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Over the past three decades, the Technology Acceptance model (TAM) has garnered considerable attention in higher education. COVID-19 boosted the development of TAM as multiple studies were rapidly undertaken during the pandemic. This, however, created a gap in our current understanding of the directions and trends of TAM advancement. The purpose of this study is to obtain insight into the advancement of TAM throughout the pandemic. It would assist researchers in comprehending the advancement and direction of TAM studies in higher education, such as gaining an understanding of the prevalent external variables for TAM, the statistical analysis employed, research methodologies, the technologies studied, and the geographic location of the research conducted. Finally, research gaps and future directions for TAM studies are presented. A systematic review utilizing PRISMA was conducted on 104 sampled publications. It was found that self-efficacy, subjective norms, experience, and enjoyment were the external variables most frequently used in TAM, while internal motivation received minimal attention. The existing studies have focused mainly on student samples, so further investigation is needed into lecturers, higher education personnel, and mixed groups. Further study is also required on qualitative and mixed methods, with the partial least square structural equation model currently dominating statistical analysis. Future technologies such as 5G, AI, cloud computing, augmented reality, virtual reality, and BYOD represent new TAM-related research gaps. The majority of studies have been undertaken in Asian countries, such as China and those in southeast Asia. This new systematic literature review provides insight into the trend of TAM advancement in the sustainability of higher education during the pandemic, the identified research gaps, and recommendations for future research directions. These findings also serve as a reference for future research by enhancing the foundation established by previous reviews and research on TAM, thereby facilitating the model’s ongoing expansion.

Humanity is in more danger from escalating greenhouse gas (G.H.G.) emissions, making the world warmer. The study examined the relationship between China's environmental technologies, ecological innovation, and carbon emissions using time-series data from 1975 to 2020. The N.A.R.D.L. approach is used to examine the cointegration of variables in the short and long run. In the short run, environmental technologies, industrialisation (I.N.D.), positive shocks to natural resource depletion (N.R.D.), negative shocks to renewable energy (R.E.) use, and technical advancements affect carbon emissions. On the other hand, positive shocks to environmental technologies and financial development (F.D.), negative shocks to N.R.D., R.E. consumption (E.C.), and technical innovation all have a long-term effect on carbon emissions. Granger causality was used to examine the causal link between variables. According to the findings, environmental technologies, F.D., technical innovation, N.R.D., and economic growth (E.G.) cause carbon emissions. The impulse response function revealed an inverse link between asymmetric environmental technology and carbon emissions. In contrast, F.D. and N.R.D. directly affect environmental degradation over time. The outcome of the variance decomposition revealed that negative shocks of F.D. would likely exert greater pressure on achieving sustainable environmental agenda. Investment in environmental technology, F.D., technological innovation and R.E. should be encouraged by the Chinese government to achieve sustainable prosperity.

This study aims to identify the level of knowledge and practice on the implementation of higher-order thinking skills (HOTS) among mathematics teachers at a secondary school in the district of Terengganu. The study focused on the aspects of curriculum, pedagogy and assessment and compared them with demographic factors of the respondents. It used the quantitative approach and adopted descriptive survey method involving 196 respondents. Also, inferential analysis was conducted using Pearson correlation and Multivariate Analysis of Variance Test (MANOVA). The findings showed that the level of knowledge and practice of the assessment aspect was the weakest. Also, there was a relationship between the level of knowledge and practice of HOTS in each aspect. Significant differences exist in the level of knowledge and practice in the implementation of HOTS based on demographic factors such as gender, the location of school and exposure in the HOTS course.

This article reports on a qualitative study that explored online student emotional engagement experiences during Extreme e-Service Learning program in a higher education institution. There are very few studies providing in-depth perspectives on the engagement experiences of online students, moreover in Extreme e-Service Learning program. This research adopted a case study approach, following 27 online students over one semester. The setting for this study involved undergraduate students who enroll for co-curriculum course that implement Extreme e-Service Learning in one of the public universities in Malaysia. The aim of this study was to explore student's emotional engagement throughout the Extreme e-Service Learning and investigate what makes them engaged emotionally. Data was collected from participant’s reflective journal and analyzed according to engagement rubric meanwhile open-ended question was analyzed using thematic analysis. Researcher found out that participants generally have positive emotions throughout the learning process, and it gradually increased until the end of the course. Main reason for this positive emotional engagement was due to the role of instructors and peers, course design, and personal value practiced by participants. One limitation of this study is that it is relatively small but still its finding provides insight to the instructor of Service Learning that wants to shift to the online platform at the same time achieve successful and engaging learning experiences.

Purpose This study aims to focus on the practice of knowledge management in Malaysian primary schools. Its objective is to identify the level of five knowledge management dimensions, which includes knowledge acquisition, knowledge refinement, knowledge storage/retrieval, knowledge distribution and knowledge presentation. Design/methodology/approach A cross-sectional survey was designed to collect the primary data from 250 primary school teachers within southern Malaysia. The levels of knowledge management practice were identified through close-ended questionnaires adapted from the Meyer and Zack’s Knowledge Management Cycle (1996). Findings The quantitative data analysis indicated that all the knowledge management dimensions are moderately practiced by the primary school teachers. However, knowledge storage and retrieval was the dominant dimension compared to the others, whereas knowledge distribution was the least dominant knowledge management dimension. Research limitations/implications Knowledge management practice is essential to teachers in creating and delivering quality teaching and learning activities. Therefore, educational leaders, officials and teachers training institutes should plan a clinical workshop on knowledge management practice to improve the quality of teaching and learning activities. Originality/value This study is perhaps the first study to investigate the practice of knowledge management among teachers in Malaysian primary schools.

PurposeThis qualitative study explores the issue of library management support in providing a self-directed learning environment for research-support librarians which is an under-explored feature of librarianship in Malaysian public university libraries.Design/methodology/approachA total of nine research-support librarians purposely selected from these libraries took part in in-depth interview sessions. The responses were analysed using Miles and Huberman's technique, which involves data reduction, data display, conclusion-drawing and verification.FindingsFive emerging themes and 31 sub-themes were identified. There was a general consensus among the respondents that their library management does provide research-support librarians with a self-directed learning environment to enhance their competencies as academic librarians. Nevertheless, these librarians also highlighted some challenges, issues and barriers related to the initiative and support received. Some suggestions are advanced for improvements to support self-directed learning by research-support librarians working in public university libraries.Originality/valueEmpirically, this study attempts to fill the gap in the knowledge that needs to be addressed from the perspective of Malaysian librarians, especially the research-support librarians, who serve in public universities in Malaysia, who have received little attention from local librarianship researchers.

In recent years, the role of internet and communication technology (ICT) has significantly impacted organisational activities including leadership practices. In this sense, interactions between leaders and followers have undergone tremendous technological changes that have reduced face-to-face interactions. Therefore, this study was designed to examine the imple-mentation of using technological advances to develop an e-leadership platform for teachers and school leaders. A survey of the feedback from 260 in-service teachers currently with two private secondary schools was undertaken. Findings revealed that the school principals had used ICT-based e-leadership practices to conduct online meetings with teachers and disseminate relevant information on the school’s administrative tasks. Most importantly, the principals have used e-leadership on a regular basis in planning and developing strategic school-improvement plans with teachers. As a result, the use of ICT-based e-learning has increased teachers’ efficiency and performance and contributed to practical and effective school administration.

Malezya'da eğitimsel dönüşüm için artan talep, okullardaki liderlere okul performansının arttırılması yönünde sorumluluklar getirmektedir. Bu durum, okuldaki rutin görevlere yardımcı olmaları için, öğretmenlerin okul liderliği yaklaşımlarını geliştirmelerini sağlamaktadır. Sunulan çalışma, öğretmen adaaylarının lider öğretmenlik konusundaki algılarını incelemektedir. Çalışma ayrıca öğretmenlerin hazırlık durumlarını ve lider öğretmen rollerini uygularken karşılaştıkları zorlukları da ele almaktadır. Çalışmada karma yöntem tasarımı kullanılmıştır. Veriler 587 ilköğretim ve 189 ortaöğretim öğretmen adayı ile yapılan anketler ve seçilen sekiz öğretmen ile gerçekleştirilen yarı yapılandırılmış mülakatlardan elde edilmiştir. Öğretmen adaylarının çoğu eğitim liderliği kavramına aşina olup, konuyla ilgili olumlu algılara sahiptir. Profesyonel hedefler doğrultusunda informal lider öğretmenler olarak seçilmeye hazır olduklarını kabul etmektedirler. Bulgular ayrıca öğretmen adaylarının, lider öğretmenlik rollerini yerine getirmeye çalışırken eğitim ekosisteminde karşılaştıkları güçlükleri de tespit etmektedir. Çalışmanın bir sonucu olarak. Malezya eğitim uygulamaları bağlamında lider öğretmenlik uygulamalarını geliştirmek için politika ve girişimleri bir çerçeve olarak sunulmaktadır. The ever growing demand for educational transformation in Malaysia has placed greater responsibilities upon school leaders to improve school performance. This brings to light the need to explore alternative approaches of school leadership where teachers can be roped in to help, lead and manage the operational tasks of the school. This study explores in-service teachers’ perceptions of teacher leadership within their contexts. The study also investigates teachers’ readiness and the challenges they face while practising informal teacher leader roles. The study employs a mixed-methods design and data were collected through questionnaires from 587 primary and 189 secondary in-service teachers and semi-structured interviews with eight selected teachers. In-service teachers have positive perceptions towards teacher leadership with most acknowledging familiarity with the concept. They admitted that they were ready to be selected as informal teacher leaders, for professional reasons. The findings further reveal that in-service teachers face challenges from various parties within the school community in executing their role as teacher leaders. Moreover, the findings recommend a framework for policy and school based initiatives for improving teacher leadership practices in Malaysian school context.

Purpose – The main purpose of this study was to explore primary headteachers’ perceptions of their professional and organisational socialisation within their novice years as school leaders. There is a lack of studies exploring primary headteachers’ socialisation within the Malaysian primary education context. Methodology – A total of nine primary headteachers from three states were purposely selected and interviewed to obtain their perceptions on the professional socialisation they received before and after their appointment and the strategies that they employed within their organisational socialisation process. Findings – The study revealed that the primary headteachers employed their own organisational socialisation strategies in order to be accepted as a new member of the school. These were relatively diverse but accorded with their school’s values and culture. However, in terms of their professional socialisation, there were various findings: some mentioned the lack of support programs while others acknowledged receiving quite helpful programmes within their initial years of headship. The findings and the implications for the improvement of primary headteachers’ socialisation are discussed. Significance – This study provides supplementary literature that explores primary headteachers’ organisational and professional socialisation within the Malaysian schooling context. This study notes some practical and theoretical implications for improving the prospective headteachers’ training and their leadership development which aim to enhance the leadership qualities of future primary school leaders.

By position, deputy principals (DP) are middle level school leaders who are anticipated to be appointed as future principals. Nevertheless, previous studies proved that DPs receive low levels of support in terms of their leadership knowledge and skills. Thus, in assisting DPs as their mentors, principals have a significant role within the informal leadership mentoring practices supporting DPs’ informal professional development. In this study, we explored the guidance principals use to assist their DPs. This mixed method study of 318 DPs from Malaysian primary schools examined their experiences of principals’ informal mentoring and guidance. In addition, using semi-structured focus group interviews, 11 DPs were interviewed to obtain in-depth experiences of principals’ informal mentoring. It was revealed that primary school DPs felt satisfied and assisted with the guidance and advice provided by their principals through sharing knowledge and being a source of reference.