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The global talent gap is a consequence of skills mismatch among job seekers. Although micro-credentials appeared to be a potential solution to narrow the talent gap, it is unclear how they can be effectively implemented in a structured academic pathway. The purpose of this study is to explore the potential of a proposed micro-credential model for formal education via the Accreditation of Prior Experiential Learning Micro-credentials (APEL.M), to support the talent gap challenges faced by companies in Malaysia. The study used a qualitative case study method with data collected mainly from a focus group discussion among relevant faculty heads, administrators, and senior management team members. The findings indicated that despite potential challenges and issues towards implementing the new micro-credential model, the proposed model is significant for policymakers, higher education providers, and industry stakeholders interested in addressing the talent gap and creating alternative pathways to formal academic qualifications.

This case study aims to report on the psychological assessment and intervention for a 4-year-old preschooler with selective mutism. A comprehensive assessment that involves parents and teacher interview, classroom observation, Seguin Form Board Test (SFBT), Vineland Adaptive Behaviour Scales Third Edition (Vineland-3), Behaviour Assessment System for Children, Third Edition (BASC-3), Childhood Autism Rating Scale, Second Edition Standard Version Rating Booklet (CARS 2-ST), and School Speech Questionnaire were conducted. The psychological assessment revealed that the child fulfils the criteria for selective mutism. Play-based intervention sessions were then conducted, which involved gradual exposure to the child's teacher and peers and facilitation of verbalization related to child's interests and classroom routines. The child demonstrated improvement in her frequency of verbalizing in the classroom following the intervention, as supported by the improved score in the School Speech Questionnaire (SSQ). This case study illustrates the advantages of a collaborative approach that engages parents, teachers, and peers in the management of selective mutism during early childhood.

Music substantially impacts early childhood development, especially language development, yet early childhood policies rarely emphasise the role of music in early learning and engagement. Research shows that effective delivery of early childhood music programmes depends on teachers' music knowledge, skills, and music teaching self-efficacy, which may be enhanced through teacher training. However, little is known about the training details and preparation of non-music specialist preschool teachers who use music to teach. The present study sought to determine whether music-based language programme (MBLP©) teacher training could improve the music teaching self-efficacy of non-music specialist preschool teachers and their MBLP© delivery in an inclusive preschool classroom. The 14 training sessions consist of a briefing, a workshop, a practicum, interactive reflections, and observations. Three non-music-specialist preschool teachers were trained to deliver MBLP© lessons to nine preschoolers aged 33 to 47 months. The within-subjects design investigated the teachers' self-efficacy in music teaching, while the single-subject design tracked their MBLP© lesson delivery performance. Data was collected using a self-reported music background survey, pre-, mid-, and post-test music teaching self-efficacy, teachers' feedback, and MBLP© lesson observations. The results showed that the training increased music teaching self-efficacy by 10 to 46% and revealed a positive relationship between practicum with interactive reflections and lesson delivery performance. The findings suggest that providing MBLP© training to non-specialist preschool teachers could help address language developmental issues in inclusive preschool settings.

COVID-19 pandemic has brought drastic and unprecedented challenges to the medical education and medical students, affecting them physically, mentally and emotionally. While progressing through the post-pandemic recovery phase, it is crucial to comprehensively evaluate the pandemic's consequences and tackle the underlying problems. To investigate the impact of COVID-19 pandemic on medical students' mental health, social well-being, and academic progression. A cross-sectional study was carried out with voluntary sampling of students from both government and private medical schools in Malaysia. A self-administered online survey form containing three validated psychological tools was distributed (Hospital Anxiety and Depression Scale HADS, Rosenberg Self-esteem Scale, NIH Toolbox Social Relationship Scales). There were also questions regarding the challenges faced by medical students and their academic performance during COVID-19 pandemic. Scores of each questionnaire were tabulated, analyzed and interpreted according to their specific cut-points. Two hundred and thirteen responses were received. 89.2% (n = 190) were domestic students while 10.8% (n = 23) were international students. Out of 32 medical universities in Malaysia, the participants were from 19 of them (9 public and 10 private universities). About half of the participants had contracted COVID-19 infection during the study period (n = 124, 58.2%). Majority had chosen "Lack of on-campus learning and training session causing incompetency" as the most relevant impact of COVID-19 on their academic progression (n = 85, 39.9%). Above 90% of participants passed their Final Academic Assessment in 2020 (91.5%) and 2021 (93.9%). About half of them (n = 86, 40.4%) were having symptoms considerable of anxiety while only 19.2% (n = 41) were having symptoms considerable of depression. Majority had normal self-esteem (n = 177, 83.1%). For social relationship, around two-third of them had great social support and companionship. However, more than half had social distress. The median for the period of time having absolute online classes, absolute physical classes and hybrid classes were 18, 4, and 9 months, respectively. Having absolute online classes of >18 months was associated significantly with higher perceived hostility (16.49 vs. 14.47, p = 0.012). In addition, being infected with COVID-19 was associated significantly with higher self-esteem (26.88 vs. 25.85, p = 0.009). Large proportion of students were affected by COVID-19 pandemic. Absolute online classes has huge impact on emotions of medical students especially from the aspect of perceived hostility. Hence, implementation of online medical education during COVID-19 era requires modifications and improvements.

The main aim of this study is to examine the mediating effect of psychological capital (PsyCap) on the relationship between proactive personality and academic performance among undergraduates. A quantitative approach with a cross-sectional study was employed. The sample consisted of 390 undergraduate students from Malaysian private universities. Partial Least Square-Structural Equation Modeling was used to confirm the proposed research model and test the hypotheses. Results revealed that proactive personality explained a significant proportion of the variance in PsyCap. Further, PsyCap partially mediated the relationship between proactive personality and academic performance. This study concluded that PsyCap could serve as personal resource to improve students' academic performance. The findings of this study offer valuable theoretical and practical implications. The university's management and academic staff need to work together to design effective training interventions and activities that can promote undergraduates' proactive personality and PsyCap.

Blended learning (BL) tools are increasingly used in higher education (HE) due to global technological advancements. BL tools for this study are online tools integrated with face-to-face teaching that support program management and expedite some educational processes like assignment submission. Importantly, BL can enhance the development of students' higher cognition skills through the communication and active learning it supports. Academic staff who design and implement BL programs are key parties in BL implementation. However, there is limited information available on academic staff uses and perspectives on BL. This study addresses this gap by drawing on a large-scale quantitative survey and responses to qualitative open-ended questions of members of the academic staff in a private HE institution in Malaysia. The study investigates what digital tools they used in their teaching, why they used them, and their impact on their students' learning. We found that the tools most used were limited in their support for students' higher skills development and were mainly used for efficiency in program management. We recommend that staff professional development (PD) in BL be required. The study adds to the BL literature as it advocates for staff technological skills development fused with pedagogical approaches to develop students' higher cognitive skills.

Online learning is on the rise, and it is becoming an important mode of learning in higher education. However, there are limited models that explain the link between learners' characteristics, learning processes, and outcomes in an online learning environment. This study aims to examine the influence of online self-regulation on the experiences and engagement of students during online learning processes and their outcomes in terms of satisfaction and academic performance. A quantitative correlational design was used to achieve the objective of this study. Data collection was carried out using an online survey. A total of 609 undergraduates from four public and private universities in Malaysia were sampled. The partial least squares structural equation modeling (PLS-SEM) was run to analyze the obtained data. The results showed that online self-regulation is a presage factor affecting online learning processes. It significantly and positively affects students' experiences and engagement in an online environment. These three factors explained more than two thirds of the variance in satisfaction, a key learning outcome of online learning. However, its predictive value for academic performance was weaker. The developed model can be used as a framework to promote positive online learning outcomes among undergraduate students. The implications of the study and recommendations for future research are discussed in this paper.

Postgraduate students need to be equipped with self-determined learning skills in order to meet the demands of higher degree and employment in the fourth industrial revolution (IR 4.0) environment. However, the lack of analysis conducted on item level for validating the measurement of postgraduate students' self-determined learning skills prompted the development of The Postgraduate Self-determined Learning Questionnaire (PSLQ) to fill in the research gaps. This paper aimed to assess the psychometric properties of the newly developed 42-item instrument through a mixed method approach as no study has evaluated the psychometric properties of PSLQ at the item level through Rasch model analysis. Quantitatively, 440 postgraduate students were sampled from a higher education institution in Malaysia to answer the questionnaire. Qualitatively, 10 respondents from science and non-science disciplines were interviewed. The paper reports findings on the psychometric properties of PSLQ through Rasch Rating Analysis and participants' perspectives on the item validity. The results revealed that the items in PSLQ demonstrated good psychometric properties for the measurement of self-determined learning skills of postgraduate students. Implications of the study were discussed in this paper. Future studies can further investigate the psychometric properties of PSLQ according to students' discipline of study.

Collaborative creativity is an essential skill for unleashing university students' skills in team building during complex problem-solving. The aim of this descriptive quantitative research was to examine undergraduate students' perspectives regarding their collaborative creativity experience as game creators for a gamification group assignment within a university-wide elective course on learning disabilities. The Assessment Scale of Creative Collaboration (ASCC) questionnaire was completed by 14 students. The results provide insightful perspectives by undergraduate students regarding their experience in collaborative creativity during game creation. The findings from the closed-ended questions of the ASCC demonstrate that most of the students valued the diversity of knowledge and skills of their team members, shared different ideas, adapted their ideas and practices according to the project difficulties, trusted their team members, co-constructed the game together, overcame conflicts in positive ways, developed multiple versions of their game, and coordinated well for their team project. Data from the open-ended questions of the ASCC, which provided detailed but nuanced perspectives of the students, were analysed thematically. Three main themes were identified: the positive aspects of gamification, the constraints related to the gamification project, and teamwork and collaborative problem-solving approaches. This study provides evidence on the feasibility of game creation that is embedded within gamification group projects for fostering collaborative creativity among undergraduate students. Gamification has the potential in supporting the acquisition of 21st century learning and innovation skills in higher education. Implications of the application of gamification in higher education are discussed.

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students' personal interest and sensemaking and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students' personal interest, and sense-making and effort after the intervention. The paper also highlighted the research's implications and suggestions.

Purpose: Vocational education and training is important to produce skilled and innovative labor to drive the country's development in the 4th industrial revolution (IR 4.0). The employability of vocational college students is crucial to meet the country's demand for 21st-century workers. This study aims to identify the influences of innovative characteristics, work readiness, and vocational self-concept on the employability of vocational college students. The study also examined the moderating role of gender. Methods: A quantitative correlational design was carried out to achieve the objectives of the study. The samples consisted of 395 vocational college students from five vocational colleges located in the states of Kedah and Penang, Malaysia. Data were collected through online questionnaire survey, which is made up of four instruments: Youth Innovation Skills Measurement Tool, the Work Readiness Scale, the Vocational Rational Scale and the Perceived Future Employability Scale. The validity and reliability of these instruments were well established. Descriptive and structural equation modelling (SEM) analyses were carried out. Findings: Innovative characteristics ([beta] = 0.252, t = 5.041, p < 0.001), vocational self-concept ([beta] = 0.386, t = 7.131, p < 0.001) and work readiness ([beta] = 0.219, t = 3.787, p < 0.001) had significant effects on employability of vocational college students. The model explained 53% of the variance in employability. Gender, however, did not moderate any of the three direct significant relationships. Conclusion: This study found that innovative characteristics, work readiness, and vocational self-concept are factors that should be taken into consideration when developing education and career programs, interventions, and support services for vocational students. The graduate employment issues faced by vocational college students can be overcome if factors identified in this study can be enhanced. Similar approaches can be applied for both male and female students since gender is not a significant moderator. Overall, this study sheds light on the employability of vocational graduates and contributes towards improving career guidance and counseling practices for vocational students.

Globalization, rapid technological advancement, and a dynamic market environment make organizations need to find effective ways to escalate their organizational performance. Anchored on the resource-based view (RBV) theory, this study investigates the impact of organizational innovation, knowledge management capabilities, and organizational learning on organizational performance in the Malaysian biomass industry. More importantly, this study also examines the moderating effect of collaborative knowledge, skills and abilities (KSAs) on organizational performance. This study employed census sampling and collected 130 samples. Cross-sectional data were collected using a structured questionnaire and tested using partial least square-structural equation modelling. Subsequently, the assessments of the reflective measurement model, structural model, reliability and validity were conducted. This study found that organizational learning is the most critical factor affecting organizational performance, followed by knowledge management capabilities and organizational innovation. Collaborative KSAs were found to moderate the relationship between organizational learning and organizational innovation on organizational performance. However, no moderating effect was identified on the relationship between knowledge management capabilities and organizational performance.

Organizational learning integrates core specialized tacit resources and knowledge to facilitate development of strategic interdisciplinary knowledge development, integration, management and innovation. To promote open innovation within a gig economy, we address three problems: first, to identify which knowledge management view may contribute more in deriving, creating and increasing value and customer satisfaction; second, to educate users to learn, improve, and transfer the value to his/her designs via the user innovation community's (UIC) feedback; third, from the reviews and findings, to identify implications/factors that we should pay more attention to when synergizing strategies and technology amidst co-evolving markets. Scoping our research to individual and additive/incremental Resource-based view (RBVKM), Knowledge-based view (KBV-KM), and Mixed-based view (MBV-KM) knowledge management approaches, the UIC are framed (positioned) as novice product designers-customers learning via HerAll, a Malaysian B2C niche card design e-commerce website. Hypothetically, RBV-KM may evidence more participation; KBV-KM more meaningful knowledge-sharing, moderated by the leader's design and leadership skills; MBV-KM better design outcomes, knowledge sharing and the highest designer-customer satisfaction. Findings indicate 75.85% overall average customer satisfaction for RBV-KM, 71.40% KBV-KM and 81.35% MBV-KM. These correspond with the Diamond model and Customer Relationship Models. With perceived value in the midst of interconnected, co-evolving business models as motivator, customer satisfaction is influenced most by familiarity with the learning environment and tasks, followed by the type and quality of leadership, feedback/comments from the UIC, which influence the development of community and identity, ability, and cultural fit. Findings on the type and timing of rewards and (intelligent) guidance concur with prior literature.

This study aims to examine the mediating effect of teacher self-efficacy on the relationship between collective efficacy and organizational citizenship behaviour among teachers from public secondary schools. A total of 232 valid samples were collected. Partial least square approach was adopted to conduct a comprehensive structural equation modelling. Findings revealed that teacher's self-efficacy and its dimensions: personal teaching efficacy and general teaching efficacy are statistically significant to organizational citizenship behaviour. Additionally, collective efficacy is insignificantly related to organizational citizenship behaviour, but it must influence organizational citizenship behaviour indirectly through teacher's self-efficacy and its dimensions: personal teaching efficacy and general teaching efficacy. Several implications are discussed theoretically and practically.

Purpose: The purpose of this paper is to evaluate the effectiveness of a career management program embedded within a business module, with a specific focus on enhancing the employability of students. Design/methodology/approach: The study involved five one-hour workshops based on the DOTS model, covering aspects like resume writing and professional communication. Surveys, using a structured questionnaire and a Likert scale, measured participants' perceived employability. The pre-survey included demographic details, while the post-survey evaluated the effectiveness of the Career development learning workshop. Incentives and QR codes were employed to boost participation, and data were collected at the semester's start and end, with responses linked through students' phone numbers. Findings: The results confirmed a positive connection between the perceived effectiveness of skill programs and students' employability. Integration of career management into the curriculum cultivates a heightened professional mindset and boosts employability. Validation through a paired-samples t-test demonstrates a substantial increase in perceived employability after program participation, affirming the program's role in fostering psychosocial empowerment and elevating students' confidence in job seeking. Originality/value: This pioneering research integrates a career management program into a business module, addressing employability challenges in Industry 4.0. It provides empirical evidence of the program's positive impact on students' perceived employability.

The literature suggests that academic writing skills have a significant impact on the academic success of university students. Many Chinese ESL students, in particular, struggle with mastering these skills while studying abroad. The purpose of this mixed-methods study is to explore Chinese international students' perceptions of academic writing challenges in English as well as to identify the strategies they use to overcome these challenges. The study surveyed 200 Chinese international students studying in Malaysian universities. Qualitative follow-up interviews were also conducted with 12 students to uncover their perceived challenges and coping strategies. The study found that students felt their limited academic writing skills and language problems hindered their ability to write. Nonetheless, the course materials and the additional handouts provided by instructors helped students improve their academic writing skills. Moreover, students considered both instructor-centered learning and peer guidance as effective approaches to improving their academic writing skills. The study concludes with a detailed explanation of the difficulties associated with academic writing skills among ESL students.

Purpose: The study explored the barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools. It aimed to determine the effects of teachers' attitudes, barriers, and enablers in teaching the skills during language lessons. Method: A mixed-method design was used to achieve the two objectives of this study. Quantitative data were collected from 400 language teachers from Chinese vernacular schools, and semistructured interviews were carried out with nine of the teachers. Barriers and enablers faced by teachers were identified through literature review, semi-structured interviews, and questionnaire surveys. Triangulation was carried out for analysis purposes. The effects among the variables were analysed through partial least squares structural equation modelling via Smart PLS 3.0. Findings: The major barriers and enablers faced by language teachers in teaching 21st century skills at Chinese vernacular schools were uncovered. Direct effects of teachers' attitudes, barriers, and enablers on the teaching of 21st century skills were found. However, there were no significant moderating effects of barriers and enablers on their teaching. Both of these variables had stronger effects on teachers' attitudes. Significance: With the identifications of barriers and enablers faced by language teachers at Chinese vernacular schools, more effective support and interventions can be provided to these teachers. Teacher training and professional development programmes on 21st century language teaching can also be improved by incorporating the influencing factors identified in this study.

In Malaysian education, an approach to inculcate Environmental Citizenship (EC) comprising positive attitudes and pro-environmental behaviour is to try and improve Sustainable Development (SD) awareness based upon knowledge of the environment, social, cultural, and economic domains. However, will the increase of knowledge of these domains suffice for enhancing EC? The paper discusses a 2019-2020 nationwide survey conducted to determine the EC status and SD awareness. The study had 1976 respondents, and statistical analysis revealed that the overall self-perceived EC and SD awareness levels were high among Malaysians. However, correlational analysis between the EC and the SD knowledge component domains revealed low associations indicating a lack of interconnectedness between the domains. Environmental values, investigated as an exploratory variable in the study, appeared to have a mediating role between the EC and SD awareness component domains. Further analysis using PLS-SEM software revealed that values did play a mediating role. Based on these findings, the paper argues for an emerging model for a missing pedagogical link in transforming Malaysian EC through SD awareness education for pro-environmental behaviour. Implications for an education policy are discussed.

Postgraduate students have to play active roles in self-determined learning, as major agent in their own learning and research activities. There is a lack of validated research instruments to measure self-determined learning among postgraduate students. The Postgraduate Self-Determined Learning Questionnaire (PSLQ) was specifically developed to fill in the gaps. This study aims to examine the validity and reliability of the PSLQ through exploratory factor analysis (EFA). The original version of PSLQ has 59 items and it was administered to a sample of 201 postgraduate students from a research-intensive university in Malaysia. The results of EFA revealed that PSLQ measures four distinct factors; learner-centered learning, interactive non-linear learning, double-loop reflection, and capacity development, which accounted for 54.22% of the variance in self-determined learning. The total number of items in PSLQ has been reduced to 42, after 17 items were removed. The instrument demonstrated excellent internal consistency, with a Cronbach's alpha value of [alpha]=0.959. The findings-suggest that PSLQ is a valid and reliable instrument that can be used to measure self-determined learning among postgraduate students. Implications of the research findings are discussed in this paper.

The use of self-correction strategy helps students to detect their own mistakes and self-correct them, thereby students self-regulate their own learning processes. It is still a strategy that is rarely researched in mathematics learning, particularly at the primary level. This study attempts to fill in the gaps by determining the effectiveness self-correction strategy on primary school students' mathematics achievement. It also aims to determine the mediating roles of problem-solving self-efficacy on the relationships between the two variables. To assess the effects of self-correction strategy empirically, a Pretest-Posttest Nonequivalent Control Group design was employed. The study involved 62 primary school students. The experimental group (n=32) applied self-correction strategy during 12 mathematics lessons while the control group (n=30) did not. Achievement of both groups was measured by the mathematics test. Students' problem-solving self-efficacy was measured by the Problem-Solving Self-Efficacy Questionnaire. Results of Analysis of Covariance (ANCOVA) found that self-correction strategy was effective in improving the experimental group's mathematics achievement [F(1, 59) = 11.00, p < 0.05, eta square = 0.157]. The results of regression analysis showed that self-efficacy was a significant mediator between the use of self-correction strategy and their mathematics achievement [F(1, 61) = 27.60, p = 0.046, [beta] = -0.201]. Implications of the findings from the educational and research standpoints were discussed and suggestions for future research were provided in this paper.

Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks consecutively. Both focus group interviews and an online survey were conducted to investigate the experiences of using online MCQ exercise with multiple attempts in relation to the development of self-directed learning (SDL). The findings of the study showed that the criticisms may be unfounded. Data leads to the conclusion that the majority of the students do not just try to guess at the correct answers. Rather, many of them attempted the online MCQ exercises more than once to improve themselves indicating that they were interested in self-learning. Students also reported that they utilised search and inquiry skills that clearly showed motivated initiatives to plan how to overcome their weaknesses by independently looking for relevant resources, determine their own learning goals, and evaluate their own learning performance as a firm indicator of SDL development. Based on the findings, this study is able to refute the claim that MCQs are unable to cultivate independent learning skills.

The attainment of program outcomes for Solid Mechanic course offered to the Diploma in Civil Engineering students is evaluated. It was found that most of the students were incapable to demonstrate graduate attributes which applying knowledge of mathematics, natural science and engineering fundamentals and the ability to analyse engineering problems. Therefore, this study investigates the impact of physics and maths scores on the students' performance of solid mechanics. Analysis of the previous results in physics and maths shows that there is a clear link between students' fundamentals knowledge and the understanding of solid mechanics. Meanwhile, this study also aims to find out the root causes that led to the high failure rate of solid mechanics. A quantitative method was employed and a total of 180 students responded to the survey. Results of survey indicate that most of the students perceived that they had limited time to gain deep understanding of the course and they could not visualise the complex problems in solid mechanics. Majority of the students admitted that they did not manage to solve all questions during their final exam, and they were indeed not well prepared for it. Hence, the problem of high failure rate is feasible to be solved provided both lecturers and students making efforts in striving the success of this course.

This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student's perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students' perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index ([alpha] = 0.94). The mean scores for students' perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both lecturers and students in the teaching and learning of Chemistry in higher education institution.

Student retention is of key importance to many private higher education institutions in Malaysia. This paper discusses the factors influencing a selected group of former pre-university students' decision to continue their undergraduate studies in the same university where they had completed their pre-university studies. In-depth interviews were conducted, and three major themes of student retention were identified namely, the educational quality at the institution, educational quality at pre-university level and the overall conducive study and support environment. The findings provide insights on retention related challenges and issues faced by this group of students. This study also suggests ways on how the university could successfully improve its student retention.

Several studies in higher education have attempted to study the impact of quality management practices on organisational innovation processes and outcomes in higher education institutions (HEIs). However, there is relatively limited research examining the impact of multidimensional quality management practices (QM-practices) on academics' innovative behaviour and performance. This paper aims to explore the relationship between QM-practices and academics' innovative work behaviour and examine how innovative behaviour affects academics' innovative work performance. A total of 586 responses were collected from public and private universities with self-accreditation status in Malaysia. The results indicated a significant and positive relationship between Social QM-practices and academics' innovative work behaviour. Also, a significant and positive relationship was found between innovative work behaviour and work performance. However, there is no direct impact between Social and Technical QM-practices on academic work performance. The relationship between Social QM-practices and work performance is indirectly established through innovative work behaviour. The findings signified the importance of innovative work behaviour on academic's work performance and highlighted the indirect impacts of Social QM-practices on innovative performance through innovative work behaviour in Malaysian HEIs. Efforts to improve Social QM-practices especially in promoting leadership for quality management, developing strategic vision, and providing effective educational support, as well as training may facilitate innovative work behaviour and enhance work performance at Malaysian HEIs.

Predicting the necessary skills and competencies required by the students of today, for them to be ready for the future, has always been high on the priority list for students, educators, policy makers and business leaders. We know that change is the only constant, and in order for graduates to be ready for this uncertainty, it is essential for educational institutions to develop students who are adaptable, resilient, and self-driven. This study investigates the impact of discovering "ikigai," which is a key component of a comprehensive year-1 undergraduate students' development programme on self-leadership. To evaluate this impact, the study adopted a mixed-methods approach and featured 510 students and 37 coaches. The results demonstrated benefit in defining "ikigai" since students reported they had learned key skills in self-leadership, even when delivered as emergency remote learning. This favourable outcome was accompanied by a very high satisfaction rate measure by Net Promoter Score of 73.9%. More longitudinal work will need to be carried out to investigate whether feeling prepared for what is yet to come actually predicts how well young people make the most of their university experience to hone their 21st century skills and achieve their goals in the future.

The aim of this qualitative study, an embedded component of ToyBox Study Malaysia (TSM), was to elicit the perspectives of teachers and parents regarding the implementation of TSM. TSM is a preschool-based behavioral intervention program aimed at improving healthy energy balance-related behaviors among young children attending preschools. The qualitative study adopted a descriptive-interpretive methodology, and triangulated data collected through semi-structured focus groups with artifacts collected. The setting involved rural and metropolitan preschools in Sarawak and Peninsular Malaysia, respectively. In Sarawak, 11 teachers and 20 parents from six intervention preschools participated in this study. In Peninsular Malaysia, 14 preschool teachers and seven assistant teachers representing all 15 intervention preschools participated in the study. Data were analyzed thematically and four overarching themes were identified: impact of TSM on the children's knowledge and practices of healthy energy balance-related behaviors; spheres of influence upon the children's energy balance-related behaviors; constraints and affordances related to the implementation of TSM; and prospective sustainability of TSM. The triangulation of data from teachers, parents, and the artifacts related to TSM enabled the corroboration of evidence to support the themes identified. This study provides evidence on the reciprocal interactions between the teachers and parents who played key roles in facilitating behavioral change in the children, and the children who, in turn, served as change agents beyond the preschool. Furthermore, the mediational tools such as the TSM crockery and availability of healthy food and water led to the reported behavioral changes at both rural and metropolitan settings.

Limited efforts have been made in middle- and low-income countries to raise public awareness of autism spectrum disorders (ASD) over the past ten years. We report data from a general population survey exploring the relationship between awareness, knowledge, and attitudes regarding autism in Malaysia. A questionnaire consisting of items related to awareness, knowledge, and attitudes regarding ASD was distributed. The scores of knowledge of ASD and attitude towards ASD were 6.87 (SD = 4.17; with a total possible score of 12) and 6.39 (SD = 2.77; with a total possible score of 9), respectively, indicating that, on average, the participants had moderate levels of knowledge and attitude. Structural equation modeling showed that improving awareness and knowledge about ASD will enhance more positive attitudes towards ASD. Efforts should be geared towards disseminating information about ASD, in order to increase acceptance of the disorder.

Studies show that social networking sites (SNS) are convenient for older adults to bond with friends and family without traveling and provide new opportunities for communication that can help older adults to avoid loneliness and social isolation. However, the numbers of SNS usage among older adults are fewer in less developed nations, which can be because only a small number of older adults know how to use SNS, and difficulties such as fears and insecurities while trying to use SNS. To increase the number of older adults using SNS in Malaysia, this study explored the experiences that could affect the intention to learn SNS in older adults in using SNS. Phenomenology approaches using semi-structured one-to-one interviews were used to explore the factors that could affect the intention to learn SNS among older Malaysian adults. This study employed a qualitative approach to explore the intention to learn SNS of twelve older adults aged 60 to 73, residing in different regions of Malaysia. Thematic analysis was used to identify the themes and interpret the data after the data saturation was reached. The themes that emerged from the data were the 'perceived usefulness,' 'unrealistic dependency,' and 'ignorant.' The results of this study can be used to come up with policies and strategies to encourage the learning of SNS among older adults. Program developers and trainers can also use the results of this study to develop modules that are more suited for older adults.

The COVID-19 pandemic has affected the way of teaching and learning in medicine. Conventional medical education has been fully transformed to open distance learning that includes the full utilization of various digital platforms. Thus, this study explored the impact of digital learning usage on learning motivation among medical students of Universiti Kebangsaan Malaysia (UKM) before and during the COVID-19 pandemic period. A validated Students Motivation towards Science Learning (SMTSL) tool was used to assess the learning motivation of UKM undergraduate medical students throughout years 1 to 5. Digital learning during the COVID-19 pandemic was significantly higher compared to before the pandemic (p < 0.05) but there was no significant difference (p = 0.872) in learning motivation. The use of digital learning among clinical students was significantly higher during the COVID-19 pandemic as compared to preclinical students (p < 0.05). There was a moderately strong correlation (r = 0.512) between digital learning and learning motivation. Hence, digital learning should be utilized as an additional driving factor to increase learning motivation, especially during this current pandemic.

The quality of sexuality education is significant in encouraging and expanding the knowledge of sexual and reproductive health (SRH). Parents' attitudes and beliefs toward sexuality education contribute to the effectiveness of sexuality education in schools. Consequently, there is a need to provide a validated instrument to investigate parental attitude and beliefs toward school-based sexuality education. The objective of this study is to describe the development and test the psychometric properties of an instrument that measures the attitudes and beliefs of parents toward the implementation of sexuality education in primary schools within Malaysia. Items for the instrument in this study were developed through literature review via the deduction method. Data collection was conducted in two phases. The first phase involved 174 parents with children who were attending primary schools through convenience sampling. Then, the multistage sampling method was employed to collect data from 350 parents. Results from the exploratory factor analysis have identified four latent dimensions, which are attitude toward sexuality education, perceived benefits, perceived barriers, and self-efficacy, that support the SRH learning among primary school children. Confirmatory factor analysis demonstrates a good overall fit with the application of post hoc modifications. The results also indicate that the instrument has high internal consistency, as well as convergent and discriminant validity. Findings from this study have indicated that the instrument can be used as a valid and reliable measure to examine the attitudes and beliefs of parents toward sexuality education in primary schools within Malaysia.

Purpose: Social media engagement is widely used by the higher education institutions (HEIs) to improve brand performance through brand image and brand loyalty. This study focusses on the effect of social media engagement on relationship quality and brand performance in the higher education marketing (HEM) context. Social media engagement dimensions comprising social interaction, sharing of information, surveillance and information quantity are tested as antecedents to relationship quality. Relationship quality is examined as antecedents to brand image and brand loyalty. Design/methodology/approach: Data are obtained through survey questionnaire from 410 undergraduate and postgraduate students from six HEIs in Malaysia. Structural equation modelling was applied for data analysis. Findings: The findings of this study reveal that social interaction, sharing of information, surveillance and information quantity have positive effect on relationship quality. Relationship quality has significant positive influence on brand image and brand loyalty, respectively. Originality/value: The study contributes to the extension of social exchange theory through the development of an integrative framework of social media engagement (exchange) needed for improving relationship quality (relational responses) and brand performance (behavioural outcomes) in the HEM.

Although educators in higher education institutions have embraced online teaching, little research has been conducted on their experience transitioning from online to blended classes. This study aimed to conduct a comparative analysis and present feedback from educators in higher education institutions (HEIs) in Brunei and Malaysia who migrated from online to blended teaching. Fifteen educators at HEIs in Brunei and Malaysia undertook in-depth semi-structured interviews that produced four themes: 1) openness to change from traditional teaching methods, 2) institutional assistance for academic resilience, 3) network broadening, and 4) the emergence of the digital divide. The findings assist higher education ministries and HEIs in strategically implementing blended learning in the endemic phase. The proposed recommendations provide insights for authorities to revisit existing education policy frameworks by designing new strategies for adopting technology and adjusting pedagogical approaches in their educational practices. Ultimately, this study contributes to the literature on educators' readiness and resilience in transitioning from online to blended teaching during the post-pandemic period, particularly in Asian countries.

Creating technological artefacts through hands-on practice has gained traction as a means to rethink educational approaches. This study reports the effectiveness of the maker pedagogy on students' interest in literacy. An evaluation study was conducted involving 112 primary school children, aged 11, in two primary schools in Malaysia with the aim of improving students' reading interest. The study involved an experimental group of participants creating augmented storybooks using paper-based circuitry and programming. Participant results reveal a significant increase in interest while learning by making augmented storybooks in comparison to just reading using augmented storybooks. The study demonstrates how learning by making can be implemented in primary school settings and highlights key challenges and opportunities for applying the approach in everyday teaching and learning contexts.

Clinical experience in counsellor education would not be possible without the kind support of our site supervisors. Day-to-day guidance, advice, and real understanding given to undergraduate students are essential in helping students develop and grow into competent counsellors during their internships. Supervisors play different roles and styles during the supervision process. Thus, this study aimed to assess student perceptions of counsellors' supervisory styles and examine what impact those styles have on the satisfaction of undergraduate counselling interns. This study is quantitative, where a total of 138 counselling interns were selected from four public universities in Malaysia. The results showed that in the Malaysian backdrop, four supervisory styles have a major relationship with supervisory satisfaction, and they are as follows: directive teacher, supportive teacher, counsellor, and delegating colleague (consultant) styles respectively. This study has also filled the knowledge gap existing in the realm of counselling supervisory styles. Furthermore, the newly modified instruments of supervisory styles inventory may be applied to the undergraduate level interns. In practice, this helps supervisors to enhance the supervision process. The undergraduate counselling interns mostly are satisfied with supportive supervisory style. In this regard, supervisors or counsellor educators may find the most functional and appropriate style that suits their interns.

Project-Based Learning (PBL) is a teaching method in which a student gains knowledge and skills by working for an extended period of time to investigate and respond to an authentic project, engaging in complex questions, problems, or challenges. The PBL for sustainability management course was designed to achieve the student learning outcomes and to help develop skills such as critical thinking, problem solving, communication, collaboration, and self-management. The project features a real-problem in an Orang Asli Settlement at Pos Kuala Mu, Perak. The challenge for the students is to propose sustainable eco-tourism activities and at the same time conserve and uphold the traditional knowledge and Orang Asli heritage. The target of this project is to increase the income of the Orang Asli and thus improve their economic sustainability. Students were engaged in a rigorous, extended process of asking questions, finding resources, applying their knowledge and gathering information. The project was successfully implemented and can be concluded that implementation of PBL in sustainability management course for postgraduate students achieved the course outcomes and the programmes outcomes.

Purpose: Given the importance of quality assurance and the enhancement of curriculum in higher education institutions, it is vital to have a systematic process that measures students' performance objectively and effectively for continuous improvement of the programme/curriculum. The purpose of this study is to analyse the process of establishing an Outcome-Based Education (OBE) system in a business school of a private higher education institution in Malaysia. The importance and challenges of the OBE system are discussed, with some recommendations proposed for common issues. Methodology: Document analyses and observations were conducted on ten undergraduate programmes in the business school of a private higher education institution from the year 2015 to 2019. This methodology was employed to assess and discuss the processes needed for the implementation of OBE, and highlights the importance and challenges of having an OBE system in the business school. Findings: To ensure effective functioning of the process for implementing an OBE system, proper planning is required. Data from the OBE system and its utilisation are essential to achieve continuous quality improvement to the curriculum, and to offer assurance to the relevant stakeholders on the quality of graduates. Several steps were discussed in this study that provided guidance to other education institutions on the implementation of the OBE process. However, it is clear that the investment of time and effort is needed to ensure the smooth-running of OBE establishment and maintenance. Significance: This study provided essential guidelines to relevant parties for the implementation of an OBE system in education institutions. The OBE system is needed to measure students' performance objectively and effectively, while enriching the students' learning experiences. This study highlighted some recommendations to the management of the education institution, policy makers, accrediting bodies and academics on the implementation of an OBE system in the education institutions.

The purpose of this study is to examine the relationship between pay and benefits, work environment, top management leadership, workload and job satisfaction among academic staffs in a private academic institution in Malaysia. Motivation-Hygiene Theory, Maslow's Needs Hierarchy theory and Leader-Member Exchange (LMX) theory were used to establish the theoretical framework of this study. Questionnaire survey method was employed to collect data which yielded 82 responses in this study. Statistical Package for Social Science (SPSS) was used to perform data analysis throughout the study. All study variables were found to have significant positive relationships with job satisfaction among academic staffs in the selected institution. Top management leadership was discovered to have the most significant relationship with job satisfaction. The findings of this research provide a clear message to the top management that leadership plays an important role in enhancing job satisfaction of the academic staffs. Hence, it is suggested that the institution management should adopt appropriate leadership style and establish effective strategies and policies that aim to increase job satisfaction and performance of the academic staffs.

Currently, in many developing countries, there have been intensified efforts by policymakers to push for decentralisation of education as part of a neo-liberal reform agenda to improve school management efficiency and cater to localised needs. In the Malaysian context, the government has attempted further decentralisation of autonomy in selected public schools, marking a shift from the post-independence centralised education structure. This has led to the development of Cluster Schools of Excellence, practising some form of school-based management and accorded autonomy in the selection of niche areas, programme planning and programme implementation. Drawing primarily on the interview narratives from school administrators as key policy actors, this study examines how autonomy is manifested at the micro-level and how the school administrators exercise their agency when they are accorded autonomy. Using a decentralised centralism framework, the tensions and complexities in education policy implementation are highlighted in this study. Findings reveal that agency and autonomy are held by both macro and micro-level policy actors in varying degrees, and that school administrators have fundamental agency in school-level policy implementation. The study also explores the dynamics of the decentralisation process and raises the issue of re-centralisation of authority through decentralisation of education.

Purpose: This quantitative study explored willingness to communicate (WTC) across two settings, ESL in Malaysia, and EFL in Indonesia and Thailand. Participants' WTC levels were measured and communicative situations in which participants were almost always willing and almost never willing to communicate in English were identified. Method: Convenience sampling was used to select the three countries, four secondary schools and 42 intact classes from Years 7 to 10. Two schools were in Malaysia, while one school each was in Indonesia and Thailand. A total of 1038 participants, consisting of 291 Malaysians, 325 Indonesians and 422 Thais took part in the study. The instrument used was an adapted questionnaire measuring WTC inside and outside the English classroom. Findings: The major findings were: (1) Situations in which students were almost never willing to communicate in English were mainly found outside the classroom; (2) Students were almost always willing to communicate in English in brief, predictable situations requiring the use of set phrases; (3) ESL students had a higher level of WTC than EFL students; and (4) WTC inside the classroom was significantly higher than WTC outside the classroom. Significance: The findings have implications for ESL/EFL classroom instruction. English teachers remain the main interlocutors in increasing WTC in the classroom. They also need to bridge the gap between the classroom and the outside world by preparing students for real social situations. This is consistent with the situation-specific aspect of WTC in the heuristic model proposed by MacIntyre, Clément, Dörnyei, & Noels (1998).

This study explores the predictive utility of an emotional intelligence measurement that is based on the Role-Based Performance Scale (RBPS) measure of job performance. This inquiry aims to investigate whether the level of emotional intelligence score of each academic staff in the selected private higher educational institutions affects job performance. This research applied a quantitative method approach to cast the researchers' net wider to include selected higher educational institutions to obtain as much data as possible. The results demonstrate a significant relationship between emotional intelligence and job performance of academic workers in private higher educational institutions. Therefore, these significant findings shed further light on the theoretical and practical utility of the construct of emotional intelligence and job performance, and have proven the fact that emotional intelligence is accountable for and could predict job performance.

Today, academics are under high pressure to equip themselves to satisfy various demands. The aim of this study is to investigate the relationship between job burnout, occupational commitment, and organizational citizenship behaviour (OCB) among academics at a private university in Malaysia. The present study was applied on the basis of PLS-SEM analysis. A total of 620 academics from two campuses of a private university participated in the study. The results indicate that emotional exhaustion is the most stressful indicator of job burnout. Secondly, job burnout was found to exert a significant negative influence on OCB as well as occupational commitment. Finally, occupational commitment was found to be a mediator between job burnout and OCB. In summary, this study aims to improve the professional commitment and OCB of academic staff by addressing job burnout.

Society requires education to prepare students with the tools and ability to navigate and find success for unknown futures. Entrepreneurship education has the potential to deliver the relevant curriculum and competencies to support young people to develop resilience, independence, innovation and ability to recognise opportunities to live productive and rewarding lives in this new post COVID-19 environment. Entrepreneurship has been encouraged by government initiatives to address rapidly evolving challenges due to economic disruption. The purpose of this study was to conduct a literature review of entrepreneurship education pedagogy in order to understand the growing evidence of the effectiveness of programmes that support students to act on opportunities that address social, economic, and environmental issues that have arisen in their communities. An analysis of 45 studies across nine countries suggests that although these types of learning opportunities are written into curricula, students rarely experience this type of learning in their schooling. Sustained interest in entrepreneurship through effective methods such as assistance from external trainers and value creation throughout schooling develops students' intent for continued study of entrepreneurship at university. Teachers need opportunities to build confidence, knowledge and capacity to develop effective entrepreneurship education learning experiences that are relevant to today's students' future life challenges.