Public Service Department (Malaysia)

Augmented Reality (AR) can increase student motivation, awareness, and accomplishment in learning Energy, a science subject. As such, this study aims to examine the use of AR gamification to teach this subject to grade 4 students in primary school. Many of them are less drawn to AR, which requires a high level of imagination to understand its various dimensions. Smartphones have a limited number of education-based applications that can facilitate the comprehension of Science, Technology, Engineering, and Mathematics (STEM). It proves crucial to develop a digital application that improves the motivation, as well as understanding and awareness of energy among the younger generation. An energy learning application that combines AR and gamification was used to examine its efficacy in improving student motivation and academic performance in the context of energy.

Maintaining ethics in research will defend its credibility, usefulness, and impact within society. However, ethics can vary significantly between research paradigms. This is due to the kinds of ontological, epistemological, and methodological philosophies that each possesses. This paper studies research ethics within positivist, interpretivist, and pragmatist paradigms. There is a clear difference between these paradigms. Ethical considerations in the positivist paradigm concentrated on objectivity, reliability, and treating people fairly. Researchers must uphold objectivity, refrain from prejudice, and defend the rights of participants. Getting informed consent, protecting data, and reducing the possibility of harm to research participants during surveys or experiments are important ethical considerations. The interpretivist paradigm places a high value on ethical concerns arising from subjectivity, ethnocentrism, and researcher involvement. Researchers need to manage personal dynamics, engage in reflexivity, and establish trust with participants. Relational ethics values participants’ lived experiences and promotes collaborative knowledge creation, going beyond traditional judgement to ensure ethical engagement. To consolidate both paradigms, a flexible approach is introduced as the pragmatist paradigm. This is distinguished by methodological diversity and practical problem-solving. Pragmatist researchers, therefore, combine qualitative and quantitative methods to observe ethical dilemmas in a situation-appropriate manner. The researcher must critically balance their ethical responsibilities under various approaches to ensure that moral principles are maintained without sacrificing the flexibility of their study. Using a comparative approach, it reviews literature, research ethics guidelines, and philosophical texts to analyse ethical practices within each paradigm, focusing on ontological, epistemological, and axiological beliefs in research ethics. Ethical decisions should be grounded in the study's philosophical and methodological context, promoting responsible and contextually aware research practices. This paper provides researchers and all parties involved with useful information to enhance ethical standards that consider different research traditions.

This article examines the integration of problem-solving strategies and innovative pedagogical approaches in accounting education at the secondary school level. Drawing on contemporary literature, the discussion highlights how methods such as Problem-Based Learning (PBL), gamification, and blended learning enhance student engagement, motivation, and the ability to apply theoretical concepts to practical financial scenarios. The article also emphasizes the importance of cultivating critical thinking, collaborative skills, and metacognitive awareness, which are essential for navigating the complexities of modern financial environments. Challenges such as resistance to change, limited resources, and the expectation–performance gap are analyzed, alongside the transformative impact of the Covid-19 pandemic on teaching and learning practices. Finally, the article outlines future directions for curriculum innovation, stressing the need for technology integration, interdisciplinary perspectives, and flexibility to prepare students for an increasingly globalized and digitalized economy. Overall, the study underscores the necessity of aligning accounting education with 21st-century competencies to ensure that learners are not only academically successful but also future-ready.

Background of the study: Technological developments in the field of Library and Information Science (LIS) are increasingly rapid, along with advances in information and communication technology (ICT). One of the most recent innovations highlighted is the use of Artificial Intelligence (AI), such as ChatGPT, which is gaining recognition for its potential to support information analysis. Purpose: This research aims to explore and analyze previous research related to the implementation of AI as part of technological developments in the LIS field, using the Systematic Literature Review (SLR) method. Method: The method used is Systematic Literature Review (SLR) using Publish or Perish (keywords: ‘library,’ ‘ICT,’ ‘AI’). Initial 48 articles (2019-2023) screened to 38. Data analyzed using Mendeley and visualized with VOSviewer. Findings: The study showed a significant upward trend in the number of studies on the application of AI in the LIS field over the period. AI is considered an effective tool in supporting information analysis. Researchers emphasized the importance of human intervention in the final analysis; results generated by AIs require further verification and analysis to ensure their validity and relevance in a more specific research context. Conclusion: AI plays a key role in the development of LIS and ICT. Library management must implement strategies such as AI integration, competency development, user AI literacy, and ethical policy development.

Science, Technology, Engineering and Mathematics (STEM) and Science, Technology, Engineering, Arts and Mathematics (STEAM) and Science, Technology, Engineering, Religious, Arts and Mathematics (STREAM) education in Early Childhood Education (ECE) is one of the strategies to nurture 21st century learning skills mainly on critical and creative thinking skills. Now a days, we are lacking of complete Teaching & Learning (T&L) kits or materials that meet National Preschool Standard Based Curriculum 2017 which emphasizes STEM / STEAM / STREAM elements, lacking of T&L kits that focuses on a particular theme especially electrical theme and transportation theme and also time constraints of teachers in preparing special kits according to the specific theme. Thus, this study aims to develop a complete T&L kit that focuses on electric theme and transportation theme through STEM / STEAM / STREAM approaches. This kit is named as Children Electric Kit for Investigation Projects (CEKFIP). This kit is suitable for pupils Ages 5+, consists of 16 projects in 1 Kit (Electric Theme and Transportation Theme), suitable for exploration and investigation projects, can enhancing knowledge, enjoyable with new experience of learning, support STEM, STEAM and STREAM education program, safety materials, easy to use, attractive and cost effective.