Global Education Landscape Research Articles

The Influence and Challenges of Global Education on Transnational Education

The rise of multinational educational institutions in todays global landscape presents both substantial opportunities and significant challenges. These institutions, by expanding across borders, can capitalize on the growing demand for international education, which in turn strengthens their global reputation, increases student diversity, and opens up new markets for educational services. The research primarily focuses on the dual impact of globalization on these institutions, analyzing how they adapt to thrive in various international contexts. However, this expansion is accompanied by a series of challenges, including navigating complex regulatory environments, addressing and respecting cultural differences, and meeting a wide range of educational standards across regions. These institutions must continuously refine and adapt their curricula, technologies, and teaching methodologies to meet the needs of a diverse, international student body. The findings indicate that multinational institutions that strategically balance these opportunities with the challenges posed by globalization are better positioned to succeed in a competitive global education market. In conclusion, while the global educational landscape offers substantial potential for growth, it also requires resilience and strategic planning. Institutions that effectively balance these dynamics are more likely to establish a sustainable foothold in the complex and evolving world of global education.

Planning, Strategies Implementation and Evaluation Practices among CSL Teachers in China

Teaching Chinese as a Second Language (TCSL) has witnessed a growing significance in the global educational landscape due to the increasing demand for proficiency in Mandarin. The study assessed the TCSL professional development programs by identifying strengths and areas for improvement in TCSL teachers’ planning, strategies implementation and evaluation practices. Using descriptive research design, 399 TCSL teachers in China answered an adopted modified questionnaire. Results reveal that on planning among TCSL teachers, their course objectives were clear, specific, and can be easily conveyed to the students. Additionally, on strategies implementation, TCSL teachers were able to regularly reflect on their teaching and were able to choose appropriate teaching strategies based on the language proficiency and learning needs of their students. Lastly, they were able to use various evaluation methods in order to adjust their teaching strategies and methods in a timely manner. Overall, the study indicates that better planning leads to better strategies implementation and evaluation. Similarly, better strategies implementation also leads to better evaluation.

Strategic Development Planning for Global Integration: A Comprehensive Framework for State Universities in the Philippines

This study develops a comprehensive strategic development plan for a state university in the Philippines, aligning its vision, mission, and goals with current trends, internal and external factors, and global objectives. Utilizing a qualitative research design, the study integrates environmental analysis tools such as SWOT and PESTLE, alongside an extensive stakeholder consultation process involving students, faculty, alumni, non-academic personnel, industry representatives, community partners, and government agencies. The inclusion of stakeholder perspectives was crucial in refining the strategic goals and ensuring that the plan addresses the diverse needs of the university community. The resulting strategic framework emphasizes key themes such as globalization, digital transformation, equity and inclusion, human capital development, research and innovation, and sustainability. This study highlights the importance of a participatory and adaptive approach to strategic planning in higher education, providing a model for institutions seeking to navigate the complexities of the global educational landscape.

Optimizing University administrative structures: Strategies for enhancing efficiency and effectiveness in higher education institutions in Nigeria

This study investigated the inefficiencies within Nigerian university administrative structures, prompted by ongoing challenges such as bureaucratic bottlenecks, poor coordination between academic and administrative units, and insufficient technological integration. These issues have hindered the effectiveness of university operations and negatively impacted staff and student satisfaction. The research adopted a mixed-methods approach, using both quantitative surveys and qualitative interviews to gather data from select Nigerian universities. The survey measured perceptions of administrative inefficiencies through Likert-scale questions, while interviews with key stakeholders provided deeper insights into structural challenges. The findings revealed significant delays in decision-making, caused by hierarchical administrative structures, as well as a lack of communication between academic and administrative units. Additionally, technological integration was found to be inconsistent and inadequate, exacerbated by financial constraints and insufficient training. These results were consistent with prior studies, highlighting the need for structural reforms to enhance efficiency. The study concluded that optimizing university administrative structures requires decentralizing decision-making, improving communication between departments, investing in modern technology, and implementing clear accountability mechanisms. Based on these findings, the study recommended promoting collaborative practices, adopting digital solutions, and fostering transparency to rebuild trust within the university community. Addressing these inefficiencies is crucial for improving institutional performance and ensuring Nigerian universities remain competitive in a rapidly evolving global educational landscape.

Towards effective web-based learning: An investigation of the management of learning management system at a university of technology

The effectiveness of web-based learning has garnered significant attention in the global educational landscape, with numerous studies providing invaluable insights to transform education through technology. These research endeavors have generated theoretical frameworks that underpin the implementation and utilization of technology for educational enhancement. However, despite the remarkable contributions of these studies, concerns persist regarding the adept management of web-based Learning Management Systems (LMS). Hence, this paper addresses this critical concern by conducting an analysis of LMS management at a South African University of Technology. Utilising a mixed-methods approach, this study combines qualitative interviews with lecturers and quantitative analysis involving students to comprehensively assess the management of web-based LMS. By triangulating these diverse data sources, this research offers a holistic perspective on LMS management, thereby enriching the understanding of this multifaceted field. The findings of this study indicate that the University of Technology has made significant strides in adopting and implementing web-based learning technologies via Think Learn Zone (TLZ) Moodle platform. However, certain challenges were identified. Notably, inconsistencies in lecturer training, concerns about accessibility, and the demand for enhanced technical support for students. Moreover, the study highlights that while the LMS serves as a pivotal tool for disseminating educational content, its effectiveness hinges on the synergy between administrative decisions and faculty practices.

The Progress and Trends in Overseas Education: A Bibliometric Analysis

With the rapid development of economic globalization and educational internationalization, overseas education has emerged as a pivotal trend in the current global education landscape. Employing bibliometric methods, this study conducts co-citation and co-occurrence analyses using VOSviewer and Bibliometrix software to scrutinize 1985 publications related to overseas education retrieved from the Web of Science database from January 2000 to November 2023. Statistical findings reveal a steady growth trend in overseas education research over the past two decades, with the USA, China, and England identified as the highest contributors. Co-citation analysis unveils that the knowledge foundation of overseas education research primarily emanates from the fields of linguistics and education, giving rise to research themes such as language acquisition, identity, and learning experiences. Co-occurrence analysis demonstrates that research hotspots in overseas education are concentrated in six directions: higher education and international students, internationalization and intercultural competence, language acquisition, identity, and study abroad, student mobility, globalization, and internationalization of higher education. Based on bibliometric analysis, this study proposes future research recommendations, including enhancing research on the mobility of specific groups of international students, strengthening studies on the overseas education market, addressing new dynamics in overseas education in the post-COVID-19 era, and intensifying research on the academic achievements of international students. This study provides scholars in the field of overseas education with an in-depth understanding of the knowledge structure and developmental trends, offering a solid foundation for future research.

THE SIGNIFICANCE OF THE INTERNATIONAL ASSESSMENT SYSTEM FOR PREPARING FUTURE PEDAGOGUES

This article describes the crucial importance of the International Assessment System (IAS) in molding the training of prospective educators. Acknowledging the changing demands of the global educational landscape, the research seeks to unveil the pivotal role that the IAS plays in guiding teacher preparation programs worldwide. The article examines how involvement with this assessment framework contributes to the cultivation of competent and globally-aware educators. The paper deals with primary objectives include scrutinizing the alignment of teacher preparation programs with international assessment standards, identifying perceived benefits and challenges associated with IAS integration, and proposing recommendations to optimize the preparation of future educators within this global framework.

Role of Web-Based Learning in Teaching English: Pathway to Sustainable Development Goals (SDG)

Context: The Covid-19 pandemic has profoundly altered the global educational landscape, necessitating a rapid shift from traditional face-to-face learning to virtual environments. This transition has highlighted the essential role of digital platforms in modern education, making e-learning and e-resources crucial components of curricula. As education becomes increasingly digitalized, it presents new opportunities for reaching a broader audience and enhancing the learning experience. Objective: The objective of this paper is to investigate the impact of web-based learning on English education during the Covid-19 pandemic. It aims to explore how digital tools and platforms enhance content development and course design, thereby enriching the overall learning experience. Additionally, the paper seeks to evaluate the alignment of these digital advancements with the Sustainable Development Goals (SDGs), particularly focusing on promoting inclusive and equitable quality education. Theoretical Framework: The study is grounded in the constructivist learning theory, which posits that learners construct knowledge through experiences and interactions. This framework supports the integration of digital tools in education, suggesting that these tools facilitate active learning and knowledge construction. The paper also considers the principles of digital pedagogy and e-learning frameworks to provide a comprehensive understanding of how web-based learning complements traditional teaching methods. Methodology: The research employs a mixed-methods approach, combining qualitative and quantitative data collection and analysis. Surveys and interviews with educators and students provide insights into their experiences and perceptions of web-based learning. Additionally, an analysis of digital course materials and e-resources used in English education during the pandemic offers empirical data on the effectiveness and challenges of digital learning tools. Case studies of specific educational institutions implementing web-based learning are also included to illustrate practical applications and outcomes. Results and Discussion: The findings reveal that web-based learning has significantly transformed English education by making it more accessible and flexible. Digital tools have enhanced content development and course design, allowing for more interactive and engaging learning experiences. However, the transition to virtual learning also presents challenges, such as digital divide issues, varying levels of digital literacy among educators and students, and the need for effective digital pedagogy training. The discussion highlights the importance of addressing these challenges to maximize the benefits of web-based learning. Originality and Value: This paper contributes to the growing body of research on digital education by specifically focusing on English education during the Covid-19 pandemic. It provides original insights into how digital tools can be integrated within the constructivist learning theory framework to enhance educational outcomes. The study's emphasis on aligning digital advancements with the SDGs adds value by connecting educational innovations to global development goals. Implications and Conclusions: The research underscores the potential of web-based learning to transform traditional educational practices and promote inclusive and equitable quality education. The implications for educators and policymakers include the need for ongoing professional development in digital pedagogy, investment in digital infrastructure, and the creation of policies that support equitable access to digital learning resources. The paper concludes that while web-based learning presents numerous opportunities, addressing the accompanying challenges is crucial for achieving sustainable and impactful educational transformations.

KONSEP MEMBANGUN BRANDING IMAGE UNTUK MENINGKATKAN KEPERCAYAAN TERHADAP LEMBAGA PENDIDIKAN ISLAM

This study delves into the concept of building a branding image to enhance public trust in Islamic educational institutions. In today’s competitive educational environment, it is vital for these institutions to not only provide high-quality education but also establish a strong, positive brand identity that resonates with their core values. Utilizing a qualitative research approach with phenomenological methods, the study uncovers that effective branding strategies go beyond mere promotion; they involve management practices that demonstrate integrity, transparency, and a steadfast commitment to educational excellence. The research findings indicate that Islamic educational institutions that successfully manage their branding can significantly enhance public trust, bolster their competitive position globally, and contribute to shaping a generation grounded in moral integrity and academic excellence. By understanding and implementing these branding strategies, these institutions can effectively communicate their values, meet community needs, and ensure their continued relevance and success in an increasingly competitive global educational landscape.

Educational paradigm shift: Long-term ramifications of COVID-19 in the Indian context

The COVID-19 pandemic has brought about a significant transformation in the global educational landscape, which has far-reaching implications for learning systems. This study focuses on the impact of the pandemic on India’s education sector, exploring its long-term consequences. The research delves into the enduring effects of COVID-19 and how it has reshaped traditional educational methods. The Indian education system has undergone a dynamic evolution, from the rapid integration of digital technologies to the redefinition of pedagogical approaches. The study employs surveys to comprehensively assess the multifaceted dimensions of adaptation. By synthesizing qualitative insights from 386 respondents, the research aims to contribute to a better understanding of the challenges, opportunities, and long-term implications of COVID-19. The hypothesis results show a significant difference among genders for factors 2 (consequences of COVID-19 on teachers, students, and teaching), 3 (impact of COVID-19 on education), and 4 (education system responses to COVID-19). In contrast, factor 3 is significant for education. Likewise, awareness factors 1 and 3 show that factors 1 (policies and strategies on education during COVID-19) and 5 (possible solutions and implementation) are significant for an application. Finally, binary logistic regression demonstrates that for gender factors three, education factors four, and five, online participation is significant for awareness factors one, three, and four. However, all of the factors are insignificant for an application. These findings can guide policy decisions, inform educational practices, and lay a valuable foundation for future research endeavours to shape a resilient, equitable, and innovative educational future.

Free Education vs. Quality Education: A systematic analysis

Overview: The debate between free education and quality education remains a critical issue in the global education landscape. This systematic analysis aimed to dissect the intricate relationship between the provision of free education and the assurance of quality education. While free education is often lauded for its role in increasing accessibility and promoting educational equity, concerns about the potential compromise in quality cannot be overlooked. Body of Knowledge: The study’s analysis drew on a comprehensive review of existing literature, case studies, and empirical data from various countries that have implemented free education policies. Central to this analysis is the understanding that free education, though essential for fostering inclusivity, often faces challenges such as underfunding, overcrowded classrooms, and inadequate infrastructure. These issues can severely impact the quality of education delivered, resulting in poor learning outcomes and diminished educational standards. Methods: The study engaged both the qualitative and quantitative methods and a descriptive research design that sampled 150 respondents; head teachers, teachers and learners from selected secondary schools in Lusaka district, Zambia. Data was obtained from the respondents by means of interviews and questionnaires. Thematic analysis was used to analyze the qualitative data whereas quantitative data were analyzed by the use of the Statistical Package for Social Sciences (version 26) and Microsoft Excel (version 16). Results: The study’s analysis delves into the economic implications of free education. While it alleviates the financial burden on families, especially in low-income regions, the long-term sustainability of such policies is questioned. The study examined various funding models and the role of government expenditure in maintaining high educational standards without imposing direct costs on students. Recommendation: The study therefore recommended for policymakers to adopt a holistic view, ensuring that the drive towards free education is matched with adequate resources, effective management, and a commitment to continuous improvement in educational standards.

Analysis of CLIL-Related Research in School Settings: A Systematic Review

Background: Content Language Integrated Learning (CLIL) is an emerging approach in the global educational landscape, and as such, there is a lack of a systematic review of this field. Purpose: To explore CLIL-related scientific publications in school settings around the world. Method: A systematic review was performed following the PRISMA guidelines in WoS and Scopus databases. A total of 142 articles published in the period 2018-2022 were analysed according to three types of variables: extrinsic to the scientific process, methodological, and content based. The results of the methodological and content-based variables were contrasted with the portfolio of CLIL evaluation measures and analysed through the lens of the 4Cs framework. Results: The findings revealed that CLIL studies were performed in a wide range of countries across continents. It was the secondary school which drew most scientific interest. Apropos of the methodological variable, there was a balance between qualitative and quantitative studies, and a questionмnaire as a tool was favoured by the researchers. The major scientific interest lay in the communication principle, while cognition was understudied. Conclusions: There was a growing scientific interest in CLIL. Although the major interest laid in linguistic gains, other fields of research transpired. The conclusions provide further agenda for CLIL research.

Navigating the Global Education Landscape: International Insights into the Challenges Faced by Students Going Abroad without Adequate Information

Navigating the Global Education Landscape: International Insights into the Challenges Faced by Students Going Abroad without Adequate Information

Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes

The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions. The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century. In closing, we welcome the readers of the 'International Journal of Change in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.

Application of Digital Technology to Improve the Quality of Learning in the Era of Revolution 4.0

In the era of the Fourth Industrial Revolution, digital technology has emerged as a transformative force reshaping the global education landscape. This research aims to examine the application of digital technology in enhancing the quality of learning in the era of Revolution 4.0. Through literature analysis, we explore various ways in which digital technology can be utilized to improve the effectiveness of learning, including the use of online learning platforms, integration of artificial intelligence in the learning process, implementation of augmented reality and virtual reality in learning experiences, and utilization of big data for personalized learning. The research findings indicate that the use of digital technology in education has brought positive impacts in enhancing the quality of learning by improving accessibility, interactivity, and personalization. However, challenges such as access gaps, infrastructure limitations, and integration of technology with traditional curricula remain hurdles that need to be addressed. Therefore, collaborative efforts among governments, educational institutions, and industries are required to optimize the utilization of digital technology in advancing education in the era of Revolution 4.0.

A Model for International Marketing and Recruitment in Emerging Markets: Factors Influencing Thai Students’ Decision to Enrol at a Regional University

The imperative of revitalising international student recruitment post-COVID-19 pandemic amid geopolitical realignments has brought Australian universities to the forefront of strategic marketing considerations. Reassessment of conventional markets and strategies has become critical in sustaining and enhancing competitiveness of these institutions in the global education landscape. This study aims to investigate marketing and recruitment factors, specifically examining their influence on Thai students’ decision to enrol at a regional Australian university. The research approach involved administering a survey of Thai students and recent alumni of regional Australian universities. A principal component analysis (PCA)revealed a multidimensional structure of eight factors. According to the findings, Thai students’ decision to enrol was influenced by agents, post-study migration opportunities and country-specific resources. However, due to the perceived low return on investment and delayed enrolment outcomes, regional universities are not investing sufficiently in Thailand. Implications for marketing and recruitment initiatives are discussed.

TRANSFORMATIVE INNOVATIONS, VIRTUAL EXCHANGE, AND COLLABORATIVE LEADERSHIP: RESHAPING HIGHER EDUCATION FOR THE GLOBAL DIGITAL WORLD WEB 4.0

INTRODUCTION AND RESEARCH PURPOSE: This research stems from the increasing importance of innovation in higher education and the growing role of virtual connections and collaborative initiatives in shaping the global educational landscape. Building upon prior research in this field, this study aims to provide a comprehensive exploration of how these elements come together to create a more interconnected and inclusive world of education. The central question addressed in this study is: How can innovation in higher education, particularly through virtual connections and collaborative initiatives like VEHUB4YOU, contribute to bridging educational gaps and fostering global unity? To investigate this question, we examine the objectives, methods, and impact of VEHUB4YOU as the subject of our study.
 HYPOTHESIS: The hypothesis of this research anticipates that innovations in higher education, aimed at using virtual connections and collaborative initiatives, particularly through programs like VEHUB4YOU, have the potential to create a more interconnected and inclusive world of education. We assume that such initiatives not only enhance accessibility and the quality of education but also stimulate innovation, promote knowledge exchange, and foster collaboration among educational institutions, contributing to global unity and the development of the educational sector.
 RESEARCH METHODS: The research employs a qualitative approach, including a review of existing literature, case studies, and interviews with key participants involved in VEHUB4YOU. This multifaceted methodology allows us to gather comprehensive insights into the program's objectives, implementation, and its impact on higher education within the African context.
 RESULTS: The study uncovers multifaceted aspects of innovation in higher education, highlighting the evolution of virtual connections in overcoming geographical barriers. It investigates collaborative initiatives as driving forces for positive change, facilitating the creation of inclusive and diverse learning environments. The case of VEHUB4YOU demonstrates how such programs assist educational institutions and individuals in joining global educational networks, thereby enhancing accessibility, fostering collaboration, and driving innovation.
 CONCLUSIONS: In conclusion, this research underscores the transformative potential of innovation, virtual connections, and collaborative initiatives in higher education. VEHUB4YOU in Africa serves as an example of how such initiatives can overcome barriers, promote global unity, and contribute to the creation of a more interconnected world of education. The study encourages further research and the implementation of innovative approaches in higher education to ensure accessibility, relevance, and the impact of education in an increasingly interconnected world.
 KEYWORDS: virtual connections; collaborative initiatives; transformative power; global engagement; higher education transformation; virtual exchange; cross-border collaboration.

Sustainable Parental Resources of Organic Urban Teaching (SPROUT): An Innovation to Upgrade 4Ps Parents’ Livelihood Sustainability

Parental involvement in education has long been recognized as a crucial factor in determining a child’s academic success and overall well-being (Hill et al., 2004). In many developing countries, such as the Philippines, government programs like the Pantawid Pamilyang Pilipino Program (4Ps) have been implemented to provide conditional cash transfers to low-income families, with the aim of improving their livelihood sustainability (Adhikari et al., 2017). However, sustainability also entails long-term empowerment and the development of skills for parents to become self-reliant. This action research study introduces the Sustainable Parental Resources of Organic Urban Teaching (SPROUT) innovation as a means to upgrade the livelihood sustainability of 4Ps parents. SPROUT, founded on the principles of sustainable development and organic urban teaching, aims to provide 4Ps parents with the necessary resources and knowledge to enhance their self-reliance and livelihood opportunities. By incorporating sustainable agriculture practices and urban gardening techniques, SPROUT offers parents the chance to grow their own organic produce, both for personal consumption and potential income generation (FAO, 2013). This approach not only enhances the nutritional status of families but also promotes environmental stewardship and encourages a shift towards healthier and sustainable lifestyle choices. The empowerment of parents through sustainable practices has yielded positive outcomes in various contexts. A study conducted by Hirai and Fujii (2019) found that engagement in sustainable livelihood activities led to increased self-confidence and a sense of agency among participants. Additionally, Oyelaran-Oyeyinka and Sanni (2020) demonstrated that sustainable livelihood initiatives can contribute to poverty reduction and improved standard of living in rural communities. By adapting and applying these concepts to the urban setting and specifically targeting 4Ps parents, the SPROUT innovation has the potential to significantly uplift the livelihood sustainability of this vulnerable population. Furthermore, the incorporation of organic urban teaching methodologies aligns with the growing demand for sustainable and eco-friendly practices within the global educational landscape (ITO, 2014). This approach not only equips parents with important agricultural skills but also fosters a sense of pride and cultural heritage. By tapping into traditional and indigenous knowledge systems, SPROUT emphasizes the importance of intergenerational knowledge transfer and community engagement, offering a holistic approach to sustainable parental resources. The SPROUT innovation holds immense promise as a means to upgrade the livelihood sustainability of 4Ps parents. By combining sustainable agriculture practices and organic urban teaching methodologies, SPROUT seeks to empower parents, enhance their self-reliance, and contribute to poverty reduction. This action research study will explore the implementation, impact, and potential challenges of the SPROUT intervention, aiming to provide valuable insights for policymakers, educators, and communities seeking innovative approaches to uplift the lives of vulnerable populations.

The Way of Kaizen: Implementation of Kaizen Philosophy in Quality Assurance in Bangladeshi Higher Education

Quality assurance in higher education is a pressing global concern, with particular challenges in implementation and maintenance evident in developing nations like Bangladesh. This study addresses the multifaceted challenges facing higher education in Bangladesh, including financial, political, cultural, bureaucratic, and governmental obstacles. Through a focused examination, this research proposes a methodology for continuously developing higher educational institutions, emphasizing the trouble-free sustainability of changes. By shifting from current inefficient policies to a task-oriented approach rooted in the kaizen philosophy, this study aims to enhance the outcomes of higher education institutions in Bangladesh. Embedding the kaizen concept within quality assurance initiatives holds promise for elevating Bangladesh’s standing in the global education landscape. By embracing kaizen principles, higher education institutions in Bangladesh can incrementally overcome challenges and enhance educational quality, thereby contributing to sustainable development objectives and positioning Bangladesh as a leader in global education.

Understanding the Educational Innovation Practice in Teaching and Learning among Economic Teacher’s in Klang Valley

The global health crisis of COVID-19 has transformed the global education landscape, shifting towards digital-based education for teaching and learning. Consequently, the predominant medium for teaching and learning practices is now digital technology. However, the utilization of digital technology, particularly innovations in teaching and learning, is not widely embraced in economic education. This study aims to explore the factors contributing to the limited innovation among economics teachers in the classroom and suggests measures to foster innovation in economic learning. Using a cross-sectional survey design with a qualitative research approach, the research sample involved 12 informants with over 10 years of teaching experience in form colleges around the Klang Valley. Semistructured questions were employed for data collection, and thematic analysis was used to address the study objectives. The results revealed 11 sub-themes within 4 categories representing obstacles to cultivating innovation among economics teachers. Additionally, 5 sub-themes within 2 categories highlighted measures to empower innovation in economics teaching. The study’s findings can serve as a reference for colleges, heads of economic education modules, and the Malaysian Ministry of Education to promote the digitalization and innovation of the economic field.