This article explores the English language reform carried out by the Seroja Technical Group of Colleges (STC) in accordance with the English Language Education Reform in Malaysia: The Roadmap 2015-2025. This article specifically intends to examine the affordances and limitations encountered by STC lecturers in implementing the English language reform initiative. This research project is a component of a broader study that employed a concurrent mixed method approach, integrating both quantitative and qualitative data. The paper's discussion focuses on data obtained from the qualitative component of the inquiry. The study was carried out at STC, a group of TVET institutions that is actively aiming for making English as one of the primary instructional languages. The participants of the study were 10 technical lecturers from STC. The data collection method was semi-structured interviews . The data was subsequently transcribed and categorized and subsequently organized into meaningful themes. Thematic analysis was employed to analyze the data. The findings indicate that STC's endeavours to reform the English language have achieved a moderate level of success, as the language is effectively integrated into teaching and learning practices, classroom resources, and teacher-student interactions. Nevertheless, the data also indicates that the lecturers encountered difficulties in properly implementing the strategy as a result of students' backgrounds and other situational considerations. Ultimately, the lecturers employed a contextualized strategy to accomplish the policy objectives. The results of this study are advantageous for policymakers and practitioners in reorganizing the English language at their institutions.

Sistem pendidikan pondok merupakan sebuah institusi pendidikan agama Islam yang wujud serta diiktiraf oleh masyarakat. Ia berperanan untuk menyebarluas ilmu agama serta membentuk keperibadian Muslim yang sempurna. Pendidikan Islam yang diterapkan dalam pengajian tersebut adalah salah satu saluran terpenting untuk membentuk perwatakan dan pemikiran selari dengan nilai-nilai Islam. Kurangnya pemahaman kepada didikan Islam akan mendorong seseorang kepada kelakuan yang bertentangan daripada agama Islam. Maka, tujuan kajian ini adalah untuk mengenal pasti cabaran yang dihadapi oleh institusi pendidikan pondok selain mengkaji impak pelajar yang mengikuti sistem pendidikan pondok terhadap diri, rakan sebaya dan masyarakat. Kajian ini menggunakan kaedah kualitatif dan kuantitatif iaitu melalui analisis dokumen serta temu bual menerusi perbincangan meja bulat yang telah diadakan bersama pihak berkepentingan dan edaran borang soal selidik. Seramai 233 responden yang terlibat telah dipilih di beberapa buah Pondok di Semenanjung Malaysia. Dapatan menunjukkan terdapat tiga faktor utama yang menjadi cabaran kepada perkembangan pondok masa kini iaitu kurikulum, pengurusan dan pengiktirafan pengajian pondok. Hasil kajian turut mendapati, pelajar mengakui bahawa sistem pendidikan ini memberi impak positif kepada diri mereka (min 4.59). Mereka turut mengakui sistem pendidikan ini memberi manfaat kepada keluarga dan persekitaran mereka. Kesimpulannya, sistem pendidikan pondok berupaya untuk membentuk sahsiah pelajar kearah yang lebih baik dan menghasilkan pelajar yang berkualiti.

This research analyzes the realities of Naqli'sintervention in the boundaries of cognition shackles. It also points out the prominent divine promise of cognition shackles’ termination. Today, The Ummah is at risk of certain levels of divine cognition shackles that tend to influence their Aqli and worldview and Naqli connections with the divine. The current research, however, is administered to analyze the Naqli intervention mechanisms in divine cognition shackles influencing human-divine cognition and practical developments relating to perceiving Naqlilexicon, Naqli (اعتبار; cross-over), and the Naqli –Aqli integration progress. The InAQ Methods were employed in the current study. The InAQ approaches encompass aspects of Naqli and Aqli integration insightsThe findings show that the proper use of Naqli terminologies, lexicon, and (َرْكِّذلا; the Qur’anic stories and parables) eradicate Naqli cognition shackles. The findings also show that, by Allah’s permission, intervenes in human cognition (core); the imperceptible drives either consciously or unconsciously; during moments of stupor (daze) and during (سباتا; receiving divine guidance of Al-Qur’an (78:9) that preens the knowledge acquired by a human from time-to-time. The findings further show that the selected angels execute Naqli intervention in divine cognition shackles according to human cognition levels,needs, and abilities.

This research analyzes the concealed insights underlying the Qur’anic stories and parables QSP in the quest for extracting Al-Qur’an engagement methods QEM from Al-Qur’an itself for the contemporary Ummah. The researchers propose the adaptation the ADDIE design to investigate the practicability of QEM for the contemporary Ummah including the analysis of the factors influencing the Ummah needs for QSP methods; structuring the QEM curricula for different Ummah educational levels; structuring the respective Ummah QEM syllabi; implementing the QEM with respective Ummah communities; empirically evaluate the usability of QEM curricula in question with the selected Ummah communities; and disseminating recommendations for future QEM activities and the possible instructional procedures applicable with QEM methods for the respective Ummah populations. In the researchers’ opinion, the QSP concealments are effective divine content applicable with QEM for the Ummah.

Although Tahfiz students’ Islamic knowledge is generally accorded privilege, Tahfiz students’ English language proficiency is considered weak and insubstantial. The advent of technology and the 21st century reveal the centrality of English proficiency as it is still the most spoken language in the world. As such, to become global Da’ie, Tahfiz students might better possess English language proficiency commensurate with the global demands. Based on Dornyei’s (2005) L2MSS, a new L2 motivational model for Tahfiz students has been proposed. In this paper, the authors describe one specific factor in the new model, namely the Islamic Drive which contains five items extracted via the Exploratory Factor Analysis. The element of Islamic Drive used singly is useful because it substantiates a unique aspect of motivation for Tahfiz students. In essence, the Islamic Drive suggests that Tahfiz students’ motivation is closely associated with their spiritual vision; to use English mainly as a means of da’wah is to communicate with other global Muslims.

Pondok Institution is one of the earliest institutions concentrating in Islamic education established especially in Malay Peninsula. The growth of schools and madrasah administered by the government as well as private has reduced the development of the pondok in the early 90s. However, at present, pondok studies are burgeoning due to the high demand from the community. Although the pondok institution can be regarded as pioneers in instituting Islamic education, survey that has been conducted finds that there is no clear, transparent coordination in the curriculum or studies provided. This paper discusses some aspects of education in pondok institutions, particularly on the challenges and impediments faced by the pondok administrators from the point of view of officials in the Islamic Religious Department and the State Islamic Religious Council, who are invited during a roundtable discussion. Group interviews were conducted. The interview data were recorded, transcribed and analyzed thematically using ATLAS ti software. The study reveals that studies concerning pondok instutions are increasingly gaining acceptance from local communities. In addition, there are three main factors that support the development of the present pondok education which are the curriculum, finance and management of the pondok study itself. By focusing on issues and challenges surrounding pondok education, this study is a start to a beginning of a worthwhile and meaningful discussion of what it means to develop pondok institution and teach Islamic education within Malaysian context.

Educational Technology (EdTech) is rapidly positioned not just as a pedagogical tool but also as a management resource in improving the productivity of an institution and the efficient distribution of resources. With increasing pressure on higher education institutions to improve efficiency, accountability, and strategic responsiveness, EdTech is being embraced as a means of organizational change and transformation. Although the instructional applications of EdTech are well documented in the literature, its managerial implications remain under-theorized. This critical literature review integrates knowledge on education and management to explore the role of EdTech in determining organizational productivity and institutional resource allocation/distribution. Based on the Resource-Based View (RBV) and Institutional Theory, the review interrogates the key assumptions embedded in the adoption of EdTech. Due to the recursive and contextual-sensitive nature of EdTech value creation, the study proposes a conceptual framework to integrate these findings and give support to future research. The work contributes to a theory-based view on the managerial significance of EdTech and provides the foundations for more critical, equitable and mission-based approaches to digital strategies in higher education.

Artikel ini membincangkan pelaksanaan model I.D.E.A.L (Islamic Drama for Edutainment, Application & Lifelong Learning) sebagai satu bentuk pentaksiran alternatif yang dirangka berasaskan pendekatan didik hibur dalam kursus Pendidikan Kreatif (EAK4193) di Universiti Sains Islam Malaysia (USIM). Inisiatif ini lahir daripada keperluan melahirkan bakal guru Pendidikan Islam yang bukan sahaja menguasai kandungan kurikulum, tetapi juga kreatif, inovatif, dan responsif terhadap cabaran abad ke-21. Melalui tugasan berbentuk projek kumpulan, pelajar dikehendaki menghasilkan drama pendek berkonsepkan didik hibur yang berpaksikan isu semasa masyarakat serta selari dengan Dokumen Standard Kurikulum dan Pentaksiran (DSKP) Pendidikan Islam. Penilaian dilaksanakan secara menyeluruh, merangkumi aspek kognitif, afektif, psikomotor, dan tingkah laku, melalui rubrik holistik dan analitik, penilaian rakan sebaya, serta refleksi kendiri. Dapatan menunjukkan bahawa model I.D.E.A.L mampu meningkatkan kreativiti, pemikiran kritis, keyakinan diri, kerjasama kumpulan, dan kepekaan sosial pelajar, di samping menghasilkan bahan bantu mengajar yang praktikal dan berdaya guna untuk komuniti pendidikan. Justeru, I.D.E.A.L membuktikan bahawa pentaksiran alternatif berasaskan didik hibur dapat menjadi model penilaian autentik yang menyumbang kepada pembinaan identiti profesional guru Pendidikan Islam yang kreatif dan inovatif.

The role of Islamic education teacher (IET) as society change agent (SCA) requires a strong internal motivation factor. It begins with confidence in self-ability i.e. self-efficacy (SE) in implementing the trust given to them. This study aims to assess the relationship between SE ITE in Malaysia with the role of SCA in society. This quantitative study has involved 1382 IETs in Malaysia. The sampling technique used was cluster sampling and based on random sample selection. The findings show that the SE level of ITE is at high level. But the role of IET as SCA is at less satisfactory level. Furthermore, SE has been identified to have a significant relationship with IET's role as SCA but was at weak level. The implication is, the study finds that the focus should be on restoring ITE's mindset about the community's work and developing the ummah, as well as the 21st century teaching and learning (T&L) skills. In fact, IET needs to be given practical exposure to engage in society through NGOs, surau, mosques, da'wah organization and government agencies.

The study of academic motivation from an economic perspective investigates the relationship between various incentives, cognitive elements, and student performance, providing valuable understanding of how these factors influence educational outcome. Both intrinsic and extrinsic incentives serve as crucial motivators, affecting students' levels of engagement, effort, and perseverance. Extrinsic incentives, which may include grades, scholarships, or financial rewards, typically encourage short-term academic objectives, whereas intrinsic incentives, such as a desire for knowledge and the pleasure derived from learning, promote sustained long-term success. Cognitive aspects, including self-efficacy, goal-setting, and metacognitive abilities, play a mediating role in how these incentives affect students by influencing their perceptions of challenges and their effort allocation. This paper hence, investigates the economic theories that inform motivation. Additionally, it explores the psychological theories that support these choices, such as expectancy-value theory and self-determination theory.

Metacognition plays an important role in education, enhancing learning outcomes and promotes educational efficiency across disciplines and educational levels. In this systematic review, we synthesized evidence from 15 studies, adhering strictly to PRISMA guidelines, to explore the impact of metacognitive strategies on academic performance, efficiency, and the contextual factors influencing their effectiveness. Thematic synthesis identified four major topics: (1) impact of metacognition on learning outcomes, (2) the influence of metacognition on educational efficiency, (3) key moderators and mediators of metacognition’s effect, and (4) methods of assessing metacognition. The findings showed that metacognitive strategies greatly improve educational performance, self-regulated learning and critical thinking skills. In STEM, these strategies increased the problem-solution accuracy and self-efficacy, while in humanities; they supported reflective practices such as critical reading and writing. Educational efficiency was improved through better time management, low instructional time and greater learner autonomy. Moderators and mediating variables such as age, gender, cultural criteria, teacher support and motivation shaped the effectiveness of metacognitive interventions. Common assessment methods included self-report tool and classroom observation and digital tools, although limited use of real-time techniques such as think aloud protocols highlights an occasion for future research. This review emphasizes the transformative ability of metacognitive strategies, identifying gaps in methodological diversity and geographical representation. Addressing these limitations will lead to better integration of metacognition in global educational practices.