Teaching complex concepts in metrology, such as measurement uncertainty, raises significant challenges in higher education, particularly in experimental chemistry where the reliability of results depends on the accuracy of measurements and the interpretation of their associated uncertainty. Although international research highlights the importance of metrological literacy for science education and for promoting rigorous experimental practices, studies examining how chemistry teachers actually integrate this knowledge into their teaching remain limited. This lack is even more pronounced regarding the effects of professional development programmes on teachers’ didactic praxeology. Our study addresses this gap by analysing the impact of a specialized metrology training program on the professional development of a university chemistry teacher. Drawing on the concept of praxeology from the Anthropological Theory of the Didactic (Chevallard, 1999) and Professional Didactics (Pastré, 2011), we examine, first the structure and intentions of the training designed by an expert in metrology and, second the teacher’s subsequent implementation of a practical chemistry session related to measurement uncertainty. The findings show how the training contributes to the evolution of the teacher’s praxeologies, particularly in the diversification of tasks, the mobilization of more explicit measurement techniques, and the strengthening of technological-theoretical justifications. By highlighting the conditions that support the effective integration of metrological knowledge into higher education teaching, this study provides insights that are relevant beyond the local context, contributing to international discussions on teacher professional development in STEM education.
In the era of Education 5.0, Building Information Modelling (BIM) has become a vital digital competency for future-ready construction professionals. However, many Quantity Surveying (QS) students enter higher education with limited exposure to BIM, creating a gap between academic preparation and industry expectations. This study investigates the attitudes of QS students, encompassing their readiness, as well as the perceived benefits and barriers to learning BIM tools within a tertiary education context. A structured questionnaire was distributed to QS students enrolled in a BIM-integrated course at Universiti Teknologi MARA, yielding 163 valid responses. Data were analysed using descriptive statistics and the Relative Importance Index (RII) ranking methods. The results reveal that, while most students had limited prior exposure, they expressed strong enthusiasm for learning BIM. Students valued BIM’s visualization capacity, its role in enhancing understanding of construction processes, and its contribution to collaborative learning. They also recognized BIM as an essential enabler for employability and long-term career development. At the same time, challenges such as hardware limitations, steep learning curves, and time constraints emerged as significant barriers. These findings highlight the importance of institutional support, adequate resources, and scaffolded teaching strategies. Overall, the study demonstrates BIM’s potential to empower QS students with digital competency, professional confidence, and career readiness, aligning with Education 5.0. It provides practical strategies for educators to bridge the gap between digital technologies and student capability.
This study aims to examine the development, intellectual structure, and thematic configuration of research on technology-enhanced design learning, with particular attention to the intersection of technology education, engineering education, design learning, and STEM/STEAM education. A bibliometric and science-mapping approach was employed using Scopus-indexed journal articles published between 2016 and 2026. The search was conducted within the title, abstract, and keyword fields and was limited to English-language journal articles. After screening and eligibility assessment, 470 documents were retained for analysis. Bibliometric performance indicators were generated using biblioMagika, while Biblioshiny was used to examine author keyword co-occurrence networks and thematic structures. Data cleaning and keyword harmonisation were conducted before analysis to improve consistency and reliability. The findings show that technology design education has developed into an active interdisciplinary research area with visible publication growth, citation reception, and collaborative authorship. The field is strongly anchored in technology education, engineering education, students, curricula, teaching, and design processes. However, STEM/STEAM education, educational technology, e-learning, artificial intelligence, and computational thinking remain only partially integrated into the field’s central structure. The thematic analysis indicates a developed pedagogical core but weaker interdisciplinary integration. The study is limited to Scopus-indexed English-language journal articles; therefore, relevant studies from other databases, languages, and non-journal sources may be excluded. Future research should expand database coverage and examine classroom-level implementation of technology-enhanced design learning. This study contributes by mapping the knowledge structure of technology-enhanced design learning and clarifying its dominant, emerging, and underdeveloped themes.
The newest trend, known as gamification, has shown incredible growth in educational settings and even more so in the field of programming, where the use of games and other related activities enhances the learning experience. In traditional settings, the teaching of programming often resorts to lectures followed by passive exercises that do not actively involve or motivate learners. C++ Rush is an interactive educational game that offers opportunities for engaging teaching and learning through the application of gamification techniques like awarding prizes, giving challenges, and providing immediate feedback. This research analyzes the usability and effectiveness of the C++ Rush game in the teaching of programming. The game development process followed the Agile methodology, which permitted incremental steps for enhancement after each interaction with the users. 30 novice programmers were recruited to take part in a usability study, and data was gathered using closed-ended questionnaires, open-ended interviews, and what we call non-participant observation. The study paid attention to processes involved in engagement, motivation, and the effectiveness of learning. The findings demonstrated that a major part of the participants, 85%, found using the game very engaging and strongly motivated by gamification elements such as leaderboards and rewards. In addition, a remarkable 90% of the users indicated that their understanding of the C++ syntax improved, which has demonstrated the power of real-time feedback. Results from the usability tests revealed that 95% of participants found the user interface highly usable, although some participants faced some minor technical issues.
Contemporary STEM education is evolving toward an integrated ecosystem that connects technological innovation, educational quality, industry engagement, and societal responsibility. Drawing on ten studies presented in this Special Issue, this editorial identifies three interconnected priorities for advancing STEM education: building future-ready competencies through technology-enhanced learning, strengthening curriculum, quality assurance, and industry alignment, and expanding STEM education toward sustainability, society, and cultural responsibility. Together, these contributions demonstrate that the future of STEM education depends not only on technological advancement but also on the effective integration of pedagogy, professional practice, and social responsibility to prepare competent, adaptable, and responsible citizens for an increasingly interconnected world.
In the era of Education 5.0, Building Information Modelling (BIM) has become a vital digital competency for future-ready construction professionals. However, many Quantity Surveying (QS) students enter higher education with limited exposure to BIM, creating a gap between academic preparation and industry expectations. This study investigates the attitudes of QS students, encompassing their readiness, as well as the perceived benefits and barriers to learning BIM tools within a tertiary education context. A structured questionnaire was distributed to QS students enrolled in a BIM-integrated course at Universiti Teknologi MARA, yielding 163 valid responses. Data were analysed using descriptive statistics and the Relative Importance Index (RII) ranking methods. The results reveal that, while most students had limited prior exposure, they expressed strong enthusiasm for learning BIM. Students valued BIM’s visualization capacity, its role in enhancing understanding of construction processes, and its contribution to collaborative learning. They also recognized BIM as an essential enabler for employability and long-term career development. At the same time, challenges such as hardware limitations, steep learning curves, and time constraints emerged as significant barriers. These findings highlight the importance of institutional support, adequate resources, and scaffolded teaching strategies. Overall, the study demonstrates BIM’s potential to empower QS students with digital competency, professional confidence, and career readiness, aligning with Education 5.0. It provides practical strategies for educators to bridge the gap between digital technologies and student capability.
This study aims to examine the development, intellectual structure, and thematic configuration of research on technology-enhanced design learning, with particular attention to the intersection of technology education, engineering education, design learning, and STEM/STEAM education. A bibliometric and science-mapping approach was employed using Scopus-indexed journal articles published between 2016 and 2026. The search was conducted within the title, abstract, and keyword fields and was limited to English-language journal articles. After screening and eligibility assessment, 470 documents were retained for analysis. Bibliometric performance indicators were generated using biblioMagika, while Biblioshiny was used to examine author keyword co-occurrence networks and thematic structures. Data cleaning and keyword harmonisation were conducted before analysis to improve consistency and reliability. The findings show that technology design education has developed into an active interdisciplinary research area with visible publication growth, citation reception, and collaborative authorship. The field is strongly anchored in technology education, engineering education, students, curricula, teaching, and design processes. However, STEM/STEAM education, educational technology, e-learning, artificial intelligence, and computational thinking remain only partially integrated into the field’s central structure. The thematic analysis indicates a developed pedagogical core but weaker interdisciplinary integration. The study is limited to Scopus-indexed English-language journal articles; therefore, relevant studies from other databases, languages, and non-journal sources may be excluded. Future research should expand database coverage and examine classroom-level implementation of technology-enhanced design learning. This study contributes by mapping the knowledge structure of technology-enhanced design learning and clarifying its dominant, emerging, and underdeveloped themes.
As the global demand for clean and sustainable energy sources grows, education must play a proactive role in shaping environmentally responsible citizens. Solid Oxide Fuel Cells (SOFCs), as a high-efficiency and low-emission energy technology, offer great promise in addressing climate and energy challenges. However, discussions about SOFCs remain limited in general environmental education, especially at the secondary and vocational levels. This paper highlights the importance of introducing basic SOFC concepts in environmental education frameworks to improve students' awareness of sustainable energy solutions. By reviewing existing curricula, textbooks, and education policies, this study identifies the current gaps in the coverage of advanced green technologies like SOFC. The paper further argues that integrating simplified SOFC content—such as principles, benefits, and real-world applications—can support long-term sustainability goals and inspire students toward green technology careers. Recommendations are provided for educators, curriculum planners, and policymakers to consider the inclusion of SOFC topics as part of a broader effort to promote energy literacy and environmental stewardship among learners.
The increasing significance of Programmable Logic Controllers (PLCs) in modern automation highlights the need for a structured and standardized learning module in Malaysia’s polytechnics. Despite the growing demand for PLC expertise, there is no dedicated module that integrates both theoretical concepts and hands-on practical applications in the Programmable Logic Controller & Automation course in the Malaysia Polytechnic program. This conceptual paper proposes the development of a PLC module tailored to the course syllabus, designed to enhance student understanding, engagement, and technical competency. The module will incorporate structured theoretical content, guided practical worksheets, and interactive learning strategies to support both instructor-led and independent learning. To ensure that the PLC learning module materials were developed with high reliability and quality, systematic planning using the ADDIE model is used for the design and development process. Emphasis is placed on enhancing students’ understanding of PLC programming and fostering self-learning, as well as serving as a reliable teaching aid for polytechnic lecturers. Currently, the module is still in the design phase of the ADDIE model where the module is being developed based on the result of the preliminary study. This study is expected to contribute to the advancement of PLC education by addressing the gap in structured learning materials and supporting Malaysia’s technical and vocational education sector in preparing industry-ready graduates.
The implementation of Outcome-Based Education (OBE) in engineering programmes demands rigorous monitoring of Programme Outcomes (POs) and systematic execution of Continual Quality Improvement (CQI) processes. In response to this, the Program Outcomes Monitoring System for Civil Engineering Students (POSCES) was developed as a digital innovation to transform how PO data is captured, analysed, and used for academic improvement. Designed to support the faculty's compliance with the Engineering Accreditation Council (EAC) requirements, POSCES serves as a centralized, web-based platform that facilitates transparent, accessible, and data-driven management of PO attainment across both diploma and degree programmes. The system enables academic staff to map PO weightage, track course-level attainment, and document CQI actions, while allowing the OBE unit to conduct deeper, programme-wide analysis. By streamlining PO reporting and providing a secure environment for feedback and reflection, POSCES significantly enhances the efficiency and accuracy of CQI implementation. Moreover, recent enhancements that is the standalone POSCES website and direct CQI report generation; represent a digital leap in educational management. This paper outlines how POSCES integrates seamlessly into the faculty’s quality assurance eco-system and presents feedback from OBE committee members and programme leaders, underscoring its effectiveness, usability, and potential for broader implementation across academic programmes. User feedback indicates that POSCES is highly effective, user-friendly, and well-aligned with OBE and CQI requirements, demonstrating strong acceptance and satisfaction among the faculty members.
In recent times, it has become common to encounter children and students exhibiting strong English proficiency. One potential factor behind this trend is the extensive exposure the students have to online games. Online game has been a popular form of entertainment as many people view online game as an interesting way to fill their free time and some perceive it as form of socialisation and communication with others. Playing online game is an activity that has become prominent in children and adolescents’ spare time which contributes to a phenomenon where they incidentally learn English language. The aim of this research was to explore the relationship between online games and the acquisition of English vocabulary. A total of 221 respondents from a public university participated in a questionnaire that encompassed various questions, including a brief essay on the topic at hand. The essays were analysed using VocabProfiler in VocabKitchen which is based on CEFR level to determine the level of vocabulary used by the respondents. The findings demonstrated a significant influence of online games on vocabulary acquisition. Consequently, it can be asserted that online games offer a beneficial and motivating platform for students to enhance their second language skills, particularly in the realm of vocabulary improvement.
In Malaysia, Technical and Vocational Education and Training (TVET) relate to educational programs that practice skills, and knowledge focuses on industry-relevant training and job readiness. The Malaysian government has been strongly promoting and supporting TVET to enhance the economic development and job creation. Therefore, this research aims to explore the marketability and employability of TVET graduates in Malaysia's construction industry. Three (3) objectives were outlined: i) to assess contractors’ awareness and perceptions of TVET graduates in Malaysia’s construction industry, ii) to investigate the challenges encountered by TVET graduates in entering the construction sector and iii) to propose strategies to enhance the marketability and employability of TVET graduates in the construction industry. Data were collected from 59 contractors across Klang Valley via structured questionnaires. Analysis using SPSS mean score techniques revealed that while TVET graduates are valued for their hands-on abilities, deficiencies in digital literacy (e.g., BIM, AI) and communication skills hinder their full integration into the workforce. As TVET plays a critical role for national development, the research highlights gaps between institutional training and real-world industry expectations. Many TVET graduates face challenges such as limited exposure to modern construction technologies, inadequate soft skills, and negative societal perceptions. There is a need to enhance collaboration between TVET institutions and the construction industry, stronger practical training pathways, and policy reforms to align educational outputs with market needs. The findings advocate for a more responsive, and future-ready TVET ecosystem to empower learners in Malaysia’s evolving construction sector.
This study examined the critical relationship between artificial intelligence (AI) usage and pedagogical innovation among 292 lecturers across 11 vocational colleges in Johor, Malaysia. Amidst the ongoing digital transformation of higher education, this research specifically investigated how lecturer attitudes influence the adoption of AI technologies in classroom settings. Utilizing a quantitative correlational survey design, data were gathered through a robust 47-item questionnaire, which demonstrated excellent psychometric properties, including expert-validated content (S-CVI 0.99) and high internal consistency (Cronbach’s α > 0.90). Statistical analyses performed via SPSS v27.0 revealed that while educators possess positive attitudes and high perceptions of AI’s potential impact, their actual implementation and innovation levels remain only moderate. Independent samples t-tests indicated no statistically significant gender-based differences regarding AI usage (t=-0.735, p>0.05) or professional attitudes (t=-1.055, p>0.05). Most notably, the study identified a strong, significant positive correlation between AI usage and pedagogical innovation (r=0.883, p<0.05). Regression analysis further confirmed that AI usage serves as a powerful predictor of innovation variance, accounting for 78% of the change (R2=0.780). In conclusion, the findings suggest that AI integration is a fundamental catalyst for evolving vocational teaching practices. To maximize these benefits, stakeholders must balance technical skills training with infrastructure improvements and the cultivation of positive educator mindsets. These insights are essential for developing comprehensive digital competency frameworks and specialized training programs, directly aligning with the aspirations of the National TVET Policy 2030 to significantly elevate the standard of technical education across Malaysia for future growth, global competitive success, prosperity, and national excellence.
Rumah Kutai, one of the oldest forms of traditional Malay houses in Perak Tengah, represents an important part of Malaysia’s architectural heritage. However, many of these timber structures are increasingly affected by deterioration caused by environmental exposure, biological attacks, and maintenance challenges. This study investigates the common timber defects found in Rumah Kutai and examines the factors contributing to their occurrence from the perspectives of owners and caretakers. A qualitative case study approach was adopted, supported by field observations and a survey involving 15 respondents. The findings reveal that termite infestation, wood-boring insect attacks, and timber decay are the most common defects, with wall panels and floorboards being the most affected components. Moisture exposure and natural ageing were identified as the primary causes of deterioration. The study also found that maintenance is generally reactive rather than preventive, largely due to high repair costs and a shortage of skilled traditional craftsmen. These findings highlight the need for improved conservation strategies that combine traditional knowledge, preventive maintenance, and appropriate restoration practices to ensure the long-term preservation of Rumah Kutai as a valuable cultural heritage asset.
The newest trend, known as gamification, has shown incredible growth in educational settings and even more so in the field of programming, where the use of games and other related activities enhances the learning experience. In traditional settings, the teaching of programming often resorts to lectures followed by passive exercises that do not actively involve or motivate learners. C++ Rush is an interactive educational game that offers opportunities for engaging teaching and learning through the application of gamification techniques like awarding prizes, giving challenges, and providing immediate feedback. This research analyzes the usability and effectiveness of the C++ Rush game in the teaching of programming. The game development process followed the Agile methodology, which permitted incremental steps for enhancement after each interaction with the users. 30 novice programmers were recruited to take part in a usability study, and data was gathered using closed-ended questionnaires, open-ended interviews, and what we call non-participant observation. The study paid attention to processes involved in engagement, motivation, and the effectiveness of learning. The findings demonstrated that a major part of the participants, 85%, found using the game very engaging and strongly motivated by gamification elements such as leaderboards and rewards. In addition, a remarkable 90% of the users indicated that their understanding of the C++ syntax improved, which has demonstrated the power of real-time feedback. Results from the usability tests revealed that 95% of participants found the user interface highly usable, although some participants faced some minor technical issues.
Learning analytics (LA) has transformed educational practice through data-driven personalization, yet its dependence on continuous digital trace data systematically excludes learners in low-technology K–12 environments. This paper proposes Assessment-Driven Learning Analytics (ADLA)—a paradigm shift that repositions psychometric assessments as primary analytic signals rather than supplementary data. Grounded in sociocognitive theory and computational psychometrics, ADLA operationalizes three-dimensional learner modeling (cognitive, affective, behavioral) that functions without digital infrastructure. We articulate theoretical foundations distinguishing ADLA from clickstream-based approaches, specify detailed operational frameworks with validated instruments, outline implementation architecture, propose comprehensive research validation agenda, and examine policy implications for educational equity and SDG 4. ADLA demonstrates that meaningful learning analytics need not depend on technological abundance, offering methodological pathways toward inclusive, evidence-based STEM education accessible to all students regardless of infrastructural constraints.
STEM education is entering an era shaped by artificial intelligence, learning analytics, and increasingly diverse learner populations. Yet technological advancement alone is insufficient to ensure meaningful and equitable learning opportunities. Drawing on eight studies from Asia, Africa, North America, and the Middle East, this editorial identifies three emerging priorities for future STEM education: equity and inclusion, holistic learner development, and intelligent learning infrastructures. Together, these studies suggest a shift from technology-centered innovation toward AI-powered, human-centered educational ecosystems that integrate assessment, language, cognition, resilience, and participation. This perspective offers a framework for reimagining equitable STEM education in the decades ahead.
Affective factors in mathematics learning, particularly attitudes and resilience, have long been recognized as important determinants of student achievement. However, international research remains inconclusive regarding their relative influence, especially in under-resourced contexts where learners often depend more on psychological strengths than external support. This study examined the comparative predictive power of mathematical attitude and mathematical resilience on mathematics performance among junior high school students in a rural Philippine setting. Using a descriptive-correlational design, data were collected from 91 students through the culturally validated 33-item Mathematics Attitude Scale (Facultad & Sebial, 2019), the Mathematical Resilience Scale (Kooken et al., 2016), and official first-quarter mathematics grades. Results showed that students generally exhibited positive attitudes toward mathematics, strong resilience, and moderate academic performance. Both mathematical attitude and resilience were significantly associated with achievement. Hierarchical multiple regression analysis revealed that mathematical resilience was a stronger predictor than mathematical attitude, with both variables jointly explaining 26.3% of the variance in performance. These findings contribute to the international literature by demonstrating that resilience may play a more critical role than attitude in shaping mathematical success under conditions of structural and resource constraints. The study highlights the value of resilience-building interventions as a practical strategy for improving learning outcomes in resource-scarce educational environments. More broadly, the findings support the integration of affective skill development into STEM education as a cost-effective and scalable approach to enhancing student achievement in developing contexts.
Multilingual learners (MLs) remain underrepresented in science, technology, engineering, and mathematics (STEM) related careers and minority in K-12 STEM education, partly due to inequitable assessment practices that fail to account for their cultural and linguistic diversity. Culturally and linguistically responsive (CLR) formative assessment has the potential to enhance equity and inclusivity in K-12 STEM classrooms. This systematic literature review examines the key trends and challenges in CLR formative assessment practices for MLs in STEM education in the United States. Through the systematic search and elimination process, 25 articles (12 empirical and 13 non-empirical) were selected, analyzed and discussed. Findings highlighted key trends, including collaborative design, translanguaging, multimodal assessment, and tailored feedback, while also identifying persistent challenges such as balancing of STEM content learning goals with language acquisition, professional development (PD) gaps, and the marginalization of MLs through standardized language policies in mainstream K-12 STEM classrooms. Implications highlighted the need for formative assessment frameworks that center equity, policy reforms to support linguistically inclusive assessment, and PD opportunities that equip educators with CLR formative assessment strategies.
Mathematical reasoning is a fundamental component of meaningful mathematics learning; however, research on instructional approaches that systematically support its development remains fragmented. In particular, studies on mathematical reasoning and metaphorical thinking have largely evolved independently, resulting in limited integrative insights. This systematic literature review (SLR) aims to synthesize research trends on students’ mathematical reasoning over the past decade and to examine the role of metaphorical-thinking-based learning in supporting its development. Following the PRISMA 2020 framework, a systematic search of the Scopus and ERIC databases identified 36 peer-reviewed journal articles published between 2017 and 2025. These studies were analyzed using reflexive thematic analysis, focusing on research trends, instructional implementations, metaphor types, learning models, and reported effects on mathematical reasoning. The findings indicate a shift toward a multidimensional view of mathematical reasoning encompassing cognitive, representational, social, and contextual aspects. Metaphorical thinking predominantly functions as a cognitive–linguistic approach embedded within diverse instructional models. Conceptual and embodied metaphors are most prevalent, supporting reasoning through cognitive bridging, enriched mental representation, and increased engagement. Nevertheless, gaps remain regarding explicit interventions, longitudinal evidence, and comparative analyses of metaphor types.
