In the context of Information 4.0, STEM-oriented Technical and Vocational Education and Training (TVET) has emerged as a crucial pathway for developing learners' technical expertise and advanced competencies. Self-efficacy is also seen as a key factor that affects how both students and teachers participate, adapt, and do well in this area. This systematic review aims to investigate both the theoretical framework and the practical application of self-efficacy in STEM-oriented TVET. Fifteen empirical studies were chosen and carefully examined in accordance with PRISMA 2020 standards. The results indicate that most studies are based on Bandura's Social Cognitive Theory (SCT), with several also utilising frameworks like the Social Cognitive Career Theory (SCCT). Self-efficacy is expressed in three primary dimensions: academic-oriented, task-specific technological, and career-directed. Research shows that self-efficacy helps students stick with their studies, learn new skills, and get ready for careers. It also helps teachers use new teaching methods and effectively combine STEM education. These results highlight the significance of self-efficacy as both a theoretical construct and a practical instrument, offering valuable insights for curriculum development, student learning, teacher training, and policy formulation in STEM-oriented TVET.
The COVID-19 pandemic affected every fiber of society resulting in gainers and losers in all fronts. This study examined the pandemic in the context of career shock. Using the mixed methods approach of research, the article examined the degree to which the pandemic culminated into career shock, the career decisions taken and the effect on the level of job satisfaction among employees of private tertiary institutions in Ghana. The findings revealed that employees had both positive and negative career shocks. The negatives were in the form of delayed promotions, training and development, cuts in salary and loss of job and the positives were in the new opportunities that employees were exposed to. In response to the shock, career decisions such as the search for a new job, further studies and entrepreneurship were taken. Employees who remained with their employers experienced mixed levels of job satisfaction depending on whether the career shock was positive or negative to them. The paper recommends that employees should be versatile in the knowledge, skill and ability to handle future situations likely to result in career shock, the Labour Act, 2003 should be amended to give workers some safety nets in times of natural occurrences like disasters and pandemics and Government of Ghana with stakeholders such as the Ghana Employers Association, Ghana Association of Private Tertiary Institutions (GAPTI) and the Conference of Heads of Private Universities, Ghana (CHPUG) should consider establishing emergency fund to cater for their workers during pandemics and disasters.
The hottest topic globally which focuses in the Southeast Asian regions is the Belt and Road Initiative (BRI) projects. At present, the implementation of the BRI initiative focuses mainly on the macro-level involving geopolitical strategy, economic spillovers, and debt sustainability. It is assumed that at the macro-level stakeholders are willing to engage in this initiative. The macro-level view has limited insight into the micro-level behavioural mechanisms. To ensure an accurate acceptance of this initiative it is better to combine both macro and micro-level involvement to examine the determinants of stakeholders' behavioural intention to participate in Belt and Road Initiative (BRI) projects. This is done by integrating key constructs of performance expectancy and effort expectancy from the technology adoption theory with the moderating role of trust. As this study follows a quantitative research design, a survey was conducted to collect data from relevant stakeholders involved in or familiar with BRI-related. The findings of this study will contribute to current research by establishing the role of trust as not only a direct determinant but also a boundary condition influencing the key adoption factors in this initiative. From the standpoint of the findings policymakers and institutions should prioritise trust-building mechanisms such as transparency alongside improving the project benefits. By fostering transparency, consistency, and long-term commitment, stakeholders' participation in BRI projects can be further enhanced, thereby supporting the sustainability and success of the initiative.
An abstract Artificial Intelligence (AI) is increasingly recognized as a transformative force in the public sector, enhancing service delivery, policy-making, and digital transformation. In Malaysia, initiatives such as the Malaysia Digital Economy Blueprint (MyDIGITAL) and the National Artificial Intelligence Roadmap (2021–2025) highlight the government’s commitment to advancing AI integration. Yet, public sector agencies face persistent challenges in achieving readiness, including gaps in infrastructure, human capital, and policy execution. This study explores the challenges and enablers of AI readiness in public sector agencies in Putrajaya, Malaysia. Guided by the Technology–Organization–Environment (TOE) framework a qualitative single case study was conducted involving five key informants through semi-structured interviews. Findings reveal nine key themes. Challenges relate to human capital and competency gaps, organizational and policy barriers, and technological constraints. Enablers include capability development, strategic alignment, and technological readiness. The study concludes that AI readiness depends on the interplay of infrastructure, policy, leadership, and human factors. It contributes to HRD by offering insights for upskilling civil servants and fostering an innovation-oriented culture, while informing theory and policy on embedding sustainable AI strategies in the public sector.
This paper offers an initial exploration of the spatial allocation of public investment under the "Antonis Tritsis" Programme, a national funding instrument allocated to local government within Greece’s highly centralised fiscal system.It examines whether funding allocation is driven primarily by regional needs or by the administrative capacity of regions. This study draws on administrative data covering all infrastructure projects approved in Greece during the 2020-2025 period at the regional level (NUTS-2) and employs descriptive statistical measures, inequality indices and alignment indices to explore the relationship between investment allocation and socioeconomic indicators. The findings reveal significant spatial inequalities at the project approval stage, suggesting that allocation processes introduce territorial disparities even before investments are implemented. The analysis does not provide strong empirical support of the need-based allocation hypothesis, while administrative capacity seems to play an important, albeit not exclusive, role. In general, allocation can be interpreted as a combination of mechanisms in which regional need, administrative capacity and program design features interplay to determine allocation. The study contributes to the international literature by highlighting the importance of ex ante analysis and proposing a replicable empirical framework for assessing public investments allocation in contexts characterised by institutional disparities, such as the Greek case.
There are various political dynamics of dam-induced displacement and resettlement in Kenya, based on the case of the Mwache Dam Project. Mwache Dam is a unique case since it displaced the indigenous people from coastal Kenya, and the project is among the projects that are part of Kenya’s Vision 2030. The construction of the Mwache Dam displaced many households, and according to the constitution of Kenya, the displaced households must be compensated for land, assets, and properties lost. The entire displacement and resettlement process brought about many grievances, ranging from under-compensation and delays to land loss, social ties, and justice. They established that the politics of dam-induced displacement and resettlement in Mwache Dam cannot be adequately understood from the ruling class view or humanitarian view only, but there is a need to understand the impacts of colonial and post-colonial periods on land reforms, financing, and governance in Kenya, which have marginalized coastal region communities for a long period. The study shows how political powers influence compensation frameworks and how this affects displaced communities. Further, it shows how the resettlement planning implementation process has a lot of loopholes, which lead to major delays and injustices. All these led to legal battles, but in the end, the displaced communities suffered a lot and were left vulnerable. From these scenarios, this conceptualizes displacement and resettlement not as a linear policy response, but as something oriented in the political sphere. This study contributes to justice in terms of compensation, transparency in the entire displacement and resettlement process, and actual public participation. It emphasizes resettlement policies to be effective so that there is a win-win situation between the state and displaced communities.
In the knowledge economy of the 21st century, the digital competence of higher education faculty has a clear impact on teaching quality; however, the underlying structure of faculty competence remains poorly understood, particularly in a regional context. This study explored the fundamental dimensions of faculty competence in Zhejiang Province, China, with the goal of developing a valid, data-based framework to inform institutional policy and professional support. A quantitative survey of 84 educators from universities was conducted, including four fundamental modules of competence: digital competence, technical competence, school climate, and professional advancement. Principal component analysis (PCA) and Cronbach's alpha tests revealed that two hidden components explained 42.95% of the total variance. Integrated Digital Pedagogical Competence (IDPC) and Collaborative Professional Ecology (CPE) both demonstrated high levels of internal consistency, with α = .965 for the former and α = .949 for the latter. The results present a two-dimensional framework in which four fundamental modules combine to systematically integrate teachers' digital-pedagogical skills and factors that support them at work and in school. This framework provides both an argument and an approach toward enhancing faculty digital literacy, pedagogical innovation, and lifelong learning in higher education in China.
As academic self-efficacy is one of the most significant indicators of the quality of teacher education, the issue of low academic self-efficacy among early childhood pre-service teachers is a matter of concern. While the MSLQ Academic Self-Efficacy Scale (MSLQ-ASES) is the most commonly and widely reported instrument for measuring academic self-efficacy, there are no studies that evaluate the appropriateness of the MSLQ-ASES for early childhood pre-service teachers in China. This study aimed to provide a Chinese version of MSLQ-ASES (C-MSLQ-ASES) and to evaluate its psychological properties in the context of Chinese early childhood pre-service teachers. Two sub-samples (n1=220, n2=398) were chosen using a simple random sampling method from different areas of China. Construct validity, convergent validity, measurement invariance, criterion-related validity, internal consistency, and composite reliability analysis were performed individually to assess the psychometric properties of C-MSLQ-ASES. The results of EFA confirmed a single factor of C-MSLQ-ASES. The CFA results showed that both the 9-item and 7-item factor structure models demonstrated favorable fit indices. Meanwhile, the 9-item scale had slight advantages in measurement invariance across age, criterion-related validity, and reliability. Our findings offer substantial evidence supporting that the 9-item C-MSLQ-ASES is a reliable and scientific instrument for assessing the academic self-efficacy of Chinese early childhood pre-service teachers, which will benefit the work of teachers, educational administration, and future researchers.
This study investigates the factors influencing the integration of Artificial Intelligence (AI) in Malaysian secondary schools, focusing on the perspectives and strategies employed by principals in Junior Science Colleges. Employing a qualitative phenomenological approach, semi-structured interviews were conducted with principals to capture their insights on AI adoption. The findings reveal that while principals generally hold a positive outlook on AI and recognize its transformative potential in education, significant challenges persist. These include limited practical understanding of AI, insufficient technological infrastructure, and varying levels of teacher readiness. Notably, younger teachers exhibit greater openness to AI adoption, whereas senior teachers express reluctance due to a lack of technical proficiency. Additional barriers include financial constraints, the absence of clear AI-related policies, and concerns regarding the misuse of AI by students. To address these challenges, the study proposes several recommendations: the implementation of structured professional development programs to enhance AI literacy among educators, the upgrading of digital infrastructure to support AI tools, the formulation of comprehensive AI policies, and the initiation of pilot projects to evaluate AI's impact on teaching and learning processes. The study espouses the critical role of leadership in driving AI adoption and ensuring its alignment with broader educational goals. These findings provide valuable insights for policymakers and educational leaders in designing strategic approaches to optimize AI integration in schools. By doing so, AI can serve as a transformative tool, enhancing teaching effectiveness and improving student learning outcomes. This research contributes to the growing discourse on AI in education, offering practical implications for cultivating innovation and equity in educational practices.
Islamic finance in Malaysia continues to expand rapidly, supported by a structured Shariah governance framework designed to ensure that all institutional activities comply with Shariah principles. Through Bank Negara Malaysia (BNM), two Shariah governance standards have been issued for IFIs; the Shariah Governance Framework (SGF) in 2010 and superseded by the Shariah Governance Policy Document (SGPD) in 2019. In the cooperative sector, the Malaysia Cooperative Societies Commission (SKM) issued the Shariah Governance Guidelines known as GP28. This study conducts a systematic policy content analysis of SGPD 2019 and GP28, with reference to the international benchmark AAOIFI GS-1, to assess their alignment, similarities, and regulatory gaps. The findings show that SGPD 2019 is more comprehensive and technically detailed than GP28, particularly in governance structure, Shariah Committee responsibilities, and screening requirements, yet both standards lack clear definitions and stated objectives of Shariah governance, elements explicitly outlined in AAOIFI GS-1. The study highlights areas where Malaysian standards lead or lag global practices and offers recommendations to enhance the clarity, consistency, and robustness of Shariah governance across IFIs and cooperatives.
The professional development of teachers is essential, particularly for those encountering various challenges in classroom management. This study aims to determine the key predictive factors influencing the adoption of the Tuning Protocol reflection method among novice teachers. Employing a correlational research design, data were collected through a questionnaire. The sample consisted of novice teachers specializing in agricultural subjects (n=145). Findings reveal a significant relationship (p<0.01) between all three predictive factors and the selection of the Tuning Protocol reflection method. Among these, the ability to conduct teaching reflection emerged as the most influential factor, demonstrating a correlation value of r = 0.250 (25%). This study underscores the importance of reflective teaching practices in fostering the professional development of agricultural subject teachers. Furthermore, the findings provide valuable insights for schools in implementing the Tuning Protocol reflection method to support the continuous growth of novice educators.
In Malaysia, tertiary education institutions are dedicated to offering inclusive education for all students with special needs, particularly those with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). Inclusive education became an important and most in-trend approach. However, academicians working in inclusive classrooms face difficulties. The concept of inclusive education for all students makes it important for academicians to design a learning environment that supports engaging teaching and learning processes. This paper seeks to provide an overview of the teaching experiences of academicians in an inclusive classroom considering instructional practices and academician challenges. It is necessary to analyse previous findings systematically because of the variety of the prior data and the disparities that may be present. Therefore, in order to define, filter, and synthesise studies that meet the study topic, established systematic literature is necessary since it offers benefits linked to quality controls and limits systematic bias.
This study delivers a comprehensive, updated bibliometric examination of Social Entrepreneurship Research (SER) spanning from 2014 to 2025. It evaluates critical structural components within the literature, including annual scientific outputs, preeminent publishing sources, seminal core articles, highly prolific authors, and collaborative networks. Furthermore, this analysis explores the field’s intellectual architecture by investigating evolutionary trends in author keywords and emerging thematic priorities up to 2025. The bibliometric results indicate that Sustainability stands as the most prominent publishing outlet with 68 published articles, closely followed by the Journal of Social Entrepreneurship (59 articles) and the Proceedings of the European Conference on Innovation and Entrepreneurship (33 articles). Among top-tier articles, Saebi et al. (2019) remains the most structurally impactful work with 598 citations. Within the global authorship network, Chandra from the City University of Hong Kong continues to lead the field, followed closely by Vázquez-Parra and Ramírez-Montoya from Tecnológico de Monterrey. Keyword co-occurrence analysis reveals a highly concentrated emphasis on "social entrepreneurship" (912 occurrences), "entrepreneurship" (264 occurrences), "social enterprise" (124 occurrences), and "social innovation" (115 occurrences). The findings move beyond descriptive summaries to contextualize these trends against institutional mandates, digital transformation, and structural transitions within the post-pandemic, SDG-driven academic landscape.
This study examines how institutional appraisal mechanisms in Bangladesh, particularly Development Project Proposals (DPP) and Project Evaluation Committee (PEC) practices, shape governance outcomes in public investment management. Using a qualitative case study approach based on process tracing of institutional practices, the paper draws on official appraisal guidelines and practitioner experience within the Bangladesh Planning Commission. The findings indicate that project appraisal frequently faces challenges such as optimistic cost estimates, uneven feasibility study quality, project overlap, and institutional capacity constraints, compounded by time pressures within the ADP/RADP cycle. At the same time, PEC functions as an important problem-solving forum that helps identify design weaknesses and improve project readiness through iterative review. The study highlights that strengthening upstream project preparation, standardizing appraisal formats, enhancing institutional capacity, and introducing independent review mechanisms can significantly improve value for money in public investment. While grounded in Bangladesh, the findings offer policy-relevant insights for other developing countries seeking to strengthen project appraisal systems under similar institutional constraints.
In silat competition, where athletes gain an advantage through speed and accuracy, kick techniques are a crucial component. In order to ascertain whether skill-related fitness components can direct training design, this study sought to assess the relationship between skill-related fitness components and speed kicking performance in silat athletes. The study included thirty university silat athletes. A 10-second side-kick test was used to measure the speed at which both dominant and non-dominant legs could kick, and the Nelson Foot Reaction Time Test (reaction), 30 m Sprint Test (speed), Stork Stand Test (balance), Hexagon Jump Test (coordination), Standing Broad Jump Test (power), and Zigzag Run Test (agility) were used to measure skill-related fitness components. All fitness components and kicking performance for both dominant and non-dominant legs were found to be significantly correlated by Pearson correlation analysis (p <.05). Kicking frequency was most strongly associated with coordination (r = –0.795, dominant; r = –0.699, non-dominant) and power (r = 0.738, dominant; r = 0.762, non-dominant), although agility, sprint speed, balance, and reaction time also made significant contributions. These results suggest that speed kicking performance in silat is significantly influenced by skill-related fitness, specifically coordination and power. According to the findings, interventions that focus on coordination and power in addition to agility, speed, balance, and reaction time may improve silat athletes' kicking performance and competitive results. This supports the use of skill-related fitness as a useful framework for directing training approaches.
The development of augmented reality (AR) technology as a teaching tool in education is expanding, as it can boost interest in learning and improve the visual understanding of abstract concepts. However, most application developments currently rely on marker-based techniques, which are based on existing research. Recognizing this research gap not only highlights an unexplored area but also indicates a promising direction for future research and sustainability in education. Therefore, this systematic literature review highlights the importance of utilizing markerless and 3D object recognition techniques in developing AR applications to enhance visual skills during the learning process. The Scopus database was used to identify eligible articles, following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. A total of 25 articles from 2019 to 2023 met the criteria for final review, and they were categorized into three main themes: type of augmented reality technology, target subject, and theory and model used in developing AR applications for education. This study provides educational researchers and developers with a comprehensive understanding of the potential benefits of creating AR applications that utilize markerless and 3D object recognition techniques in education.
The contributions of lab demonstrators significantly increase the effective setting of lab sessions for certain subjects. By providing clear learning objectives and assessment criteria for course subjects, they help students effectively complete their assignments. Lab demonstrators maintain regular communication with students, keeping them informed about assignments, class materials, and notes, thereby creating a supportive as well as structured learning environment. Technically, they must use a designated online platform for effective material management and student communication. Recognizing the importance of a robust Learning Management System (LMS) in maintaining communication with students, lab demonstrators are now seeking a fresh platform to serve as the new LMS. Therefore, the Discord app is used in this study as the chosen platform, and its efficiency is evaluated. This paper employs Kirkpatrick's four-level evaluation model to specifically investigate the following: (i) student reactions to the effectiveness of Discord in terms of user engagement and learning resource accessibility; (ii) degree of knowledge and skills gained during the student learning session using Discord in terms of user engagement and learning resource accessibility; and (iii) student transfer of knowledge and skills from using Discord. Purposive sampling was used to choose a sample of 30 students who enrolled in specific courses offered by the faculty. The efficacy of Discord was assessed using behavioral surveys, feedback questionnaires, semi-structured interviews, and pre-and post-tests. According to the study, three of the four levels of Kirkpatrick's Model had evidence from the evaluation that was done. On a 5-point Likert scale, Discord received an average response of 4. The pre-and post-test results showed a good improvement in knowledge and skills, indicating learning. The behavioral surveys that were carried out also included questions about the evidence of knowledge transfer, skill transfer, and continued use of Discord after the course ended. As a result, the findings benefit the stakeholders and lecturers by encouraging them to keep using Discord in place of the university's learning management system for their lab demonstrators.
This study examines the influence of person–organization fit and organizational commitment on job performance among employees in a consulting company in Henan Province, China. Adopting a quantitative, correlational research design, data were collected from 247 employees selected through simple random sampling. Linear regression analysis revealed that both person–organization fit and organizational commitment (p = .000, respectively) exert significant positive effects on job performance. These findings provide strong empirical evidence that alignment between individual values and organizational culture, together with employees’ psychological attachment to the organization, serve as critical predictors of job performance. The study contributes to the growing body of literature on human resource management and organizational behavior in the Chinese consulting sector, offering practical implications for managers to strengthen workforce alignment and commitment as strategies to enhance organizational outcomes.
Moral education has long been aimed at developing moral concepts, but its effectiveness in a cross-cultural environment is often questioned. This study explored the impact of cultural identity on the effectiveness of moral education in a multicultural context, focusing on moral behavior and moral values. A quantitative research design was employed, involving a sample of 314 respondents from various cultural backgrounds in Malaysia. Using a convenient sampling method, questionnaires were distributed to measure respondents' perceptions of cultural identity, moral values, and moral behavior. The study was conducted in educational institutions across Malaysia, providing a diverse setting for assessing cross-cultural differences. A regression analysis was performed to examine the relationships between cultural identity and the effectiveness of moral education. The findings revealed that cultural identity significantly influences moral behavior and moral values, suggesting that the effectiveness of moral education varies depending on the cultural background of the students. The study concludes that while moral education is influenced by cultural identity in a cross-cultural context, its impact on moral behavior and values differs among students from diverse cultural backgrounds.
This study examines the use of code-switching in university English classrooms in Yunnan Province, China, where teachers face challenges such as students’ low proficiency, limited exposure to English outside class, and inconsistent teaching practices. Code-switching, the alternation between English and Chinese, is a widely adopted strategy to address these barriers. Using qualitative methods, including classroom observations and interviews with six English instructors, the study explores the functions and impacts of code-switching in teaching. Findings show that intra-sentential switching is the most common, serving pedagogical functions such as clarifying complex concepts, emphasizing key content, providing instructions, and facilitating classroom interaction. Teachers reported that code-switching supports comprehension and engagement, while also expressing concern that excessive use of Chinese may reduce students’ opportunities to practice English. The study highlights the need for a balanced approach, where code-switching is employed strategically rather than habitually. Implications suggest that teachers can enhance student participation and confidence through purposeful switching, while administrators and curriculum developers should provide training on effective bilingual practices. Policymakers may also draw on these findings to inform language education reforms. Future research should examine the long-term effects of code-switching on English proficiency and explore complementary methods for promoting communicative competence.
