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)
The Effect of Generative AI Dependency on Academic Integrity among Postgraduate Students at KPPIM
The increasing integration of Generative AI (Gen-AI) tools in higher education has transformed students’ learning processes, offering benefits such as enhanced productivity, idea generation, and writing assistance. However, concerns are growing over students’ dependency on these tools and its impact on cognitive development and academic integrity. This study investigates how postgraduate students at KPPIM, Universiti Teknologi MARA (UiTM), transition from using Gen-AI as an academic aid to developing a dependency that may undermine critical thinking, problem-solving, and ethical decision-making. Guided by the Technology Acceptance Model (TAM), this study adopts a quantitative research approach to analyze the relationship between students’ perceptions of Gen-AI (Perceived Usefulness and Perceived Ease of Use), their dependency behaviors, and their ability to uphold academic integrity. Data will be collected through structured surveys, using validated instruments such as the Dependence on Artificial Intelligence (DAI) Scale and the Academic Integrity Scale (AIS). Regression analysis will be employed to examine the influence of AI dependency on students' ethical academic practices. The findings of this study are expected to provide valuable insights into the ethical implications of AI usage in education. By identifying the factors contributing to Gen-AI dependency and its effects on academic integrity, this research will support the development of institutional policies, ethical guidelines, and AI literacy programs to promote responsible AI use in higher education. Ultimately, the study aims to contribute to the broader discourse on balancing AI’s benefits with the need for academic integrity and independent learning.
Copyright (c) 2025 Nur Fatihah Binti Azhar, Azhar Abd Aziz, Afiza Ismail, Norzehan Sakamat
Building Workforce Capability through University-Industry Partnerships (UIP) in Bangladesh: A Policy-Based Analysis
The labor market in Bangladesh is changing rapidly, but the skills of many students graduating from universities are still not aligned with the needs of the industry. The aim of this study is to analyze in a policy-based manner how to create skilled human resources through University-Industry Partnership (UIP). The study shows that most of the higher education institutions have not yet established effective linkages with the industry. As a result, students are proficient in theoretical knowledge but lag behind in practical application, technical knowledge, and problem-solving abilities. As a result, their competitiveness in the labor market is decreasing. This study proposes a practical and policy-based employability model that will help prepare students for their careers. This model includes joint curriculum development, mandatory internships, university-industry joint investment in research and innovation, and government policy support. The study analysis shows that if effective partnerships are developed between universities and industry, the young generation of Bangladesh will become more competitive in the modern labor market. In addition, this partnership will also contribute significantly to the country's economic growth and sustainable development.
Copyright (c) 2025 Rajib Chandra Das, Md Shah Alam, Md. Saydur Rahman
Towards A Philosophical Framework for Self-Leadership among Malaysian Islamic Schools in the Digital Age: Drawing Insights from Ibn Miskawayh’s Ethical Theories
Students’ self-leadership in Islamic schools in Malaysia must negotiate the intricacies of contemporary technology while upholding their cultural and religious beliefs in the digital age. Based on the ethical and philosophical beliefs of renowned Islamic philosopher and ethicist Ibn Miskawayh, this research presents a profiling framework for encouraging self-leadership among Islamic schoolchildren in Malaysia. To evaluate the relevance and applicability of Ibn Miskawayh's ethical views in forming self-leadership, this study uses a qualitative research approach that includes content analysis of his writings as well as reflection on his book Tata'thib Akhlaq (Cultivation of Human Character). The findings highlight the continued significance of Ibn Miskawayh’s contributions to Islamic thought and emphasize their potential to inform the development of self-leadership within contemporary educational frameworks. Ibn Miskawayh's philosophical work, particularly his concepts of self-development, moral integrity, and intellectual cultivation, offers a foundational approach to fostering self-leadership in modern education. His focus on developing important virtues like self-control, wisdom, and justice is in line with the goals of developing critical and responsible thinkers who can successfully negotiate the challenges of the digital age while upholding Islamic moral standards. The suggested framework seeks to give students the fundamental abilities required to meet the challenges of the digital world by fusing Ibn Miskawayh's ethical theories with modern teaching methods. This will foster a comprehensive development that incorporates moral, intellectual, and technological advancement.
Copyright (c) 2025 Popoola Kareem Hamed, Abdul Shakour Preece, Daud Abdul Quadir Elega, Ayman Aied Mohammed Mamdouh
The Impact of Diversity, Equity, and Inclusion Practices on Nurse Engagement
The global healthcare system faces a critical challenge in nurse retention and engagement, exacerbated by high rates of burnout and turnover. This article investigates the strategic role of Diversity, Equity, and Inclusion (DEI) practices as a vital intervention to foster a more engaged and resilient nursing workforce. Drawing upon a synthesis of recent academic literature and a simulated empirical study, this paper establishes a strong positive correlation between mature DEI implementation and superior nurse engagement outcomes, including job satisfaction, organizational commitment, and reduced intent to leave. The findings emphasize that while diversity in the nursing workforce is increasing, it is the deliberate cultivation of equitable policies and an inclusive work environment that translates this diversity into tangible engagement benefits. A proposed mixed-methods research design is outlined, followed by a discussion of synthesized findings that highlight the mechanisms through which DEI drives engagement, such as enhanced psychological safety and a stronger sense of organizational justice. The conclusion asserts that integrating DEI into the core of nursing leadership and practice is not merely an ethical imperative but a strategic necessity for addressing the current healthcare workforce crisis.
Copyright (c) 2025 Mada Ibrahim Hamzi, Hafizah Che Hassan, Dhakir Abbas Ali
Teachers’ Caring Behaviors and Students’ Learning Outcomes: The Mediating Role of Teacher Support in Chinese College Students
This study aims to investigate the mechanism linking teachers’ caring behaviors, teacher support, and college students’ learning outcomes. In recent years, teachers’ caring behaviors have been recognized as a crucial factor in enhancing students’ learning motivation and academic performance; however, the pathway through which such caring behaviors influence learning outcomes via teacher support remains unclear in higher education contexts. Accordingly, the objectives of this study are: Examine the overall status of teachers' caring behaviors, learning outcomes, and teacher support; investigate the direct relationship between teachers' caring behaviors and students' learning outcomes; and assess the mediating role of teacher support between teachers' caring behaviors and learning outcomes. A quantitative research method was adopted, with a sample of 415 college students from 10 undergraduate institutions in Guangxi, China. The study employed validated measurement tools, including a teachers' caring behaviors scale, a teacher support questionnaire, and a self-assessment scale for learning outcomes. Data were collected through in-class testing and analyzed using SPSS 29.0 and the PROCESS macro. The research was framed within the Social Support Theory and Self-Determination Theory. The results indicate that the overall status of teachers' caring behaviors, students' learning outcomes, and teacher support in the Guangxi region's universities is relatively high. Teachers' caring behaviors significantly and positively predicted learning outcomes, with teacher support playing a partial mediating role. Emotional understanding, academic guidance, and structural support from teachers can enhance students' motivation and self-efficacy, thereby improving learning outcomes. This study provides empirical evidence for the teacher-student interaction mechanisms in higher education and highlights the key role of teacher support in promoting students' overall development. Future research could further explore the dynamic influence mechanisms of teachers' caring and support behaviors across different disciplines and cultural contexts, deepening the understanding of the relationship between teachers' emotional behaviors and students' learning outcomes in higher education.
Copyright (c) 2025 Chengnan Lin, Normaliza Abd Rahim
Primary School Teachers’ Perceptions of Headmasters’ Transformational Leadership in Guangdong Province
Transformational leadership is widely regarded as crucial for sustaining teacher motivation and school improvement, yet descriptive evidence from China’s reform-intensive regions remains limited. This study investigates how primary school teachers in Guangdong Province perceive their headmasters’ level of transformational leadership, addressing the lack of dimension-specific evidence in this context. Using localized Transformational Leadership Questionnaire, data were collected from 384 full-time primary school teachers through convenience sampling and analysed using descriptive statistics. The results show that teachers, overall, perceived their headmasters’ transformational leadership as high. Among the four dimensions, Moral Modeling received the highest mean score, followed by Visionary Inspiration and Charismatic Leadership, indicating that headmasters are generally viewed as ethical leaders who provide clear direction and professional confidence. Individualized Consideration, however, recorded the lowest mean score and the greatest variability, suggesting uneven experiences of personalised support and relational engagement. These findings reveal a leadership profile characterised by strong moral and vision-oriented behaviours but relatively weaker relational practices under heavy reform-driven workloads. The study offers context-specific evidence from Guangdong’s primary schools and provides practical implications for strengthening headmasters’ training, refining leadership evaluation, and aligning policy efforts with the goal of more teacher-centred, supportive school leadership.
Copyright (c) 2025 Xiao Xiaolin, Bity Salwana Binti Alias
Tracing Lexical and Discourse Development in a Chinese EFL Learner: A Longitudinal Case Study
In this longitudinal single-case study, the English writing development of one Chinese senior high school learner was examined through three picture-based narratives. The analysis focused on how growth unfolded in two areas: vocabulary use (“word” system) and the development of propositional content (“mind” system). Lexical change was tracked using the type–token ratio, and discourse expansion was examined by identifying idea units. Over the six-month period, TTR rose slightly (0.52 ? 0.54), while idea units showed a more noticeable increase (14 ? 24 ? 30). Follow-up interviews indicated a shift in the learner’s orientation—from mainly completing tasks out of obligation to taking a more self-directed interest in English, partly influenced by exposure to English-language media. These developmental patterns were interpreted within a dynamic systems perspective, which helps explain the uneven and sometimes nonlinear nature of change across linguistic and affective dimensions. The study also reflects on methodological choices and offers implications for EFL instruction and for future longitudinal work on individual learner development.
Copyright (c) 2025 Bi Zhuoqun, Gao Yu, Nooreen Noordin
The Impact of Nurses' Work-Life Integration on Nursing Retention in Saudi Arabia
The global healthcare system is currently grappling with a severe nursing shortage, making the retention of existing nursing staff a critical priority. This challenge is particularly acute in the Kingdom of Saudi Arabia (KSA), where the healthcare sector relies heavily on a large expatriate workforce and faces persistently high rates of turnover intention. This literature review synthesizes recent academic research (2020–2025) to examine the relationship between nurses' work-life integration (WLI), or the broader concept of Quality of Nursing Work Life (QNWL), and nursing retention within the Saudi Arabian context. The review establishes that WLI is a significant and direct predictor of nurse retention, operating through mechanisms such as enhanced job satisfaction and reduced burnout. Key findings highlight that a majority of nurses in KSA report dissatisfaction with their work life, leading to alarmingly high turnover intentions. Furthermore, the review identifies critical mediating factors, including supportive transformational leadership, a positive work environment, and culturally sensitive policies, as essential for improving WLI and, consequently, retention. The paper concludes with evidence-based recommendations for policymakers and healthcare administrators to implement WLI-focused strategies, such as flexible scheduling and enhanced managerial support, to stabilize the nursing workforce and ensure the sustainability of high-quality patient care in the Kingdom.
Copyright (c) 2025 Nadiya Hussain Alsomali, Hafizah Che Hassan, Dhakir Abbas Ali
Using Assistive Technology with Blind Students in Jordanian Public Schools
This paper explores the application of assistive technology (AT) to blind students in the Jordanian public schools. A mixed-methods design was adopted, which incorporated semi-structured interviews with teachers and administrators and questionnaires that were sent to blind students and their families. The questionnaire contained 20 questions which were measured on a five-point Likert scale and interviews on perceptions, challenges and recommendations were conducted. Pilot testing and expert review enhanced the validity, whereas reliability was checked with the help of Cronbach alpha. Examination indicates that screen readers, Braille devices and audio books are extensively utilized with barriers to complete inclusion being limited to funding, teacher training and gaps in policies. Suggestions are also made to enhance practices of inclusive education.
Copyright (c) 2025 Abeer Mohamad Sadeq Alqannas
Assessing School Leaders’ Strategic Thinking Skills and Digital Leadership Readiness for Cybersecurity Management
This study aims to assess the strategic thinking skills and digital leadership readiness of school leaders in relation to cybersecurity management within educational organisations. As schools increasingly adopt digital platforms for teaching, administration, and data storage, the role of strategic and digitally competent leadership has become critical in mitigating cyber risks. Drawing on the framework of 21st-century leadership and cybersecurity governance models, a quantitative survey was conducted involving 207 secondary school leaders in Sabah, Malaysia. Descriptive analysis revealed that overall levels of strategic thinking were moderately high, particularly in dimensions such as future-oriented thinking and conceptual thinking. However, digital leadership readiness, especially in aspects involving cybersecurity protocols, risk awareness, and data protection practices, was found to be at a moderate level, indicating room for improvement. Further analysis using one-way ANOVA showed a statistically significant difference in both strategic thinking and digital leadership readiness based on leadership experience. Leaders with more than 10 years of experience demonstrated significantly higher scores in strategic foresight and proactive cybersecurity engagement compared to those with less than 5 years of experience (p < 0.05).These findings highlight the importance of embedding strategic leadership training and cybersecurity literacy in professional development programs for school leaders. The study suggests that tailored interventions are needed to bridge the preparedness gap among school leaders, especially those newer to the role, to enhance cybersecurity governance in the digital transformation of education.
Copyright (c) 2025 Darussalam Nehemia B.P, Mad Noor Madjapuni, Syahrul Nizam Salam, Ghazali Sulaiman, Robit Yusie Fus Han
Students’ Interest in Learning Technology and Biodiversity Misconceptions: An Empirical Basis for the Development of AR-Based Informal Learning at Zoo Johor
This empirical basic study was conducted to support informal learning related to biodiversity at Zoo Johor. The main issue of this study is the existence of misconceptions among students regarding biodiversity, including animal habitats, the differences between zoo and wild animals, and the diets of certain species. At the same time, the existing interpretive materials at the zoo are still lacking in interactivity and do not help students understand the concept of biodiversity in depth. The study uses a pre-experimental design involving 20 students aged 7 to 17 years. The research instruments consist of a questionnaire on interest in Augmented Reality (AR) technology, diagnostic items on biodiversity misconceptions, and descriptive analysis to assess user needs for the development of Augmented Reality (AR) in learning is high, with mean scores ranging from 3.25 to 3.70. Students also showed a positive inclination toward the use of 3D animations, interactive maps, and quizzes as important components in the learning application. However, the level of biodiversity misconception is at a moderate level (Mean = 2.05 - 2.25), indicating a significant confusion regarding the basic concepts of biodiversity. This study concludes that the development of AR applications has great potential as an informal learning medium that can enhance interest, improve understanding of scientific content more accurately, and reduce misconceptions among students.
Copyright (c) 2025 Khairudin Baharum, Shaharuddin Md Salleh, Mohd Fadzil Abdul Hanid
Exploring the Mental Health Challenges of Today's Students
Mental health is essential, especially for students, since it can have an impact on the daily life of the student. It is a significant component of the student's psychology, which includes psychological processes, emotional response, and social skills, since it influences stress, decision-making, and interpersonal interactions. The study involved 157 respondents and was analysed using multiple regression analysis. The findings of the study found that factors such as individual and family support have a significant impact on the mental health of the student and followed by academic support. This study can contribute in terms of awareness of what factors drive students to have mental problems, which can then help them in strengthening their resilience and mental health.
Copyright (c) 2025 Anwary Syuhaily Rosly, Noor Aida Noh, Nur Hafizah Ramli
The Influence of Bilingualism on Student Translation Methods in Malaysian Schools
This conceptual review examines the influence of bilingualism on students’ translation strategies within Malaysian educational contexts. Malaysia’s multilingual landscape requires learners to navigate multiple languages, with English and the mother tongue being the most prevalent, creating complex cognitive and linguistic interactions during classroom tasks. While bilingualism is widely recognized as a cognitive and pedagogical asset, limited research has explored how bilingual learners themselves select and apply translation strategies. This review synthesizes existing literature to highlight the strategies students employ, including literal transfer, paraphrasing, inferencing, and translanguaging. The review identifies gaps in current research, particularly the lack of empirical studies focusing directly on students’ translation methods in Malaysian classrooms. Understanding these processes is significant for informing pedagogical approaches, curriculum design, and professional development for teachers. By consolidating knowledge from prior research, this study contributes to a deeper understanding of bilingual cognition and its practical implications for multilingual education. The findings underscore the importance of aligning classroom instruction with learners’ linguistic realities to enhance academic engagement and translation competence.
Copyright (c) 2025 Kavinthiran Somsundram, Kartheges Ponniah
Validity and Reliability of the Arabic Language Engagement, Motivation, and Learning Strategies Instrument among Malaysian Students in the Middle East
Validity and reliability are essential aspects in evaluating the consistency and accuracy of any research instrument. This paper examines the validity and reliability tests conducted on an instrument designed to measure the levels of engagement, motivation, and Arabic language learning strategies among Malaysian students in the Middle East. The questionnaire comprises 65 items categorized into three main constructs. Face and content validity were verified by a panel of five experts in the field of Arabic language to ensure the relevance of each item and the clarity of the instrument for respondents. A total of 35 respondents were randomly selected from third- and fourth-year students majoring in Islamic Studies and Arabic Language at universities in Egypt and Jordan that offer related programmes. Findings from the pilot study revealed that each construct of the instrument demonstrated a very high Cronbach’s Alpha (?) coefficient value, ranging from 0.95 to 0.97. These results indicate that the questionnaire used in this study is both valid and reliable for use in the actual research.
Copyright (c) 2025 Nurussaadah Haron, Lily Hanefarezan Asbulah
An Empirical Study on the Relationship of CLT Practices, Students' Learning Motivation in Business English Correspondence Class—OBE Principle Based
Business English Correspondence (BEC) courses in Chinese higher education have traditionally emphasized linguistic accuracy over authentic communication, often resulting in low student motivation and limited professional preparedness. To address this gap, this study investigates how Communicative Language Teaching (CLT) practices, aligned with Outcome-Based Education (OBE) principles, influence students’ motivation through the lens of Dörnyei’s (2005, 2007) L2 Motivational Self System (L2MSS). Specifically, it examines the role of the L2 Learning Experience—a classroom-embedded dimension encompassing task relevance, peer interaction, and emotional climate—in mediating the relationship between CLT and motivated learning behaviors. Using a single-group post-intervention survey design, data were collected from 110 undergraduate students enrolled in an eight-week OBE-aligned BEC course featuring simulated trade tasks, collaborative drafting, and role-play activities. Results from correlation and multiple regression analyses revealed that perceived CLT practices significantly predicted both willingness to communicate (WTC) and intended effort (IE), with SLLE being the strongest predictor of intended effort, and CLT the strongest predictor of willingness to communicate. Notably, the Ideal L2 Self contributed modestly to WTC but not to IE, while the Ought-to L2 Self showed no significant predictive power. These findings underscore that in ESP contexts, immediate classroom experiences, which are shaped by authentic, interactive CLT tasks, are crucial for sustaining motivation. The study thus affirms CLT not only as a pedagogical approach but as a motivational architecture within OBE-driven curricula.
The Impact of Perceived Nurses' Workload on the Quality of Care in Saudi Arabia
This literature review systematically synthesizes the academic evidence on the impact of perceived nurses' workload on the quality of care in Saudi Arabia (KSA). Driven by the healthcare transformation goals of Saudi Vision 2030, the KSA nursing sector faces unique challenges, including a persistent nursing shortage and reliance on an expatriate workforce, which contribute to high-perceived workload. The review establishes that this high-perceived workload, a subjective measure of job demands, is a critical determinant of care quality. It is strongly associated with negative workforce outcomes, such as burnout and high turnover intention, and directly compromises patient safety. Specifically, high workload is a primary predictor of Missed Nursing Care (MNC), increased medication errors, and a higher incidence of adverse events like patient falls and Healthcare-Associated Infections (HAIs). Furthermore, it erodes the patient experience by reducing time for essential communication and negatively affects clinical outcomes, including increased Length of Stay and readmission rates. To mitigate these threats, the review recommends a shift to acuity-based, quality-driven staffing models, the implementation of mandatory minimum staffing standards, the strategic use of technology to eliminate non-nursing tasks, and a national mandate for standardized workload measurement tools. Addressing the perceived workload of nurses is essential for the Kingdom of Saudi Arabia to successfully deliver on its promise of excellent healthcare.
Copyright (c) 2025 Nasra Hussain O AlSomali, Hafizah Che Hassan, Dhakir Abbas Ali
Teachers’ Perceptions of Hybrid Learning and Its Impact on Student Engagement and Academic Performance in Primary Schools
Hybrid learning has become an essential instructional approach in Malaysia following the rapid digital transition prompted by the COVID-19 pandemic. Although widely implemented, its effectiveness in the primary school context remains underexplored, particularly concerning teacher perceptions, student engagement, and academic performance. This study examines how primary school teachers view hybrid learning and investigates its influence on students’ participation and learning outcomes. Using a qualitative design, semi-structured interviews were conducted with two experienced primary school teachers. Thematic analysis revealed that teachers generally perceive hybrid learning positively, citing flexibility, diversified instructional strategies, and enhanced digital competency as key strengths. Hybrid learning was found to promote student engagement, especially through multimedia resources and interactive online activities. However, significant challenges were identified, including unequal access to digital devices, unstable internet connectivity, limited home support, and insufficient teacher training. Teachers also reported mixed academic performance outcomes: while independent learners benefited from self-paced revision, weaker students struggled without consistent guidance. The findings highlight the need for improved digital infrastructure, targeted teacher professional development, and stronger parental involvement to optimise hybrid learning implementation in Malaysian primary schools. The study provides insights for policymakers, school leaders, and educators seeking to strengthen hybrid learning practices and ensure equitable access for all learners.
Copyright (c) 2025 Norazalina Binti Lakim, Jashwaniee Prakas, Sowbaakawathy Ganesan
The Role of Intrinsic and Extrinsic Motivation in English Language Acquisition among Young Football Athletes
Motivation plays a crucial role in the process of learning, particularly in the field of language acquisition. Research has consistently shown that motivated learners demonstrate greater success in mastering new languages. For young athletes, especially football players, proficiency in English is increasingly vital as it serves as the global language of communication in sports, encompassing areas such as interviews, contracts, and academic advancement. At Johor Darul Ta’zim (JDT) Football Academy, students must balance rigorous athletic training with academic responsibilities, making English learning both relevant and necessary. However, their motivation to learn the language may differ due to factors such as personal interest, external incentives, or a lack of perceived relevance. This study aims to examine the types and levels of motivation—specifically intrinsic motivation, extrinsic motivation, and amotivation—among young footballers at JDT Academy, and to explore how these motivational factors influence their English language acquisition. Findings from this study are expected to provide valuable insights for educators, coaches, and curriculum designers in developing more effective English learning programs tailored to the needs of athlete-students.
Copyright (c) 2025 Muhammad Nassim Bin Abdullah, Teo Yeong Chin
The Relationship between Student Learning Portal towards Public Speaking Assessment
Public speaking is a critical competency for academic and professional success, yet many Open and Distance Learning (ODL) students face challenges in developing this skill due to limited face-to-face interaction and feedback opportunities. The increasing reliance on digital learning environments has positioned learning portals as an essential medium for delivering performance-based courses. However, the extent to which these portals influence students’ outcomes in public speaking assessments remains underexplored. This study investigates the relationship between learning portal usage and public speaking performance among ODL students. Using a quantitative research design, data were collected via structured questionnaires and analyzed statistically. Results indicate a significant positive relationship between portal engagement and public speaking performance, with accessibility, interactivity, and usage frequency emerging as key predictors. The findings underscore the role of digital learning platforms in enhancing communication competencies and provide implications for optimizing portal design to support performance-based courses in ODL settings.
Copyright (c) 2025 Dharizwan Ghazali, Abdul Said Ambotang, Ghazali Sulaiman, Syahrul Nizam Salam
A Conceptual Model of the Mediating Role of Professional Learning Communities in the Relationship between Learning-Centered Leadership and School Effectiveness in Malaysian Vocational Colleges
This conceptual paper proposes an integrative model explaining how Learning-Centered Leadership (LCL) influences School Effectiveness (SE), both directly and indirectly, through Professional Learning Communities (PLC) in Malaysian Vocational Colleges. Drawing on the Learning-Centered Leadership framework, the Professional Learning Community model and the Effective Schools correlates, the study synthesizes contemporary scholarship to develop a theoretically grounded model that responds to the complex instructional and organizational demands of Technical and Vocational Education and Training (TVET). While international research consistently demonstrates the role of learning-centered leadership in strengthening instructional quality and organizational performance, comparatively limited attention has been given to how these leadership processes operate within vocational education contexts, particularly in Malaysia. The proposed model positions Professional Learning Communities as the central organizational mechanism through which leadership inputs are transformed into collaborative teacher practice, instructional coherence and sustained professional learning. By explaining these relationships, the paper advances a context-specific theoretical explanation of how leadership and collective professional learning interact to support school effectiveness in TVET institutions. The paper concludes by outlining key theoretical, practical, and policy implications, including the conceptualisation of PLC as a mediating mechanism linking Learning-Centered Leadership to School Effectiveness, the provision of a strategic framework to guide leadership development and collaborative professional learning in vocational colleges, and empirical alignment with national TVET policies that emphasize learning-centered leadership and sustainable professional development.
Copyright (c) 2025 Mohd Hanifiah Mohd Haniff, Muhammad Faizal A. Ghani, Norfariza Mohd Radzi, Siti Hannah Sabtu
Sharjah Academy's Strategies for Spreading Islamic Astronomy
This study explores the strategic role of the Sharjah Academy of Space Sciences and Technologies (SAASST) in disseminating Islamic astronomy and preserving its intellectual heritage within educational and scientific contexts. The research addresses the challenge of integrating traditional Islamic scientific knowledge with contemporary methods of communication and research to maintain its relevance in modern society. The primary objective is to analyze how SAASST employs strategic initiatives to promote Islamic astronomy as a living scientific discipline, rather than a purely historical subject. This study is significant because it highlights the contribution of an institutional framework that bridges cultural heritage and modern scientific advancement, thereby fostering cultural sensitivity and scientific literacy in the Arab and Islamic world. Using a qualitative approach grounded in the theories of Knowledge Dissemination and Cultural Heritage Preservation, the research investigates five key strategic areas at SAASST: educational and training programs, museum and cultural exhibitions, research and publications, digital dissemination and public outreach, and community partnerships. The findings reveal that SAASST serves as a pioneering institution that effectively integrates science, culture, and education. By utilizing modern pedagogical tools and communication technologies, the Academy connects the achievements of classical Muslim scientists with contemporary scientific goals. Furthermore, SAASST supports national and regional initiatives to celebrate Islamic civilization and promotes international collaboration in astronomy and space sciences. This study contributes to the understanding of how educational and cultural institutions can sustain and revitalize traditional scientific knowledge within modern frameworks, offering a model for similar efforts across the Islamic world.
Copyright (c) 2025 Abdulhadi Hassan Mohammed Taqi Salah, Nurazmallail Marni
Teaching Practices of the Integrity and Anti-Corruption Course: A Study at the University of Malaysia Sabah
This study examines the teaching practices of the Integrity and Anti-Corruption Course (KIAR) at the University of Malaysia Sabah (UMS) as an effort to cultivate integrity values among students in public higher education institutions in Malaysia. KIAR is a compulsory component in the General Studies (MPU) curriculum introduced by the Ministry of Higher Education Malaysia, aiming to shape students' character to be ethical, accountable, have integrity, and reject corruption. This study adopts a case study approach with a mixed-method design, involving the experiences of lecturers, analysis of teaching documents, and student reflections. The findings indicate that lecturers play a crucial role in delivering course content in a contextual and interactive manner, including the implementation of value-based pedagogy, current issue-based learning, and the use of real-life case studies. However, challenges related to the uniformity of teaching materials, pedagogical techniques, student motivation, and the effectiveness of teaching methods need to be addressed. The study suggests enhancing teaching training, developing more suitable modules, and evaluating the learning impact as steps for improvement. Overall, the teaching of KIAR should be viewed not only as a formal educational tool but as a long-term strategy in the development of highly integrated human capital.
Copyright (c) 2025 Mohd Sohaimi Esa, Saifulazry Mokhtar, Abang Mohd Razif Abang Muis, Amy Azuan Abdullah, Romzi Ationg, Septian Aji Permana
Generative Artificial Intelligence and Cognitive Load in Second Language Learning: A Narrative Review
Generative artificial intelligence is rapidly reshaping the landscape of second language learning by offering immediate linguistic support, automated feedback, and opportunities for interactive practice. While research has documented its pedagogical potential and its influence on learner affect, far less attention has been paid to the cognitive mechanisms through which AI affects learning processes. This article adopts Cognitive Load Theory as an analytical framework to examine how generative AI modifies the distribution of intrinsic, extraneous, and germane cognitive load during L2 learning tasks. By synthesizing findings from studies on conversational AI, human–AI interaction, digital communication, and AI-enhanced learning environments, the review shows that AI can reduce unnecessary cognitive burden, make complex tasks more manageable, and facilitate deeper processing under appropriate conditions. At the same time, AI may introduce new sources of cognitive strain or encourage superficial engagement when learners rely uncritically on its output. The review further discusses the instructional implications of these patterns, emphasizing the roles of task design, teacher orchestration, and emotional factors in regulating cognitive load. It concludes by identifying key directions for future research, including longitudinal analyses, individual differences, and the integration of cognitive and social perspectives. Overall, the cognitive load lens provides a productive foundation for understanding both the opportunities and the constraints of generative AI in L2 learning.
Copyright (c) 2025 Chenyu Li, Amelia Alias
Empowerment and Participation: Exploring Key Factors for Enhancing the Effectiveness of Human Resource Development in Higher Education Institutions
Against the backdrop of rapid transformation in higher education, enhancing the effectiveness of human resource development (HRD) has emerged as a key challenge for higher education institutions. This study focuses on the two core dimensions of empowerment and engagement to explore their mechanism-based influence on the HRD outcomes of higher education institutions. By collecting survey data from 105 scholars in three higher education institutions and analyzing it using SPSS 26.0 and Hayes' process macro (model 4), the results show that empowerment not only directly and positively predicts HRD outcomes (? = 0.47, p < 0.001), but also has a significant indirect effect through enhancing scholars' engagement (? = 0.19, p < 0.01, 95% CI [0.11, 0.28]). This indicates that engagement plays a partial mediating role in the relationship between empowerment and HRD outcomes. The findings integrate psychological empowerment theory and engagement theory to elucidate the behavioral pathway through which HRD efficacy is realized in academic settings. This study contributes to the theoretical discourse on HRD mechanisms and offers practical insights for institutional administrators to design empowerment-oriented policies and structured participatory channels, thereby enhancing organizational development and academic excellence.
Human Resource Development Effectiveness
Copyright (c) 2025 Sha Jingxing, Florianna Lendai Michael
The Impact of Nurse Managerial Leadership on Nursing Retention, Work-Life Integration, and Emotional Intelligence
Background/Introduction: The retention of nurses continues to be a concern internationally as it has been associated with patient safety, quality of care, and labor force stability. Leadership has been found to significantly predict retention, work-life integration (WLI), and emotional intelligence (EI). However, current evidence is frequently limited regarding the relationship between retention, WLI, and EI. Objectives: This review aimed to synthesize evidence on the impact of nurse managerial leadership on nursing retention, with particular attention to WLI and EI, while highlighting research gaps relevant to healthcare and the Saudi context. Methods: A narrative literature review of relevant literature from 2016-2025 was performed utilizing PubMed, Scopus, Web of Science, and Google Scholar. Key words used were nurse managerial leadership, nursing retention, work-life balance, work-life integration, and emotional intelligence. Studies were eligible if they focused on leadership in the context of retention, WLI, or EI in nurses or similar professions. The review considered studies outside and within healthcare to include all relevant transferable findings. Thematic synthesis of data was used to identify patterns, connections, and to fill the gap. Results: Of the three leadership styles, transformational leadership demonstrated the greatest positive effect on retention, whereas the effects of transactional and laissez-faire leadership were relatively weaker. The transformational and servant leadership also increased job satisfaction and decreased turnover intention. WLI supports leadership-enhanced engagement and performance, but the majority of the evidence was provided by non-healthcare settings. Similarly, EI was associated with enhanced trust, collaboration, and decreased burnout; however, the role of EI within nursing leadership was scarcely studied. Conclusion: Managerial leadership has a significant impact on WLI and EI, which further affect retention. However, health-specific, longitudinal, and context-sensitive research is still required, specifically in Saudi Arabia. Enhancing leadership practices that promote WLI and EI could offer practical approaches to increasing staff retention and enhancing patient care.
Assessing Teachers’ Needs for a Social-Emotional Learning Module for Children with Learning Disabilities
This study investigated the challenges faced by special education teachers in implementing social-emotional learning (SEL) for children with learning disabilities, their perceived needs, and preferred features for an SEL module. A cross-sectional quantitative design was employed, involving 47 special education teachers from government schools in Bangi, Selangor. Data were collected using a structured questionnaire adapted from previous research, comprising five sections, Section A: Demographic Information, Section B: Implementation Challenges, Section C: Teachers’ Needs, Section D: Module Features, and Section E: Module Content. Descriptive statistics, including mean and standard deviation, were used to analyse the quantitative data, while qualitative responses to open-ended questions were thematically analysed. Findings revealed that teachers experienced moderate to low challenges in implementing SEL (M = 2.43, SD = 0.91), particularly in integrating SEL into lesson plans, selecting appropriate teaching methods, and creating effective learning environments. Teachers expressed a high need for a structured SEL module (M = 3.59, SD = 0.52) that includes detailed lesson plans, step-by-step implementation guidelines, suggested activities, worksheets, checklists, and suitable teaching methods and techniques. Thematic analysis of qualitative responses identified five key areas for module content, recognising own emotions, recognising others’ emotions, engaging in appropriate play, understanding gender-appropriate friendship boundaries, and expressing emotions in socially acceptable ways. The study highlights the importance of developing a practical, structured, and developmentally appropriate SEL module tailored to the needs of children with learning disabilities. Such a module could enhance teachers’ instructional capacity, improve children’s social-emotional competence, reduce behavioural difficulties, and increase engagement in teaching and learning activities. The findings provide evidence-based guidance for policymakers and curriculum developers seeking to implement effective SEL practices in special education contexts.
Copyright (c) 2025 Suziyani Mohamed, Salmiah Bujang, Kamariah Abu Bakar, Mohd Syazwan Zainal
Design and Development: Filter Casing for Highly Efficenty Dissolve Oxygen
This study presents the development and evaluation of a custom 3D printed filter casing designed to enhance the performance of Downflow Hanging Sponge (DHS) biofilters in small scale aquaculture settings. Given the importance of dissolved oxygen (DO) for nitrifying bacteria and overall fish health, the proposed casing incorporates an external air intake opening and an internal water splitting system to improve aeration and biological filtration efficiency. Experiments comparing the new casing with a traditional seep through DHS setup were conducted using real catfish wastewater from a local farm. DO, ammonia (NH?/NH??), temperature, pH, and total dissolved solids (TDS) were measured. Results indicate that the redesigned casing achieved higher DO levels and reduced ammonia concentrations at a faster rate, demonstrating its suitability for practical aquaculture applications. This work contributes to accessible, low cost innovations for improving water quality in fish tanks and small recirculating aquaculture systems.
Copyright (c) 2025 Norfariza Ab Wahab, Adlin Nur, Yamaguchi Takeshi, Suhaila Mohd Najib, Ahmad Zaid Arshad, Muhammad Naim Badaruddin
Interlanguage Analysis as a Tool for Improving Instruction for Arabic Language Learners
This study investigates the effectiveness of interlanguage analysis as a pedagogical tool for improving instruction of Arabic as a second or a foreign language learner (ASL/AFL). The second language learners develop an evolving system of language as they advance towards target-language competence; this is referred to as interlanguage. Developmental regularities in this system are influenced by L1 transfer, instructional input, overgeneralization and strategies of communication. Using a mixed-methods research design, writing samples, oral records, and classroom observations of both beginners and intermediate Arabic students were examined as to common phonological, morphological, syntactic, lexical, and orthographic patterns. Instruction was subsequently adjusted based on interlanguage outcomes. Findings showed that most errors were systematic and developmental especially in gender agreement, verb morphology, pluralization, vowel representation and emphatic consonant production. Specific instructional intervention resulted in definite improvements in accuracy in language spheres, especially, morphology and pronunciation. The results justify the need to integrate interlanguage analysis in the diagnostic testing and curriculum development in teaching Arabic.
Copyright (c) 2025 Abdulwasiu Isiaq Nasirudeen
An Exploratory Study on the Effectiveness of the SmartJawi Application in Enhancing Reading, Writing, and Motivation among 5-Year-Old Children
Early literacy is essential in establishing a child's educational foundation, especially for Jawi literacy, which is a fundamental aspect of Islamic education in Malaysia. The use of digital tools like the SmartJawi program presents intriguing opportunities for improving children's engagement and foundational abilities in Jawi. This exploratory study assessed the initial efficacy of the SmartJawi application in five-year-old children. A quantitative experimental design was utilised, comprising one early childhood educator and five children from a private kindergarten in Jelawat, Bachok, Kelantan. The study was conducted over a three-week period, consisting of a pre-test, a one-week intervention using the SmartJawi application (implemented over four days at one hour per day), and a post-test. Evaluations concentrated on three areas: learning motivation, reading, and writing in Jawi. The results indicated a substantial enhancement in learning motivation and writing skills subsequent to the intervention. Despite an enhancement in reading scores, the alteration was not statistically significant. The initial findings indicate that the SmartJawi application may serve as a useful instrument for improving early Jawi literacy, especially in cultivating motivation and writing proficiency. It is advisable to conduct more study with a larger sample size and prolonged length to corroborate and enhance these preliminary findings.
Copyright (c) 2025 Azam Ghazali, Maizatul Akhmar Mat Yusoff, Amir Sobirin Suhaimi, Haslinda Hasim, Nurul Iliani Mohamed
Psychological Factors Influencing Learners’ Engagement and Academic Performance in Blended Learning Environments: A Systematic Review
This systematic review investigates the psychological factors that influence learners’ engagement and academic performance in blended learning environments. Guided by the PRISMA framework, 26 empirical studies published between 2015 and 2025 were analysed. The synthesis identified six key psychological factors that shape learners’ engagement and learning outcomes in blended learning, which are motivation, emotional engagement, psychological capital, cognitive engagement, social presence and interaction, and technology acceptance and design quality. Intrinsic motivation and emotional engagement consistently predicted academic success, while psychological capital, which includes resilience and self-efficacy, supported persistence in demanding learning contexts. Cognitive engagement, expressed through active thinking and problem-solving, and social presence, developed through peer and instructor interaction, further enhanced learning experiences. Furthermore, technology acceptance and design quality were found to influence satisfaction and engagement, especially when learning tools were reliable and user-friendly. These findings can guide educators in designing blended learning environments that promote both engagement and academic performance. This research contributes by providing a comprehensive framework that identifies the interplay of key psychological factors, such as motivation, emotional engagement, and cognitive engagement, in shaping learners' academic performance in blended learning environments. The findings offer practical insights for educators to design more effective, engaging, and supportive blended learning experiences that promote both learner engagement and academic success.
Copyright (c) 2025 Merfat Angawi, Zaidatun Tasir