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 (under Human Resource Management Academic Research Society - HRMARS). 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). NOTE: The journal articles are published at the parent publisher website (www.hrmars.com) and the journal website at the same time.
Leadership Academy of Social Sciences (LASS)
The Social Interaction Theory in Malay Language Acquisition among Students of the Integrated Special Education Programme
This study examines parents’ perceptions of the effectiveness of the social interaction theory in the acquisition of the Malay language among students of the Integrated Special Education Programme (PPKI) with learning disabilities. PPKI students, particularly those within the autism spectrum, often face difficulties in communication and Malay language speech. This study employs a mixed-method approach involving a questionnaire administered to 30 parents and semi-structured interviews with five selected respondents. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed through thematic analysis. The findings indicate that parents demonstrate a very high level of acceptance regarding the effectiveness of social interaction in supporting Malay language acquisition among PPKI students. In addition, the study identifies several challenges faced by parents. Overall, the findings suggest that social interaction plays a significant role in supporting the acquisition of the Malay language among PPKI students.
Copyright (c) 2026 Kavenia Kunasegran, Nurdenna Najwa Binti Khiril Anuwar
Functional Motor Competence and Student Engagement in Wushu Short Weapons Courses: The Mediating Role of Coach Instructional Support
This study investigates the relationship between functional motor competence, coach instructional support, and students’ learning interest and engagement in Wushu short weapons courses in higher education institutions. Using a quantitative cross-sectional research design, data were collected from 400 university students enrolled in Wushu training programs. Structural Equation Modeling (SEM) was employed to examine the relationships among the study constructs. The results indicate that functional motor competence significantly predicts students’ learning interest and engagement in Wushu training. In addition, coach instructional support was found to have a significant positive effect on learning engagement and partially mediates the relationship between motor competence and student engagement. These findings suggest that students with stronger motor competence and those who experience supportive instructional environments are more likely to demonstrate higher levels of motivation and active participation in martial arts learning. The study highlights the importance of integrating motor skill development with supportive coaching strategies to enhance student engagement and motivation in martial arts education within higher learning institutions.
Copyright (c) 2026 Lee Jun Choi, Kong Jianting
Teacher Perspective on Student Character Building in Malaysian Public Primary Schools
Character building has become an essential agenda in Malaysian primary education, especially amid rising concerns over school bullying and declining interpersonal values. This qualitative study investigates how primary school teachers understand, implement, and experience challenges in fostering character development among students. Using a phenomenological design, semi-structured interviews were conducted with twelve teachers from public primary schools in Selangor and Negeri Sembilan. Thematic analysis revealed three major findings. First, teachers conceptualize character building holistically, emphasizing moral reasoning, emotional regulation, empathy, responsibility, and social harmony. They view character formation as foundational to the aims of the National Education Philosophy and integral to nurturing balanced individuals. Second, teachers employ various pedagogical and relational strategies, including role modelling, value integration across subjects, co-curricular participation, reflective dialogue, and empathy-based discussions. These practices align with social learning theory and whole-school approaches to moral education. Third, teachers face significant constraints, including curriculum overload, limited parental reinforcement, insufficient training in character pedagogy, and lack of structured assessment tools. Although policy frameworks such as the Kurikulum Standard Sekolah Rendah and the 2025 MOE character-building initiative support values education, practical implementation remains inconsistent due to systemic pressures focused on academic performance. The study contributes to character education literature by foregrounding teacher experiences within Malaysia’s multicultural context. It highlights the need for strengthened professional development, whole-school moral ecosystems, and collaborative home–school partnerships. The findings offer implications for policymakers, school leaders, and teacher educators seeking to enhance the effectiveness and sustainability of character education in Malaysian primary schools.
Copyright (c) 2026 Zaheril Zainudin, Nurmuma Kamarina Jamil
Preliminary Study on Recycling Practices Applied in the Malaysian Construction Industry
Construction waste generation has been perceived as a crucial issue that has critical consequences on the project effectiveness and ecological effect of the construction industry. The key objective of the current research is to identify the most common recycling practices applied in the Malaysian construction industry. A well-structured questionnaire was designed based on the 25 identified recycling practices. The developed questionnaire was distributed to 38 highly experienced Malaysian construction industry experts. The collected data were analysed using mean score analysis. The top identified metals are sold to the recycling centres, concrete is used for paving temporary site access, concrete is used as filling for road/road base, timber is used for temporary works and metals are sent to other construction projects. The novelty of this study lies in the systematic identification and empirical ranking of construction waste recycling practices within the Malaysian construction context based on expert perspectives. The study contributes to the social sciences by providing insights into industry stakeholders’ waste management behaviour and decision-making practices related to sustainable resource management in construction projects. The findings will aid construction practitioners in focusing on recycling practices to reduce material construction and demolition waste generation at construction sites.
Copyright (c) 2026 Sasitharan Nagapan, Kageishieny Nadarason, Suaathi Kaliannan, Kanesh Kumar Kasvar
Research on the Teachr Sense Efficacy and Goal Orientation as Countermeasures in Physical Education Teaching
This meta-analysis examines the correlational relationship between Teacher Sense Efficacy (TSE) and Mastery Goal Orientation among teacher populations. Quality teachers are fundamental to effective classroom instruction, requiring high self-efficacy beliefs to navigate challenging educational environments. Achievement Goal Theory posits that individuals interpret success through mastery-task goals or performance-ego goals, with mastery goals emphasizing task improvement and competence development. Despite theoretical agreement on the correlation between TSE and mastery goals, the extent and pattern of this relationship remains unclear across studies. This study systematically reviewed 14 peer-reviewed studies published between 1997 and 2013, identified through EBSCO, ProQuest, and Sage Journals databases. Inclusion criteria required teacher populations, studies examining TSE-achievement goal relationships, use of Woolfolk's Teacher Sense Efficacy Questionnaire (1990), and Ames' Achievement Goal Performance Questionnaire (1997). Meta-analysis employed both fixed and random effects models using Comprehensive Meta-Analysis software, with correlation coefficients ranging from 0.11 to 0.63 across studies. Results revealed a standardized mean effect size of r = 0.292 (fixed model) and r = 0.334 (random model), indicating a small but significant positive correlation between TSE and mastery goal orientation. The random effects model was preferred due to significant heterogeneity (Q = 101.450, p < 0.001), acknowledging variability in sample sizes. Moderator analysis examining cultural differences (US versus non-US studies) showed significant differences in the fixed model but not in the random model, suggesting sampling variability influences cross-cultural comparisons. Despite the small effect size, findings suggest practical significance for teacher education and professional development. Teachers may benefit from emphasizing self-efficacy beliefs while cultivating mastery-oriented motivational climates in their classrooms, potentially improving teaching effectiveness and student outcome.
Copyright (c) 2026 Wang Jianyu, Hamdan Mohd Ali
Interdisciplinary Competencies and Workforce Readiness in Malaysian TVET: A Systematic Literature Review on the Complementary Role of General Studies
Technical and Vocational Education and Training (TVET) institutions across the globe are expected to provide graduates who demonstrate not only technical skills but also transversal competencies that match the changing needs of labour markets. Of these critical employability attributes, recent global skills analyses of 2023 strongly emphasize communication, analytical reasoning, and ethical professionalism (World Economic Forum, 2023; OECD, 2023). At Malaysian TVET institutions (under the Ministry of Human Resources), General Studies subjects such as Islamic Education, Moral Education, Fundamental Mathematics, and Technical English function. Nevertheless, very little systematic synthesis has been done regarding their complementary role in workforce readiness. Here, we present a systematic literature review (SLR) using PRISMA 2020 guidelines to synthesize empirical and review studies published from years 2020 through 2025. The searches in Scopus, Web of Science, and ERIC resulted in 360 records, and a total of 18 studies met the inclusion criteria after two rounds of stringent screening. Three competency domains emerged through thematic analysis: communicative competence (83%), quantitative/analytical competence (67%), and ethical competence (61%) were consistently associated with workforce readiness
Copyright (c) 2026 Hardev Singh Sokhal Jaswant Singh, Mohamed Nazri Mohamed Nor, Fauzi Naim Keria, Siddharthan Palanyandi, Rajeiswari Balasundaram
The 325-Teaching Model and Physics Learning: Improvements in Students’ Experiences and Interest
Physics education in high schools is often challenged by issues such as passive student learning, weak practical abilities, and superficial conceptual understanding. To address these problems, the 325-Teaching Model, which integrates 30% independent learning, 20% practice feedback, and 50% experimental practice, has been proposed as an innovative teaching approach. This study aims to explore the impact of this model on high school students’ physics learning abilities and learning experiences. A questionnaire survey was conducted among 33 tenth-grade students from a middle school in Yunnan Province, who had received the 325-Teaching Model for one full semester, with 15 single-choice questions designed to collect data on students’ perceptions of the model, of which four were selected for analysis. Descriptive statistical analysis was used to process the data. The results show that the 325-Teaching Model effectively enhances students’ core physics abilities, including conceptual understanding, formula application, experimental design, and practical problem-solving. It also fosters positive learning experiences featuring enhanced learning enjoyment and a strong sense of accomplishment. The results show that from students’ firsthand experiences, the 325-Teaching Model effectively enhances their core physics abilities.
Copyright (c) 2026 Du Chengxu, Normaliza Abd Rahim
Integrating Community-Embedded Culturally Responsive Teaching in Orang Asli Primary Schools
This study aims to design a community-embedded culturally responsive teaching model for Orang Asli primary education in Malaysia by integrating indigenous knowledge into classroom practices. Despite national efforts to improve educational access and reduce dropout rates, Orang Asli students continue to experience disengagement due to the misalignment between mainstream curricula and their cultural contexts. Adopting a qualitative case study approach, data were collected through in-depth interviews with four Orang Asli teachers and four school principals. The respondents were selected using purposive sampling across four zones in Peninsular Malaysia: Northern, Central, Southern, and East Coast. Additional data were gathered through classroom observations and document analysis. Thematic analysis revealed three core components essential to the proposed model: (i) systematic integration of indigenous knowledge into curriculum content, (ii) active community involvement in instructional processes, and (iii) enhancement of students’ self-assurance through cultural validation. Findings indicate that embedding local knowledge and community participation within teaching practices increases student engagement, strengthens cultural identity, and fosters a stronger sense of belonging to the school environment. The study contributes to the development of an inclusive pedagogical model tailored to indigenous contexts and offers practical implications for policymakers, educators, and curriculum designers seeking to promote equitable and sustainable education for minority communities in Malaysia.
Copyright (c) 2026 Norwaliza Abdul Wahab, Siti Rahaimah Ali, Mohamad Termizi Borhan, Goh Swee Choo, Abu Bakar Yusuf
AI in Technical and Vocational Education: A Comprehensive Mini Review
Artificial Intelligence (AI), as a phenomenon in education, is progressively considered as a revitalizing power, but little has been said about its application in Technical and Vocational Education and Training (TVET) despite the mounting pressure on institutions to meet the needs of Industry 4.0. This mini review is a synthesis of existing evidence that investigates the use of AI in teaching and learning, workforce development, as well as curriculum design. Defined keywords were used to search the Scopus as well as Google Scholar (August 2025) literature; it included studies related to AI in vocational education settings and excluded the grey or non-English literature. The results show that AI can substantially contribute to workforce preparedness by analyzing predictive skills gaps, micro-credentialing, as well as industry-oriented curricula; to teaching and learning by supporting adaptive platforms, intelligent tutoring, and simulations; alongside redesigning curriculum through flexible and responsive paths in alignment with changing labor markets. However, it remains highly constrained by other factors such as, the digital divide, unequal institution readiness, ethical and data privacy, as well as lack of longitudinal evidence regarding the long-term impact. These issues of conflicting technological innovation and human-related mentoring as well as threats of overdependence on automation are also found in other discourses. AI must be applied to the future in a way that is ethically and policy sound, scalable and fair, as well as as a hybrid that does not replace human teachers. Its applications include AI-based analysis and certification, industry education collaboration, the notions of lifetime learning, inclusiveness, as well as moral responsibility. As mentioned in this review, one must focus on the issues that are yet to be resolved and make use of the opportunities that are available so that the TVET systems can be modified in a manner that would enable them to become equitable, flexible, as well as responsive to the needs of the new workforce.
Copyright (c) 2026 Selvi Rajamanickam, Ridzwan Che Rus, Mohd Nazri Abdul Raji
The Role of Family in Early Music Socialization: A Systematic Review of Parental Involvement Strategies within the Chinese "Piano Craze" Context
Despite the global proliferation of piano education particularly the "piano craze" in regional China student attrition remains significantly high during the intermediate years. While existing research highlights the importance of intrinsic motivation, a practical disconnect often exists between high parental expectations and the lack of structured scaffolding strategies for home practice. This systematic review synthesizes global and regional literature (2021–2026) to investigate how family socialization agents and pedagogical support mechanisms influence children's piano learning outcomes and persistence. Following PRISMA guidelines, 50 peer-reviewed sources were analyzed using a thematic synthesis approach. The review integrates Self-Determination Theory (SDT), the Four-Phase Model of Interest Development, and sociocultural scaffolding frameworks. Results indicate that parental influence is the dominant motivational driver for early adolescents (ages 9–13), while teacher-provided autonomy support and self-efficacy become decisive factors for long-term persistence. In the Chinese context, hybrid feedback, combining quantitative data with humanistic metaphor is found to be significantly more effective than traditional directive correction. Furthermore, "Good Quality" motivational profiles (purely autonomous) are identified as critical buffers against the "cost" of performance anxiety and burnout. The review identifies a critical research gap in validated, culturally sensitive instructional designs for parents. We propose the development of a Parental Motivation Module (PMM) using the ADDIE framework to bridge the classroom-home gap, fostering a more equitable and sustainable music socialization process in regional centers like Anyang.
Copyright (c) 2026 Yang Yalan, Shafizan Sabri
Leveraging Educational Technologies to Boost and Assess Spoken Fluency: A Systematic Review in Elementary and Secondary Schools
This systematic review examines how educational technologies enhance and assess spoken English fluency in elementary and secondary school. Analysing 20 studies (2010–2025) using PRISMA 2020, findings reveal linguistic gains in terms of speech rate, decrease in pauses and self-corrections. Common instructional strategies included task repetition, pre-task planning, and awareness raising through role-playing, video production, and gamification. Web 2.0 tools (45%) were most prevalent, followed by CALL/MALL (30%), social medias (25%), and generative AI (20%); percentages sum to over 100% as studies utilized multiple tools. Assessment practices shifted from manual recordings and rubrics to AI-driven automated scoring (ASR/NLP), enabling real-time feedback and interactive tools like chatbots. Despite these advances, challenges such as technical limitations, bias, and language standardization remain, highlighting the need to supplement AI-based practice with classroom role-play for fairness and authenticity. Results suggest educational technologies significantly improve fluency, offering insights for educators and researchers in technology-enhanced language learning.
Evaluating the Impact of ACE Modules on Innovative Teaching and Learning Approaches in Entrepreneurship Education
To boost graduate employability and provide students with entrepreneurial competencies, entrepreneurship education has grown in importance in higher education institutions. It is commonly acknowledged that including entrepreneurship education into the curriculum of higher education institutions is crucial for developing students' entrepreneurial skills and boosting graduates' employability. The effectiveness of the ACE modules in enhancing learning outcomes, entrepreneurial activity engagement, and entrepreneurial competences is examined in this study. The ACE Modules are part of the ACE programme, with online surveys sent to participants from 2023 to 2025. In addition to these surveys, informal interviews and observations were conducted to gain a richer understanding of the participants’ experiences and the general perception of the modules. Most students were positive toward the ACE modules. The findings indicate that students responded favourably to the ACE modules, with mean scores exceeding 4.0 across all evaluated items. Moreover, the participants of the ACE modules indicated that their overall learning experiences and entrepreneurial readiness were enhanced by the innovative practices incorporated within the modules. The findings further provide valuable insights for educators and policymakers seeking to enhance entrepreneurship education initiatives in universities.
Accelerated Entrepreneurship Development Programme (ACE)
Copyright (c) 2026 Muhammad Majid, Mohamad Faizal Ramli, Basri Badyalina
Educational Platforms as a Mechanism to Increase Academic Achievement: Justifications and Obstacles
This study examines the role of educational platforms as a modern mechanism for enhancing academic achievement in the context of rapid digital transformation, particularly following the COVID-19 pandemic. It aims to identify the pedagogical, technological, and social justifications for adopting these platforms, as well as the key challenges that limit their effectiveness. The study adopts a descriptive analytical approach based on a critical review of recent Arabic and international literature published between 2019 and 2024. The analysis focuses on understanding the use of educational platforms and evaluating their pedagogical, technological, and organizational dimensions. The findings indicate that educational platforms have strong potential to improve academic achievement by creating interactive learning environments, supporting self-directed learning, diversifying digital resources, facilitating access to knowledge, and enhancing learner motivation and engagement. However, their effectiveness is constrained by several challenges, including inadequate technological infrastructure, limited digital competencies among teachers and students, low quality digital content, organizational limitations, and resistance to change. The study concludes that improving academic achievement through educational platforms requires more than mere technological adoption. It depends on effective instructional design, strategic planning, capacity building, and supportive institutional policies. Accordingly, the study recommends strengthening digital education policies, expanding teacher training in digital pedagogy, and promoting applied research to evaluate the real impact of educational platforms in different educational contexts.
Copyright (c) 2026 Aser Amin Abdelmoneim Elmesiry, Diaya Ud Deen Deab Mahmoud Al Zitawi
Development of a Learning Management System (CLMS) for English Language Courses in Saudi Technical Colleges: Transitioning from Traditional to Digital Instruction
This study investigated the development and evaluation of an electronic Learning Management System (LMS) designed to support the teaching and learning of the Body System Course, with particular emphasis on the Digestive System. The research adopted the Design and Development Research (DDR) methodology and was guided by the ADDIE model Analysis, Design, Development, Implementation, and Evaluation focusing specifically on the design–development and evaluation phases. During the design and development phase, traditional textbook-based content on the Digestive System was transformed into interactive and engaging digital materials within an electronic LMS platform. Multimedia instructional resources, interactive learning activities, and online assessment tools were developed to enhance content delivery and learner engagement. Attention was given to usability, accessibility, and system compatibility to ensure the platform aligned with existing technological infrastructure and effectively met the needs of both teachers and learners. The development process involved programming, database integration, and content production to operationalize the instructional design. Formative evaluation was conducted throughout this phase, incorporating feedback from teachers and learners to identify technical issues, usability concerns, and areas for improvement. The evaluation phase employed both quantitative and qualitative approaches to assess the effectiveness of the developed LMS. Data was collected through surveys, interviews, classroom observations, and analysis of student performance indicators. Formative findings informed refinements prior to full implementation. Following a designated period of use, summative evaluation results indicated improvements in teaching effectiveness, student learning outcomes, engagement levels, and overall user satisfaction with the platform. By applying the DDR methodology and concentrating on the design–development and evaluation components of the ADDIE framework, the study provided empirical evidence regarding the effectiveness of an electronic LMS for subject-specific instruction. The findings offer practical recommendations for future enhancements and contribute to the ongoing development of educational technology practices.
Copyright (c) 2026 Ahmed Abdullah lnaji Alqahtani, Popoola Kareem Hamed
Developing CircuitGo: A Game-Based Driving Simulator for Driver Education under Kurikulum Pendidikan Pemandu 02
Kurikulum Pendidikan Pemandu 02 (KPP 02) has been the basic module for driving education that focuses on skill based practical training in preparation for Jabatan Pengangkutan Jalan (JPJ)driving test in Malaysia. Yet, the traditional training method relies largely on a few physical practice sessions at driving institutes that potentially increase learner anxiety while also reducing exposure to multiple attempts at skill rehearsal and limiting familiarization of learners with the assessment examination circuit pre-assessment. However, the application of GBL frameworks in driving simulators is limited and does not align with the Malaysian KPP 02 curriculum as structured GBL approaches. In this work, we present CircuitGo that is a game-based driving simulator as a complement to the KPP 02 circuit module providing safe and interactive digital training environment. In terms of methodology, the study uses an adapted Agile development framework, mixed with principles of GBL instructional design to allow for iterative prototyping and user-centered refinement of the simulator. The system features a 3D environment to model the Shahbandar training circuit, embedding five key KPP 02 modules: Hill Start, S-Course, Z-Course, Side Parking and Three-Point Turn. Interactive tutorials, performance feedback, scoring systems, and tracking were also part of the GBL features. Evaluation of the system involved functionality and usability testing with 10 participants. Metrics were based on accuracy in completing tasks, the responsiveness of the controls, the ease of understanding the interface, and the perceived usefulness of the system for educational purposes. Evaluation results showed that all the modules worked as per the operational standards of JPJ, and the usability of the simulator is high. The results show that CircuitGo has the potential to improve the preparedness of learners, decrease their anxiety, and close the knowledge-skill gap. Future works include the mobile version, VR, and AI-based dynamic simulation of traffic.
Copyright (c) 2026 Haziq Amani Bin Redzuan, Sharifalillah Nordin, Rozianawaty Osman, Azliza Mohd Ali
Epistemological Beliefs and Informal Learning in Industry-Based Curriculum Transformation among TVET Educators: A Systematic Literature Review
The transformation of competency-based, industry-oriented curricula in Technical and Vocational Education and Training (TVET) has intensified expectations placed upon educators to continuously adapt their pedagogical knowledge and professional practices. While policy discourses frequently emphasise structural reform and industry alignment, comparatively limited attention has been given to the epistemological foundations underpinning teachers’ responses to curriculum change. This systematic literature review synthesises empirical and conceptual studies examining the interrelationship between epistemological beliefs, informal learning, and industry-based curriculum transformation in TVET contexts. Guided by PRISMA procedures, peer-reviewed studies published between 2010 and 2024 were analysed thematically. The review reveals that educators who conceptualise knowledge as dynamic, contextual, and practice-based are more likely to engage in informal professional learning and successfully enact curriculum reform. Conversely, traditional epistemological orientations constrain adaptive pedagogies and weaken reform implementation. An integrative conceptual framework—the Epistemology–Informal Learning–Curriculum Responsiveness (EICR) Model—is proposed to explain the cognitive and professional mechanisms underpinning curriculum responsiveness in TVET systems. The review highlights critical research gaps and policy implications for strengthening sustainable curriculum transformation.
Copyright (c) 2026 Nur Syahazanani Zulkifli, Nurul Aini Mohd Ahyan, Nornazira Suhairom
The Predicament and Breakthrough Paths of Preschool Teachers' Creative Leadership under China's Centralized Education Management System
China's centralized education governance expects preschool teachers to foster children's creativity while compressing their autonomous decision-making power. This study examines preschool teachers' creative leadership predicaments and breakthrough pathways within this constraints. Employing library research method and drawing upon Structuration Theory, Early Childhood Leadership Theory, and Creative Pedagogy Theory as analytical frameworks, the research reveals four core dimensions of creative leadership: curriculum creation, environment creation, play-based teaching creation, and creative parent partnership. Teachers confront four predicaments: safety (risk aversion), institutional (standardized constraints), role (identity conflict), and evaluation (outcome orientation) dilemmas. The research proposes breakthrough pathways that require establishing balanced space between structural constraints and professional autonomy through teacher agency, kindergarten support systems, and policy-level decentralization. This study’s novelty lies in pioneering creative leadership research in China's centralized context, offering the theoretical perspective of "autonomy within constraints" for understanding teacher agency in high-stakes accountability environments globally.
Influence of Cognitive Flexibility on the Problem-Solving Ability of Design Majors in Private Undergraduate Institutions in Shaanxi, China: Critical Thinking as a Mediating Variable
This study aims to explore the mechanisms between cognitive flexibility, critical thinking disposition, and problem-solving ability among design major students at private universities in Shaanxi Province, China. The research is driven by the current challenges in design education, where students face rigid thinking, insufficient innovation, and weakened problem-solving abilities. The study addresses the question of how cognitive flexibility directly influences problem-solving ability, and whether critical thinking plays a mediating role in this process. The research employs a quantitative approach, using a cross-sectional survey design, with a stratified random sample of 268 design major students from five private universities in Shaanxi Province. The revised scales for cognitive flexibility, critical thinking, and problem-solving ability are used as measurement tools, with standardized procedures for survey distribution and data collection. Data analysis is conducted using SPSS software, including regression analysis and Bootstrap mediation tests. The results show that cognitive flexibility significantly predicts both critical thinking and problem-solving ability, and that critical thinking partially mediates the relationship between cognitive flexibility and problem-solving ability. This study not only enriches the theoretical explanation of cognitive and thinking structures in design education contexts, but also provides empirical evidence for curriculum reform and the development of higher-order abilities in higher education. According to metacognitive theory (Flavell, 1976), individuals optimize their thinking and problem-solving by self-awareness, monitoring, and regulating their cognitive processes. In the study results, cognitive flexibility significantly predicts critical thinking and problem-solving ability, which aligns with the core principle of metacognitive theory: when students possess higher cognitive flexibility, they are able to quickly adjust their thinking approaches when facing complex tasks, shifting between different cognitive frameworks and information sources. This not only helps generate innovative solutions but also enhances their critical thinking abilities. Future research should integrate multi-source data (e.g., student, teacher, and course evaluations) to more comprehensively examine the relationships among cognitive flexibility, critical thinking, and problem-solving ability among design majors at private undergraduate institutions.
Copyright (c) 2026 Lyu You, Normaliza Abd Rahim
Postgraduate Students’ Perceptions of Online Learning Effectiveness and Efficiency in Malaysia: A TAM and Constructivist Perspective
The rapid digitalization of higher education, accelerated by the COVID-19 pandemic, has positioned online learning as a primary mode of instructional delivery in Malaysian universities. While this transition has ensured academic continuity and flexibility, concerns remain regarding its overall instructional quality and operational value, particularly among postgraduate students who frequently balance academic, professional, and personal responsibilities. However, limited studies have simultaneously examined postgraduate students’ evaluations of both instructional effectiveness and learning efficiency within a structured theoretical framework. Guided by the Technology Acceptance Model (TAM) and Constructivist Learning Theory, this study investigates postgraduate students’ evaluations of online learning at UNITAR International University. A quantitative survey design was employed involving 100 postgraduate students across fully online, hybrid, and physical study modes. Data were analysed using descriptive statistics, independent samples t-tests, and one-way ANOVA. The findings indicate that respondents generally hold positive evaluations of online learning, with efficiency (M = 4.33) rated higher than instructional effectiveness (M = 4.01). Flexibility, time savings, and cost reduction emerged as dominant contributors to efficiency, while structured course design and clarity of instructional materials supported learning effectiveness. Inferential analyses revealed no statistically significant differences across gender, age, or mode of study, suggesting consistency in perceptions across demographic groups. The study underscores the importance of structured instructional design, stable digital infrastructure, and sustained teaching presence in enhancing postgraduate online learning experiences. These findings contribute to theoretical discourse by integrating technology acceptance and constructivist perspectives and provide practical implications for institutional policy and pedagogical enhancement in Malaysian higher education.
Copyright (c) 2026 Sofia Elias, Rishneeya Vasudevan, Nurul Aisyah Kamrozzaman
Manipulative Tool in Solving Division Within 1 000 000 with 1-Digit Advisor
This study aims to identify the patterns of errors committed by respondents when doing calculations in division within 1 000 000 with 1-digit divisor. In addition, this study also examined the effectiveness of the use of teaching aid ‘Division with Pocket Doraemon’ in division among respondents in year 5. The design of this study is quantitative experiments that involved two groups which treatment and control groups. The instruments used in this study were pre-test and post-test. The study population comprised 232 respondents in schools in Kulai,Johor. While samples involved were 44 students’ year 5 in the school. The main objective of this study is to determine the effectiveness of the teaching aid, ‘Division with Pocket Doraemon’ in division. The data obtained was analyzed by using the Statistical Package for Social Science (SPSS) version 20.0. The study findings show a 26.1 % increase in the passing percentage in pre-test and post-test. The researcher used a paired sample t-test to compare the pre-test and post-test scores of the treatment group. By using the value of ? = 0.05 and the degree of freedom of 22, the researcher found that the value of t is -4.440, which falls within the critical region on the left side (t=±2.074). The mean of both pre-test and posttest was significant for the treatment group. It shows that there is a difference and a change in the mean between the two tests conducted by the researcher. Therefore,it can be concluded that the teaching aids introduced by the researcher helps respondents in solving division operations within 1 000 000 with a 1-digit divisor.
Statistical Package for Social Science (SPSS)
Copyright (c) 2026 Nor Hamiza Binti Hamzah, Norulhuda Binti Ismail
Integration of Emerging Technologies in Dual Education in the European Union and Romania: Trends and Challenges
The development of new emerging technologies, together with the continuous transformation of labour market requirements, has increased the importance of dual education. Dual education represents an educational and training system concerned with incorporating theoretical knowledge acquired after studying in educational units with practical training in the corporate field.This concept aims to develop young people’s professional competencies in order to promote their integration in the labour market. The main players within dual education are economic operators who are responsible with the practical training and employment integration of the participants. The purpose of this paper is to analyse dual education and the role of emerging technologies within this framework. The research is based on an exploratory analysis involving the examination of a series of statistical data. The results indicate that dual education in Romania has developed progressively in recent years and shows further growth potential in the period ahead. Nevertheless, regarding individuals’ digital competencies, Romania remains below the European average across several indicators. Consequently, there is a clear need to further develop digital competencies at the national level in order to facilitate young people’s labour market integration and to support the educational process innovation.
Copyright (c) 2026 Nicolae Soare, Ivona Rapan, Anamaria - Catalina Radu, Daniela-Elena Hrab
Artificial Intelligence in Cooperative Learning: Mapping the Intellectual Structure and Research Trajectories (2021–2025)
Artificial intelligence (AI) is increasingly transforming cooperative learning environments, offering new possibilities for enhancing collaborative interaction and structured group engagement. This study aims to illuminate current research trends on AI-supported cooperative learning through a bibliometric analysis approach. A comprehensive examination was conducted on relevant academic works sourced from the Scopus database, covering the period from 2021 to 2025. Using the search query “artificial intelligence” AND “cooperative learning,” a total of 183 records were initially identified, with nine peer-reviewed journal articles retained following PRISMA-based screening. Various analytical tools were employed, including biblioMagika® for bibliometric indicators, OpenRefine for metadata harmonisation, and VOSviewer for keyword co-occurrence visualisation. The study analysed annual publication growth, citation patterns, source influence, authorship distribution, and thematic structures. Findings reveal a compact yet influential research base, comprising nine publications and 219 total citations, indicating strong early scholarly uptake. Results also demonstrate interdisciplinary dispersion across educational technology and engineering journals, alongside emerging thematic consolidation around artificial intelligence, cooperative learning, and analytical thinking. The study highlights both the growing academic legitimacy of AI-supported cooperative learning and the need for theoretically grounded and responsible integration within collaborative pedagogical frameworks.
Copyright (c) 2026 Nur Hidayah Abd Shukor, Mohd Fadzil Abdul Hanid, Yap Soon Li
Simulating Parliamentary Budget Debates: Role-Play as a Pedagogical Tool for Enhancing Students’ Understanding of Public Finance in Malaysia
Students frequently struggle to understand public finance and the national budgeting process because fiscal policies and institutional procedures are abstract. Traditional lecture-based techniques may reduce students' participation and practical understanding of how budgets are debated and approved in parliamentary systems. This study investigates the efficacy of role-playing parliamentary budget debates as a pedagogy tool for improving students' comprehension of public finance in the Malaysian setting. Using a Systematic Literature Review (SLR) methodology, the study examines scholarly works on experiential learning, role-play simulations, and parliamentary education to determine how interactive pedagogies improve students' conceptual and practical comprehension. The review summarises the findings of peer-reviewed articles, conference papers, and educational research published between 2010 and 2025. The study focuses on three critical elements of experiential learning outcomes, student engagement, and knowledge retention in public finance education. The findings show that role-play simulations, particularly those that replicate parliamentary procedures like budget tabling, discussion, and approval, improve students' understanding of fiscal control, policy negotiation, and democratic accountability. Students that participate in simulated parliamentary debates exhibit increased critical thinking, policy analysis abilities, and a greater understanding of the difficulties involved in national budget planning. Furthermore, the study emphasises how role-playing promotes collaborative learning and bridges the gap between theoretical knowledge and real-world governing practices. The findings imply that introducing parliamentary simulation into public administration and political science curricula can help students improve their analytical skills and civic awareness. This study adds to the expanding body of literature on creative teaching tactics in higher education while also providing a conceptual foundation for incorporating experiential learning tools into Malaysian public finance education.
Copyright (c) 2026 Zaherawati Zakaria, Nurul Amira Azmi
Theoretical Foundations of Arabic Language Pedagogy in Islamic Studies: An Analysis of Innovative Instructional Approaches and Tools
The method of teaching the Arabic language is a central part of Islamic Studies teaching, and its conceptual framework is the basis of access to the foundational Quranic, hadith, and classical scholarly sources among students. Conventional systems that are focused on the rote memorization and grammatical exercises face increased criticism as limiting communicative and interpretive competence. This paper is a comprehensive theoretical discussion of the innovative teaching methods and pedagogical instruments that can be used to improve the Arabic language in the context of Islamic Studies. The study based on the applied linguistics, Second Language Acquisition theory, and educational technology research analysis explores the relevance of basic frameworks, such as Communicative Language Teaching (CLT), Content Based Instruction (CBI), Task Based Language Teaching (TBLT) and the constructivist learning theory to the learning of religious languages. The review also relates to digital innovations, such as AI assisted learning applications, mobile assisted language learning (MALL), and blended learning platforms that match linguistic competencies to theological content. The results show that a redefined pedagogy, i.e. the pedagogy that integrates classical Islamic episteme with the modern technology and interactional learning, can enhance linguistic, cognitive and spiritual involvement. This paper is a proposal of an overall conceptual model as well as an implication of the concept in curriculum design, teacher professional development and policy. Future empirical research suggestions include the necessity to conduct context specific intervention research in various Islamic learning environments.
Copyright (c) 2026 Abdulwasiu Isiaq Nasirudeen, Idi Bin Hamdi
The Effects of Creative Drama on Self-Awareness Intelligence in Preschool Children
With the continuous development of modern education, self-awareness intelligence has become an important foundation for children's social adaptation and lifelong learning. Early childhood is a critical period for the formation of self-awareness, emotional understanding and self-regulation. Creative drama, as an experiential and interactive teaching method, provides children with opportunities to explore themselves through role-playing, improvisation and situational interaction. In creative theatre activities, teachers guide children to express their emotions, reflect on their experiences, and understand their relationships with others, thus promoting the development of children's self-awareness intelligence in a natural and fun way. This study explored how creative theatre can be used with preschool children to enhance their self-awareness development. 44 preschool children participated in a 16-week intervention designed to enhance their development in four domains encompassing Appearance Cognition, Self-Esteem, Reflection, and Emotional Cognition. One group received an educational theatre curriculum based on life education theory (n=22), while the other group received a standard teaching curriculum (n=22). The study suggests that creative theatre teaching is an effective educational approach to promote the development of self-awareness intelligence in young children. Therefore, this study concludes that in creative drama activities, young children use cooperative learning and peer interaction as the main ways to explore themselves and understand others through role experience and contextual construction, and gradually develop an understanding of their own emotions, behaviors and abilities through expression and reflection. This not only helps to improve children's self-knowledge, but also promotes the comprehensive development of their social and emotional abilities.
Copyright (c) 2026 Jiaxin Chen, Loy Chee Luen
Patterns of Social Media Engagement for Learning Arabic among Selected Lower Secondary School Students in Kuala Lumpur
The significant rise of virtual learning can be seen ever since the COVID-19 pandemic. Among the approaches in virtual learning also include the use of social media. The purpose of social media extends from a platform mainly for casual communication to e-commerce and even social media learning. Many studies highlighted the components and benefits of using social media for English language learning. However, it is not the same case for Arabic language, despite it being commonly used for religious learning in Malaysia and taken formally in many religious schools. This study aims to explore further on the underlying patterns of social media engagement for learning Arabic among selected lower secondary schools in Kuala Lumpur. This study applies the quantitative approach using the cross-sectional survey design. An online questionnaire has been distributed to 364 lower secondary school students in Kuala Lumpur, which has been analysed through the exploratory factor analysis (EFA). Results showed three extracted patterns of social media engagement for learning Arabic, which are Critical Cognitive, Social Interactive and Active Language Use. This study highlights the components of learning engagement, which can be used as a framework in planning effective use of social media as complementary curriculum for learning Arabic language among lower secondary school students.
Copyright (c) 2026 Hasnur Insyirah Hasnul Hadi, Arifin Mamat, Nabihah Husna Razali
Bridging the Gap: A Glocalized Constructivist Framework for Reimagining Orff Pedagogy in Chinese Rural Upper Primary Music Education
Music education in rural China continues to face systemic challenges, including limited instructional resources, itinerant teaching models, and uneven access to culturally responsive pedagogies. While Orff Schulwerk has been increasingly adopted in Chinese music classrooms, its implementation often remains urban-centric and insufficiently localized for rural upper primary contexts. This article proposes a glocalized constructivist framework that reconceptualizes Orff pedagogy through the lenses of Piagetian cognitive development, Vygotskian sociocultural theory, and experiential learning, aligned with China’s Compulsory Education Arts Curriculum Standards. Drawing on recent scholarship on Orff adaptation, instructional design, and cultural identity formation, this conceptual study argues that Orff pedagogy when thoughtfully localized can function as a powerful scaffold for musical creativity, cultural continuity, and equitable learning in rural settings. The framework foregrounds learner-centered improvisation, culturally embedded musical materials, and collaborative knowledge construction within students’ Zones of Proximal Development (ZPD). Implications for curriculum design, teacher preparation, and rural music education reform are discussed.
Copyright (c) 2026 Wang Ying, Shafizan Sabri
A Review of Motivations and Determinants in Student Choice of Sino-Foreign Cooperative Education
The purpose of this review is to search through the influencing mechanism of the choice of Sino-foreign cooperative education programs by students systematically. As this model is growing fast in the process of internationalizing education in China, it is important to determine the determinants of student attraction to the model to maximize the quality of education and policy making. The proposed study will take a systematic literature review methodology and will be carried out by utilizing strategic searches and rigorous screenings in Scopus databases and synthesizing the literature in accordance to a multi-level system of analytical framework. The study also shows the weakness of the current literature on the subject in long-term tracking and richness of qualitative knowledge. The conclusions of this paper not only integrate scattered empirical evidence, providing a foundation for constructing a localized theory of educational choice, but also offer empirical support for educational institutions to precisely enhance the competitiveness of their programs and for government departments to optimize institutional design, and point out future research directions such as dynamic decision-making processes and cross-cultural comparisons.
Copyright (c) 2026 Zhu Yanxi, Mahani Bte Mokhtar
Preschool Teachers’ Pedagogical skills and Challenges on the integration of Higher-Order Thinking Skills in Classroom Practice
The development and integration of Higher-Order Thinking Skills (HOTs) in early child childhood education solely do not rely on curriculum demands but also on teachers’ pedagogical capability and competence. Development and integration of Higher-Order Thinking Skills (HOTs) in early child childhood education by the preschool teachers are not without any challenges as teachers must equipped with sound knowledge. This article explores preschool teachers’ pedagogical competence and challenges faced when embedding HOTs into instructional process. Pedagogical techniques include preschool teachers’ ability to employ scaffolding strategies, questioning techniques, classroom interaction patterns and questioning techniques to ensure whether learning experiences encourage analysis, evaluation, and creativity. To implement effective pedagogical techniques, preschool teachers faced numerous challenges. The study employs a qualitative research approach using document analysis of academic sources such as journal articles and other related documents of early childhood education on Higher-Order Thinking Skills (HOTs), pedagogical capability, competence, and challenges faced by the preschool teachers. Findings showed that preschool teachers with sturdy pedagogical techniques incline to use more problem-based activities, open-ended questioning, and collaborative learning to motivate children’s reasoning. In contrast, inadequate pedagogical capability frequently results in challenges in terms of procedural teaching, memorisation, and constraining cognitive growth. The findings implicate that consolidating pedagogical skills through professional training and reflective practice is important for cultivating Higher-Order Thinking Skills in preschool classrooms.
Copyright (c) 2026 Yan Tong, Abdul Halim Bin Masnan, Charanjit Kaur Swaran Singh