Purpose - Academic writing skills are fundamental for students at tertiary level. Possessing these skills can aid students in their studies as they are mostly assessed based on their proficiency in writing skills. Due to this, the teaching of English academic writing has become pivotal for English as a second language (ESL) lecturers in ensuring students’ abilities to write academically, while at the same time achieving the course learning outcomes. Therefore, this study aims to explore the teaching approaches employed by ESL lecturers in teaching English academic writing at Malaysian universities. Methodology - Grounded in a multiple case study, four ESL lecturers from four different universities (i.e., two public and two private universities) were purposively selected as the research participants. Data collection was done through in-depth interviews, lesson observations, and document analysis. The data were analyzed thematically using thematic analysis and cross-case analyses which compare differences and similarities across cases. Findings - Findings indicate that Malaysian ESL lecturers at public and private universities employed various teaching approaches, such as teacher-centered traditional approach, process-genre approach, humanistic approach, and collaborative writing approach in teaching English academic writing. These teaching approaches were employed by the ESL lecturers based on their knowledge of pedagogy, teaching experience and exposure to English academic writing, while at the same time adhering to the syllabus of their universities when catering to various students’ writing proficiency. Significance – This study provides insightful guidance to ESL/EFL lecturers teaching English academic writing. The findings will help them to select suitable teaching approaches to meet their students’ needs, proficiency levels and to achieve learning objectives. ESL lecturers are also urged to enhance their content, pedagogical, and technological pedagogical content knowledge in meeting the needs of 21st century students.

Purpose – This Q methodology study explores teachers' views on using a digital badge system in two private schools. It aims to understand how teachers interpret, use, and value this system for personalising their professional development and validating skills from informal learning. The research seeks to identify factors influencing the acceptance and integration of digital badge systems in private schools. Methodology – The study used Q methodology, combining qualitative and quantitative methods to explore subjectivity. Thirty teachers from two private schools participated in professional development using a digital badge system. They ranked statements about the system on a scale from -4 (most disagreement) to +4 (most agreement) to identify features that would encourage acceptance. After ranking, teachers completed an open-ended questionnaire designed to obtain respondents’ personal insights. Principal component analysis was conducted on the rankings to identify factors related to acceptance. These factors, representing different opinion clusters, were analysed with the questionnaire responses and demographic data for a comprehensive understanding. Findings – Three distinct factors emerged from the analysis, highlighting the varied expectations of private school teachers. Factor 1, “Empowered Professional Development,” focused on giving teachers a sense of empowerment over their growth. Factor 2, “Rigorous and Flexible Professional Development,” emphasized the need for challenging yet flexible learning experiences. Factor 3, “Personalised Career Advancement,” prioritised individual career growth. Together, these factors represented the teachers’ diverse views on accepting a digital badge system for professional development. Significance – These findings offer insights into teachers' diverse expectations and needs, helping to create a tailored and effective digital badge systems that private school teachers are more likely to embrace.

Purpose – This study is aimed at exploring how the topic of functions was organised into knowledge to be delivered in textbooks based on the Malaysian and Indonesian mathematics curriculum, and how the topic reconstruction in both countries differed. Methodology – A documentary research method was used in this study. Study data were collected through the examination of school mathematics textbooks, specifically Grade 8 textbooks in Malaysia and in Indonesia. The data used was the sequence of tasks presented in the chapter on functions in each country’s mathematics textbooks. This study analysed data by identifying the learning objectives of functions in both countries' curricula; categorizing task sequences in textbooks using the didactic co-determinacy framework—from domain level to sector level, theme level, and task level; and examining the similarities and differences on the topic of functions and the categorized task sequences in textbooks following the Malaysian and Indonesian mathematics curricula respectively. Findings – The findings indicated that the presentation of functions in Malaysian and Indonesian textbooks followed a similar sequence, beginning with an introduction to functions, progressing to their representation, and concluding with their application in solving real-world problems. Malaysian and Indonesian textbooks both introduced functions as a subset of relations and demonstrate various representations, including arrow diagrams, ordered pairs, tables, formulas, and graphs. While both curricula shared a common foundation in the set-theoretical definition of functions, they differed in their approach to problem-solving. Malaysian textbooks emphasized the use of function graphs more extensively, whereas Indonesian textbooks frequently utilized function formulas as problem-solving tools. Significance – This comparative study provides a practical application of the didactic transposition process of knowledge organised in the mathematics curriculum of two different countries. The results also contribute to the potential pathway for learning functions by drawing lessons from two different systems of education.

Purpose - The teaching of thinking skills is not only dependent on pedagogical skills, but also on dispositions. In Malaysia, the teaching of thinking skills is prominent in policy documents, yet weakly embedded in subject teaching. Therefore, the aim of this study was to understand the dispositions of ESL pre-service teachers towards Visible Thinking Routines (VTRs), which are a collection of thinking tools that facilitate different types of thinking. The goal was to identify the salient features of VTRs which shaped the dispositions of ESL pre-service teachers towards teaching thinking. Methodology - Data consisted of 117 written reflective accounts and four focus group discussions involving fifteen pre-service teachers. The participants had experienced VTRs in the following two ways: as learners and as “teachers”. Findings - Participants were largely open and positive towards VTRs. Two main themes reflected this inclination, and they were related to the inherent quality of VTRs which fostered active learning environments, and the systematic framework for teaching thinking skills that VTRs provided. At the same time, there were some less favourable dispositions which were mainly due to finding the “right” routine and implementing VTRs, which resulted in the process being time-consuming. Significance - To shape positive dispositions towards teaching thinking, pre-service teachers should be explicitly taught how to teach thinking and be immersed in a culture of thinking at the teacher education level. This might result in getting pre-service teachers’ acceptance and “buy-in” towards research-based thinking tools such as VTRs, which can be used to integrate thinking skills into subject teaching. Openness to use these tools could later result in “dispositions in action” in these pre-service teachers’ professional careers in the future.

Purpose – Scientific writing is one primary way scientists disseminate their discoveries to the broader scientific community. International journals’ extensive scope and stringent peer review procedures have earned them the gold standard for academic publications. However, writing in reputable international journals and publishing them is no easy task. This prompted various online courses to assist researchers in overcoming writing obstacles and raising the caliber of their work to the point where it is acceptable for publication in esteemed publications. The study had two goals: (i) to investigate the correlations between perceived self-efficacy, enjoyment, motivation for courses, online course design, time management, Technology Acceptance Model (TAM), and satisfaction with E-courses, and (ii) to examine whether the motivation for courses and perceived self-efficacy moderate time management. Methodology – This study employed a quantitative approach and randomly selected 184 trainees from Indonesia who took online courses for scientific writing. The questionnaire to gather the quantitative data used a five-point Likert scale format. Descriptive statistics were obtained using IBM’s SPSS 25 statistical software. The statistical program Smart-PLS 3.0 was used to handle the data analysis, and it used structural equation modeling to assess the measurement model and test the hypotheses. Findings – The measuring methodology supported the study constructs' convergent and discriminant validity. Three factors directly impacted Indonesian trainees' perceptions of the ease of use of e-courses: perceived self-efficacy, enjoyment, and online course design. Furthermore, there was a negative and significant moderating effect on motivation and the relationship between time management and perceived enjoyment. However, the relationship between online course design and time management was positively moderated by perceived self-efficacy. It was found that 69.9% of the variance in online course satisfaction could be explained by exogenous factors, such as perceived self-efficacy, enjoyment, and online course design, influencing perceived ease of use. Significance – E-courses in scientific writing assist in improving writing and getting published in reputable journals. Apart from enhancing the academic quality of one’s writing, they helped in networking and gaining a reputation abroad. Besides, it encourages Indonesian researchers and the Indonesian Ministry of Education, Culture, Research, and Technology to develop a more evidence-based national development framework that serves as a basis for more effective policy development and decision-making. The impact of perceived self-efficacy on perceived usefulness was found to be negligible. On the other hand, perceived usefulness and simplicity were positively and directly impacted by both perceived enjoyment and online course design. The TAM was not significantly affected by course motivation, although time management was. The satisfaction of trainees was also positively and indirectly impacted by the following four external factors: perceived self-efficacy, perceived enjoyment, course motivation, and online course design.

Purpose – Fiqh learning has traditionally focused on cognitive aspects, such as recalling concepts or matching problems with answers in classical texts. Consequently, it has often neglected the cultivation of learners' critical thinking skills. This study aims to analyze students’ critical thinking practices in fiqh learning, explore the instructional strategies employed, and identify the types of technology used in fiqh learning activities. Additionally, it investigates the continuity between critical thinking, learning strategies, and technology in the context of fiqh education. Methodology – A mixed methods approach was adopted, using an explanatory sequential design. The study began with quantitative data collection and analysis, followed by qualitative exploration. A total of 254 students from eight universities in East Java, Indonesia, participated in the study. Quantitative data were collected through online questionnaires and analyzed using descriptive statistics, correlation analysis, and tests of difference. Qualitative data were gathered through observations and interviews and analyzed through data condensation, presentation, and conclusion drawing. Findings – The results indicate that students’ critical thinking practices in fiqh learning are generally neutral and somewhat inconsistent. Problem-based learning (PBL) and research-based learning (RBL) emerged as the most frequently applied strategies, with PBL noted as particularly effective in fostering critical thinking. The study highlights that these strategies are most effective when supported by various forms of instructional media. The integration of contextual learning strategies with multimedia use enhances students’ critical thinking engagement in fiqh learning. Significance – This study provides practical insights for lecturers in selecting appropriate learning strategies and media to promote critical thinking in fiqh education. While RBL and PBL strategies, supported by multimedia, show strong potential to enhance critical thinking, they are not definitive solutions. Effective strategies and media should be tailored to the characteristics and needs of students. Continued development of both RBL and PBL strategies and multimedia use is essential. Ultimately, fiqh learning in higher education should employ instructional approaches that enhance deeper understanding and critical engagement with the subject matter.

Purpose – This study investigates the mathematics performance of Orang Asli pupils across two cognitive domains—Knowing and Applying—using three oral mathematics tests developed in different languages: the academic language (Bahasa Melayu) (OBM), the academic native language (Bahasa Semai) (OSL), and the tribal native language (Bahasa Temiar) (OTL). Methodology – Adopting a quantitative approach, the study involved 225 Year 4 Orang Asli pupils who were assessed using a 20-item mathematics computation testlet. The analysis focused on pupils’ performance across the Knowing and Applying domains in the three oral test formats (OBM, OSL, and OTL). One-way Analysis of Variance (ANOVA) was used to compare performance differences across the cognitive domains and test formats. Findings – In the Knowing domain, pupils performed best in the OSL test, followed by OBM and OTL. Conversely, in the Applying domain, pupils excelled in the OTL test, followed by OSL and OBM. ANOVA results indicated significant differences between OSL and OTL, as well as OBM and OTL in the Knowing domain. However, no significant difference was found between OSL and OBM. For the Applying domain, a significant difference was observed only between OTL and OBM, with no significant differences between OTL and OSL, or between OSL and OBM. Significance – The findings highlight the potential of oral mathematics tests in native languages—particularly Bahasa Semai—as a culturally responsive and equitable assessment method. This approach enables Orang Asli pupils to better demonstrate their mathematical proficiency helping to address linguistic barriers in mathematics assessment.

Purpose – Since 2008, government funding for higher education institutions (HEIs) has declined globally, resulting in reduced quality, higher tuition fees, and increased reliance on philanthropic contributions. This issue has been further exacerbated by the COVID-19 pandemic, prompting many PHEIs to turn to philanthropic fundraising. This study explores how Malaysian public research universities (MRUs) utilise Islamic philanthropic instruments—specifically waqf and zakat—to support student teaching and learning. It examines the successes and challenges of these initiatives and proposes a framework for optimising the use waqf and zakat as sustainable fundraising strategies in Malaysian public higher education institutions (PHEIs). Methodology – A qualitative case study approach was employed. In-depth interviews (both in-person and online) were conducted with nine informants from five selected MRUs, representing four key roles: vice chancellor, bursar/chief financial controller, director of university advancement office/waqf centre, and university legal advisor. Thematic analysis was conducted using both deductive and inductive coding informed by existing literature and emerging themes. Findings – The study revealed two major outcomes: (1) MRUs have successfully mobilised waqf and zakat for fundraising, and (2) these funds have been effectively channelled to enhance teaching, learning and student welfare. Two categories of challenges were also identified: general challenges, such as weak culture of giving and limitations within the tax regime; and specific challenges linked to governance and management of zakat, waqf, and university foundations (yayasan). The study proposes several initiatives to improve financial sustainability, including public awareness campaigns, tax policy reforms, strategic collaborations with State Islamic Religious Councils (SIRCs), and formalised agreements on fund allocation. Significance – This study contributes to the growing body of knowledge on Islamic philanthropic fundraising in higher education. The insights provided offer practical implications for Malaysian PHEIs seeking to enhance financial sustainability through waqf and zakat. In doing so, it supports the broader objective of achieving Sustainable Development Goal 4 (SDG 4) on inclusive and equitable quality education.

Purpose – Media and Information Literacy (MIL) education plays a crucial role in combating misinformation and disinformation in the digital era. This study explores an innovative pedagogical approach by integrating Experiential Learning Theory (ELT) into non-digital game-based learning to bridge gaps in MIL knowledge and skills among Malaysian secondary and tertiary students, while also addressing the digital divide. Given that current MIL interventions often rely solely on self-assessment, this study emphasises the need for more objective assessment methods to measure actual learning outcomes. Methodology – A one-group pre-post-test mixed-methods research design was employed. A total of 95 participants from secondary and tertiary educational institutions in Malaysia engaged in an ELT-informed MIL board game intervention. The impact on MIL knowledge was assessed using a structured MIL knowledge test and a qualitative feedback survey. Findings – Results indicate that the intervention positively influenced MIL knowledge acquisition, as indicated by statistically significant improvements in post-test scores. Qualitative feedback further revealed enhanced understanding of MIL concepts, strengthened sense of responsible digital citizenship, and affirmation of the experiential game-based approach as an effective learning method. Significance – This study offers valuable insights into the application of ELT within non-digital game-based MIL education, particularly across diverse educational levels in Malaysia. It presents a scalable and cost-effective model for fostering critical thinking and ethical media engagement, offering practical recommendations for educators, community-based organisations, and policymakers in advancing MIL education nationwide.

Purpose - This study explores how the integration of digital technology in Islamic education impacts primary school students’ learning, from the perspective of Islamic education teachers. It aims is to highlight the potential benefits of digital integration in the classroom and to address the gaps between Islamic education teachers' perceptions and students’ digital competencies. Methodology - Using a qualitative case study design, the study involved five Islamic education teachers proficient in digital technology, selected through a snowball sampling technique. Data were collected via interviews, classroom observations, and audio-visual analysis. Thematic analysis was conducted using NVIVO 14 software, guided by the framework of Miles, Huberman, and Saldaña (2020). Trustworthiness was ensured through triangulation, member checking, peer review, detailed audit trails, and inter-rater reliability. Findings - The analysis revealed five major themes: enhancing motivation, fostering independent learning, revealing digital prowess, optimizing digital interaction, and promoting collaboration. These themes reflect students’ increased engagement and competitiveness, development of self-directed learning skills, mastery of digital tools, improved communication—including English language—and collaborative teamwork in learning tasks. Significance - This study offers Islamic education teachers a renewed perspective on the value of integrating digital technology into their teaching practices. By showcasing practical insights and pedagogical strategies, the findings aim to empower educators to create dynamic, student-centred learning environments aligned with the demands of 21st-century education and national aspirations for a digitally literate generation.