhejiang Province, China. In response to national education reforms aimed at enhancing scientific literacy, the study adopts the Context, Input, Process, and Product (CIPP) model to develop a structured and multidimensional evaluation framework. The framework is developed based on the Compulsory Education Science Curriculum Standards (2022 Edition) and existing evaluation studies related to integrated science curricula. It identifies key indicators reflecting curriculum relevance, resource provision, instructional practices, and learning outcomes. The framework is theoretically supported by constructivism, neuroscience, and complex systems theory. Methodologically, this study adopts a conceptual approach and does not involve empirical data collection. It outlines a CIPP-based structure and proposes a questionnaire-based method for future empirical validation. The framework contributes both theoretically and practically to advancing integrated science curriculum evaluation and provides implications for science educators, policymakers, and school administrators.
Generative Artificial Intelligence in Higher Education: Opportunities, Challenges, and Future Directions
The integration of Generative Artificial Intelligence (GAI) in higher education has garnered significant scholarly attention. This comprehensive review synthesizes current literature to examine the transformative potential, implementation challenges, and future trajectories of textual (e.g., ChatGPT), visual (e.g., DALL-E), and multimodal GAI tools in academic settings. Our analysis reveals that GAI offers different GAI categories substantial opportunities for personalized learning, pedagogical innovation, and creative skill development while simultaneously presenting critical challenges related to academic integrity, data privacy, and algorithmic bias. We analyze these developments through three interconnected dimensions: technological applications, stakeholder perceptions, and contextual implementation. The paper concludes by proposing six key research priorities: assessment integrity and pedagogical strategies, ethical frameworks and policy development, teaching-learning process impacts, stakeholder perceptions research, technological enhancements, and future skills preparation. These findings provide both theoretical foundations and practical guidance for the responsible integration of GAI technologies in higher education institutions.
An Empirical Study on Higher Vocational English Reading Teaching Based on Core Competence
In the context of mounting global and national emphasis on competence-based education, there is an urgent need to explore how core competencies can be effectively integrated into vocational English instruction. The impetus for this study stems from the discernible discrepancy between the extant theoretical frameworks and the prevailing practical teaching strategies within the domain of higher vocational English reading. This research adopts an empirical approach, using Quanzhou Ocean Vocational College in China as a case study to investigate the cultivation of core competencies in English reading instruction. The present study utilises a questionnaire survey as a methodological instrument. This enables the examination of the importance of core competence, the evaluation of the current implementation status, and the identification of key challenges. The identified challenges include a disconnect between theory and practice, reliance on single-type teaching materials, outdated instructional methods, and lack of real-world relevance in teaching content. In order to address these issues, the study proposes a number of practical strategies, including the optimisation of teaching methods, the enrichment of instructional content, and the improvement of assessment approaches. These include the adoption of diversified models such as cooperative and project-based learning, the incorporation of cross-cultural elements tailored to students' professional backgrounds, and the establishment of a more comprehensive evaluation system. The present study makes a contribution to the field by offering data-driven insights and feasible pedagogical solutions that align with China's vocational curriculum standards. The overarching objective of these strategies is to nurture students' holistic development, enhancing their adaptability and competitiveness in the workplace.
Evaluating the Effectiveness of Inclusive Training for Persons with Disabilities: A Qualitative Study Using the Kirkpatrick Model
This study explores the effectiveness of a structured training program designed for persons with disabilities (PWDs) using the Kirkpatrick Model as a four-level evaluation framework. Through a qualitative case study approach involving semi-structured interviews with 12 PWD participants from training programs organized by Yayasan Pembangunan Keluarga Darul Ta'zim (YPKDT), this research investigates training outcomes across reaction, learning, behavior, and results. Thematic analysis revealed high participant satisfaction, tangible knowledge and skill gains, application of learned behaviors in real-life settings, and meaningful socio-economic impacts including increased income and self-reliance. However, areas for improvement were also identified, such as accessibility, content customization, and the need for continuous mentoring. The study proposes policy and instructional recommendations to enhance inclusivity, engagement, and long-term impact. Findings support the need for inclusive, modular, and market-driven training models that empower PWDs not only to participate in the digital economy but to thrive as independent contributors and leaders.
Review Report on Learning among Vocational Education Students
Vocational education plays a pivotal role in modern society by equipping students with practical skills and knowledge essential for meeting the evolving demands of the labor market, fostering employ-ability in industries ranging from manufacturing to technology. However, ensuring effective learning outcomes for vocational students remains a significant challenge, complicated by diverse educational backgrounds, resource disparities, and emerging technological influences. This review examines a wide array of factors influencing vocational students’ learning outcomes, including tailored learning strategies that adapt to individual needs, cognitive abilities that shape comprehension and problem-solving, English learning critical for global competitiveness, project-based learning that enhances hands-on experience, technology integration that modernizes instruction, and the growing impact of short video addiction that disrupts focus. By synthesizing recent research from various global contexts, this report aims to provide actionable insights for improving teaching methods, optimizing student performance, and addressing barriers to success. The analysis seeks to bridge theoretical frameworks with practical applications, offering educators and policymakers a comprehensive understanding to enhance vocational education’s effectiveness in preparing students for the workforce.
The Impact of Feedback Methods on Student Achievement in Zhengzhou University, China: A Mediating Role of Self-Efficacy
In China, poor student achievement has negatively impacted students' motivation and learning capabilities, ultimately eroding the university's reputation. These issues stem from the inadequacy of perceived usefulness, feedback orientation, student engagement, and self-efficacy, which lead to poor academic achievement at Zhengzhou University. Hence, this study examines the impact of feedback methods on student achievement at Zhengzhou University, China, with a focus on the mediating role of self-efficacy. The population in this study comprised 70,683 students from Zhengzhou University, China. The researcher employed a descriptive and correlational design, focusing on quantitative analysis, and utilized a self-administered questionnaire as the data collection instrument. The researcher validated the instrument through expert review and conducted a pilot study using 30 samples. A sample of 277 students was selected using both simple and stratified random sampling techniques, yielding a success rate and response rate of 72.7%. SPSS was used to analyse the generated data and to assess the hypothesis testing using regression analysis. This study confirmed a significant and positive correlation between perceived usefulness, feedback orientation, student engagement, self-efficacy, and student achievement in Zhengzhou University, China. In addition, the results from regression analysis showed that perceived usefulness, feedback orientation, student engagement, self-efficacy, and student achievement have a P-value of 0.000, which is less than < 0.001. In conclusion, perceived usefulness and feedback orientation are significantly and positively associated with promoting student achievement by enhancing motivation, learning outcomes, and satisfaction. Perceived usefulness, student engagement, and self-efficacy significantly impact student achievement, continuously empowering student success, and feedback orientation, which in turn leads to improved student achievement. This study is significant in addressing the gap identified in previous studies while contributing to the body of knowledge and promoting student achievement at Zhengzhou University in China.
The Needs in Developing ‘Animation for Games’ Learning for Game Design Program
Animation plays a vital role in game design and development, as it is a key aspect of creating a believable and immersive gaming experience. Unlike movie animation, game animations must look nice from the player's perspective. Unfortunately, there are misconceptions about animation for games contrasted to other animation outputs, even though the same tools and principles of animation apply to all mediums. This research aims to employ the six (6) disciplines of breakthrough learning for determining constructional needs in creating animation learning content for game design. Next, the Work Readiness Scale (WRS) focuses on the most necessary domains for successful entry into the game design settings. Employing the Fuzzy Delphi Method (FDM) with a five-point Likert scale, feedback was gathered from twelve experts, including academicians and industry professionals. The collected data analysis involved triangular fuzzy numbers and a 'defuzzifying' process to translate fuzzy data into crisp values. This process facilitated the ranking of items based on their importance and effectiveness. The study's findings underscore the growing importance of game design and animation in academic and industrial realms. It highlights the dynamic nature of the 6Ds and WRS domain disciplines that can be leveraged to enhance the learning experience. The insights from the FDM analysis, coupled with existing research, strongly advocate for a foundational understanding of game animation principles. It also stresses the need for specialization and developing core competencies crucial for industry success. By integrating these insights into the design of animation learning content for game design, educators and developers can ensure that the material is engaging, comprehensive, and effective in achieving learning objectives, thus preparing students and professionals for successful careers in the rapidly evolving game industry.
Enhancing Competency Readiness in Game Design Education: A Rasch Analysis of the Anim4Games Self-Learning Module
This study investigates the effectiveness of the Anim4Games Self-Learning Module in improving knowledge, digital skills, and competency readiness among first-year game design students at Universiti Teknologi MARA (UiTM). A quasi-experimental pretest–posttest design was employed with 64 students, divided into an Experimental Group (EG) and a Control Group (CG). Data were analyzed using the Rasch model procedures, complemented by Wright maps for visual interpretation. Results revealed significant improvements in the EG across all three constructs: in-game animation knowledge, digital skillset creation, and competence readiness. Person reliability values (0.97–0.98) and Cronbach’s alpha (0.98) indicated high internal consistency. The Rasch model highlighted item difficulty, stability, and meaningful shifts in student ability distributions. Findings affirm the module’s effectiveness in bridging skills gaps in game design education and underscore the value of Rasch analysis as an evaluative tool.
The Influence of Student Engagement, Learning Resources, and Lecturers' Feedback on the Academic Performance of University Students in Shandong, China
The purpose of this study is to investigate the influence of student engagement, learning resources, and lecturers' feedback on academic performance of university students. Specifically, the research tested three hypotheses: Ha1, that university student engagement is positively correlated with academic performance; Ha2, that learning resources are positively correlated with academic performance; and Ha3, that university lecturers’ feedback is positively correlated with academic performance. Using a quantitative, correlational research design, data were collected via a structured, self-administered questionnaire distributed to a stratified random sample of 385 students from the top 10 universities in Shandong Province. The findings show Academic performance was found to be strongly and statistically significantly positively correlated with learning resources (r =.810, p<.001), lecturers’ feedback (r =.866, p<.001), and student engagement (r =.815, p<.001). The strongest correlation was found with lecturers’ feedback. These findings indicate that student engagement, resources provision and feedback quality were all factors which contributed to changes in academic performance, with feedback seemingly playing a particularly crucial role. The study highlights the importance of effective feedback techniques, modern resource provision, and high-quality lecturer support for academic success in Shandong. To maximise student potential, the conclusion highlights the necessity of a comprehensive approach that incorporates resource enhancement, motivational teaching, and focused feedback. The implication is that universities should adopt engagement-focused pedagogies, increase access to contemporary learning resources, and give priority to training lecturers to provide feedback. At the higher education level, this comprehensive strategy has the power to uphold academic quality, improve student success and eliminate achievement gaps.
Integrating ICT into Career Counseling: An Empirical Study of the TACC Digital Content Model in Malaysian Secondary Education
This study develops and validates the Technology-Assisted Career Counseling (TACC) Digital Content Model, a structured framework integrating AI-driven assessments and career management systems to modernize career guidance in Malaysian secondary schools. Addressing gaps in Malaysia’s Digital Education Policy (2023), which lacks actionable ICT frameworks for career counseling, the TACC model replaces outdated practices with scalable digital tools. Adopting a Design and Development Research approach, the study progressed through three phases: (1) needs analysis via surveys of 65 Sabah school counselors (mean agreement = 4.68/5.0, SD = 0.47), (2) model development validated by 15 experts using Fuzzy Delphi Method (consensus threshold ?0.70; achieved fuzzy scores ?0.887) and Interpretive Structural Modeling to establish hierarchical relationships among TACC’s four core components (career assessment, information, management, guidance systems), and (3) usability evaluation by 21 Digital Career Counselor via Modified Nominal Group Technique, yielding an 89.3% usability score (SD = 0.72). Results confirm strong counselor support for digital integration, expert consensus on model components, and high practicality for implementation. As the first study to synergize Fuzzy Delphi and Interpretive Structural Modeling within a DDR framework for career counseling, the TACC model offers a validated, scalable blueprint aligned with national digital education goals. Its implementation empowers counselors with AI-driven tools, equips students for Industry 4.0 demands, and provides policymakers with a replicable framework for ICT integration across educational domains.
Patient-Centric Pharmacy Governance through AI Integration from SERVQUAL: A Conceptual Approach
This conceptual paper explores a patient-centric governance model for pharmacy services that integrates artificial intelligence (AI) capabilities with the SERVQUAL service quality framework. SERVQUAL’s five dimensions, reliability, responsiveness, assurance, empathy, and tangibles, are adapted to evaluate how AI can strengthen pharmacy services when supported by strong governance. The study situates the problem in a global, ASEAN, and Malaysian context, highlighting persistent challenges in medication safety, uneven access to pharmacy services, and the rapid digitalisation of health systems. The proposed conceptual framework links AI functions to SERVQUAL dimensions under pharmacy governance, aiming to advance patient satisfaction while ensuring patient trust and safety.
Social Awareness Programs and the Role of Media Institutions in Promoting a Culture of Anti-Begging in Emirati Society
The problem addressed in this study lies in the fact that the media efforts exerted have not achieved the desired impact in changing societal behaviors toward the phenomenon of begging, despite the diversity and abundance of awareness programs. Many individuals still interact with beggars emotionally, indicating a shortcoming in delivering media messages in a realistic and influential manner. This study aims to analyze the effectiveness of media institutions in addressing the phenomenon of begging through community awareness programs and to propose practical suggestions to enhance the impact of these programs. It also seeks to assess the level of influence that different media channels—both traditional and digital—have on individuals’ perceptions and attitudes regarding this social issue. The importance of this study lies in its focus on media as a strategic tool with a direct impact on shaping societal awareness, making it a valuable contributor to the redirection of media policies and the reinforcement of media use in areas of community prevention, especially regarding negative phenomena that threaten the fabric and security of society, such as begging. The study adopts an inductive methodology that enables the collection and analysis of real-world data to measure the media’s impact on behaviors related to begging. Both quantitative and qualitative tools are employed, most notably structured questionnaires and open-ended interviews targeting various segments of society to obtain a comprehensive understanding of the effectiveness of media campaigns. The results revealed that media campaigns, whether through television and radio or social media platforms, had a clearly positive impact in raising community awareness about the risks of begging. The findings also showed that coordinated efforts between media and community institutions enhanced the credibility of the messages and contributed to actual changes in attitudes and behaviors toward beggars.
Improving English In Riyadh Schools through Multimodal Learning and Student Engagement
One of the most important aspects of school is learning methodologies. However, a number of teaching methods have not changed over time in the Kingdom of Saudi Arabia (KSA), impeding meaningful advancement. Few studies have been done on improving teaching strategies in Riyadh, especially in international schools at the upper secondary level. By assessing existing teaching strategies in English classes at the higher secondary level in Riyadh using metrics like student engagement and English competency, this study seeks to close that gap. Due to the lack of MLS use in Riyadh schools, the assessment's goal is to identify potential strengths and weaknesses of the current learning scenario in order to achieve the necessary improvement of English proficiency, which is connected to one of KSA Vision 2030 objectives in the education sector. Higher secondary teachers in Riyadh's international schools made up the study's population as a whole, and data was gathered using questionnaires. The study's research design is a correlational survey study using a quantitative research approach. For quantitative data, descriptive statistics were used. The results demonstrate that while MLS use increased students' interest, inventiveness, and involvement in English classes, its absence had a detrimental impact on their English competence. English teachers, educational planners, and textbook developers can incorporate several MLS modes because of this research's important significance in determining students' engagement and English competency.
The Impact of Artificial Intelligence on Academic Performance of Junior High School Students in China
This study investigates the impact of artificial intelligence (AI) applications on the academic performance of junior high school students in China. Specifically, it examines students’ perceptions, cognitive understanding, practical usage, and ethical considerations related to AI, as well as individual differences such as gender and family background. A questionnaire survey was conducted among students in the first and third grades of a junior high school. The findings reveal that students’ cognition and usage of AI do not significantly influence academic performance. However, students with a stronger awareness of AI ethics tend to achieve higher mathematics scores, with this effect being more pronounced among third-grade students. Moreover, students from households equipped with computers generally performed better academically, while ownership of tablets did not show a significant correlation with academic outcomes. Gender also emerged as a significant factor, with results suggesting that female students may face greater distractions from social media. This study underscores the importance of ethical considerations in AI education and recommends that educators and parents guide students to utilize AI tools for educational purposes while fostering a strong sense of AI ethics.
Integrating Aesthetic Education to Enhance Innovation and Entrepreneurial Employment among Applied Undergraduate Students in China
With the increase in number of college graduates and the rapidly developing job market, the mismatch between educational attainment and employability skills (such as the ability of innovation and entrepreneur) has become a serious issue. This research explores the strategic function of aesthetic education in addressing this gap among applied undergraduate students, with an emphasis on the ways in which creative learning experiences can help to develop students’ innovation competencies and entrepreneurial preparation. Based on Human Capital Theory, Experiential Learning Theory and AMABILE’s Creativity and Innovation Theory, the empirical study investigates how specialized courses, student competitions and Social practice are working as part of aesthetic education. (O) Method: The quantitative research was completed in Shandong Youth Politics College on the Radio and Television major which in-volved 385 students. Pearson correlation results also provided strong evidence for relationship across aesthetic educational factors and entrepreneurship and innovation ability. Remarkably, the association between innovation capability and the output of entrepreneurial employment was strongest (r =. 832, p < 0.01) supporting the interrelatedness of creative ability and the success of entrepreneurship. The study finds that aesthetic education as a systematically implemented approach in applied curricula, plays an important role in improving students’ problem-solving, critical thinking and cooperative spirit, which are imperative for China's changing labor market. It advocates for greater institutional commitment to interdisciplinary aesthetic programming and proposes educational reform that places aesthetic education at the core, rather than the periphery, of undergraduate development. This study further adds to national education how it works empirically, and provides policy and curriculum reference to cultivate innovation-oriented talents in China.
Cross-Disciplinary Challenges: Learning Management among Non-Business Students
In the ever-changing landscape of higher education, the incorporation of interdisciplinary learning has resulted in an increase in the proportion of students who are not majoring in business enrolling in basic management classes. Although this incorporation improves employability and provides students with essential skills in decision-making, leadership, and planning, it also presents distinctive pedagogical challenges. Non-business students often struggle with management coursework due to unfamiliar terminology, language barriers, and inadequate study strategies. This qualitative study investigates their learning difficulties and coping strategies to shed light on pedagogical gaps and propose actionable teaching enhancements. This study seeks to delve into the educational experiences of non-business students within management education, highlighting the challenges they face and the sophisticated strategies they employ to navigate these obstacles.
Validity and Reliability of an Instrument Measuring Soft Skills among Secondary School Students
Soft skills are essential competencies that need to be cultivated among students to equip them with the ability to solve real-life problems by applying knowledge acquired throughout their schooling experience. Given the absence of a specific instrument designed to measure students' soft skills, this study developed an instrument adapted from previous research. The instrument encompasses four constructs: communication, teamwork skills, leadership skills, and critical thinking and problem-solving skills. The purpose of this study was to examine the validity and reliability of the adapted instrument in assessing soft skills among lower secondary students. A pilot study was conducted with 57 students selected through simple random sampling. Content validity was evaluated using the Content Validity Index (CVI), involving five appointed experts, while internal consistency reliability was assessed using Cronbach’s alpha coefficient. The CVI result of 0.86 indicated that the instrument demonstrates a high level of content validity, clarity, and alignment with the research objectives. The Cronbach’s alpha value of 0.767 suggested that the instrument has acceptable reliability and falls within a moderate level. Exploratory factor analysis (EFA) is recommended following the item refinement process to confirm the underlying element measured by the instrument.
A Rasch Model Analysis of the Suitability of Exam Items in DBS10042 Engineering Science
In educational settings, the Rasch Measurement Model is widely used to ensure that assessment instruments produce trustworthy and consistent results. This study applied the Rasch model to analyse the final examination items of the DBS10042 Engineering Science course offered at a Malaysian polytechnic. A total of 240 first-semester engineering students participated in the study. The analysis focused on item fit statistics, item difficulty, and point-measure correlations to determine how well each question aligned with students’ abilities and the intended learning outcomes. Results indicated that most items fell within acceptable fit ranges, confirming their appropriateness for assessing student performance. However, a few items exhibited misfit, suggesting issues such as ambiguity, misalignment with cognitive levels, or excessive difficulty. The study also revealed strong person-item correlations for most items, supporting their diagnostic value in differentiating student proficiency. Overall, the findings highlight the effectiveness of using the Rasch Measurement Model to ensure high quality, fair, and reliable assessments in technical and vocational education contexts.
Enhancing Secondary Vocational Teachers’ Short Video Pedagogy Competence from a Digital Literacy Perspective
This mixed-methods action research examined how comprehensive digital-literacy development enhances secondary vocational teachers’ competence in short-video pedagogy. Forty-five teachers from three technical colleges completed a 12-month, four-phase professional development program covering digital literacy foundations, video production and instructional design, pedagogical integration, and classroom implementation with reflection. Data sources included a 40-item Digital Competency Assessment, a Video Pedagogy Competency rubric, classroom observations, reflective journals, and student feedback. Pre-post analyses showed large improvements in overall digital competence (M = 2.8 to 4.2, p < .001), with notable gains in technology-for-teaching and digital content creation. Implementation data indicated that most teachers adopted video-enhanced, project-based lessons, which significantly outperformed traditional approaches on student knowledge, technical skills, engagement, and collaboration. Qualitative themes highlighted strengthened teacher self-efficacy, a shift toward student-centered practices, and the value of professional learning communities. The study suggests that long-duration, evidence-based professional development that integrates technical and pedagogical strands is essential for sustainable innovation in vocational education, and that short-video pedagogy is highly adaptable across subject areas when supported by institutional infrastructure.
The Implementation of Tik Tok among Malaysian Upper Primary School Students’ English Vocabulary Ability among Gen Z in Primary School
English vocabulary is a fundamental component of second language learning, yet many Malaysian primary school students continue to face difficulties in acquiring sufficient vocabulary for effective communication. Traditional teaching approaches often fail to engage Generation Z learners, who are digital natives accustomed to interactive, technology-driven environments. This study investigates the effectiveness of TikTok as a digital tool to enhance vocabulary acquisition among upper primary school students. A mixed-method design was employed, involving pre-tests and post-tests to measure vocabulary improvement, alongside semi-structured interviews to capture students’ perceptions. Findings revealed a significant increase in post-test scores, indicating measurable gains in vocabulary knowledge. Interview responses further highlighted that students found TikTok enjoyable, user-friendly, and motivating, though some reported challenges in content clarity and confidence in creating their own educational videos. Overall, the results suggest that TikTok holds potential as an innovative platform for supporting vocabulary learning, engaging students in meaningful language use, and offering educators an alternative approach to integrate technology into English language classrooms.
Integrating Technology for Sustainable Education: A Study on the Support Systems for Pre-Service Teachers in Malaysia
This study explores the support systems available to pre-service teachers in Malaysia as they attempt to integrate technology into their teaching practices during their practicum. With the growing importance of digital literacy and technology in education, this research examines how the training provided by educational institutions, mentorship from schools, and government policies facilitate or limit the integration of technology. The study employs a qualitative approach, analyzing the experiences of 30 pre-service teachers and their perceptions of the support systems in place. The findings highlight the role of sustainable educational practices in technology integration, with a particular focus on the long-term impact of these support mechanisms in fostering effective teaching and learning environments. This paper aligns with the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 9 (Innovation and Infrastructure), and SDG 10 (Reduced Inequalities), demonstrating the importance of sustainable technology integration in teacher education. This study is motivated by the need to enhance pre-service teachers’ readiness for digital transformation in Malaysia, where gaps in infrastructure and training persist. By examining institutional training, school mentorship, and government initiatives, it provides evidence on how support systems shape sustainable technology integration and offers insights for SDG-aligned educational reforms.
Parental Career Support, Cognitive Barriers and Self-Efficacy: Implications for Developing Employability Skills in Vocational Students
While employability remains a pressing challenge in the Malaysian labor market, existing research has yet to offer a comprehensive understanding of how psychological, cognitive and social factors interact to shape students’ readiness for employment. This study addresses this gap by developing a predictive framework that integrates these three dimensions to explain employability outcomes among vocational college students. Employability development in this context is influenced by the dynamic interaction of psychological health, cognitive well-being and social support systems that students experience throughout their learning process. Strategies to improve employability should focus on strengthening students' self-efficacy, reducing dysfunctional career thinking and strengthening balanced and constructive parental career behavior. By situating the research within the Malaysian vocational education context, this study contributes new empirical evidence to the literature, highlighting how parental influence, cultural dynamics and psychological factors jointly shape students’ employability outcomes. The findings are expected to inform policymakers, vocational education institutions, educators and parents in designing more holistic and effective interventions to enhance the employability of vocational graduates in Malaysia.
Copyright (c) 2025 Nurul Farahidayu Sa’adun, Mohd Izwan Mahmud, Ahmad Zamri Mansor
The Impact of Mental Health in the School Environment: The Role of Educational Leaders in Supporting Teachers and Learners
This study investigates the critical role of educational leadership in promoting mental health within school environments. Recognizing the bidirectional relationship between mental health and academic performance, the research explores how leadership practices, school climate, and institutional policies influence the psychological well-being of both students and teachers. Grounded in theories such as the PERMA model, biopsychosocial framework, and transformational leadership, the study employs a quantitative methodology involving 30 educational stakeholders. The findings reveal a strong consensus among participants regarding the prioritization of mental health in school policies, the availability of mental health training, and the presence of supportive environments. The study also identifies barriers, including resource constraints and inconsistent implementation of mental health initiatives. Overall, the research underscores the necessity of integrated, evidence-based leadership strategies to foster psychologically safe, inclusive, and high-performing educational settings. The study offers practical recommendations for policymakers, school leaders, and mental health professionals to collaboratively enhance mental well-being and academic outcomes.
Literature Review: The Impact of Parental Involvement on Students’ Learning Motivation in Primary School Music Education in China
Parental involvement is crucial for boosting students’ motivation in Chinese primary school music education. As educational values evolve, more parents support their children's musical growth through practical help and emotional encouragement. This study aims to provide a systematic review of existing research on the influence of parental involvement on students’ motivation to learn music. The paper first outlines the various forms of parental engagement observed in Chinese primary school music education, followed by an exploration of the theoretical connections between parental involvement and student motivation. Drawing on a comprehensive analysis of empirical studies, it synthesizes the types of parental involvement and their respective impacts on motivation. The findings indicate that parental involvement positively contributes to the development of students’ autonomy, competence, and relatedness. However, contextual factors such as exam-oriented educational policies, traditional values, and limited school resources may moderate these effects. The review highlights the predominance of cross-sectional research in this field and calls for more longitudinal studies to examine the sustained impact of parental involvement on students’ music learning motivation. Such evidence is essential to inform educational practices and policy development in primary school music education.
Enhancing Comprehensive Literacy through Extracurricular Arts Education: Strategies for Primary and Secondary School Implementation in China
Arts education in primary and secondary schools plays a critical role in fostering students’ comprehensive literacy, including creativity, aesthetic appreciation, and humanistic values. In China, however, arts education often receives less emphasis compared to core subjects such as mathematics and science. This study investigates strategies to enhance arts education in the Chinese context by focusing on the integration of extracurricular activities, aiming to supplement the limitations of traditional classroom instruction in terms of time, content, and resources. Through a systematic literature review and analysis of relevant domestic and international practices, the research highlights the effectiveness of extracurricular activities in boosting students’ artistic interest, creativity, collaborative abilities, and interdisciplinary thinking. The study also underscores the importance of teacher professional development, and the implementation of personalized teaching approaches tailored to diverse student needs. Findings reveal that extracurricular arts activities significantly contribute to students’ emotional well-being and non-verbal abstract reasoning. This research provides practical recommendations for educators and policymakers in China to strengthen support for extracurricular programming through improved resource allocation and targeted teacher training. Future research should incorporate empirical data and technological innovations to further optimize extracurricular activity design and advance the sustainable development of arts education in China.
Awareness of Halal Food Consumption among Muslim Community
The Malaysian government has carried out many steps to promote Halal consumption and become one of the biggest concerns of Muslim. Even so, the identification of fraud or deceptive practices and the amount of deception which are related to Halal food may become complicated to be inspected. Thus, understanding and knowledge of halal food are important for Muslim consumers. This study was carried out to determine the relationship of understanding and knowledge towards awareness of Halal food consumption of consumers in Pengkalan Chepa, Kelantan. This research is using quantitative method by distributing questionnaires to all respondents. Data were collected from 375 Muslim respondents in Pengkalan Chepa city. The results showed that understanding and knowledge among the customers are significantly correlated towards the awareness of Halal food consumption. This study able to shed some lights to the Muslim consumers on awareness of the consumption of Halal food in their daily lives. It also notifies the government the importance of providing and ensuring that food produced by producers and sellers comes from Halal sources to Malaysians. The study suggested that Islamic regulators should continually seek solutions to increase and create awareness on Halal food, while the legislature should also enhance their crucial function in law enforcement and sanctions to dishonest market player.
Review Report on Vocational College Students' Research
The rapid advancement of vocational education in China has underscored the importance of researching vocational college students, a group with unique psychological, motivational, and personality profiles distinct from traditional high school students. This comprehensive review synthesizes literature from 2013 to 2025, examining their learning characteristics, psychological well-being, and the efficacy of personalized teaching strategies. Key findings reveal a 2024 vocational education market growth to $150 billion (estimated), MOOC completion rates of 5-12%, and a pressing need for enhanced motivation and autonomous learning skills. The Technology Acceptance Model (TAM) and Self-Determination Theory (SDT) provide theoretical lenses, showing predictive validities of 0.70-0.82 for technology adoption. Gender, age, and regional disparities significantly influence outcomes. Future research should prioritize interdisciplinary approaches, advanced psychological interventions, and industry-aligned curricula to foster holistic development and employability.
Relationship among School Support, Technological Pedagogical Content Knowledge (TPACK) and Technostress among Kindergarten Teachers in Selangor
The primary objective of this study is to study the relationship of school support, technological pedagogical content knowledge (TPACK), and technostress among kindergarten teachers in Selangor. A quantitative approach along with a survey design was used in this study, involving 739 kindergarten teachers in Selangor. Structural Equation Modeling (SEM) was used to examine the path relationships. Questionnaires on school support, technostress, and TPACK were utilized. The results indicated that school support has a significant negative relationship with technostress (β= -0.274, P=0.000); school support has a significant positive relationship with TPACK (β= 0.512, P=0.000); and TPACK has a significant negative relationship with technostress (β= -0.725, P=0.000). In conclusion, the findings of the study imply that school support, and TPACK model can reduce technostress among kindergarten teachers. Besides contributing to the theory and preschool principal in planning ways to address technostress.
Supporting Underachieving Students in the Flipped Classroom: Strategies, Effectiveness, and Implications for Chinese Education Policy
The flipped classroom has emerged as a transformative instructional model in global education, shifting the focus from teacher-centered lectures to student-centered active learning. While this model has been widely recognized for enhancing student engagement, motivation, and achievement, its effectiveness in supporting underachieving students remains underexplored, particularly in the Chinese educational context where educational equity is a national priority. This study employs a mixed-methods explanatory design to investigate strategies tailored to the needs of underachieving secondary school students in flipped classroom environments. Quantitative data will be gathered from 150 students using validated questionnaires and achievement tests, while qualitative data will be obtained from interviews, classroom observations, and document analysis. In addition to measuring academic performance, this study examines changes in motivation, engagement, and self-regulation. By integrating Vygotsky’s Zone of Proximal Development with self-determination theory, the research aims to provide a comprehensive framework for supporting low-achieving learners. The anticipated outcomes will inform national initiatives such as the National Education Informatization Development Plan (2021–2025) and the Action Plan for Equity in Education (2021–2025), offering concrete, evidence-based recommendations for bridging learning gaps through technology-enhanced pedagogies.
The Value Cultures and Pathways of Chinese Sportspersonships to Promoting the Sense of Community of the Chinese Nation
Promoting Chinese sportsmanship serves as a vital pathway for forging a robust sense of Chinese national community consciousness. It’s about strengthening cultural identity, cultivating core socialist values, and establishing positive behavioral norms. To foster national unity, consolidate the nation’s foundations, and promote the development of a cohesive national community. To fully leverage the role of Chinese sportsmanship in the endeavor, a multi-faceted strategy is essential: (1) Leveraging Sports Functions & Optimizing Mechanisms: Maximizing the inherent societal functions of sport and refining collaborative frameworks; (2) Integrating Resources & Transferring Outcomes: Enhancing the consolidation of diverse resources and the effective application of resultant achievements; (3) Strengthening Education & Pedagogy: Improving the educational system within schools and elevating teaching quality. The systematic implementation of the above strategies will ensure that Chinese sportsmanship fully realizes its potential in forging a strong Chinese national community consciousness.
Student Accommodation Facilities Application Design Based on Persuasive Principles
This research explores the innovative intersection of technology, psychology, and user-centric design in the development of a complaint application tailored for student accommodation facilities. Recognizing the evolving landscape of higher education, the study focuses on addressing challenges in the current complaint resolution systems by integrating persuasive principles into the application design. This research aims to design a complaint application for student accommodation facilities that optimizes user engagement and enhances the overall experience by strategically incorporating persuasive design principles. The application design focuses around user psychology, creating a seamless and engaging interface that encourages active participation. The design aims to influence positive user behaviours, ultimately contributing to a collaborative and responsible complaint resolution culture within student accommodation facilities. The complaint application development takes place using Agile Model as a proof of the concept, ensuring that the persuasive design principles employed respect user autonomy and uphold responsible design practices. The iterative testing and optimization process allows for continuous refinement based on user feedback, ensuring the adaptability and effectiveness of the application over time. This research demonstrates a transformative solution to the challenges inherent in student accommodation complaint resolution. By integrating persuasive principles into the application design, it seeks to create a dynamic platform that not only meets the immediate needs of students but also contributes to a positive and supportive university environment.
Understanding The Interplay between Burnout, Job Satisfaction and Motivation: A Study of Preschool Teachers’ in Selangor, Malaysia
This study looks at the complicated links between burnout, job satisfaction, and motivation among preschool teachers in Selangor, Malaysia, with a focus on how motivation acts as a middleman. We used the Maslach Burnout Inventory, a validated job satisfaction scale, and motivation measures. We did this by combining qualitative interviews (N=6) with quantitative surveys (N=41). The results showed that there were strong negative correlations between burnout dimensions (emotional exhaustion, r = -.58, p < .01; depersonalization, r = -.52, p < .01) and job satisfaction. Mediation analysis showed that motivation partially mediated the effect of burnout on satisfaction, making up 32% of the effect (? = 0.36, p < 0.05). Qualitative results found three main causes of burnout: too much work (reported by 83% of interviewees), not enough pay (92%), and difficult relationships between parents and teachers (67%). Notably, intrinsic motivation factors (like student progress and a sense of purpose) had stronger protective effects (? = 0.42). Notably, extrinsic rewards (? = 0.18), in contrast to intrinsic motivation factors (e.g., student progress, sense of purpose), demonstrated stronger protective effects (? = 0.42). By (1) validating the Job Demands-Resources model in Malaysian preschool contexts, (2) illustrating cultural differences in the protective role of motivation, and (3) suggesting focused interventions to improve teacher wellbeing, the study adds to the body of literature. Recommendations for policy changes pertaining to teacher-student ratios, mental health support networks, and early childhood education-specific pay structures in developing Asian contexts are examples of practical implications.
Evaluating Teacher Readiness for the Implementation of Communicative Language Teaching in Malaysian Secondary Schools
This study aims to systematically assess ESL teachers’ preparedness to modify their instructional approaches in line with CLT principles, focusing on key influencing factors such as teachers’ knowledge and understanding of CLT, their formal training backgrounds, access to classroom resources, and the level of support provided by their institutions. Employing a mixed-methods research design, the study combines both quantitative and qualitative data to gain a comprehensive view of the current landscape. Findings from the study reveal significant gaps in ESL teachers’ theoretical understanding and practical training related to CLT, highlighting the disconnect between policy expectations and classroom realities. Moreover, the data show a strong correlation between institutional support and teacher confidence in using CLT techniques, underscoring the need for more robust and directed professional development initiatives. It is recommended that future training programs not only emphasize the theoretical foundations of CLT but also provide hands-on, context-specific strategies for managing challenges such as large class sizes, limited teaching materials, and diverse learner needs. By identifying these critical areas for intervention, the study offers valuable insights to inform policy decisions and teacher education practices.
The Role of Artificial Intelligence in Developing Critical Thinking among Science Students: A Systematic Literature Review
The use of artificial intelligence (AI) in learning encourages active student engagement and promotes creative, systematic, and logical thinking. This study aims to explore the role of AI in enhancing critical thinking among science students through a Systematic Literature Review (SLR). This literature review follows the PRISMA model, analyzing 18 articles from various databases such as Scopus, Web of Science (WoS), and Springer Link, the study identifies two main approaches: AI as a support tool in developing students' critical thinking and the use of AI in Problem-Based Learning. The findings indicate that AI has the potential to enhance student understanding, motivation, and engagement through broad access to information and interactive learning experiences. However, there are challenges such as over-reliance on technology, ethical issues, and inequality in access. Therefore, further research is needed to strategically integrate AI with traditional teaching methods to effectively and inclusively support the development of critical thinking.
A Narrative Review of Kodaly-Based Strategies for Integrating Sichuan Han Folk Songs into University Preschool Education Programs
This study employs a narrative review method to explore the integration of Sichuan Han folk songs into university preschool education programs through the Kodály teaching method. Sichuan Han folk songs, as a treasure of Chinese ethnic music culture, hold rich historical heritage and unique artistic value (Qin, 2017; Xu & Jiang, 2019). Nevertheless, current preschool music education in China faces challenges such as curriculum content westernization and the insufficient incorporation of indigenous music resources (Wang & Feng, 2014; Chen, 2022). The Kodály teaching method—known for its emphasis on national musical heritage, solfège-based skill development, and child-centered pedagogy—provides both theoretical and practical tools for integrating regional folk music into early childhood music education (Forrai, 1991; Choksy, 1999). Against this backdrop, the present study delves into the musical characteristics and educational value of Sichuan Han folk songs (Luo, 2022), and further investigates how these can be meaningfully combined with the Kodály method to enhance music instruction in university preschool programs (Hou, 2020). Such integration not only aligns with contemporary trends in localized and culturally responsive music education but also offers promising pathways for innovation in China’s early childhood music curricula (Chen, 2023; Zhang, 2023). While challenges remain—such as teacher preparedness (He, 2019), teaching material development, and curriculum policy constraints (Wu, 2022)—the adoption of Kodály’s pedagogical principles, along with modern educational technologies, holds the potential to revitalize Sichuan folk songs in preschool settings. Ultimately, this study seeks to address a critical gap in localized music education by proposing a Kodály-based framework for incorporating Sichuan Han folk songs into university preschool curricula.
Utilization of Blended Learning on Oral English Competence among Chinese EFL Undergraduate Students
Blended learning, which integrates face-to-face instruction with online learning tools, has emerged as an effective pedagogical approach in English as a Foreign Language (EFL) education. Given the increasing importance of oral English competence in academic and professional communication, this paper conceptually explores how blended learning can enhance speaking skills among Chinese undergraduate students. Drawing upon theories of second language acquisition, digital learning frameworks, and empirical studies, this paper analyzes the potential benefits and challenges of implementing blended learning in oral English instruction. Key areas of discussion include the role of digital technologies in facilitating pronunciation accuracy, fluency, and communicative competence, as well as the pedagogical implications for curriculum design and instructor training. The paper also addresses barriers such as technological accessibility and learner autonomy. This study contributes to the ongoing discourse on language education by providing a theoretical foundation for integrating blended learning into EFL speaking instruction in China.
Reconstructing Cultural Identity through Orchestration: Tradition and Innovation in Wuxi Opera, Jiangsu, China
This study employs a combination of theoretical analysis and field research to explore the mechanisms of cultural identity construction reflected in contemporary Wuxi opera orchestration practices. The findings reveal that traditional instruments such as the erhu, pipa, and yangqin play an irreplaceable role in maintaining the aesthetic appeal of Jiangnan music; meanwhile, the moderate introduction of Western instruments (such as the cello, double bass, and clarinet) has expanded the expressive power and aesthetic possibilities of opera. Through score analysis and in-depth interviews, the study further highlights that orchestration is not merely a technical process but also a symbolic means of dramatic narrative, cultural transmission, and identity negotiation. Drawing on Shen Qia's “musical morphology” (2015), Nettl's “style description” (1964), Tarasti's “musical semiotics” (1994) and Rice's “cultural re-creation” model (1987), this paper constructs an interdisciplinary analytical framework to elucidate the cultural logic of how local opera achieves “preservation through innovation” in a modern context. The study concludes with practical recommendations, emphasizing the protection of the core status of traditional instruments, guiding the contextualized use of Western instruments, and strengthening collaboration mechanisms between composers and performers.
The Perceptions and Challenges of Streaming Services in Malaysia: A Qualitative Study on Netflix
Online film streaming services have become an integral part of entertainment consumption today, offering convenience and a vast array of content. Among these platforms, Netflix has gained significant attention and popularity in Malaysia, attracting a diverse range of viewers. This qualitative study aims to explore the perceptions, experiences, and challenges associated with Netflix usage in the Malaysian context. Informants were selected through purposive sampling, involving in-depth interviews with 10 individuals, including adults and parents who actively use Netflix. The findings provide insights into the varying perceptions of Netflix’s impact, accessibility, and content availability, along with challenges related to cost, parental concerns, and user experience. This study contributes to the expanding body of research on Netflix’s role in Malaysia’s digital entertainment landscape.
Readiness of Persons with Disabilities in K-Economy Thinking: The Role of Technological Competence, Attitude, and Interest
The readiness of persons with disabilities (PwDs) to engage in the K-Economy remains an important yet underexplored area in the field of inclusive development. This study investigates the role of technological competence, attitude, and interest in influencing readiness for K-Economy thinking among PwDs. Using a quantitative cross-sectional survey design, data were collected through a structured questionnaire administered to a sample of 54 PwDs. Descriptive statistics revealed that the levels of technological competence (M = 2.94, SD = 0.32), attitude (M = 2.79, SD = 0.58), interest (M = 2.69, SD = 0.71), and readiness (M = 2.87, SD = 0.56) were all at moderate levels. A multiple regression analysis was conducted to examine the predictive power of the three independent variables on readiness. The results showed that all three predictors were statistically significant: technological competence (β = 0.247, p = 0.016), attitude (β = 0.455, p = 0.001), and interest (β = 0.262, p = 0.018). The overall model explained 66.3% of the variance in readiness, and the regression was statistically significant. These findings underscore the importance of fostering not only technological skills but also positive attitudes and personal interest among PwDs to enhance their participation in the K-Economy. The study provides insights for policymakers, educators, and support service providers to develop more inclusive digital capacity-building programs tailored to PwDs.
Bridging the Gap – A Systematic Review of Retention and Attrition in STEM Education Across the Academic Pipeline
STEM attrition continues to undermine national innovation and educational equity, with substantial losses across educational stages. This systematic literature review (SLR) synthesises evidence from 2015 to 2025 to identify institutional, psychosocial, and demographic factors affecting STEM persistence. Drawing on Expectancy-Value Theory (EVT), Social Cognitive Career Theory (SCCT), and Self-Determination Theory (SDT), the review categorises findings into four themes: institutional and curricular interventions, psychosocial and motivational determinants, equity and intersectional moderators, and measurement and longitudinal analytics. A comprehensive search using Scopus yielded 67 high-quality, peer-reviewed articles. Methodologically, the review adhered to PRISMA 2020 guidelines, applied MMAT for appraisal, and used thematic synthesis to cluster studies. Results show that interventions such as course-based undergraduate research experiences (CUREs), culturally responsive mentoring, and predictive analytics significantly enhance retention. Psychosocial constructs like science identity, mathematical resilience, and reduced math anxiety are consistent predictors of persistence. Moreover, demographic factors such as gender, first-generation status, and LGBTQ+ identity moderate the effectiveness of interventions. Measurement tools and machine learning models contribute to early risk detection and equity monitoring. This review advances the literature by integrating disparate findings into a cohesive theoretical and empirical framework. It concludes that retention is shaped by a synergy of cognitive beliefs, supportive environments, and structural equity. Implications for policy and practice include the need for multi-level, identity-conscious interventions, improved measurement practices, and longitudinal tracking of student outcomes. Future research should adopt intersectional, culturally responsive, and methodologically rigorous approaches to build inclusive STEM ecosystems.
The Educational Impact of Douyin Knowledge-Based Short Videos in Vocational Education: A Case Study of Heyuan Vocational and Technical College
The exponential growth of digital learning platforms represents a paradigm shift in educational practices, with short video applications like Douyin emerging as transformative tools for knowledge acquisition and skill development. This study investigates the educational impact of Douyin knowledge-based short videos in vocational education, addressing critical gaps in understanding how these platforms can enhance teaching and learning outcomes in practical, skills-based contexts. The significance of this research lies in its examination of an increasingly prevalent but understudied learning resource that has the potential to revolutionize vocational education delivery and accessibility. Through a mixed-methods approach involving 302 student surveys and 14 teacher interviews at Heyuan Vocational and Technical College, this study reveals how Douyin effectively bridges theoretical knowledge and practical application—a persistent challenge in vocational education. Findings demonstrate that Douyin's algorithm-driven personalization and multimedia features significantly enhance student motivation and comprehension, with over 70% of participants reporting positive impacts on academic performance. The platform proves particularly valuable for vocational educators seeking to demonstrate complex technical processes, contextualize abstract concepts, and expose students to current industry practices. For educational administrators and policymakers, this research provides evidence-based insights for developing integration strategies that maximize learning benefits while mitigating potential concerns about content quality and distraction. By identifying specific types of educational content most effective in vocational settings—particularly technology skills (75.5%) and practical demonstrations (73.5%)—this study offers a framework for optimizing short video integration in technical education curricula. The findings contribute to emerging pedagogical approaches that leverage digital platforms to create more engaging, accessible, and industry-relevant vocational learning experiences.
Factors that Affect the Less Interest in Mathematics among Secondary School Students
Mathematics is often seen as a challenging subject for students because many of them find it difficult to understand. This leads to low and inconsistent exam results. Mathematics continues to be a tough subject for many students. However, the heavy syllabus and high level of difficulty cause many students to lose interest in this subject. Even though new methods such as project-based learning and social learning have been introduced, many students still face difficulties because they do not have a strong foundation in Mathematics. Besides that, the lack of interest in Mathematics, negative thoughts about themselves, the subject, and the way it is taught, also affect their motivation. This concept paper discusses the reasons and challenges that influence students' interest in learning Mathematics. The main goal is to explore these factors and suggest ways to improve students' interest in the subject. Mathematics is always important in our daily life. Therefore, it is important for everyone to work together to help students become skilled in thinking and solving problems. Since Mathematics plays a big role in both daily life and the future, cooperation from all parties is very much needed to help students build confidence and better problem-solving skills.
Design and Development of a Project-Based Learning Mathematics Teaching Module for Geometry in Second Grade of Elementary School Based on Expert Consensus
Project-based learning in mathematics education has demonstrated potential for enhancing student engagement and conceptual understanding. However, systematic validation of project-based learning instructional modules for elementary geometry remains limited, particularly within contemporary curriculum frameworks. This study addresses this gap by designing, developing, and validating a comprehensive project-based learning mathematics teaching module for elementary geometry instruction aligned with Indonesia's Merdeka Curriculum. Using design and development research methodology, the study integrates the Fuzzy Delphi method and Content Validity Index analysis for module validation. Fifteen subject matter experts participated in Fuzzy Delphi rounds to establish consensus on module components, while three mathematics education experts conducted content validation analysis. Results demonstrate robust expert consensus on problem-oriented learning scenarios, collaborative activities, and project-based assessment mechanisms. Content validation yielded high validity indices for most module components, with minor refinements recommended for specific elements. The study contributes methodologically by combining expert consensus with quantitative validation techniques, theoretically by providing an evidence-based framework for mathematics module development, and practically by delivering a validated geometry module for classroom implementation. Future research should evaluate the module's effectiveness through classroom implementation studies and explore adaptation for other mathematical domains.
Consumer Return Intention in Online Platforms: A Systematic Literature Review
The growth of e-commerce has increased product returns, creating financial, operational, and environmental challenges. This systematic literature review synthesises 41 empirical studies (2021–2025) to identify key antecedents, mediators, and moderators influencing consumer return intention in online platforms. Results show that return intention is shaped by consumer traits (impulse buying, post-purchase dissonance, wardrobing), product factors (quality mismatches, misleading descriptions), platform and policy conditions, situational triggers, environmental considerations, cultural norms, and fairness perceptions. Cognitive dissonance, perceived quality, and trust act as mediators, while environmental efficacy, flow consciousness, and cultural context moderate effects. Impulse buying, product quality mismatch, and policy design emerge as dominant predictors, underscoring the need for context-specific strategies to reduce returns while maintaining customer trust and satisfaction.
Copyright (c) 2025 Ying Xiao Fang, Asif Mahbub Karim
Breaking Down Barriers: Factors that Drive and Deter Lifelong Learning in Higher Education
This study examines barriers to lifelong learning among higher education lecturers in order to identify motivational factors that influence their participation in professional development activities. Through qualitative interviews with 20 lecturers from diverse backgrounds, the research explored how organizational environment, personal motivation, and individual needs affect their own learning engagement. Data collection used are in-depth, open-ended interviews in which responses were recorded, transcribed, and analyzed thematically to identify key barriers and motivators. The study investigated work settings, motivational orientations, personal demands, and reasons for learning participation. Results reveal that barriers to lifelong learning stem from both internal and external factors. Internal barriers include personal motivation, lifestyle constraints, and individual perceptions. External barriers encompass job-related motives, skills-related motives, relationship/family motives, educational progressive motives, learning styles options, learning issues, and progression issues. These same factors that motivate learning can paradoxically become deterrents when circumstances change. The findings demonstrate that successful lifelong learning programs must address multiple barrier types simultaneously, considering both organizational support and individual learner needs. Understanding these barriers is essential for developing effective professional development strategies in higher education settings.
The Impact of Socioeconomic Status on Academic Stress among Secondary School Students in Sri Lanka: A Quantitative Study
This study examines the relationship between socioeconomic status (SES) and academic stress among secondary school students in the Northern Province of Sri Lanka in the context of the economic crisis. Using a cross-sectional, quantitative research design, data were collected from 155 students across government, private, and international schools. Correlational analysis (RQ1) revealed significant negative relationships between academic stress and socioeconomic status (r = -0.705, p < 0.001), household income (r = -0.526, p < 0.001), and parental occupation (r = -0.160, p = 0.048), indicating that students from higher socioeconomic backgrounds tend to experience lower academic stress. Multiple regression analysis (RQ2) showed that socioeconomic status was a strong and significant predictor of academic stress (β = -0.700, p < 0.001), while household income and parental occupation were not significant when SES was included in the model. ANOVA results (RQ3) demonstrated significant differences in academic stress across household income groups, F(3, 150) = 32.922, p < 0.001, suggesting that students from lower-income households experience higher levels of academic stress. These findings highlight the critical role of socioeconomic conditions in shaping students' academic well-being and recommend targeted policy interventions to support students from disadvantaged backgrounds and call for further longitudinal studies to better understand long-term impacts.
Integrating Cultural and Local Contexts into Play Based Science Literacy for Preschoolers in Nanchang, China
Science literacy and play based learning is not conducive develop the program and lack of local culture and local context. Local cultural practices continue to be underutilised in science literacy. This study aim to explore the role of culture and local context in play-based science literacy learning that is rooted in the theories of preschool in promoting scientific thinking through play. Adopting a qualitative approach, the study applies library research and a comprehensive analysis of the recent literature about learning through play, science literacy and cultural and local context blending in preschool settings. The findings demonstrate that, though theoretical support and preschoool curriculum are executing in favor of play-based approaches and practice in Nanchang is restricted annually by overly prescriptive curricula, insufficient teacher education, and insufficient connection with local cultural content. This study emphasises the relevance of developmental theories includes Piaget, Vygotsky and Kolb as theorical bases from which to lead play based learning from culturally relevant play activities. These could be nature inspired play, art play, story-telling and role-playing based on local way of existence. The implications include that science-inquiry can be framed through the experiences of children in their everyday lives in culture providing a tool which heightens engagement, understandings, and identity. It stresses that teachers, policy makers, and curriculum developers need to embrace adaptive, sociallyculurally inclusive models that encourage culturally-embedded, play based pedagogy. The findings imply that reforms in teacher education, curriculum design and educational policy will be necessary to better accommodate place-based models for preschoolers. Key suggestions include integrating varied types of play into daily practice, creation of contexts dependent science curricula, and the fostering of family and community involvement to support long-term, culturally relevant preschool science literacy learning.
The Effectiveness of Using Instructional Materials in Biology Teaching and Learning: Human Immunity Battle (HIB) Boardgame
The traditional technique to teaching human immunity in Biology in Malaysian secondary schools has run into difficulties, with students struggling to understand. This is due to an insufficient utilization of instructional materials with high complexity and abstractness of the topic. As a result, a board game called Human Immunity Battle (HIB) is designed to assist secondary school pupils in mastering the topic while enhancing teaching and learning engagement. The major objective of this study is to improve students' understanding and boost their enthusiasm in learning biology, specifically on the topic of human immunity. N=101 of secondary school students from Putrajaya, Selangor Malaysia with 52 form 4 students and 49 form 5 students in science stream were successfully recruited for the study. IBM Statistical Package for the Social Sciences (SPSS) version 23.0 was used to analyse the data using descriptive statistics, Pearson correlation tests Analysis of Variances (ANOVA) and T-Test. The results of Pearson correlation showed statistically significant correlation between students' perception of teaching aids and its benefits with r = 0.809, p=< 0.001. Besides, there was no significant difference found between the perceptions of teaching aids and overall student performance Overall, the success of instructional materials in teaching and learning is determined by how students perceive their benefits as well as their perception of the teaching aid employed. However, students' performance is determined by more than just their engagement in learning or the efficiency of instructional resources; it is also influenced by demographic, social, and attitude aspects. Furthermore, it is impossible to deny that instructional strategies can assist biology students enhance their performance and engagement in challenging topics like human immunity.
Better Together, Stronger Results: Unveiling Collaborative Educational Leadership in Open, Distance, and Digital Education Higher Institutions
This study highlights the critical role of collaborative educational leadership in enhancing the effectiveness of open, distance, and digital higher education institutions. As these institutions navigate rapidly evolving digital environments, fostering a culture of collaboration becomes vital for improving stakeholder engagement, innovation, and organizational performance. The primary aim of this research was to examine the direct and indirect effects of shared leadership practices, interpersonal trust, and perceived mutual benefits on collaborative educational leadership, with psychological empowerment serving as a mediator. Data was collected through a structured survey distributed via email, with a purposive sampling technique. Out of 465 distributed questionnaires, 313 valid responses were analyzed after data screening. The study employed structural equation modeling (SEM) using SmartPLS 4 to test the hypotheses. Results indicated that psychological empowerment significantly mediates the influence of perceived mutual benefits and trust on collaborative leadership, while shared leadership practices alone did not show a significant direct effect. The findings suggest that fostering empowerment and mutual benefits enhances collaborative efforts, although building systematic trust and implementing shared leadership require strategic support. For future research, longitudinal designs, qualitative insights, and exploration of cultural or contextual factors are recommended to deepen understanding. Practically, institutions should focus on empowering staff, promoting mutual benefits, and strengthening trust through transparent communication and participative decision-making. Overall, the study contributes to the theoretical understanding of collaborative leadership by emphasizing mediated pathways and offers valuable implications for policymakers and practitioners striving to foster collaborative, innovative, and resilient higher education environments in the digital age.
Social Competence among Children with Mild Intellectual Disabilities in Saudi Arabia: The Role of Self-Confidence and Failure Expectation
This study focuses on the examination of the relationship between social competence, self-confidence, and failure expectation among children with mild intellectual disabilities in Saudi Arabia. Recognizing the significance of social competence for this population, and addressing the gap in understanding its predictors, this research investigates the roles of self-confidence and failure expectation in shaping social competence. A correlational research design was employed with a sample of 60 female children with mild intellectual disabilities. Data were collected using measures of social competence, self-confidence, and failure expectation. The findings revealed a significant positive correlation between self-confidence and social competence, and a significant negative correlation between failure expectation and social competence. One-way ANOVA indicated a significant difference in social competence across IQ groups, with higher IQ groups exhibiting greater social competence, but no significant difference across age groups. Linear regression analysis showed that self-confidence was a strong positive predictor of social competence, while failure expectation did not independently predict social competence when self-confidence was considered. The two predictors (self-confidence and failure expectation) explained approximately 67.9% of the variance in social competence. The model overall was significant (F=60.44, P< 0.001).
Research on the Integration of Local Culture and Kindergarten Aesthetic Education
This study focuses on the paths and practices of integrating local culture with aesthetic education in kindergartens, aiming to explore its value in enhancing children's cultural identity, broadening their aesthetic experiences, and strengthening educational contexts. It also analyzes the current challenges in this practice and proposes systematic optimization strategies. Through a combination of literature research, field interviews, and case studies, this study systematically analyzes the integration practices implemented in five kindergartens in Zigong, Sichuan. The study finds that integrating local cultural elements, such as intangible cultural heritage skills and festivals and folk customs, into aesthetic education can help stimulate children's national sentiments, enhance their aesthetic creativity, and strengthen the life-oriented nature of education. However, current integration practices generally face multiple challenges, including insufficient teacher literacy, fragmented curriculum design, and a lack of resource systems. To enhance the effectiveness of this integration, the study recommends systematically advancing teacher training, curriculum construction, and resource development, aiming to build a local aesthetic education system that is regionally relevant, child-friendly, and educationally oriented. This study contributes to promoting the contemporary expression of local culture and the cultural return of preschool education, providing theoretical support and practical guidance for the localization of kindergarten curriculum.
A Systematic Review of the Determinants of Job Satisfaction among Professional Teachers in Chinese Vocational Colleges
This study presents a systematic review of empirical research on job satisfaction among vocational college faculty in mainland China, covering literature published between 2020 and 2024. Employing the PRISMA methodology, 24 peer-reviewed articles were selected from the Scopus database to identify key determinants of faculty job satisfaction. The analysis categorizes influencing factors into five major domains: organizational environment (e.g., leadership quality, collegial support), economic and welfare conditions (e.g., salary, benefits), career development opportunities (e.g., training, promotion), job characteristics (e.g., workload, autonomy), and individual and psychological traits (e.g., intrinsic motivation, work-life balance). Findings reveal that job satisfaction is shaped by a complex interplay of institutional, personal, and contextual variables, with notable variations across regions and institutional types. The study addresses gaps in fragmented literature by synthesizing diverse perspectives and methodological approaches, and it proposes a conceptual framework for future research and policy development. By highlighting the most influential factors, this review offers actionable insights for policymakers and administrators aiming to enhance faculty well-being, institutional performance, and the sustainability of China’s vocational education system.
Toward Equitable Mental Health Education in Rural China Evidence from a Mixed-Methods Study in Guangxi Province
The mental health of school-aged children has become an urgent concern in rural China, where psychological services and educational resources remain underdeveloped. This mixed-methods study examines the current status, challenges, and strategies of mental health education management in rural schools in Guangxi Province. A 32-item questionnaire was administered to 320 primary and secondary teachers across six counties, assessing organizational management, implementation, support conditions, and outcomes. The instrument showed strong reliability (Cronbach’s ? = 0.893) and validity (KMO = 0.902). Quantitative results revealed significant urban–rural disparities, with county town schools outperforming remote areas across all dimensions (p < .001). Support conditions emerged as the strongest predictor of outcomes (r = .682). Qualitative interviews identified barriers including a shortage of trained counsellors, weak parental engagement, and low mental health literacy. The study highlights gaps between policy intentions and implementation, recommending targeted funding, stronger organizational capacity, expanded teacher training, enhanced school–family–community collaboration, and continuous monitoring. These strategies provide actionable insights for policymakers and administrators to promote equitable and effective mental health education in rural China.
Motivation for Learning to Speak English among Chinese Vocational Urban Transportation Students: A Self-Determination Theory Perspective
English proficiency has become increasingly crucial for vocational education students, particularly in specialized fields like urban transportation where international collaboration and technical documentation require strong language skills. However, limited research has examined motivation patterns among vocational students in specialized majors using comprehensive theoretical frameworks. This study investigates motivation for learning to speak English among Chinese urban transportation major students using Self-Determination Theory (SDT) as the theoretical framework. A structured questionnaire based on validated SDT instruments was administered to 277 urban transportation major students at a Chinese vocational college in Sichuan, China, with data analyzed using descriptive statistics, t-tests, ANOVA, and correlation analysis. The results revealed that external regulation was the most prominent motivational orientation (Per-item M = 3.79), followed by identified regulation (Per-item M = 3.67) and intrinsic motivation (Per-item M = 3.21), while introjected regulation showed the lowest levels (Per-item M = 2.76). Regarding basic psychological needs, relatedness demonstrated the highest satisfaction (Per-item M = 4.08), followed by autonomy (Per-item M = 3.79), with competence showing the lowest satisfaction (Per-item M = 3.48). Females scored higher than males across the four motivation types, and higher self-rated speaking proficiency aligned with stronger autonomous motivation and greater need satisfaction. The findings provide empirical insights into motivational patterns in Chinese vocational education contexts and suggest implications for English speaking instruction design.
From Intention to Behavior: Factors Influencing Teachers’ Continued Use Behavior of Smart Education Platforms
This study investigated the factors influencing the continued use behavior of smart education platforms among primary and secondary school teachers in China, based on the Expectation-Confirmation Model of Information System Continuance (ECM-ISC) and the Theory of Planned Behavior (TPB). The proposed model incorporates key elements of the ECM-ISC—expectation confirmation, perceived usefulness, satisfaction, and continuance intention, and introduces support systems as a determinant of satisfaction and habit as a moderating variable between intention and behavior. Questionnaire data from 729 teachers were analyzed using structural equation modeling (SEM). The findings revealed that satisfaction mediated the effects of expectation confirmation and perceived usefulness on continuance intention, while support systems significantly enhance satisfaction. Furthermore, habit moderated the intention-behavior relationship, with stronger habits reducing reliance on intention. These results provide theoretical contributions by extending the ECM-ISC framework to incorporate habit as a moderating variable, offering a deeper understanding of its role in shaping the relationship between intention and behavior. This research enhances existing theories on user behavior in educational technology, offering a clearer framework for sustained technology adoption.
Qiyamullail and Psychospiritual Healing in Islam: A Classical Salaf Approach
Qiyamullail, or night vigil prayer, is a devotional act consistently observed by the Prophet Muhammad (PBUH) and the early generations of Muslims (Salaf) as a core spiritual discipline. In Islamic discourse, this practice is often emphasised for its legal status, merits, and spiritual rewards. However, its psychospiritual value, particularly in promoting emotional stability and inner well-being, remains insufficiently addressed. In light of the growing prevalence of mental health disorders and spiritual disconnection in the modern age, there is an urgent need to explore the therapeutic role of sunnah-based practices such as Qiyamullail. This study aims to examine Qiyamullail as a form of Islamic psychospiritual therapy by analysing the experiential reflections of the Salaf and the spiritual insights derived from relevant hadith texts. Using a qualitative methodology through content analysis, the research draws upon classical narrations, works of early scholars, and scholarly interpretations within the disciplines of fiqh al hadith and tazkiyat al nafs. The findings suggest that Qiyamullail functions not only as a supererogatory act of worship but also as a deeply transformative spiritual practice that can ease emotional unrest and enhance inner resilience in the face of life’s challenges. The study recommends the recognition of Qiyamullail as a model of Islamic self therapy and its inclusion in soul development and mental health intervention frameworks rooted in Islamic values. Further research may focus on measuring the psychological benefits of Qiyamullail through fieldwork or experimental studies in contemporary contexts.
A Comparative Study on TGFU and Traditional Teaching Methods for Enhancing Tennis Skills among Chinese University Students
This study examines the comparative effectiveness of Teaching Games for Understanding (TGFU) and traditional teaching methods in enhancing tennis skill acquisition among university students. Using a mixed-methods approach, 180 students aged 18–22 from three Chinese universities were randomly assigned to a TGFU group (n=90) or a traditional group (n=90). Over 16 weeks, both groups participated in biweekly 90-minute tennis sessions, with skills assessed through standardized tests and retention tests one-month post-intervention. Qualitative data from semi-structured interviews explored students’ learning experiences. Quantitative results showed that the TGFU group achieved superior tactical decision-making and long-term skill retention, while both groups demonstrated comparable short-term technical proficiency. Qualitatively, TGFU students reported higher cognitive engagement, peer interaction, and self-efficacy, whereas traditional methods were valued for technical mastery but limited in fostering tactical creativity. These findings suggest TGFU as a robust pedagogical alternative, integrating cognitive, affective, and psychomotor learning. Future research should explore longitudinal outcomes and broader applications across diverse sports contexts.
Artificial Intelligence (AI) and Industrial Revolution (IR) 4.0 Readiness for Teaching and Learning Competency among 21st Century Pre-Service History Teachers in Sabah
This concept paper investigates the readiness of pre-service History teachers in University Malaysia Sabah to integrate Artificial Intelligence (AI) and Fourth Industrial Revolution (IR 4.0) technologies into their teaching practices. It addresses the current gap between national policy ambitions and practical implementation, especially within non-STEM disciplines like history. Using a mixed-methods approach, the research applies three key theoretical frameworks including Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK), and the AI Readiness Framework. Findings are expected to reveal moderate readiness levels, with notable disparities in infrastructure, faculty support, and tailored training. The study contributes a validated conceptual model and offers policy, curriculum, and professional development recommendations to improve digital competency among history teacher trainees. This work aims to ensure that history education remains relevant and resilient in Malaysia’s digital future.
Applying the Fuzzy Delphi Method in the Development of a Hadith Terminology Dictionary Application (IS-HADIS)
The advancement of technology in today’s educational landscape has witnessed the growing use of Artificial Intelligence (AI) across various learning platforms. This technological integration enhances the learning process by making it more interactive, responsive, and flexible, thereby complementing existing traditional methods. In this context, the Hadith Terminology Dictionary Application (IS-HADIS) was developed to facilitate students in accessing information quickly and effectively without the need to consult bulky printed dictionaries. Students simply type the desired term, and the relevant information is displayed almost instantly. This study was conducted to obtain expert consensus on the essential elements required for the design and development of this application. The Fuzzy Delphi Method was employed using a seven-point Likert scale, involving ten experts from the fields of educational technology, multimedia, and information technology. Data were collected through questionnaires distributed to all participating experts. The findings revealed a high level of agreement among the experts regarding the elements examined, with threshold (d) values less than 0.2, agreement percentages exceeding 75%, and defuzzification values above 0.5—except for one element, namely the application introduction element. Overall, this study successfully designed the Hadith Terminology Dictionary Application (IS-HADIS), which can be effectively utilized by educators in higher learning institutions, mosque and surau instructors, as well as students, as a valuable learning support tool.
Formative Classroom Assessment in Malaysia: Primary vs Secondary School Comparisons
Classroom Assessment is a systematic approach to formative assessment, used by teachers to evaluate and understand students’ learning. When applied appropriately, hold significant potential to enrich educational experiences, improve communication, and foster social engagement, while also potentially reducing learning obstacles for certain student groups. The current study aimed to investigate how digital technology, particularly smartphones is integrated into formative assessment practices in Malaysian primary and secondary education, examining issues such as internet access, smartphones usage, and teachers' formative assessment implementations. 251 volunteer qualified teacher (Primary = 114; Secondary = 137) completed an online survey to explore schools’ internet connectivity, smartphone culture, and formative assessment practices. Results showed similarities in connectivity and engagement with formative assessment across educational levels, but differences in smartphone culture, with less tolerance of usage at Primary levels and greater tolerance at Secondary levels. Discussion focuses on the importance of digital literacy and encouraging responsible device usage at early stages, as well as opportunities and challenges around device usage in-class. It is clear that formative assessment is a vital element of effective education, and educational technology based around clear standards and practices can enhance the experience of learners and educators.
Unleashing Alumni Potential: Reimagining their Role in Business School
This study explores the evolving role of alumni as strategic contributors to institutional development through the lens of an alumni engagement event at a Malaysian business school (hereafter referred to as Azam Business School, ABS, a pseudonym). Despite their potential as mentors, industry connectors, and institutional partners, alumni engagement at ABS remained underutilized due to undefined roles, weak communication, and a lack of structured initiatives. Guided by Role Theory and Social Capital Theory, this action research implemented a targeted alumni engagement intervention supported by a Focus Group Discussion (FGD) involving diverse alumni participants. Thematic analysis revealed five emerging roles: Alumni as Industry Connectors, Mentors and Knowledge Contributors, Social Capital Builders, Digital Stakeholders, and Community Builders. The findings underscore that alumni are willing and capable of contributing beyond financial means when provided with structured platforms and meaningful institutional recognition. This study offers practical insights for business schools seeking to reposition alumni from passive stakeholders to active partners in institutional advancement.
Integrating Higher Order Thinking Skills (HOTS) Activities to Enhance English-Speaking Proficiency among Form Four Students
The integration of Higher Order Thinking Skills (HOTS) into the teaching of English-speaking skills represents a pivotal strategy in enhancing communicative competence among secondary school students. This study aims to assess the impact of HOTS-based activities on the speaking skills of Form Four students. Using a quasi-experimental design, 30 students with equal academic achievement levels were purposively sampled from a secondary school in Malaysia. The study merged McBer's Competency Theory (1996) with Vygotsky's Constructivist Approach (1978), operationalised through the 5E Instructional Model. Data were collected using pre- and post-tests, classroom observations, and reflective interviews. Analysis was conducted using paired samples t-tests via SPSS version 30. Findings revealed a statistically significant improvement in students' speaking performance [t(29) = -16.709; p < 0.05]. Students showed notable advancement in idea relevance, vocabulary selection, grammatical complexity, register appropriateness, and speech creativity. The study concludes that HOTS activities substantially enrich English-speaking competencies and are suitable for application across other language subjects. The results underscore the commercial and pedagogical value of HOTS in creating critical, articulate learners for the 21st century.
The Role of Cultural Knowledge in Translation among ESL Malaysian University Students
Translation plays an important role in English language learning among university students. The act of translating from one language to another is not merely a linguistic conversion but also a complex cultural transition that demands the transfer of ideas that are deeply rooted in the source culture’s context. This process requires the student translators to preserve the cultural integrity of terms while also recognizing the challenge of conveying the nuance of the source text. However, student translators often struggle to effectively transfer cultural knowledge, which hinders effective communication of the source text’s original meaning. This study, therefore, aims to identify the types of knowledge problems faced by Malaysian English as a Second Language (ESL) university students when translating culturally rich text. and to explore the effects of their cultural knowledge on their translation skills. To achieve this, the study adopts Olk’ (2003) framework to identify knowledge problems faced by student translators. Employing an observational approach, the study closely examines the ‘think-aloud’ process as participants engage in translation tasks, followed by in-depth interviews to delve into their cognitive strategies and cultural knowledge. Notably, this study addresses a largely under-researched area of how ESL learners in Malaysian universities apply their cultural knowledge in translation tasks. The findings have the potential to refine translation teaching methods, bolster students’ cultural fluency, and guide educational policy-making. Furthermore, it sets the stage for subsequent research in translation, marking a significant contribution to translation studies in the Malaysian context.
Fostering Pedagogical Innovation: Theoretical Foundations for Developing a Gamified Chinese Folk Song Teaching Module for Primary School Education in China
This paper explored the fundamental theoretical foundations underlying the design of a gamification-based teaching module on Chinese folk songs for primary school students in China. It first clarified the pressing need to safeguard Chinese folk songs as an essential part of national cultural inheritance and music education reform, highlighting how a gamified approach can respond to this challenge. By integrating insights from music pedagogy, cultural education, and gamification frameworks, the study highlighted the complexity and significance of constructing an effective and innovative teaching module aimed at enhancing engagement, cultural appreciation, and musical learning outcomes. The significance of this research lies in its potential to provide educators, curriculum designers, and policymakers with a replicable model that strengthens cultural identity, improves learning outcomes, and enriches music education nationwide. The paper offered an overview of the theoretical framework employed in designing a gamification-based teaching module on Chinese folk songs for primary school students in China, incorporating the ADDIE Model, the TPaCK Framework, Jean Piaget’s Constructivist Learning Theory, Self-Determination Theory (SDT), the Theory-Driven Gamification Design Model (GAFCC), Lev Vygotsky’s Sociocultural Theory, and the Cognitive Theory of Multimedia Learning. The ADDIE Model provided a systematic process for development, guiding the design, implementation, and evaluation phases to ensure that the gamified module was structured, adaptable, and aligned with learning objectives. The TPaCK Framework emphasized the integration of technology, pedagogy, and content knowledge in supporting music teaching. Piaget’s Constructivist Learning Theory highlighted active engagement and exploration, while Vygotsky’s Sociocultural Theory underscored the importance of collaboration and cultural context in learning folk songs. SDT emphasized intrinsic motivation, encouraging autonomy and engagement, and GAFCC offered a design model for embedding effective gamification strategies. Meanwhile, the Cognitive Theory of Multimedia Learning ensured the effective use of multimedia to enhance comprehension. Through the integration of these theoretical foundations, the study aimed to construct a comprehensive, engaging, and culturally relevant gamification-based teaching module. The anticipated outcome of the module was to foster students’ participation, deepen cultural appreciation, and improve musical learning outcomes, demonstrating the practical utility and effectiveness of gamified folk song education for both students and educators.
Exploring the Impact of AI Technology on the Intercultural Communication Competence of Chinese University Students
With the rapid development of artificial intelligence (AI) technology, its impact on education, especially on intercultural communicative competence, has attracted much attention. This study takes the students of J College as the research setting to explore the impact of AI tools on Chinese college students' intercultural communicative competence. By using quantitative research methods such as questionnaires, as well as qualitative research methods such as semi-structured interviews, how AI affects students' self-confidence, linguistic competence, and cultural comprehension in cross-cultural communication were analyzed. The results showed that AI tools have a positive effect on enhancing students' self-confidence, linguistic competence, and cultural comprehension in intercultural communication. The real-time translation and diverse cultural knowledge acquisition functions of AI help students better adapt to different cultural environments and enhance their willingness to participate in cross-cultural interactions. However, the study also points out that the role of AI in enhancing language fluency is limited, while over-reliance on AI may weaken students' independent learning and independent problem-solving abilities.
Human Capital Development and Asset Optimization: A Conceptual Framework for Reducing Asset Mismanagement
Asset mismanagement has been identified as a critical governance challenge across both public and private institutions worldwide, resulting in significant financial losses, inefficiencies, and reputational damage. This conceptual paper explores the role of human capital development in mitigating asset mismanagement through a framework that integrates capacity building, ethical leadership, and optimization strategies. Drawing upon global evidence, the paper argues that asset mismanagement is not merely a technical issue of systems and procedures but fundamentally a human issue linked to skill gaps, weak accountability, and organisational culture. The proposed conceptual framework emphasizes the integration of human capital strategies, including training, talent management, and governance awareness, with asset optimization approaches such as lifecycle management, digitalization, and performance measurement. By linking these elements, the paper offers a pathway to reducing mismanagement risks and enhancing sustainable institutional performance.
Copyright (c) 2025 Susana Santy, Putri Firdiah Karim, Guntur Noerman Sanjaya, Norziana Lokman, Fazlida Mohd Razali
The Role of Reflective Practices in Developing Emotional and Social Intelligence
This study investigated the effects of reflective practice in project-based learning on the development of emotional and social intelligence among undergraduate students. Conducted with 155 students enrolled in the Design Thinking course at UNITAR International University, the research analyzed students' reflective journals using thematic analysis. The findings reveal significant gains in emotional intelligence, such as self-awareness, confidence, fortitude, and emotional regulation, and social intelligence, including teamwork, empathy, communication and leadership. While both domains are enhanced, social intelligence emerges more significantly, highlighting the value of collaborative learning environments. The results support the integration of reflective and experiential approaches in higher education to foster students' holistic development. The study also recommends further exploration of the influence of digital learning, gender, cultural factors, and leadership roles on emotional and social competence. Overall, the findings affirm that reflective practice is an important tool for fostering interpersonal and intrapersonal growth that aligns with humanizing educational goals.
Silent Strings: The Cultural Identity of the Guqin in the Shape of National Policies
The guqin from an exclusive cultural instrument of the literati class to a protected intangible cultural heritage—Its shifting status reflects the condensed history of Chinese culture. The guqin was inscribed by UNESCO in 2003 as a "Masterpiece of the Oral and Intangible Heritage of Humanity," marking a turning point. Since then, it has no longer been merely an elegant pastime for scholars but has entered the realm of national cultural strategy, becoming an important symbol of China's cultural soft power. The policy's "designation" of the guqin constitute a cultural practice of power. On one hand, it redefines what constitutes the "orthodox" guqin tradition—what deserves protection, promotion, and transmission. On the other hand, it has also been subject to bottom-up interpretations by different decoders, revealing diverse understandings and expressions of the guqin. Utilizing ethnographic methods, this article explores the guqin's modern cultural identity emerges through ongoing negotiations between national preservation policies and local interpretations of the tradition.
Implementation of the Six Sigma Methodology to Improve Learning Outcomes in Public Schools in the Kingdom of Saudi Arabia Using the National Qualifications Standard
The study aimed to assess the extent to which the Six Sigma methodology is applied to improve learning outcomes in public schools in the Kingdom of Saudi Arabia, based on the National Qualifications Framework, from the perspective of school principals. Using a descriptive-analytical approach, the researcher developed a questionnaire and conducted interviews to collect data. The study sample included 248 male and female principals randomly selected from public schools in Jeddah during the academic year 1446 AH. Findings revealed that the overall application of the Six Sigma methodology in improving learning outcomes was high, with an average score of 3.58 (SD = 0.68). Among the dimensions studied, strategic development ranked highest with a mean score of 3.71 (SD = 0.67), followed by problem-solving at 3.64 (SD = 0.89), both reflecting a high level of implementation. The dimension of radical transformation scored the lowest with a mean of 3.10 (SD = 0.60), indicating a moderate level of application. Additionally, statistically significant differences were observed based on academic qualifications, years of administrative experience, and the number of training courses attended. Principals holding a master’s degree, those with less than five or more than ten years of experience, and those who had completed more training courses demonstrated higher application levels of the Six Sigma methodology. Based on these findings, it is recommended to strengthen professional development by providing targeted Six Sigma training programs for school principals, especially focusing on enhancing radical transformation practices. Further emphasis should be placed on encouraging advanced academic qualifications among school leaders and supporting continuous learning to sustain high-quality implementation. Additionally, fostering strategic leadership and problem-solving skills will further enhance the methodology’s effectiveness in improving learning outcomes across public schools.
Artificial Intelligence Adoption in Authentic Online Assessments: A Study of Online Distance Learning Institutions
This study explores the factors influencing the adoption of artificial intelligence (AI) in authentic online assessments within open and distance learning (ODL) institutions. Using the Theory of Planned Behaviour (TPB) as the underlying framework, the research examines the roles of attitude, perceived behavioural control, subjective norms, and self-efficacy in shaping educators’ intention to adopt AI, and how this intention affects actual adoption. Data were collected from 299 academic staff through an online survey, and the analysis was conducted using SmartPLS 4. The findings show that intention, perceived behavioural control, self-efficacy, and subjective norms significantly influence the adoption of AI. Among these, intention was the strongest predictor of adoption behaviour. In contrast, attitude did not have a significant effect on adoption. The study also confirmed the mediating role of intention between the independent variables and adoption behaviour. Additional analysis using PLSpredict and the cross-validated predictive ability test (CVPAT) demonstrated that the model has good predictive relevance. These findings suggest that building educators’ confidence, ensuring access to necessary tools, and fostering a supportive institutional culture are more effective in promoting AI adoption than focusing solely on positive attitudes. The study contributes to the theoretical understanding of technology adoption in education and offers practical guidance for ODL institutions aiming to implement AI-driven assessment strategies.
Organizational Change in Rehabilitation Settings: The Integration of Robotic Technologies
The integration of robotic technologies into rehabilitation settings represents a transformative phase in healthcare delivery, especially within the context of Malaysia’s Fourth Industrial Revolution (4IR) and its national “Health White Paper.” This organizational change underscores a strategic shift from traditional rehabilitation methods to technology-enhanced practices aimed at improving patient outcomes, particularly in stroke recovery. Robotic rehabilitation devices, such as exoskeletons and robotic gloves, enable intensive, repetitive, and task-specific therapies that are essential for restoring upper and lower limb functions. Their role becomes even more critical in addressing therapist shortages and accommodating rising patient demands, a challenge further intensified by the COVID-19 pandemic which highlighted the need for remote rehabilitation solutions. Drawing on Weiner’s (2009) Theory of Organizational Readiness for Change, this study explores the dual dimensions of change commitment and change efficacy as essential components for successful implementation. It discusses the technological, human, and organizational factors influencing the adoption of robotic technologies, including leadership support, resource availability, staff training, and user acceptance. Key barriers include resistance due to fear of depersonalized care and concerns over usability, especially in resource-limited settings. This paper emphasizes the importance of a supportive organizational culture, effective communication strategies, and continued workforce development to ensure sustainable integration. Additionally, it highlights the potential of robotic technologies to revolutionize rehabilitation by offering personalized and data-driven care, particularly through home-based and telerehabilitation platforms. Ultimately, the integration of robotic technologies aligns with Malaysia’s strategic healthcare goals, offering a scalable solution to enhance rehabilitation services and expand access. Future research and policy efforts should focus on cost-effectiveness, accessibility, and building collaborative ecosystems between stakeholders to maximize the transformative potential of these technologies in advancing national and global rehabilitation standards.
The Effectiveness of the Mastery Approach in Writing Tamil Language Debate Essays among Secondary School Students Using the PEELER Technique
This study investigates the effectiveness of the Mastery Approach in enhancing students’ ability to develop ideas in Tamil debate essays, using the PEELER technique as a structured paragraph-writing tool. Conducted with 15 Form Five students from a secondary school in Penang. Thus, main objective this study is Identifying the effects of Mastery Approach on Writing Tamil Language Debate Essays before and after intervention. Pre-test and post-test essay scripts were evaluated using the SPM Tamil Language Marking Scheme issued by the Malaysian Examinations Syndicate. Over an eight-week intervention, mean scores improved from 56.40 (SD = 7.90) to 67.07 (SD = 9.04), with noticeable gains across median, mode, and score range. The findings suggest that the integration of the Mastery Approach with the PEELER technique provides a clear, systematic pathway for improving content development in debate essays. This has implications for Tamil language pedagogy and supports the adoption of mastery-based writing strategies in secondary schools.
Turn Over among STEM Teachers: A Case Study
This article identifies the reasons why STEM (Science, Technology, Engineering and Mathematic) teachers choose to retire early. Issues related to STEM teachers retiring early have become a hot topic of discussion and are often discussed. This study was conducted using simple random sampling. The research method was quantitative that is questionnaires distributed to 140 STEM teachers. The study findings show that the contributing factors for STEM teachers choosing to retire early are the teacher workload, personal problems, working environment and salary payment. Therefore, various parties must work together to solve this increasingly cancerous problem. A lack of quality STEM teachers will be the cause of the decrease student success in STEM subjects.
Integrating Digital Tools in Environmental Education: A Systematic Literature Review of Impact and Challenges
The growth in integration of digital tools in environmental education reflects the prominence of digital learning. Despite its rise, limited studies have examined its effective application in school-based environmental education. This systematic literature review (SLR) investigates the impact of digital tools in enhancing environmental education in schools, along with the linked challenges. The review employed five key steps: developing a review protocol, formulating research questions, applying the PRISMA framework, conducting a systematic search across Scopus, Web of Science, and Google Scholar, and thematic analysis. A total of 25 articles published between 2015 and 2025 were selected based on the inclusion criteria. Four key themes emerged: student engagement, immersive learning, experiential and adaptive learning, and personalised instruction, while the challenges included limited access to technology, insufficient teacher readiness, and digital overdependence. This review highlights the need for inclusive strategies to implement digital tools in environmental education effectively.
The Need for Inclusive Communication Strategies in Higher Education: Quantitative and Qualitative Analysis on the Voice of PWD Community at Universiti Islam Selangor (UIS)
Inclusive communication in higher education is a critical aspect in ensuring meaningful engagement with PWD (Persons with Disabilities) students. This research studied the need for strategic plan design for inclusive communication at Universiti Islam Selangor (UIS) by combining mixed method approach. Quantitative data was obtained through a survey involving 52 respondents from among campus members i.e. academic and support staffs, while qualitative data was obtained through eight in-depth interviews with registered PWD students. The qualitative finding showed the communication between UIS academic and administration staffs with PWD students is at a positive level however not entirely inclusive. There is still experience gap amongst UIS lecturers and administration staffs. Analysis on min score showed moderate positive inclination from the respondents for inclusive awareness from campus members towards communication with PWD students (Min = 3.63, SP = 0.43), while in the aspect of PWD-inclusive support, significant gap still exists in provision of PWD-friendly facilities (Min = 2.60, SP = 0.69). As for the Need of Communication Strategy Design and PWD-Inclusive showed moderate positive inclination from the respondents for supporting the existence of suitable strategy to support this community (Min =3.93, SP = 0.54). Meanwhile the extract from respondents through qualitative finding stresses the need for empathetic communication, accessible information channels, and peer support as major factors. The implication of this research emphasizes strategic communication plan formation based on universal design principle, two-way mechanism, as well as the university’s policy coordination. This research contributes to the reinforcement of inclusive communication literature by connecting the quantitative and qualitative data in addition to giving practical suggestions for a more responsive and equal higher education in building higher education ecosystem which is truly inclusive.
Development and Effectiveness of the Pint@r Hybrid Game-Based Learning in Improving Literacy Numeracy and Motivation of Hospitalized Primary School Students
Primary school students undergoing treatment in hospitals often face the challenges of academic dropout and psychosocial stress that affect learning motivation. Therefore, the PInT@R innovation (Permainan Interaktif Tangga QR / Interactive QR Ladder Game) was developed to design, implement and evaluating the effectiveness of a hybrid game media to improve literacy numeracy and learning motivation among primary school students in hospitals. The methodology for developing this innovation is structured using the ADDIE instructional design model. A study with a pre-post quasi-experimental design was conducted on 3 students, parents, and teachers. Data were collected through literacy numeracy achievement tests, motivation scale questionnaires, and structured observations. The study findings showed that PInT@R works and successfully produced a statistically significant increase from 45% to 78% in the mean score of students' literacy numeracy mastery after the intervention. In addition, the level of students' motivation towards learning literacy numeracy also increased significantly from 2.8/5.0 to 4.7/5.0. Feedback from students and mentors was also overwhelmingly positive, with students agreeing that PInT@R was reported to be fun, easy to use, and practical in the hospital setting. In conclusion, PInT@R has proven to be successful as an effective and holistic intervention tool for learning outside the formal classroom. The implications of this innovation suggest that integrating simple technology with traditional games can create meaningful learning experiences. PInT@R contributes to a cost-effective and replicable solution model for the Hospital School Program, while also providing empirical evidence of the potential of game-based learning as a therapeutic tool for special needs student populations.
Enhancing Student Mastery in Visual Basic Programming through 'VB Pocket': A CQI Implementation in Malaysian Polytechnic
This study explores the implementation of a Continuous Quality Improvement (CQI) initiative in the DFP40233 Visual Basic Programming course at Politeknik Balik Pulau. The intervention was driven by declining student performance in applying Visual Basic.NET concepts, prompting the development of VB Pocket, a mobile learning application, alongside an integrated eBook. Post-intervention results, as evaluated through the Course Outcome Review Report (CORR) for Session II 2024/2025, revealed significant improvement in students’ conceptual mastery, engagement, and practical problem-solving abilities. This paper outlines the pedagogical transformation and advocates the integration of mobile-first learning strategies in technical education.
Multidimensional Analysis of Teachers' Technostress: Sources, Impacts, and Mitigation Strategies
In the process of digital transformation in education, technostress among the teaching profession has become a critical variable affecting both educational quality and occupational health. This study systematically integrates existing empirical research findings from the international academic community to construct a three-dimensional "sources-impacts-mitigation" analytical framework for technostress. The research reveals that teachers' technostress originates from the complex interaction between technological characteristics, organizational environments, and individual traits. Its negative impacts manifest not only as impairments to physical and mental health at the individual level but also weaken the effectiveness of educational systems by reducing willingness for pedagogical innovation and organizational commitment. Effective mitigation strategies require simultaneous attention to human-centered improvements in technology design, optimization of school support systems, and cultivation of teachers' digital resilience. This study provides both theoretical foundations and practical pathways for educational organizations to build comprehensive technostress management systems.
Empowering Higher-Order Thinking through Generative AI: The Mediating Roles of Teachers’ Digital Literacy and Pedagogical Innovation in Vocational Education
As Generative AI (GenAI) becomes integral to vocational education, this study investigates how teachers’ GenAI proficiency fosters student higher-order thinking (HOT), and the mediating roles of digital literacy and innovative AI-supported pedagogy. Using a correlational design with 200 teacher–800 student dyads in Guangxi’s vocational tourism programs, teachers completed the GenAI Application Ability Scale (α = .88), Digital Literacy Inventory (α = .85), and Innovative Teaching Strategies Questionnaire (α = .82), while students responded to a 14-item HOT Skills Scale (α = .90). Confirmatory factor analysis confirmed construct validity; structural equation modeling with bias-corrected bootstrapping assessed direct and indirect effects. Results show a strong direct path from GenAI ability to HOT (β = .45, p < .001; 95% CI [.35, .55]). Mediation analyses reveal significant indirect effects via digital literacy (β = .32, p < .001; 95% CI [.24, .40]) and teaching strategies (β = .28, p < .001; 95% CI [.18, .38]), yielding a total indirect effect of .60 (p < .001; 95% CI [.50, .70]). The model accounted for 50% of HOT variance. This work underscores the need for training that fuses AI fluency with pedagogical innovation to prepare teachers for AI-enhanced classrooms.
Assessment Method of Teaching Physics in Secondary & High School: A Review
This article review focuses on various assessment methods used in secondary and high school in physics education by examining studies published in prominent journals from 2021 until 2025 and groups them under four main themes; Cognitive and Conceptual Understanding Assessments, Formative and Diagnostic Assessments, Technology-Enhanced Assessments, and Practical, Performance-Based, and Alternative Assessments. This review reveals that cognitive assessments are useful for identifying how students thinks and how well they understand key concepts. Formative and diagnostic tools offer insights into students’ learning progress and identify misconceptions. Technology-based assessments make feedback more interactive and increase student involvement. Performance-based and alternative assessment give students the chance to apply knowledge in real-world contexts. The result of recent studies suggest that relying on just one type of assessment is not enough. Instead, using a mix of assessment methods provide a more complete picture of student learning. It also helps teachers adjust their instruction more effectively. A variety of assessment practices not only increase academic outcomes but also encourage deeper thinking, personal reflection and better preparation for future study and professional paths in STEM.
Unpacking Transformational Leadership: A Systematic Review of Conceptual, Methodological, and Contextual Trends (2019-2023)
Transformational leadership has proven to be effective leadership in driving positive organizational change and tackling complex challenges. Despite extensive research on transformational leadership, the majority focuses on business or school level, leaving a gap in higher education level. This research conducted a systematic literature review to explore methodological trends and conceptualizations of transformational leadership in higher education context. Scopus and Science Direct databases covering comprehensive and high-quality academic literature in education were used to identify relevant literature. The study period spanned from 2019 to 2023. Following PRISMA guidelines, the analysis of 44 selected studies showed dynamic distribution of publications over five years. Transformational leadership has gained increasing academic attention in global higher education, particularly across Asia. Investigations into this variable have employed diverse methodological approaches---qualitative, quantitative and mixed methods, with quantitative studies being the most prevalent. The conceptualization of transformational leadership in these studies largely builds on Bass's (1985) multidimensional model and Yukl's (2006) leadership theory. They highlight that transformational leadership involves inspirational motivation, idealized influence, individual consideration, and intellectual stimulation, focusing on stimulating and empowering subordinates to perform beyond expectations. This study may provide a valuable reference framework for researchers examining transformational leadership in educational contexts.
Exploring the Effects of Ai, Social Inclusion, and Well-Being on Academic Performance for Students with Disabilities in China
Poor academic performance has promoted a global crisis that most institutions perceive as an epidemic that requires mitigation to yield high student excellence, especially for students with disabilities. In China, students with disabilities at Shandong Normal University have experienced poor academic performance, which emanated from a lack of artificial intelligence, social inclusion, and students’ well-being, leading to poor academic performance. This study investigates the impact of AI, social inclusion, and well-being on the academic performance of students with disabilities in China. This study employed a descriptive and correlational design, targeting a population of 37,000 students with disabilities at Shandong Normal University, China. The researcher received a sample of 291 questionnaires out of 380, yielding a response rate of 76.6% using a self-administered questionnaire and simple and stratified random sampling. Before data collection, an expert review was conducted to enable a pilot study with a 30 sample for reliability testing. The researcher adopted SPSS for the regression analysis to test the hypotheses. This result confirmed a significant and positive correlation between artificial intelligence, social inclusion, students’ well-being, and academic performance for students with disabilities in China. In addition, the results from regression analysis showed that artificial intelligence, social inclusion, students’ well-being, and academic performance have a P-value of 0.000, which is less than < 0.001. The findings revealed that improved artificial intelligence, social inclusion, and students’ well-being encountered at Shandong Normal University would aid in minimising poor academic performance. In conclusion, integrating artificial intelligence is essential in promoting students' academic performance, thereby personalising learning experiences, providing continuous support, and automating tasks, which leads to improved efficiency and engagement. This study is significant in addressing the gap identified in previous studies, while contributing to the body of knowledge and promoting the academic performance of students with disabilities in China.
Redefining Leadership Development: LMX and the Role of Experiential Off-Sites
The hybrid workplace presents complex challenges for traditional leadership development methods, necessitating innovative approaches to enhance leader–member relationships. This paper proposes a framework integrating Leader–Member Exchange (LMX) theory with experiential off-site interventions, informed by an action research study at WeWork China during its franchise transition. Addressing declines in employee engagement and diminished leader–member trust post-franchising, an experiential off-site intervention was implemented, emphasizing immersive team experiences and structured reflection activities. Preliminary outcomes indicated improvements in trust, cohesion, and leadership receptivity, corresponding closely to key LMX dimensions: affect, contribution, and loyalty. By synthesizing experiential learning practices with LMX theory, the paper provides a theoretically grounded yet practical model for enhancing employee engagement through targeted leadership development. This integrated framework contributes significantly to the discourse on effective leadership interventions in contemporary, dynamic organizational environments, offering actionable insights for human resource practitioners and educators committed to fostering resilient leader–member relationships.
Mock Job Interview Performance and Employment Readiness of Senior Business Students: A Correlational Study
The transition from academic life to professional employment represents a pivotal and a challenging phase for graduating students. This study sought to explore the relationship between the mock interview performance of senior business students and their employment readiness for SY. 2024-2025. This study utilized descriptive correlational research design among 111 students who were chosen through census sampling. The study took place in one of the higher education institutions in Misamis Occidental. The Mock interview form was used by the guidance coach of the university in getting scores from the students being interviewed. Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient, and Multivariate Regression Analysis were used in analyzing the data. The results show that students’ mock interview performance is good, their level of employment readiness is competent, while their decision-making skills, ability to communicate and knowledge about their fields postulate a highly significant relationship. However, both communication skills and their knowledge about their fields are predictors for employment readiness. The finding revealed that academic competence and effective communication are the strongest predictors of employment readiness. Thus, with knowledge-based and communication-oriented activities are essential to fully equipped business students in their respective employment opportunities. In this vein, higher education may adopt a balanced employability framework that prioritizes communication and technical knowledge while fostering soft skills and professional image, supported by industry-academe collaborations to bridge education and workplace demands.
Evaluate the Effectiveness of Using AI in Spoken English: A Literature Review
With the growing prevalence of artificial intelligence (AI) in education, spoken English learning has undergone significant transformation. This literature review explores the effectiveness of AI-powered tools—including speech recognition, chatbots, and intelligent tutoring systems—in improving pronunciation, fluency, and learner engagement. Framed by Computer-Assisted Language Learning (CALL) and Second Language Acquisition (SLA) theories, the review synthesizes findings from over a decade of research. Evidence suggests that AI facilitates individualized learning and provides instant feedback that enhances oral proficiency. However, limitations persist, particularly in providing contextual feedback, accommodating diverse accents, and mitigating overreliance on AI systems. The review concludes by highlighting future directions such as context-aware AI systems, inclusive speech recognition, hybrid learning models, and metacognitive training. These insights inform pedagogical design and call for balanced integration of AI and human-led instruction to foster effective spoken English acquisition.
Workplace Language Demands: Employers’ Insights on the English Proficiency of Pre-Service Teachers in Malaysia
This conceptual paper examines the language demands placed on pre-service teachers in Malaysia, with a particular focus on employers’ perspectives regarding English proficiency. As English continues to function as a lingua franca in Malaysian educational institutions, the ability of future teachers to communicate effectively in professional settings is paramount. Drawing upon theories of communicative competence, workplace literacy, and language socialisation, the paper identifies key challenges faced by pre-service teachers, including limited vocabulary, grammatical inaccuracies, and a lack of confidence in oral communication. Employers highlight these issues as barriers to professional performance and employability. The paper proposes strategic curriculum enhancements that embed workplace-relevant language use into teacher education programmes and suggests policy interventions to ensure better alignment between institutional language preparation and real-world professional expectations. The discussion contributes to the ongoing discourse on English language needs in teacher education, offering practical insights for curriculum designers, teacher educators, and policymakers.
Conceptualizing the Digital Accountability in Fiscal Systems via Governance Framework for Enhancing Financial Integrity
The digitalization of fiscal systems worldwide is fundamentally reshaping the landscape of public financial management, providing significant opportunities for efficiency, transparency, and accountability. However, these technological advancements simultaneously introduce complexities in ensuring robust governance mechanisms and maintaining financial integrity. This conceptual paper explores the governance challenges and opportunities inherent in digital fiscal systems, proposing a comprehensive framework aimed at embedding digital accountability. The framework integrates institutional governance, technological safeguards, and participatory practices as essential pillars. It argues that digital accountability must become central to governance reform efforts in fiscal management to build resilient, transparent, and trusted public financial ecosystems.
Job Performance in Education in the United Arab Emirates: A Qualitative Exploration of the Educational Community in Dubai
This study explored educators' perceptions of their job performance, the factors influencing it, and their experiences in responding to performance expectations within Dubai's multicultural educational environment. Using a qualitative research design, semi-structured interviews were conducted with educators from diverse cultural and professional backgrounds teaching in Dubai. Thematic analysis revealed three primary themes: self-evaluation, institutional feedback, and student outcomes, which collectively shaped how educators perceive their job performance. In addition, the study identified key influencing factors, including institutional support, personal attributes such as emotional intelligence, and the challenges and opportunities presented by cultural diversity. Findings also highlighted that educators employ adaptation strategies, such as cultural competence training and flexible teaching approaches, to meet performance expectations in multicultural settings. Despite facing challenges like cultural misunderstandings and communication barriers, many educators reported positive outcomes, including enhanced collaboration and broader worldviews. The study concludes that educator performance in Dubai is shaped by a complex interplay of individual, institutional, and cultural factors. Recommendations include strengthening professional development initiatives, enhancing culturally responsive appraisal systems, and fostering a supportive institutional environment to promote educator well-being and job performance. These findings contribute to the growing body of knowledge on teacher performance within multicultural educational contexts and offer practical implications for policymakers and school leaders in Dubai and similar settings.
The Application of Mind Mapping in Junior High School English Reading Teaching in China
Reading is one of the key skills in English learning and is of great significance to middle school English teaching. Mind map, as an effective graphical reading tool, help improve students' reading comprehension ability and learning interest. However, at present, there are relatively few studies on the application of mind mapping in English reading teaching at the middle school level. Therefore, this study adopts a mixed research method such as classroom observation, questionnaire survey and interview to conduct a systematic investigation on the application of mind mapping in middle school English reading teaching. The research results show that: (1) Most teachers and students hold a positive attitude towards the application of mind maps. (2) Mind maps are commonly used in junior high school English reading teaching, especially in the classroom for the structural analysis and expression of logical relationships. (3) The effective use of mind maps still faces challenges, including students' lack of autonomous use, teachers' lack of feedback after class, and teachers' limited time for lesson plans. This research aims to provide effective teaching references for junior high school English teachers and promote the reasonable application of mind maps in junior high school English reading teaching.
Exploring Student Perceptions of Smart Wearable Devices in Middle-Distance Running
This study investigates middle school students’ perceptions of smart wearable devices integrated into an 800m running teaching module, involving a total of 120 students across experimental, reference, and control groups. Through semi-structured interviews, the study examined how wearable technology influenced students’ engagement, motivation, self-regulation, and awareness of performance. Students in the experimental group, who received real-time feedback on heart rate, pace, and lap time, reported enhanced motivation, strategic pacing, and increased confidence, while students in other groups expressed curiosity and interest, reflecting the broader appeal of technology-enhanced instruction. The integration of gamification elements further encouraged goal-setting and participation. Findings suggest that smart wearable devices can significantly enrich physical education by promoting self-directed learning and measurable progress. The study recommends embedding wearable-assisted modules into PE curricula to foster fitness literacy and student-centered instruction.
Opportunities and Challenges in Integrating Traditional Chinese Culture into Preschool Drama: Teachers’ Perspectives
With the growing emphasis on cultural identity construction in early childhood education, integrating traditional Chinese culture (TCC) into preschool drama has gradually become an important teaching strategy for preschool teachers. However, existing research lacks a structured theoretical analysis of the opportunities and challenges from the teachers' perspective.This study adopts Self-Determination Theory (SDT) as a framework and employs qualitative methods to conduct semi-structured interviews with 25 preschool teachers, followed by thematic analysis to extract core propositions. The results reveal that in the Autonomy dimension, teachers perceive Curricular Flexibility as an opportunity in cultural expression, while facing Understanding limitations as a challenge;in the Competence dimension, teachers experienced Pedagogical Growth as an opportunity but also faced the challenge of Competence Gap; in the Relatedness dimension, Affective Resonance served as an opportunity but also led to the challenge of Cultural Disconnection. This study demonstrates that opportunities and challenges exhibit a symmetrical relationship across the three dimensions of SDT, revealing a coexisting structure of motivational fulfillment and frustration among teachers.This study constructs a teaching motivation and challenge symmetry model based on the three dimensions of SDT, revealing the interactive mechanism of teacher motivation fulfillment and frustration in cultural drama teaching. The model expands the theoretical understanding of the influence of cultural teaching on teachers' psychological needs and provides empirical support for motivation research in early childhood education. The study also proposes intervention paths for three-dimensional motivation restoration, strengthening the sustainability and agency of cultural drama teaching.
From Song Dynasty to Modernity: The Morphological Evolution and Cultural Continuity of Ru Porcelain Yuhuchun Vases
The Yuhuchun vase form, originating in the Song Dynasty, is a notable exemplar of Chinese ceramic aesthetics and cultural identity. This study examines the morphological evolution and cultural continuity of Ru porcelain Yuhuchun vases from their classical forms to contemporary reinterpretations. Through visual analysis, typological comparison, and the integration of intangible cultural heritage (ICH) perspectives, the research identifies key changes in form, glaze, and symbolic connotation. It argues that despite formal innovations in modern adaptations, the aesthetic principles rooted in Song philosophy—simplicity, nature, and symbolism—continue to shape the cultural perception of Ru porcelain. The findings contribute to a broader understanding of ceramic heritage transmission and design innovation in the context of global material culture.
The Malay Writing Ability of Chineses Secondary School Students in Klang Malaysia
This concept paper explores the Malay writing ability of Chinese secondary school students in Klang Malaysia, focusing on the linguistic, pedagogical, and sociocultural factors that influence their proficiency in Bahasa Malaysia as a second language. While Chinese vernacular schools (Chinese Secondary School) provide instruction primarily in Mandarin, Bahasa Malaysia is taught as a compulsory subject. However, despite formal instruction beginning in early education, many Chinese school students continue to face significant challenges in mastering written Malay, particularly in areas such as grammar, vocabulary, sentence structure, and coherence. The paper aims to investigate the current state of Malay writing proficiency among students in Chinese vernacular schools, identify common writing difficulties, and analyze the role of teaching methods, educational resources, and language exposure. Drawing on second language acquisition theories and existing literature on bilingual education, the study examines how factors such as limited Malay usage at home, lack of immersive language environments, and teacher preparedness impact students' writing outcomes. This paper proposes a mixed methods approach involving writing assessments, classroom observations, and interviews with teachers and students to gain a comprehensive understanding of the issue. The findings are expected to offer valuable insights into improving the teaching and learning of Malay writing, with implications for curriculum development, teacher training, and language policy reform. Ultimately, the paper contributes to efforts aimed at promoting linguistic equity and national integration through enhanced proficiency in the national language among non-Malay students.
Acceptance of Artificial Intelligence (AI) In Science Education: Factors Influencing Science Teachers' Intention to Use: A Systematic Literature Review
Artificial Intelligence (AI) is rapidly transforming the educational landscape, with profound implications for science education. However, the successful integration of AI-based tools depends on science teachers’ acceptance and their ability to effectively incorporate these technologies into their instructional practices. This systematic review examines the acceptance of AI in science education by analyzing the factors influencing science teachers' intention to use AI-based tools and the challenges associated with AI adoption. Following PRISMA guidelines, this review includes 12 empirical studies published between 2021 and 2025. The results indicate that teachers’ intention to use AI is primarily influenced by the Technology Acceptance Model (TAM), which is rooted in the Theory of Reasoned Action (TRA) and its extension, the Theory of Planned Behavior (TPB). Some studies also incorporate other models, such as TPACK and path analysis frameworks. Key influencing factors include technological perceptions, psychological attributes, social influences, and pedagogical considerations. The review further highlights challenges that impede AI integration, including inadequate training and professional development (PD), technological and infrastructural limitations, pedagogical concerns, and ethical considerations. The findings of this review provide valuable insights for educators, policymakers, and researchers aiming to promote effective and equitable AI adoption in science education.
Conceptual Framework for Accelerated Education Program for Tahfiz Students in Malaysia
Tahfiz education in Malaysia has evolved into one of the most sought-after alternative educational pathways for those who wish to pursue Quranic-based and religious studies. However, the issue of recognition and certification among private Tahfiz schools – PTS continues to be discussed among scholars and policymakers at the state and national levels. Studies by various scholars stated that certificates issued by PTS are internal and not recognized by the authorities. Many private Tahfiz school students are not equipped with a formal academic certification, which hinders them from pursuing tertiary education. An intervention program offered by many academic institutions, including higher educational institutions, could be an ideal solution to cater to these challenges. Therefore, this concept paper aims to understand the challenges of PTS students, identify the current intervention models for PTS students, and align the FTSPM program with the Accelerated Education (AE) concept. In this study, PTS students refer to those disconnected from mainstream education for an extended period or non-traditional students. The study uses qualitative research by analyzing literature from primary sources such as official records, documents, and archival records. In addition, secondary sources such as scientific articles, books, and newspapers were also referred to. The study proposes a conceptual model for FTSPM, particularly on the student component of AE, that could pave the way for insightful theoretical and practical contributions.
Mapping the Landscape of Learning-Centred Leadership: A Systematic Review (2019-2023)
Learning-centred Leadership (LCL) is recognised as an effective driver of school reform. Although the number of studies in this area has grown steadily in recent years, a systematic literature review (SLR) on the variable is still lacking. Drawing on the Scopus and ScienceDirect databases, this study systematically analysed 25 empirical articles published between 2019 and 2023 that met predefined inclusion criteria. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol for screening and reporting, the study conducted a detailed evaluation of the research contexts, methodological characteristics, and conceptual underpinnings of LCL. The results indicated that from 2019 to 2023, the LCL research exhibited a fluctuating temporal pattern, with a predominance of quantitative designs. Research settings and targets were primarily concentrated in K–12 schools in Middle Eastern countries. Moreover, there was no consensual definition of LCL; it is generally described as a multidimensional construct. This study may serve as a significant reference for improving the generalisability of LCL research and capturing its nuanced manifestations across diverse educational systems. It lays the groundwork for methodologically diverse, multi-level, and cross-regional research, advancing a more coherent, inclusive, and globally relevant understanding of LCL.
Transformational Leadership and the Performance of Employees in Jordanian Public Universities
Transformational leadership is a key method in modern leadership. It directly impacts job performance in public universities. This study explores how transformational leadership affects job performance among employees at Jordanian public universities. The research used a descriptive approach. Data came from 350 employees at various government universities in Jordan through reliable questionnaires. The results showed a strong, positive relationship between transformational leadership and job performance. Based on these findings, the study recommends adopting transformational leadership methods. These methods should focus on motivating employees to improve institutional performance. The study also encourages further research on psychological and organizational factors affecting the environment in Jordanian universities.
The Relationship between Lecturer Competency and Student Achievement: A Case Study at Malaysia’s Polytechnics
In today's rapidly changing educational landscape, Malaysian Polytechnic has a greater responsibility than ever to develop individuals' intellectual and professional qualities. The quality of education offered by lecturers is critical to the success of these institutions. The success of teaching in higher learning institutions largely depends on the skills possessed by the lecturers. Therefore, this study aims to examine the relationship between lecturer competency and student achievement in Malaysian Polytechnics. A quantitative research method using multiple regression is used. Data was collected using random sampling and analyzed using the SPSS statistical package. It focuses on three critical aspects: the lecturers' knowledge, interpersonal skills, and the clarity of communicating the message. This research reveals a notable positive relationship between the lecturer's subject knowledge, interpersonal skills, and message clarity, and student achievement. The findings revealed that these competencies are recognized as crucial indicators of students' achievements, involvement, and contentment. To increase lecturer competencies, it is recommended that there be institution development initiatives, including technology in instruction, and implementing learner-centered teaching approaches. Adding to that, the higher learning institution should provide key insights for academic staff, institutional leaders, and policymakers striving to boost student achievement by enhancing lecturer competencies.
Copyright (c) 2025 Zati Hafiza Binti Abdul Halim, Zuriyati Ahmad
Application of Maqasid Shariah in Religious Institutions in Southern Thailand: A Study at the Islamic Religious Council of Pattani Province (MAIWP)
This study explores the application of Maqasid Shariah principles within Islamic religious institutions in Southern Thailand, particularly among the Muslim minority community. As a core framework for understanding the objectives of Islamic law, Maqasid Shariah encompasses the protection of religion, life, intellect, lineage, and property. Institutions such as mosques, traditional Islamic schools (pondok), and the Provincial Islamic Councils play a critical role in upholding these values within a complex and often challenging socio-religious environment. The research employs a mixed-methods approach, combining quantitative data gathered through surveys distributed to institutional administrators with qualitative insights obtained through in-depth interviews with religious leaders and institutional officials. The findings indicate that the principles of Maqasid Shariah are being gradually integrated into areas such as education, welfare, and community development. However, implementation efforts continue to face obstacles, including limited resources, restrictive government policies, and operational constraints. The study proposes strategic improvements to strengthen the role of religious institutions in advancing the comprehensive objectives of Shariah, particularly in the context of Southern Thailand’s Muslim minority population.
Enhancing Pre-Service Teachers’ Understanding of Pedagogical Key Ideas by Integrating ChatGPT in ODL Course Tutorials
This study aimed to enhance pre-service teachers’ understanding of pedagogical key ideas by integrating ChatGPT in the open and distance learning (ODL) pedagogy course tutorials. Purposive sampling was employed in this case study to select nine pre-service teachers from an ODL university. Data were collected through the participants’ reflective reports, video recordings of their presentation of reflective reports, and revised reflective reports. Descriptive statistics and Friedman test with post hoc Wilcoxon signed rank tests were used to analyze the data. The findings showed that 55.56% of the participants achieved a substantial understanding of pedagogical key ideas in their initial reflective reports and their presentation of reflective reports, respectively, while 44.45% achieved a partial understanding. The participants improved in their revised reflective reports after incorporating feedback from the tutor and peers, with 55.56% achieved a high understanding of pedagogical key ideas, 33.33% achieved a substantial understanding, while 11.10% achieved a partial understanding. The Friedman test with post hoc Wilcoxon signed rank tests showed that there was a significant difference in the participants’ understanding of pedagogical key ideas before and after, and during and after the tutorials.
Pathways and Innovative Practices for Accounting Education in the Intelligent Era
With the rapid development of the digital economy and widespread application of artificial intelligence technologies, traditional accounting education faces unprecedented challenges and opportunities. This study, based on the context of financial shared services models, intelligent technology development, and digital transformation, conducts an in-depth analysis of current problems in accounting education and explores the necessity, pathways, and practical strategies for accounting education reform in the intelligent era. The research reveals that accounting education reform in the intelligent context requires systematic transformation across multiple dimensions including training objectives, curriculum systems, teaching models, faculty development, and evaluation mechanisms. By constructing a new accounting education ecosystem characterized by "industry-education integration, university-enterprise collaboration, and digital intelligence empowerment," the study aims to cultivate composite accounting talent with digital thinking, intelligent skills, and innovative capabilities to meet the development needs of the digital economy era.
Using GRE³AIT Module to Improve Communicative Writing Competence among Malaysian Primary ESL Learners
This classroom-based action research investigated the effectiveness of the GRE³AIT (GAMLET Communicative WrAIting) Module in enhancing the communicative writing competence of low-achieving Malaysian primary Level 2 ESL learners. The study addressed the challenge faced by these learners in constructing extended communicative messages for the End of Academic Session Test (UASA), a requirement set by the Ministry of Education Malaysia. The GRE³AIT Module, underpinned by the principles of “Enjoy, Expand, and Evaluate,” was designed to foster an engaging and effective writing process. It integrates a Gamified Flipped Home-Based Learning Model (GAMLET) with AI-powered feedback through QuillbotAI, aligning with flipped learning, mastery learning, constructivism, and gamified learning theories. The module features memorable formulas and a controlled writing approach to guide learners. Four low-achieving students, selected via purposive sampling, participated in a two-week intervention using the module. Pre- and post-intervention assessments revealed significant improvements in communicative writing, with individual gains ranging from 200% to 333%. Participants demonstrated mastery of key writing skills, including identifying message types, recognising recipients, stating content, and accurately punctuating messages. Furthermore, the intervention positively influenced learners’ perceptions, with participants reporting increased confidence and enjoyment in writing. The findings suggest that the GRE³AIT Module is a highly effective pedagogical tool for developing communicative writing skills in ESL learners. By providing a structured, engaging, and AI-supported learning environment, it empowers students to confidently meet the communicative demands of the UASA. This innovation aligns with The Roadmap of Reform of English Language Education in Malaysia, contributing to the development of proficient ESL communicators who meet CEFR standards. The implications of this research extend to broader ESL education practices, highlighting the potential of integrating gamified flipped learning and AI to address specific writing challenges and improve learner outcomes nationwide.
University Faculty Perceptions of Artificial Intelligence Usage: Influencing Factors and Limitations
The present study focuses on university faculty members' perspectives towards their use of Artificial Intelligence (AI), particularly through tools like ChatGPT, in the landscape of higher education. This study is significant, since AI technologies are continually growing and influencing the academic landscape in which faculty are situated, and these faculty members' views matter for the technology to be used effectively with protection and responsibility. This study provides insight into the salient facets that influence faculty views of AI in general and the barriers they are experiencing whilst using these technologies in their teaching. Data collection was a semi-structured interview with university faculty members—across various disciplines. The findings show that faculty perceptions of AI were influenced through technical, ethical, and pedagogical constructs. However, many faculty remained worried that AI would irreparably harm higher-order thinking, undermine academic integrity, and disrupt the teacher-student relationship. Nevertheless, faculty recognized the potential for Ai to create efficiencies in teaching responsibilities, opportunities to develop student engagement, and personalized learning opportunities. The study concluded with recommendations to assist faculty figure out how to overcome these barriers, which included professional development opportunities, institutional guidelines related to ethics, and sustainable conversations about the role of AI in higher education now and in the future.
The Impact of Social Support on the Learning Participation of College Students in Poor Areas: A Case Study of Liangshan, Sichuan Province
This study investigates the impact of social support on the learning participation of college students in poor areas, focusing on Liangshan, Sichuan Province. Utilizing a structured questionnaire based on the Likert scale, data were collected to assess the roles of family, teacher, and peer support in shaping students’ academic engagement. The primary finding of this research is that all three forms of social support contribute positively to students’ learning participation, with teacher support exerting the most significant influence. Students in Liangshan perceive their teachers as vital sources of academic guidance and emotional encouragement, which translates into higher engagement and motivation in the classroom. Family support, especially emotional and motivational in nature, also correlates with active student participation, although structural limitations like parents' educational level may restrict their ability to provide academic help. Peer support is beneficial as well, particularly in fostering collaborative learning environments, though it tends to be more variable across individuals and contexts. Based on these insights, the study proposes practical recommendations: enhancing teacher training to include emotional mentoring, encouraging greater parental involvement through community programs, and fostering peer-support mechanisms within schools. While the study provides valuable evidence, it acknowledges limitations including its reliance on self-reported data and regional focus. Future research should incorporate mixed methods and broader geographic samples to deepen understanding and generalize findings. Ultimately, this study emphasizes the critical role of social support in promoting inclusive educational development and improving student outcomes in disadvantaged regions.
Teacher Leadership Development in Exam-Oriented Education Under Multicultural Contexts---A Comparative Study between China and Malaysia with Systemic Implications
This study investigates the status and challenges of teacher leadership development in China’s exam-oriented education system under a centralized governance framework, comparing it with the non-Western theoretical perspective of teacher leadership practices in Malaysia’s multicultural context. Through literature analysis and comparative research method, four major problems faced by the teacher leadership development in China have been revealed: (1) conceptual misinterpretation, (2) constrained authority, (3) insufficient role awareness, and (4) an underdeveloped training system. In contrast, Malaysia has institutionalized teacher leadership as its national strategy via its ‘Malaysia Education Blueprint 2013–2025’, implementing innovative practices such as the ‘Chief Teacher’ (Guru Cemerlang) system, professional learning communities (PLCs), and distributed leadership models. Based on comparative analysis, this study proposes systemic implications for China, including policy transformation, institutional innovation, and gradual assessment reforms. The findings provide cross-cultural policy recommendations to enhance teacher leadership development in China, suggesting a potential pathway for cultivating a special, contextually appropriate model of teacher leadership.
Implementing Printmaking in Junior High Schools under the New Curriculum: Practices, Challenges, and Pedagogical Responses
Printmaking, an integral part of Chinese traditional arts and crafts with a history spanning over a thousand years—from the woodblock prints of the Tang Dynasty to the iconic Yangliuqing New Year paintings—aligns with the new curriculum standards’ core goals: inheriting socialist advanced culture, revolutionary culture, and excellent traditional culture. Beyond cultural transmission, it fosters junior high school students’ observational skills, practical abilities, and creative thinking through hands-on processes like carving, inking, and printing. This study investigates printmaking instruction in junior high schools under the new curriculum, focusing on its educational significance, current practices, challenges, and improvements. Data from semi-structured interviews with 8 teachers and 15 students were thematically analyzed. Findings indicate that while printmaking holds rich educational value—enhancing concentration, cultural identity, and problem-solving—it faces implementation barriers: uneven resource allocation (e.g., dedicated studios vs. improvised materials), insufficient teacher training in specialized techniques (e.g.,woodcut), and time constraints limiting skill refinement. Recommendations to address these issues are proposed to enhance printmaking education effectiveness, ensuring it fulfills the new curriculum’s vision of holistic art education.
Science and Mathematics Teacher Readiness for Dual Language Implementation in Secondary Schools in Simunjan Distrct, Sarawak
The purpose of this study was to examine the readiness of Mathematics and Science teachers in implementing the Dual Language Programme (DLP) in teaching these subjects in secondary schools in Simunjan District, Sarawak. The aspects of readiness studied included knowledge, ability, interest, and challenges faced by teachers in DLP implementation. DLP is an important initiative by the Ministry of Education Malaysia (MOE) aimed at improving students' English language proficiency. Therefore, teacher readiness is a critical factor for its success. This study involved 25 Science and Mathematics teachers from secondary schools in Simunjan District as respondents. Data was collected through questionnaires containing variables such as knowledge, skills, interest, and challenges. To determine the level of readiness in each aspect, descriptive data analysis was performed using statistics such as mean, standard deviation, and percentage. The results of the study show that teachers have a moderate level of knowledge, their English language skills still require improvement and teachers have a positive interest. The study also found several obstacles, including teacher workload, students' English language proficiency levels, and a lack of training support for DLP teachers. This study is important to help the MOE, Sarawak State Education Department (JPN Sarawak), and schools create more effective interventions and professional development programs. Recommendations are provided to enhance teacher readiness and strengthen DLP implementation.
Anxiety in Second Language Acquisition: A Bibliometric Analysis on Studies from 2015 to 2025
Anxiety has long been recognized as a significant affective factor influencing second language acquisition (SLA). This study presents a comprehensive bibliometric analysis of scholarly literature on language anxiety published between 2015 and 2025. Drawing data from the Social Sciences Citation Index (SSCI) of Web of Science (WOS), a total of 776 publications were analysed using VOSviewer. The analysis examines publication trends, influential countries and journals, contributing authors and keyword co-occurrence patterns. Results reveal an increasing attention to the field of anxiety in SLA. Thematic clustering of keywords highlights the emergence of positive psychology, including foreign language enjoyment and grit, as counterpoints to anxiety. This study identifies leading research hubs, collaboration patterns, and evolving thematic shifts within the field. Findings offer valuable insights for SLA researchers, educators, and curriculum developers seeking to understand and mitigate the impact of anxiety on language learners. Limitations of the study and implications for future bibliometric research are also discussed.
Digital AML Governance in Transition: A Comparative Institutional Analysis of Malaysia and Indonesia
This paper examines the alignment between digital anti-money laundering (AML) tools and governance structures in Malaysia and Indonesia, two emerging ASEAN economies with divergent institutional capacities. Utilizing Institutional Theory and Innovation Diffusion Theory, the study analyzes regulatory strategies, digital infrastructure, and policy readiness through qualitative content analysis of national reports, FATF evaluations, and institutional documents. Findings reveal Malaysia’s centralized AML ecosystem, driven by Bank Negara Malaysia, supports higher adoption of RegTech innovations such as e-KYC and AI-based monitoring. In contrast, Indonesia’s decentralized financial landscape and regulatory fragmentation hinder uniform implementation, with persistent data siloes and skills gaps. Eight thematic areas are identified, including coercive policy alignment, inter-agency coordination, and regulatory sandbox utilization. The study concludes that institutional maturity and inter-agency coherence are critical enablers of successful digital AML transformation. Implications are drawn for ASEAN-wide regulatory harmonization, capacity building, and policy frameworks to support a resilient and technologically adaptive AML regime in the region.
The Impact of a Drama-Based Multi Modal Teaching Approach on the Reading Comprehension of Senior High School EFL Students
Traditional high school English reading classes focus primarily on explanation and practice exercises, neglecting contextual experience and multi-channel processing. As a result, students have long been weak in reasoning reading comprehension, perception of text structure, and use of reading strategies. To explore the impact of a drama-based multi modal teaching approach on senior high school EFL students’ inferential reading comprehension, text structure comprehension, and reading strategies. A six-week quasi-experimental study involved 60 senior high school students randomly assigned to an experimental group (drama-multi modal instruction) and a control group (traditional lecture). Both groups studied the same six compulsory texts and completed identical pre- and post-tests measuring inferential reading comprehension, structural awareness and self-reported strategy use. Descriptive statistics and paired-samples t-tests compared learning gains. The drama-based multi modal intervention produced large, broad-based gains:(i) Inferential reading comprehension improved by +5.04 points (+21.1 %; d ≈ 3.7, p< .001);(ii) Holistic text-structure awareness rose by +3.90 points (+16.4 %; d ≈ 3.0, p< .001);(iii) Reading-strategy use and meta cognitive control expanded by +4.24 points (+18.3 %; d ≈ 4.1, p< .001). The pedagogical implications of this study include(i) Embed multi modal interaction and explicit strategy teaching in lesson;(ii) Integrate drama with reading to drive curriculum reform;(iii) Raise pedagogical awareness and implementation quality via sustained teacher development. Based on the results of the study, we suggest: (i) Incorporate real-life drama tasks in practice;(ii) Operate a continuous “task–assessment–feedback” cycle with diverse evaluations;(iii) Foster a low-anxiety, high-support classroom to secure full student engagement.
Mathematics Teachers’ Perceptions and Practices in Integrating Thinking skills During Teaching and Learning in Tangkak District, Johor
This study aims to examine the perceptions of Mathematics teachers in Tangkak district, Johor, regarding the integration of thinking skills in teaching. Teachers’ perceptions were evaluated across four dimensions: teaching approaches, values and significance, self-efficacy, and curriculum and school support. Meanwhile, the practice of creative teaching was assessed through three dimensions: lower-order thinking skills (LOTS), higher-order thinking skills (HOTS), and the application of diverse thinking strategies. The study also explored the relationship between teachers’ perceptions and their creative teaching practices. A total of 250 Mathematics teachers participated in the survey, using a structured questionnaire as the research instrument. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation). Findings revealed that teachers’ perceptions across all four dimensions were at a high level. Similarly, their practices in implementing LOTS, HOTS, and varied thinking strategies also scored highly. A significant and strong positive correlation was found between teachers’ perceptions and their creative teaching practices.
Investigating the Impact of Mathematics Anxiety on College Students' Learning and Performance
Mathematics anxiety (MA) is a psychological disorder that affects students' ability to participate in and complete mathematical tasks. This study used a mixed method (questionnaire survey and in-depth interview) to explore the relationship between math anxiety, self-efficacy and problem-solving ability among college students. The study used a combination of qualitative and quantitative data collection methods. Quantitative analysis found that math anxiety was negatively correlated with academic performance, confirming that higher levels of math anxiety were associated with poorer academic achievement. In addition, self-efficacy played a key mediating role in this relationship - students with high self-efficacy showed stronger problem- solving ability even when anxious. This study provides a new theoretical perspective for understanding math anxiety by linking math anxiety with cognitive load theory. Cognitive load theory holds that anxiety overconsumes brain resources, which are necessary for problem solving. The study focused on problem-solving ability and self-efficacy theory, which holds that students' perceptions of their own abilities have a decisive influence on their academic achievement. The results emphasize the need to simultaneously address anxiety and improve self-efficacy in education. Practical implications include: implementing targeted teaching interventions (such as anxiety relief strategies, confidence-enhancing exercises, positive reinforcement, mindfulness, and peer support) to create a supportive learning environment and improve students' psychological state and academic performance.
The Relationship between Primordial Sentiments and the Political Aspirations of Sabah’s Youth
This study identifies the relationship between primordial sentiments and political aspirations among youths in the state of Sabah. Primordial sentiment refers to individuals’ attachment to basic identities such as ethnicity, religion, language and locality, which commonly shape their political orientation and inclinations. Sabah, as a state rich in ethnic diversity and with a complex political history, provides an important context for examining how these identity factors influence the formation of political aspirations among the younger generation. The study adopted a quantitative approach through a survey method, involving 4,519 youths selected via stratified random sampling across the state’s five main administrative divisions. The constructed questionnaire instrument was analysed using SPSS software. The analysis results show a significant relationship between primordial sentiment and political aspirations, particularly in the dimensions of ethnic and regional attachment. These findings have important implications for the need to formulate political policies that are more inclusive and contextual, in line with the diverse local identities among Sabah’s youth.
Aligning Academic Curriculum with Industry Demands: Dilemma of Graduates
Aligning university courses with industry needs is essential for preparing graduates to enter the workforce. The alignment of university courses with industry needs is essential for producing skilled, adaptable graduates who can meet workforce demands. As industries change due to technological advancements, educational institutions must adapt their curriculum to include relevant skills, tools, and methodologies used in the field. The fast pace of technological advancement means that curriculum can quickly become outdated and universities face difficulties in keeping their programmes updated and relevant if the institution cannot cope with the rapid change. Universities must continuously update curriculum, foster industry partnerships, and emphasize both technical and soft skills to bridge the education-employment gap effectively, as many graduates lack proficiency in emerging technologies or practical applications of their knowledge and adaptability skills due to outdated focused on theoretical concepts. Besides, insufficient career services or mentorship opportunities can leave graduates unprepared for the latest industry standards and practices. This approach helps students transition smoothly from academic environments to professional settings, where practical skills are often prioritized over theoretical knowledge. In short, building a good partnership between universities and industries facilitates curriculum updates, mentoring opportunities, and exposure to real-world challenges, benefiting both graduates and employers. By having a good faculty-industry engagement may allow students’ exposure to real-world scenarios and networking opportunities. Without these connections, graduates may find it challenging to secure employment or internships that provide critical experience. This paper aims to examine how the current academic curriculum aligns with knowledge, skills, and competencies demanded by the industry, and how this affects graduate employability. It is hoped that the proposed conceptual framework may contribute to the body of knowledge as an additional input for academia, particularly university curriculum reviewer to take into consideration.
Reimagining Military Pedagogy: Advancing Stratosgogy to Align Modern Educational Practices with Battlefield Evolution
Professional Military Education (PME) is vital for developing leaders capable of navigating complex security environments, yet many military institutions still rely on outdated, fragmented training that fails to align with modern human capital development. This paper argues for the adoption of a structured and adaptable pedagogical framework to promote critical thinking, ethical leadership, and lifelong learning. It introduces Stratosgogy, an exploratory framework that integrates active learning, scenario-based training, and ethical reasoning while remaining adaptable to varied cultural and operational contexts. Drawing from global PME models, the paper addresses systemic challenges such as poor instructor training, rote learning, and the lack of continuous assessment, proposing Stratosgogy as a flexible pathway for reform and a foundation for further dialogue on modernizing military education
The Role of Auditory Attention in Shaping Immersive Experiences in Augmented Reality Museum Settings
This study examines how auditory attention shapes immersive experiences in AR-enhanced museum exhibitions. While sound is integral to multisensory engagement, its specific influence in curatorial environments remains underexplored. Based on empirical data from an AR exhibition at a provincial museum in China, the findings show a significant positive relationship between auditory attention and immersion. Auditory cues were found to deepen both cognitive and emotional engagement. Framed by the Stimulus–Attention–Organism–Response (S-A-O-R) model, the study highlights sound’s role as an active agent in shaping immersive perception. These results contribute to emerging discussions on multisensory aesthetics and visitor-centered museum design. By bridging empirical analysis with a structuralist framework, this research offers new insights into how auditory elements can be strategically integrated into curatorial practices to enhance cultural experience.
Integrating the Engineering Design Process (EDP) in Stem Classroom: A Systematic Literature Review of Impacts and Challenges
The engineering design process (EDP) represents a systematic and iterative methodology for addressing problems and developing effective solutions. In this regard, the current study explores both the prevailing trends and the challenges encountered in implementing EDP within classroom settings. A systematic literature review (SLR) was guided by the PRISMA protocols with data extracted and analyzed from 27 peer-reviewed publications from 2020 to 2025. Implementation efforts span various educational levels from early childhood to the high school students. Findings from the thematic analysis indicate that integrating EDP into STEM teaching and learning yields five key dimensions: (a) the development of 21st-century competencies, (b) enhanced student engagement and motivation particularly within STEM domains, (c) the implementation of scaffolded teaching approaches, (d) iterative problem-solving processes that explicitly incorporate learning from failure and (e) the contextualization of learning through authentic real-world scenarios, interdisciplinary connections, and inclusive educational environments. In addition, this SLR identified five principal barriers: (a) curriculum constraints, (b) insufficient teacher preparedness, (c) student engagement issues and motivation, (d) resource limitations and learning environment, and (e) task complexity and assessment difficulties. To address these issues, the review recommends that student interests be prioritized during implementation, professional development opportunities for teachers be expanded and continued empirical research on EDP be encouraged to further optimize pedagogical practices.
A Systematic Literature Review on the Implementation of Differentiated Approaches in Language Teaching
The evolving landscape of language education demands approaches that are both flexible and responsive to the diverse cultural, academic, and personal backgrounds of learners. Differentiated instruction (DI) has emerged as a crucial framework for addressing these varied needs, enabling teachers to adapt lesson content, instructional methods, classroom activities, and assessment practices. This study employs a Systematic Literature Review (SLR) to investigate the implementation of differentiated instruction in language teaching, with a particular focus on teacher readiness, practical challenges, and the resulting educational impact. Eight peer-reviewed articles published between 2021 and 2025 were systematically analyzed using the PRISMA methodology, with sources primarily drawn from the Scopus database. The findings reveal that although teachers generally acknowledge the importance of DI and hold positive attitudes toward its potential, actual classroom implementation remains limited. Barriers include insufficient time, overcrowded classrooms, a lack of professional training, and conceptual misunderstandings of DI principles. Evidence further indicates that when effectively implemented, DI enhances student motivation, learning engagement, and overall achievement, while also broadening teachers’ pedagogical practices. These results highlight the urgent need for continuous professional development, stronger institutional support, and the development of context-specific frameworks, particularly within Malaysia’s education system. Ultimately, differentiated instruction represents a viable pathway toward cultivating inclusive, equitable, and student-centered language learning environments.
Social-Emotion Development of Children In Selangor Based on Teacher’s Teaching Practices
Positive social and emotional development in early childhood provides a critical foundation for lifelong development and learning. This study was conducted to identify the relationship between teachers' teaching practices and the level of children’s social-emotional development. This study used a quantitative descriptive method and involved 100 kindergarten and preschool teachers in Selangor. A questionnaire was constructed with a Cronbach's alpha value of 0.603. Data were analyzed using the Statistical Package for the Social Sciences software version 26. The results showed that teachers prioritized a positive approach, rejected punishment, gave praise and support for positive behavior, and guided children in managing emotions. In addition, the results also showed positive progress in the children’s social-emotional development in the classroom. Regression analysis showed a significant relationship between teachers' teaching practices and the level of children’s social-emotional development. These results highlight the critical role and significant impact of teaching practices on children's social-emotional development in the classroom.
A Pilot Study on the Evaluation of the Integrated Science Curriculum in Zhejiang Province Using the CIPP Model
This pilot study examined the psychometric properties of a questionnaire developed to evaluate the implementation of the Integrated Science Curriculum in Zhejiang Province, China, using the CIPP (Context, Input, Process, Product) model as the guiding framework. The instrument initially contained 91 items, reduced to 88 after expert review and content validity testing. Data were collected from 93 lower secondary science teachers across three urban and rural schools. Normality analysis showed skewness and kurtosis values within acceptable ranges, confirming approximate normal distribution. Reliability tests indicated strong internal consistency, with Cronbach’s ? values exceeding 0.7 for all constructs. Exploratory factor analysis supported the structural validity of the instrument, with KMO values above 0.6, Bartlett’s test significant at p < 0.05, factor loadings above 0.5, and cumulative explained variance surpassing 60% across all dimensions. The findings demonstrate that the questionnaire possesses robust psychometric quality and is appropriate for large-scale application. This pilot validation ensures the reliability and validity of subsequent confirmatory factor analysis and structural equation modelling, while providing methodological evidence for evaluating integrated science curricula in the Chinese context.
Copyright (c) 2025 Zeng Xiangfei, Nor Hasnida Md Ghazali, Huang Dongyuan, Yao Yao
Risk Management and Risk Assessment in Physiology: Analysis of Modern Developments on Their Foundation
Risk management (RM) and risk assessment (RA) are foundational tools in modern science and engineering, but their integration into the field of physiology is increasingly gaining attention. This review explores how contemporary risk science principles can enhance physiological understanding, clinical decision-making, and biomedical system resilience. Drawing upon key research developments, this paper evaluates the conceptual parallels between risk frameworks and physiological systems, such as the handling of uncertainty, adaptive decision-making, and systemic vulnerability. The review identifies emerging trends such as knowledge-based risk characterizations, dynamic modeling in high-uncertainty environments, and integrative frameworks incorporating resilience and robustness into health systems. It also highlights critical challenges in conceptual clarity, stakeholder communication, and probabilistic limitations within physiological contexts. This paper aims to encourage interdisciplinary dialogue and future research that combines physiological science with modern RM and RA methodologies to better predict, prevent, and manage health-related outcomes in complex biological systems.
Mobile Game-Based Learning Application about History of Kuala Lumpur
The integration of mobile game-based learning (MGBL) into history education holds transformative potential for enhancing student engagement, motivation, and knowledge retention. This paper presents the design and development of a mobile application, Sejarah KL, aimed at teaching the historical heritage of Kuala Lumpur through interactive and gamified learning experiences. Grounded in the adapted digital educational game development methodology (GAMED) framework, the study incorporates key design components, including a storyboard, flowchart, use case diagram, and high-fidelity prototype. Features such as quizzes, interactive lessons, and visual narratives are employed to foster active participation and facilitate meaningful historical understanding. The findings underscore the role of mobile games as effective pedagogical tools for history education and cultural preservation, particularly within the Malaysian educational context.
The Role of Clinical Exercise Physiologists in Reducing the Burden of Chronic Disease in Pakistan
Clinical Exercise Physiologists (CEPs) are allied health professionals trained to manage chronic non-communicable diseases (NCDs) such as cardiovascular disease (CVD), type 2 diabetes (T2DM), and mental health conditions through evidence-based exercise prescriptions. This paper explores the feasibility and potential benefits of integrating CEPs into Pakistan’s health care system. Drawing on successful international models particularly in Australia, where CEPs are formally recognized the study highlights the cost-effectiveness and clinical efficacy of exercise therapy. By reducing disease progression, hospital admissions, and long-term health care costs, CEPs can play a pivotal role in addressing Pakistan’s growing NCD burden. The findings support policy-level recognition and inclusion of CEPs as essential contributors to multidisciplinary health care teams in Pakistan.
Physical Activity, Motivational Regulation, and Perceived Barriers among Chinese University Students: A Cross-Sectional Study
To better understand the motivations and perceived barriers related to physical activity (PA) participation among Chinese university students, this cross-sectional study examined PA levels, motivational regulation, and perceived barriers among 1,618 undergraduate students at a university in southern China. Participants completed three standardized questionnaires, all of which demonstrated good reliability and validity. Results showed that the average weekly PA-MET was 2,595.3, indicating a moderate activity level, with females reporting higher PA levels than males. Most students exhibited autonomous motivation (identified, integrated, and intrinsic regulation). The most frequently reported barriers were lack of willpower (63.35%), lack of energy (59.77%), lack of time (43.63%), and lack of resources (39.25%). Autonomous motivation was positively correlated with PA levels (r = .360 to .623), whereas controlled motivation and amotivation showed negative correlations (r = –.566 to –.199). Perceived barriers were negatively correlated with PA (r = –.051 to –.687). Additionally, autonomous motivation was negatively associated with barriers, while controlled motivation and amotivation were positively associated. These findings highlight that, compared to motivation alone, addressing perceived barriers is equally essential in promoting physical activity engagement.
Tradition Meets Innovation: Asmidar’s Journey as a Malaysian Celebrity Singer and Custodian of Irama Asli
In this exclusive interview, renowned Malaysian celebrity singer Asmidar reflects on her musical journey and the challenges of preserving traditional Malay music in the modern era. As a celebrated figure in the Asli genre, Asmidar shares insights into the unique fusion of tradition and innovation that defines her work. From her early beginnings in the music industry to her commitment to promoting and revitalising Irama Asli, she discusses her efforts to bridge cultural heritage with contemporary influences. Asmidar’s dedication to maintaining the integrity of Malay music is evident in her approach to performance, composition, and teaching. With a career that spans national and international recognition, she emphasises the importance of fostering awareness, encouraging experimentation, and ensuring the longevity of Irama Asli for future generations. This interview offers a compelling look into the life of an artist who is not only a prominent celebrity but also a passionate custodian of Malaysia’s rich cultural traditions. It explores how her work contributes to the ongoing preservation and innovation of traditional music, ensuring its relevance in the global music scene. By contextualising Asmidar’s role as a bridge between tradition and modernity, this research highlights the significance of artist-driven initiatives in cultural preservation and their impact on the future of traditional Malay music.
Undergraduate EFL Students’ Blended Communities of Inquiry Learning Experience
Despite the theoretical alignment between the Community of Inquiry (CoI) framework and blended EFL pedagogy, empirical research on how Chinese undergraduate EFL learners’ perceptions of teaching presence (TP), social presence (SP), cognitive presence (CP), and their specific subdimensions evolve within such contexts remains notably limited. To address this gap, the present study adopted a quasi-experimental pretest-posttest design, beginning with a 6-week pilot phase to validate the cultural adaptability and reliability and validity of the Chinese version of the Community of Inquiry Survey, while also testing the operability of the blended CoI (BCoI) intervention process. Following necessary adjustments to instruments and procedures based on pilot results, an 11-week BCoI intervention was implemented, involving 37 Chinese first-year STEM undergraduate EFL learners. Data were collected using the validated Chinese CoI Survey and analyzed through Wilcoxon paired-tests, with effect sizes calculated using Cohen's r. Results revealed significant medium-to-large improvements across all primary dimensions: TP (r = 0.49), SP (r = 0.56), and CP (r = 0.65). Among subdimensions, the most prominent effects were observed in TP’s Design & Organization (r = 0.50), SP’s Group Cohesion (r = 0.53), and CP’s Triggering Events (r = 0.68), with all CP subdimensions demonstrating large effect sizes. These findings indicate that the BCoI approach holds potential for enhancing students’ presence perceptions in EFL blended learning contexts, though the study is limited by the absence of a control group and a relatively small sample size.
The Effectiveness in the Application of Artificial Intelligence Technology at the Primary School in Shandong, China
This study examines AI usage, knowledge, and application skills among primary school teachers using a mixed-method approach. A questionnaire survey is conducted in several primary schools in Weihai City, Shandong Province, China, collecting 100 teacher responses. Descriptive and correlation analyses are performed using SPSS. The findings provide an overview of AI usage trends and challenges, offering valuable data for policymakers, administrators, and educators to support basic education reform. However, the study’s scope is limited, and future research should incorporate more diverse data for deeper analysis.
The Impact of Utilising Quizlet Flashcards to Enhance EFL Senior High School Students’ Vocabulary Acquisition
This study investigated the effect of Quizlet Flashcards (QFs) on the lexical comprehension of English as a Foreign Language (EFL) secondary school students. Sixty tenth-grade pupils from two senior high schools in Banda Aceh were assigned to treatment and comparison groups using a non-probability sampling approach. A quasi-experimental design was applied, with both groups completing initial and subsequent assessments to measure vocabulary comprehension gains. Data were analysed using independent and paired sample t-tests, supplemented by descriptive statistics and percentage improvement scores. Findings revealed statistically significant improvements in both groups: treatment (t=19.284, df=29, p<.05) and comparison (t=9.391, df=29, p<.05). The treatment group’s mean improvement was 12 points higher than that of the comparison group, indicating a stronger learning effect when QFs were integrated into vocabulary instruction. This enhanced retention is attributed to QFs’ interactive and multimodal features, which facilitated repeated exposure and active recall. The results provide empirical support for incorporating QFs into EFL vocabulary teaching to achieve greater lexical comprehension gains. The study contributes to the growing body of evidence on QFs as an effective tool for improving vocabulary learning in secondary school contexts.
Exploration of the Path for Synergistic Education in Party Building and Ideological and Political Education in Construction-oriented Universities
In the context of the new era, construction-oriented universities shoulder the dual mission of implementing the fundamental task of cultivating morality and nurturing professional talents. [Method] This study focuses on the collaborative education mechanism between party building and ideological and political education. Through literature analysis, case studies, and qualitative interviews, it reveals the current practical difficulties in the collaborative education mechanism between party building and ideological and political education in construction universities. Taking 8 schools as examples, the effective sample size of the interviews was 60 people. [Result] The two have inherent compatibility in terms of value guidance, talent cultivation, and practical innovation. By constructing a four-dimensional path of "organizational collaboration curriculum collaboration practice collaboration resource collaboration", strategies such as top-level design integrating curriculum ideology, developing a "professional ideological and political" curriculum group, creating a practical teaching platform, and strengthening the construction of "dual teacher" teachers are proposed. [Conclusion] The study emphasizes the need to fully utilize the political functions of grassroots party organizations, integrate elements such as craftsmanship spirit into ideological and political education, and form a new collaborative education model with the characteristics of civil engineering disciplines, providing theoretical support and practical reference for cultivating new era construction talents with both morality and talent.
Integrating PBL, Agile, and AI-Enhanced Storytelling for Entrepreneurial Teamwork in Saudi Higher Education
Demonstrating the power of innovative pedagogy, this study highlights how combining problem-based learning, agile project management, and technology-supported digital storytelling directly strengthens entrepreneurial and teamwork skills in higher education. Using a case study of the “Vision Team”,an interdisciplinary group of Saudi students creating and monetizing digital stories for Saudi Vision 2030, the research found that collaborative platforms and AI-assisted content tools, applied within Agile sprints, led to measurable gains in creativity, leadership, and communication. Data from project logs, peer and self-evaluations, and supervisor feedback confirmed these outcomes, alongside strong audience engagement. The integrated approach provides a practical and replicable framework for preparing students for innovation-driven economies in business and media curricula.
Designing a Multi-Agent Interactive Platform for Teacher Training: A TPACK-Aligned Model Integrating Intelligent Educational Agents
This study introduces the design and development of a TPACK-based interactive digital platform embedded with intelligent educational agents aimed at preparing teacher trainees across TESL, Music, and Visual Arts programs for the demands of the digital era. Utilizing the Design and Development Research (DDR) framework, the platform leverages AI-driven tools such as generative chatbots (e.g., ChatGPT), immersive virtual environments (Spatial.io), and gamified assessment systems (e.g., Quizizz, Minecraft) to personalize instruction, automate feedback, and simulate collaborative teaching-learning scenarios. Data were collected from 150 teacher trainees and 7 expert lecturers using Fuzzy Delphi and usability testing methods. Results show improved pedagogical readiness (mean score = 4.5/5), high motivation (85% agreement), and expert consensus on platform design. This research contributes to the emerging domain of multi-agent ecosystems in education, presenting a replicable, scalable model that aligns with Malaysia’s digital education transformation goals and the ET&S Special Issue on intelligent agents in education.