Acta Pedagogia Asiana

A Preliminary Study of Leadership and Innovation in Curriculum Change at Pre-University Programs in Malaysia

2026-04-20T00:43:05+00:00

In the rapidly evolving landscape of higher educa- tion, the integration of Education 4.0 principles necessitates a transformative approach to curriculum development. This paper investigates the pivotal roles of curriculum leaders in manag- ing curriculum changes within pre-university programs at two Malaysian higher education institutions. Employing a qualitative research methodology, this project involves in-depth interviews with key curriculum leaders, mainly the head of departments to explore their experiences and strategies in implementing innovative curriculum practices. The study aims to understand the differences in the roles that curriculum leaders play in leading and managing curriculum change and innovation specifically within pre-university level programs. The findings reveal that effective leadership is crucial in fostering a culture of innovation and continuous improvement. Curriculum leaders emphasised the importance of clear communication, comprehensive training, and a collaborative decision-making to address staff resistance and ensure successful implementation of changes to curriculum. Additionally, the study highlights the need for alignment between curriculum objectives and current educational trends, specifically in the context of digital marketing and critical thinking skills. This research underscores the significance of adaptive leadership in navigating the complexities of curriculum change, providing valuable insights for educational leaders and policymakers. Through embracing innovative practices and fostering a sup- portive environment for educators, institutions can enhance the relevance of effectiveness of their curricula, ultimately preparing students for the challenges of the modern workforce.

Shall We Play A Game? Examining the Influence of a Play-Based Learning Approach Using LEGO Bricks on Higher Education Students’ Perception of Academic Stress and Continuation Intention

2026-04-20T00:43:13+00:00

Academic stress and student retention are pressing concerns in higher education. This study investigates the impact of a play-based learning (PBL) pedagogy, utilizing LEGO bricks and the Brickit mobile application, on students’ self-perceived academic stress and their intention to continue engaging with such methods. A quasi-experimental activity was conducted with 105 commerce undergraduates. Following the activity, 100 participants completed a cross-sectional survey measuring their evaluation of the PBL approach, perceived academic stress, and continuation intention. Regression analysis revealed that a positive evaluation of the PBL approach was a significant predictor of lower perceived academic stress (β = 0.355, p < 0.001) and higher continuation intention (β = 0.174, p < 0.01). The findings suggest that integrating playful, hands-on elements into curricula can create a more engaging and less stressful learning environment, potentially fostering greater student persistence. This study supports the adoption of innovative, experiential pedagogies to address well-being and engagement challenges in tertiary education.

Leveraging Smart Campus Data to Improve Teaching Quality: Insights on Teaching Evaluations

2026-03-07T06:49:27+00:00

In higher education, student evaluations play a crucial role in assessing teaching quality. However, these evaluations areofteninfluenced byextraneous factors, e.g., false high-grade expectations indicated by course instructors. While previous research has extensively examined the long-term implications of grade inflation, the immediate impact of students' expectations for higher grades on their teaching evaluations has been less explored. This paper leverages smart campus data from The Chinese University of Hong Kong, Shenzhen, coveringthe periodfrom 2018 to 2020, to addressthis gap. By selecting four representative indicators, we investigate their potential to enhance teaching quality through student evaluations. Our analysis reveals that integrating additional data on student life and academic performance from Smart Campus systems can help identify key factors influencing students’ expected grades. This, in turn, allows for more precise adjustments to teaching evaluation results, pave the way to develop AI models aimed at enhancing the accuracy and reducing the incredibility of student evaluation of teaching.

Construction of an Educational Teaching Evaluation System under the Context of Deep Integration of Artificial Intelligence and Teaching Practices

2026-04-20T00:43:08+00:00

In an era marked by the deep integration of artificial intelligence (AI) with educational practices, this study explores the transformation and optimization of educational teaching evaluation systems. Recognizing the pivotal role of AI in reshaping teaching and learning environments, the research delves into the design of a comprehensive evaluation framework that aligns with the dynamic nature of contemporary education. It emphasizes the integration of AI-driven tools and methodologies to enhance the accuracy, efficiency, and fairness of educational teaching evaluation. The study proposes a multifaceted approach, including categorized indicator setting, process-oriented evaluation, multi-stakeholder involvement, broadened evaluation perspectives, and dynamic student performance monitoring. Through a critical analysis of existing practices and theoretical frameworks, a model is proposed to foster a more adaptive, equitable, and student-centered educational landscape. The ultimate goal is to harness AI’s potential to elevate educational outcomes and promote continuous improvement in teaching practices.

Evaluating the Technology Acceptance of Wikipura: Insights from Balinese Hindus on the Bilingual Encyclopedia for Bali's Hindu Temples

2026-04-20T00:43:02+00:00

Bali is known as the Island of the Gods because it has thousands of Hindu temples. However, not all Balinese people, especially those in the younger generation, are familiar with the gods and goddesses worshipped in each temple. Therefore, the researchers developed Wikipura, an online bilingual encyclopedia for Hindu temples in Bali. Specifically, this study aimed to examine male and female respondents’ acceptance of Wikipura and to identify the factors influencing their acceptance. This study employed a survey research design. The researchers collected data using a questionnaire developed based on the Technology Acceptance Model (TAM). The research sample consisted of 300 Generation Z Balinese Hindus, including 150 male respondents and 150 female respondents. The participants were selected using quota sampling. The collected data were analyzed quantitatively using descriptive statistics and multiple regression analysis. The findings revealed that both male and female respondents showed a high level of acceptance of Wikipura, and there was no significant difference between the acceptance levels of male and female respondents. The high level of acceptance of Wikipura indicates that digital tools can effectively introduce cultural and religious heritage to young people. It also demonstrates that integrating technology into educational frameworks can be a powerful strategy for preserving and disseminating cultural knowledge.

Tertiary Education in Vietnam: Responding to the New Normal

2026-04-20T00:43:10+00:00

The new normal created by COVID-19 has opened opportunities for higher education institutions (HEIs) worldwide to digitalize their teaching and learning management. In Vietnam, beyond the adoption of e-learning and distance learning, strategic-level actions have been implemented to ensure a cohesive online experience for students, supporting both academic and personal development. This study examines a private Vietnamese HEI’s response to the new normal using a case study approach, analyzing the quality of these actions through students’ satisfaction and feedback surveys. Although limited to the Vietnamese context, this study provides a valuable example of digitalizing learning and teaching management in tertiary education, illustrating how HEIs can overcome challenges posed by the new normal.

A Bibliometric Analysis of AI-supported Teacher Education

2026-04-20T00:43:04+00:00

Teacher education has undergone substantial transformation in recent decades, particularly with the rapid integration of artificial intelligence (AI)–driven educational technologies into training and professional development programs. These advancements have reshaped pedagogical approaches, instructional design, and the overall structure of teacher preparation. To provide a comprehensive understanding of the scientific development in this domain, this study systematically examines the application of AI in teacher education over the past 25 years. A total of 107 peer-reviewed articles were carefully screened and selected from two major academic databases, Scopus and the Web of Science (WoS) Core Collection. Using bibliometric analysis, this study identifies key publication trends, influential authors, collaborative networks, and emerging research themes. The findings reveal a consistent and significant increase in scholarly attention toward AI-assisted teacher education, particularly in the last decade. Moreover, the impact of AI is no longer confined to pre-service teacher training but has expanded to support continuous, lifelong professional development. AI technologies such as intelligent tutoring systems, adaptive learning platforms, and data-driven decision-making tools, are increasingly being utilized to enhance teachers’ instructional competencies, reflective practices, and personalized learning pathways. Importantly, the analysis highlights a recent surge in the adoption of generative AI within teacher education, especially over the past two years. This development signals a paradigm shift, where AI is not only used as a supportive tool but also as a co-creator of educational content and pedagogical strategies. As a result, teacher training models appear to be entering a new phase characterized by innovation, personalization, and increased reliance on human–AI collaboration. Overall, this study provides valuable insights into the evolving landscape of AI in teacher education and underscores its growing significance in shaping the future of teaching and learning.

Integrating Artificial Intelligence to Foster Soft Skills: Innovations for Sustainable Education in Higher Learning Institutions

2026-04-20T00:43:12+00:00

The rapid advancement of Artificial Intelligence (AI) presents transformative opportunities for education, particularly in developing students' competencies for the future workforce. This research investigates the influence of AI integration in education on the enhancement of students' soft skills, with a specific focus on communication skills. Employing a mixed-method approach, the study combines quantitative data from 100 student questionnaires with qualitative insights from focus-group discussions, framed by the Technology Acceptance Model (TAM) and Social Learning Theory (SLT). The findings indicate that students primarily recognize AI's potential in the cognitive and affective domains of learning, appreciating its utility for information access and personalized experiences. However, its impact on behavioral response, particularly the sustained development of communication-related soft skills, remains limited and unclear. While AI stimulates new, efficient study habits, it has not yet demonstrated the capacity to nurture the long-term, interactive practice essential for complex soft skill development. This study concludes that for AI to contribute meaningfully to sustainable education, its design and implementation must evolve beyond efficiency tools to include structured, social, and practice-oriented applications that actively foster critical interpersonal skills.

Application of Mixed Reality Technology in Vocational Education: A Bibliometric Analysis

2026-04-20T00:43:05+00:00

Mixed reality (MR) technology, which integrates virtual reality (VR) and augmented reality (AR), has emerged as a transformative tool in vocational education by enabling immersive and interactive learning environments. This study aims to analyze the application status, research hotspots, and future development trends of MR technology in vocational education through a bibliometric approach. Data were collected from Scopus and Web of Science databases, resulting in 47 relevant publications after screening. Bibliometric analysis was conducted using Biblioshiny to evaluate publication trends, keyword co-occurrence, influential authors, and collaboration networks. The results indicate a significant increase in research activity following the release of major MR devices such as HoloLens and Vision Pro. Keyword analysis reveals that “mixed reality,” “augmented reality,” and “professional training” are dominant themes, highlighting the strong focus on immersive learning and skill development. MR applications are widely implemented in engineering, medical training, and professional education, providing safe and efficient simulation-based learning environments. Future research directions emphasize the integration of MR with artificial intelligence, personalized learning systems, and cross-platform applications, as well as improvements in usability and accessibility. This study provides valuable insights for researchers, educators, and policymakers to support the effective and sustainable implementation of MR technology in vocational education.

ICT Application in Organizing Faculty Exchange Programs: A Case Study

2026-04-20T00:43:07+00:00

The global advancement of information and communication technology has had a significant impact on faculty exchange programs, among other areas of higher education institutions. Using the virtual method in faculty exchange programs between a higher education institution and its foreign partnerships is one way to adapt to the current state of development in the teaching and learning environment. Through an analysis of the program's implementation in a Vietnamese institution, this paper aims to illustrate how virtual faculty exchange programs’ organization has evolved. The case study and action research approach are used to analyzed a Vietnamese higher education institution (HEI)’s faculty exchange programs with its international partners from 2019 to 2023, seeking to ascertain the most suitable institutional adjustment for overseeing and growing such endeavors. Although this study is restricted to the viewpoint of a Vietnamese university, it offers an illustration of how faculty exchange programs are implemented and promoted in numerous higher education establishments worldwide.

Interactive Nutrition Education Courseware for Children's Health Awareness in Malaysia

2026-04-20T00:43:01+00:00

This study presents the development and evaluation of an interactive courseware designed for children’s nutrition education in Malaysia. The courseware aims to enhance the awareness of parents, guardians, and kindergarten teachers regarding the nutritional needs of children under six years old. This research employed the ADDIE model to develop a comprehensive, user-friendly, and engaging courseware as a learning tool. Data were collected through a quantitative method using online questionnaires distributed to 20 respondents consisting of parents, guardians, and kindergarten teachers. The findings indicated positive responses, with 85% of respondents agreeing that the courseware is attractive, easy to use, and informative. These results suggest that such courseware has the potential to effectively facilitate understanding and increase knowledge about children’s nutritional needs.

Using Asynchronous Discussion Forums to Enhance Engagement of Students in Online Teaching

2026-04-20T00:43:09+00:00

The shift towards HyFlex learning in the post-pandemic era has introduced new challenges for higher education, particularly in maintaining student engagement and motivation in online learning environments. This paper examines the potential of anonymous asynchronous online discussion forums (AODFs) to enhance participation and engagement in large online classes. We propose a new model of forum management that integrates question-answering and peer-to-peer interaction, allowing students to post questions anonymously while responses remain non-anonymous. The study investigates the evolving roles of teachers and students in promoting and participating in forum activities, adopting a “students as partners” perspective. Data from the implemented AODF indicate increased student participation and motivation, with a substantial portion of non-academic questions addressed through peer discussion. Challenges such as lurking behavior and the limitations of relying solely on technology are also highlighted. The study underscores the critical role of instructors in evaluating and adapting emerging technologies to meet student needs and foster a sense of community in online learning environments.

Virtual Reality-based Game Development for Musical Instrument Training

2026-04-20T00:43:03+00:00

The experience and duration of musical instrument training are often constrained by several practical and pedagogical limitations, including restricted physical space, high costs of instrument acquisition and maintenance, and reliance on traditional, instructor-centered teaching methods. These challenges can limit accessibility, reduce practice opportunities, and hinder learner motivation, particularly for beginners and individuals without access to formal music education environments. This study explores the potential of VR to enhance musical instrument experience and training by providing users with interactive, virtual environments where multiple instruments can be accessed and practiced without the need for physical resources. Through VR, learners are able to engage in diverse training scenarios, experiment with different instruments, and receive immediate feedback in a controlled and customizable setting. Furthermore, VR-based musical training integrates elements of gamification such as challenges, rewards, and progression systems, which can significantly increase learner engagement, motivation, and persistence. By transforming practice into an interactive and enjoyable experience, VR has the potential to address common barriers associated with repetitive and monotonous training routines. In addition, VR platforms can support self-paced and individualized learning pathways, accommodating users with varying skill levels and learning preferences. The findings of this study suggest that VR-based musical training not only enhances user engagement but also contributes to improved learning outcomes, particularly in terms of skill acquisition, retention, and confidence building. The immersive and interactive features of VR enable learners to develop motor skills, auditory perception, and performance techniques in a more intuitive and experiential manner. This research highlights the transformative potential of VR in redefining musical education by making it more accessible, cost-effective, and engaging. It underscores the role of emerging technologies in overcoming traditional barriers and expanding opportunities for music learning across diverse populations.

A Vietnamese Case Study of Artificial Intelligence in K-12 Education

2026-04-20T00:43:11+00:00

Artificial intelligence (AI) in K-12 education has the potential to alter learning experiences through individualized instruction, adaptive learning systems, and intelligent tutoring systems. It uses AI's data analysis skills to deliver personalized learning routes suited to each student's needs. AI technologies can evaluate student progress in real-time, provide timely feedback, and find areas for growth. Furthermore, AI-powered educational systems may assist instructors by automating administrative work, allowing for more emphasis on student connection and instructional innovation. However, issues like data protection, equitable access to technology, and the requirement for teacher and student training in AI integration must be solved before AI can fully realize its promise in K-12 education. This study demonstrates a Vietnamese Xschool employing AI for grades 1, 2, 3, and 7. Notably, the case study highlights the key challenges faced in AI implementation in practice and provides practical implications for the effectiveness of AI implementation for primary and secondary schools.

Optimized QR Code-Based Authentication System for Attendance Management

2026-04-20T00:43:00+00:00

In the modern technological era, various innovations have been developed to simplify and automate tasks that were previously difficult or time-consuming. Institutions such as gymnasiums, universities, and corporate offices have widely adopted automated systems to manage memberships, maintain student records, and monitor employee working hours. As automation became increasingly integrated into everyday operations, attendance monitoring systems in educational institutions also evolved significantly. In the past, attendance was typically recorded manually using paper-based methods. However, recent technological advancements have introduced alternative solutions such as biometric systems, Radio Frequency Identification (RFID), barcodes, and Quick Response (QR) codes to track attendance in large academic institutions. Despite these technological developments, several challenges remained in ensuring that attendance records were accurate, secure, and fair. Some systems involved high implementation costs, while others were vulnerable to misuse, such as students sharing attendance cards or forwarding attendance links to peers. These limitations reduced the reliability of attendance monitoring systems. Therefore, this study proposed an optimized QR code-based authentication system designed to improve the accuracy and reliability of attendance monitoring in academic institutions. The proposed approach aimed to enhance authentication mechanisms, thereby reducing fraudulent attendance practices and improving the efficiency of attendance management.

Global Futures, Global Citizens and Enhancing the Student Experience: A Curtin Model

2026-04-20T00:42:59+00:00

This paper explores a number of initiatives of Curtin University’s Faculty of Humanities designed to respond to the changing tertiary environment, new opportunities for improving the student experience, and a growing recognition of the need to graduate globally competent citizens. It describes two initiatives: a new graduate degree aimed at producing globally-aware, interdisciplinarily competent, real-world-ready graduates; and a pilot project implementing challenge-based learning focused on topics relevant to sustainability, indigenous knowledge, learning, and global futures. In 2022, the Faculty introduced four capability platforms with the goal of breaking down disciplinary silos. These platforms are designed to experiment with new methods of learning and to enhance engagement and research opportunities. In a related move, the Faculty introduced a new Master of Global Engagement in 2024, which employs an innovative stacked structure combining a new Graduate Certificate in Global Engagement with existing Graduate Certificates to provide greater disciplinary flexibility and more global perspectives. Each initiative incorporates digital integration in multidisciplinary curriculum design, along with a range of other pedagogical innovations. This paper outlines the initiatives, the rationale and impetus driving these innovations, and initial reflections on their success.