E-BOOK ABSTRACT & PARALLEL SESSION SCHEDULE @ APROCEI ICCEI 2024

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI)

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Parallel Session DAY 2: Saturday, 18th May 2024 SESSION 1 Chairperson: Dr Ngeow Yeok Meng Time (PM) Location Title 2.30 Room B-06-01 (Hybrid) Abs. No.3 Lagging behind: Current Challenges of Chinese TVET Education in Chinese Independent High Schools in Malaysia. Lin XU, Florence KUEK 2.45 Abs. No. 7 Strengthening and Sustaining Chinese Language Instruction for International Students in Sino-foreign Collaborative Education Programs. Shixue ZHANG, Florence KUEK 3.00 Abs. No. 33 Exploring Translation Learners' Application of AI Language Models to Develop Translation Skills for Chinese Undergraduates Chen Ruiqing 3.15 Abs. No. 11 Challenges in Online Music Education: Insights from a Private Music School in China Lu Xin, Hu Yu 3.30 Abs. No. 31 Integrating Computational Thinking into Sports Activities for Elementary School Students: Enhancing Physical Abilities and Fostering Sustainability Thinking Wu Yuze

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) SESSION 2 Chairperson: NorFadhillah Yussof 3.55 Room B-06-01 (Hybrid) Abs. No. 59 The use of curriculum evaluation method to ensure sustainable quality of Typographic Design Curriculum in a Xian university Yang Fan, Ng Soo Boon 4.10 Abs. No. 42 Exploring The Effectiveness of Blended Learning: Students’ Perspective and Communication Strategies Helina Lopus & Dr Ngeow Yeok Meng 4.25 Abs. No. 53 Understanding Pre-University Students' Perception Towards Generative AI: An Investigation at a Private University in Malaysia Nelfi Adiela Mizan & Helmi Norman 4.40 Abs. No. 26 Arts and Athletics: Developing a Novel Approach to University and College Fitness and Bodybuilding Courses Xiao Yin 4.55 Abs. No. 40 Teachers’ and Students’ Perception and Implementation of Integration in STEM Education In Southwestern China Public Universities Chen Yanyang & Ng Soo Boon SESSION 1 Chairperson: Dr Florence Kuek Time (PM) Location Title 2.30 Abs. No. 4 Exploring Chinese ESL Teachers’ Perceptions towards the Use of ChatGPT in Academic Writing Wei Ran, Latha Ravindrana

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) 2.45 Room B-06-02 (Hybrid) Abs. No. 5 The Sustainability of the Traditional Piano Program in A Chinese Normal Zhuo YE, Florence KUEK 3.00 Abs. No. 6 Evaluation of Teaching Adaptability of Interior Design Instructors to Incorporate Sustainable Development into Curriculum Reforms in China Using the CIPP Model Lu Ling, Kam-Fong Lee 3.15 Abs. No. 22 Implementation of Flipped Classroom in a University Business Course – how Student-teacher Relationship Impacted Deep Learning Yao Zhuanhua; Ng Soo Boon 3.30 Abs. No. 28 Clinical Legal Education in Malaysia: The Way Forward Chee Ying KUEK; Eng Siang TAY SESSION 2 Chairperson: Dr Florence Kuek 3.55 Abs. No. 60 The degree of sustainable leadership implementation by public school principals in Al-Quwaismeh District schools from the teachers’ Perspective Ra'ed Ali Mohammad Al-Khamaiseh 4.10 Abs. No. 13 Revitalizing Malaysian Secondary Education: Embracing Constructivist Pedagogies for 21st Century Learning Kean Thong, OOI ,Yeok Meng, NGEOW, Chooi Yi, WEI 4.25 Abs. No. 21 Empowering Diverse Learners: Effective Teaching Strategies for Students with Special Educational Needs Radhega A/P Ramasamy

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) 4.40 Room B-06-02 (Hybrid) Abs. No. 29 Inculcating Humanistic Values through Parent-Child Bonding Program by Tzu Chi Malaysia Soo Sien CHUA, Florence KUEK, Thing Ho CHING 4.55 Abs. No. 32 Enhancing Student-Centered Learning Strategies through Guru Penggerak In-Service Training Program Nur Fida Etikasari SESSION 1 Chairperson: Fahd Ali Raza Time (PM) Location Title 2.30 Room B-06-03 (Hybrid) Abs. No. 8 Assessment of Management Skills Competency on Implementation Skills Based on Segak Procedures and Testing Process Among Teachers in Kuching District, Sarawak Nawi Bin Razali Dan Mohamad Amirul Bin Zaini 2.45 Abs. No. 41 Design of an Entrepreneurial Persuasive Communication (EPC) Module for an Industry-Based Curriculum In Malaysian Primary Schools Ma Fei Fan, Norlidah Alias, Dorothy DeWitt 3.00 Abs. No. 37 Education Displacement: A Case of Internally Displaced Children In Nigeria Vivienne Kachollom Rwang 3.15 Abs. No. 1 Best Practices in Developing Gender Inclusive Curriculum and Pedagogy: A Literature Review Fahd Ali Raza , Abtar Darshan Singh

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) 3.30 Abs. No. 24 Investigating Student Engagement and Learning through Flipped Lessons in Physical Education: A Systematic Review Ren Ce SESSION 2 Chairperson: Mejar Dr Rosmalily 3.55 Room B-06-03 (Hybrid) Abs. No. 56 Humanising Education: Unlocking Student Potential Rosmalily Salleh 4.10 Abs. No. 55 Jing Si Aphorisms Supporting Character Building Chan Li Huah, Cheong Li Ting 4.25 Abs. No. 50 Best Practices in Developing Gender Inclusive Curriculum and Pedagogy: A Literature Review Fahd Ali Raza, Abtar Darshan Singh 4.40 Abs. No. 58 An Investigation of the Mediation and Interplay between Education and Economic Sustainability Vikneswaran Manual, Hafinaz Hasniyanti Hassan SESSION 1 Chairperson: Muhamad Furkan Mat Salleh Time (PM) Location Title 2.30 Abs. No. 38 Assessment Methods and Effects of Music Education Resilience under Education in Emergencies (EiE): A Literature Review DENG BinTao

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) 2.45 Room B-06-04 Abs. No. 20 Empowering Students for Sustainable Development: The Effect of Authentic Assessment on 4C Skills Hu Jingbo, Lee Phaik Gaik, Madhubala A/P Bava Harji 3.00 Abs. No. 9 The Power of Stories: Storytelling towards Sustainable Development Khaw Choon Ean; Teoh Choon Ean 3.15 Abs. No. 34 Closing the Gap Between Learning Spaces: Moving Forward through discoveries about primary school learners during the Covid-19 pandemic Joshua Chin, Ng Soo Boon 3.30 Abs. No. 61 A comparative study on learning during Covid-19 pandemic among the different types of primary schools in Malaysia – perspective from teachers Ng Soo Boon, Gurnam Kaur a/p Gurdial Singh, Florence Kuek , S. Kanageswari Suppiah Shanmugam , Anna Phang Wai Leng, Siew Siew Kim, Joshua Chin SESSION 2 Chairperson: Dr Siew Siew Kim 3.55 Room B-06-04 Abs. No. 30 A Study of the Correlation between Metcognition and Clinical Decision-Making Skills in Undergraduate Nursing Students Zhang Lina 4.10 Abs. No. 2 Development and Validation of an AI-Powered Academic Writing Module: A Design Thinking Approach Vaikunthan Rajaratnam, Abtar Darshan Singh, Jonathan Kovilpillai, Fahd Ali Raza

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) 4.25 Abs. No. 10 Impact of AI assistance on student agency Aisha Al Balushi 4.40 Abs. No. 43 The Importance of Appropriate Implementation Of: Essential Skills, Clinical Supervision, And Competency Skills Among Nursing Students’ In Providing Nursing Care – A Concept Paper Salida, Wail & Umi Kalthum SESSION 1 Chairperson: AP Dr Dorothy Dewitt Time (PM) Location Title 2.30 Room B-06-06 Abs. No. 35 Enhancing Mental Health in College Students through Tai Chi Chuan Courses: A Promising Intervention Approach Peng Shu 2.45 Abs. No. 17 Unlocking Your Brain’s Potential: How Brain Imaging Leads to Neurofeedback Training Wong Huey Ling, Shiw Shin Yeen, Yasmin Binti Hussain 3.00 Abs. No. 18 Exploring the Impact of a Mindfulness-Based Stress Reduction Course Informed by Gibbs Reflective Cycle on Mindfulness, Sleep Quality, and Anxiety Levels Among First-Year Nursing Undergraduates: A Pilot Study Xin Yan Zhang 3.15 Abs. No. 36 What is Mental Health Literacy? A systematic review and analysis Zeng Shengnan 3.30

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) SESSION 2 Chairperson: AP Dr Hidayah Mohd Fadzil 3.55 Room B-06-06 Abs. No. 57 Strategi Yang Digunakan Oleh Warga Emas Ketika Menghadapi Wabak Covid-19 Lim Beng See, Juliana Rosmidah Jaafar & Ngu Kee Shing 4.10 Abs. No. 12 Mitigating Learning Loss: Higher Education's ESG Integration for Holistic Development Saraswathy Thurairaj 4.25 Abs. No. 14 How Socioeconomic Factors Shape Parental Involvement in ESL Education Nurul Zulaikha Alias 4.40 SESSION 1 Chairperson: AP Dr Hidayah Mohd Fadzil Time (PM) Location Title 2.30 Room B-06-07 Abs. No. 44 Not Fair! Indian children’s meaning making of climate change during a PBL-Critical Pedagogy based intervention Aneesa Jamal, Abubakr Mohammed Jamal, Sanitah Mohd Yusof, Corrienna Abdul Talib 2.45 Abs. No. 27 Students’ Procedural Understanding in Biology Practical Work: Preliminary Findings Nur Fadhila, Hidayah Mohd Fadzil & Rohaida Mohd Saat

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) 3.00 Abs. No. 15 Task-based Material Design in Tour Guide Japanese Courses: Fostering Sustainability of Thinking and Adaptability Qiannan Liu, Bee Eng Wong 3.15 Abs. No. 25 ADDIE model for empowering coaches in physical education classes: a systematic review Li Chun Mei

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Lagging Behind: Current Challenges of Chinese TVET Education in Chinese Independent High Schools in Malaysia Lin XU1 & Florence KUEK2 University of Malaya, Malaysia [email protected] [email protected] Abstract In 2012, the Ministry of Education of Malaysia promulgated the Malaysia Education Blueprint 2013–2025, which incorporated technical and vocational education as one of the important measures of the national educational program for the first time to enhance Malaysia's market competitiveness. However, even before recent attention on TVET education by the Malaysian government, the Chinese independent high schools, which are independent of Malaysia’s national education system, have already been running the Technical and Vocational Education and Training (TVET) program since 1987. Through the decades, a total of 30 Chinese independent high schools have offered about 15 TVET course curricula, equipping students with technical skills and trilingual language training along with their academic programs. The TVET program across all Chinese independent schools, however, fell into a bottleneck in students’ enrollment, funding, and curriculum design, among others, since the turn of the 21st century. In this study, in-depth interviews were conducted using typical case sampling with four key participants, namely, a TVET curriculum designer, a researcher in TVET education, a TVET teacher in art and design, and a TVET teacher in catering management). All interviewees were very familiar with the TVET education in Chinese independent high schools. The research findings revealed that the Chinese TVET program in Chinese Independent High Schools in Malaysia should strengthen its trilingual language characteristics, consolidate the TVET curriculum, and embark on national and international cooperation to uphold quality education for TVET talents in compliance with the SDG4 goals of the nation.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Strengthening and Sustaining Chinese Language Instruction for International Students in Sino-foreign Collaborative Education Programs Shixue ZHANG1 , Florence KUEK2 1 Baoji University of Arts and Sciences 2University of Malaya [email protected] [email protected] Abstract Language instruction evaluation is a key aspect of ensuring the commitment to attain the goals of sustainable development goal (SDG) 4 in higher education. This study assesses the quality of Chinese language instruction for international students in the context of Sino-foreign collaborative educational programs in three types of universities, namely, (a medical university, a science and technology university and a university of arts education) in the Shanxi province. Guided by student-centered educational experiences, a comprehensive questionnaire was developed, piloted, and refined for the purpose. A total of 102 responses were collected and analyzed, identifying 27 indicators across three distinct dimensions. A rigorous reliability and validity testing, as well as factor analysis, yielded findings that further informed four key evaluation dimensions, i.e., the learning outcome, learning process, resource input, and faculty instruction, ranked by their respective impact levels. Here, faculty instruction and resource input emerged as the causal dimensions, while the learning process and learning outcome were the resultant dimensions. The faculty instruction was identified as the most influential indicator in determining students' academic success. This study points to the stakeholders’ reflections on the urgency of strengthening and sustaining Chinese language instruction through measures such as increased frequency of academic activities, objective-based teacher training, curriculum, and course discipline management, as well as student involvement in Chinese language competitions and academic publications. These initiatives are proposed to fortify the quality of Chinese language instruction within Sino-foreign sustainable joint education programs, aligning with the evolving paradigm of student-centered education.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Exploring Translation Learners' Application of Ai Language Models to Develop Translation Skills for Chinese Undergraduates Chen Ruiqing [email protected] Abstract The impact of technological advancements on learning and teaching is particularly significant for students specializing in translation/interpreting and foreign languages. With the advent of AIpowered Neural Machine Translation (NMT), these students are presented with both opportunities and challenges. Therefore, it is essential for translation education to adapt and evolve sustainably to thrive in this era dominated by AI. However, the extent to which students utilize AI language models such as ChatGPT and Wen Xin Yi Yan (a Chinese AI language model) to facilitate their translation learning, as well as their perceptions of their application in translation learning, remain largely unexplored. Consequently, this study will employ a combination of e-portfolios and interviews to thoroughly investigate a group of Chinese translation learners currently undergoing or having completed training in English-Chinese translation. The research aims to comprehensively explore how translation learners utilize AI-powered NMT and clarify their perceptions of this technology. These insights will serve as the foundation for discussing the pedagogical implications of sustaining translation teaching in the modern era.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Challenges in Online Music Education: Insights from a Private Music School in China Lu Xin & Hu Yu SEGi University [email protected] [email protected] Abstract COVID-19 The pandemic accelerated the development of the online education model. However, in Chinese music education, teachers quickly returned to traditional face-to-face education after the pandemic, and some teachers denied the online music education model. This poses a challenge to the promotion and sustainable development of online music education. To examine the reasons and factors that contribute to the unwillingness or resistance towards online music education in the post-COVID-19 era. And also explores potential strategies to overcome these barriers and promote effective implementation. This study employed the cultural-historical activity theory to map the data and conducted virtual ethnography to collect data during the pandemic period from a private music school in China. Data collection methods included online observations of classroom teaching, semi-structured interviews with six music teachers, and thematic analysis of the collected data. The findings reveal several challenges in online music education, such as hardware deficiencies, difficulties in interaction, low parental willingness, low student engagement, and lack of network knowledge. However, this study suggests that video recording and motivational techniques could be solutions to address the challenges facing online music education. In conclusion, this study highlights the challenges facing online music education and suggests potential strategies to promote its effectiveness and sustainability in the post-COVID-19 era. These strategies can guide music teachers in their ongoing efforts to improve their knowledge and skills in online education.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Integrating Computational Thinking into Sports Activities for Elementary School Students: Enhancing Physical Abilities and Fostering Sustainability Thinking WU Yuze The Education University of Hong Kong [email protected] Abstract This paper presents a research study that explores the integration of computational thinking (CT) into sports activities for elementary school students. The aim of this study is to investigate the potential benefits of incorporating CT concepts into physical education, specifically focusing on enhancing students' physical abilities and fostering 21st-century thinking. The study targets elementary school students in Hong Kong. The paper highlights the importance of introducing CT at an early age to develop critical thinking, problem-solving skills, and creativity. Additionally, the paper discusses the significance of physical education in promoting holistic development, teamwork, and overall well-being among students. The research methodology involved the design and implementation of sports activities that incorporated CT concepts. These activities were conducted with a sample of elementary school students in Hong Kong, using a combination of quantitative and qualitative data collection methods. The study assessed the impact of integrating CT into sports activities on students' physical abilities, sustainability thinking, and overall engagement in physical education. This paper contributes to the growing body of research on the integration of CT in educational contexts. It highlights the potential benefits of incorporating CT into sports activities for elementary school students and provides insights into the challenges and opportunities associated with this integration. The findings of this study have the potential to inform curriculum development, pedagogical approaches, and policy-making decisions in the field of education, with a focus on building 21st-century thinking among young learners.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Exploring Chinese ESL Teachers’ Perceptions towards The Use of ChatGPT in Academic Writing Wei Ran, Latha Ravindran SEGi University [email protected] Abstract There is an increasing acknowledgment of the potential incorporation of ChatGPT into the realm of second language instruction and learning. However, the use of ChatGPT as an educational instrument for academic writing in China brings out both prospects and challenges. Therefore, it is crucial to explore the use of ChatGPT by EFL instructors in language courses, especially in China, where its usage lacks formal recognition. The aim of this study is to explore the perceptions of ESL teachers on the utilization of ChatGPT during writing sessions and to collect insights for its integration. The research employed a qualitative methodology and recruited 10 ESL teachers from Xinzhou Teachers University who incorporated ChatGPT into their academic writing lessons. This study will explore participants’ perceptions of the potential applications of ChatGPT in teaching academic writing. It will also discover the challenges and limitations associated with using this AI technology. The study has implications for the professional development of educators in utilizing AI for the instruction of writing.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) The Sustainability of the Traditional Piano Program in a Chinese Normal University Zhuo YE1 and Florence KUEK2 SEGi University1 ; University of Malaya2 [email protected] [email protected] Abstract Music colleges of Chinese normal universities must prepare students for employment in different fields. However, against the backdrop of an economy that is still recovering from the Covid-19 pandemic, and regulatory restrictions on off-campus training, the employment prospects of music education graduates are dim. Hence, there is an urgent need to determine whether piano programs are producing resilient and skilled graduates who can find work in challenging environments. Using Stufflebeam’s Context-Input-Process-Product (CIPP) model, this study evaluates the piano program of a Normal University focusing on its sustainability. In-depth interviews with students, teachers, and graduates, selected through purposive sampling revealed that the traditional piano program taught music theory and the classical repertoire using outdated training methods which did not address changing needs and challenges. The narrow focus on piano performance also negatively impacted the development of comprehensive music knowledge, literacy, and practical skills, leaving students ill-equipped to meet societal demands in a small employment market for music graduates. Besides, students were keenly aware of their lack of competitiveness, triggering anxiety and a sense of despair. Their fears were not unfounded as the university’s graduates had witnessed a steady decline in employability for five consecutive years. This study underscores the urgent need for music programs at Chinese normal universities to ensure that programs teach students employability skills, enabling them to work in highly competitive work environments. By teaching dynamic student development strategies and ensuring that content and methodologies are updated, music programs can be sustainable and resilient in the face of adversity.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Evaluation of Teaching Adaptability of Interior Design Instructors to Incorporate Sustainable Development into Curriculum Reforms in China Using The CIPP model Lu Ling 1* & Kam-Fong Lee2 1, 2 Faculty of Education, Languages, Psychology and Music, SEGi University Abstract Due to the growing importance of education for sustainable development globally, Chinese higher education institutions began to aggressively incorporate sustainable development into their curriculum. Instructors are struggling to adjust to the new teaching environment, course content, delivery, and student learning outcomes due to curricular reform. The concerns on adaptability and how instructors handle curriculum reforms have concerned the stakeholders. Due to implementation failure, some new curriculum may die out, making curriculum reform tougher to sustain. Based on this background, this study aimed to investigate the adaptive behaviors instructors exhibit while incorporating sustainable development in curriculum reform. In addition, the various instructional approaches used to enhance students' understanding and practices of sustainable development were examined. This study also identified methods and offered recommendations to enhance the effectiveness of promoting sustainable development practices. This study employed a case study research design that utilized the CIPP (Context, Input, Process, Product) evaluation model to comprehensively assess a new curriculum in a public university in China. The samples consisted of one-course administrator, four lecturers, 16 students, and course outlines. The data was collected through in-depth semi-structured interviews, classroom observations, and document analysis and were analyzed using thematic analysis. Findings revealed that instructors adjust to the integration of sustainable development throughout curriculum reforms. Also, students demonstrated a high level of interest and engagement in applying sustainability in practical design. Finally, curriculum contents and teaching methods help students understand and practice sustainable development but there are areas of improvement. The findings of this study offer valuable insights for understanding and advancing instructional adaptation in the field of design education to achieve the SDG.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Implementation of flipped classroom in a university business course – How student-teacher relationship impacted deep learning Yao Zhuanhua1,2; Ng Soo Boon2 1Chongqing Finance and Economics College 2SEGi University [email protected] Abstract Learning institutions should make students lifelong learners, ensuring sustainable thinking. The lecture method, where students are in a passive learning state, is not conducive to inculcating students' self-learning abilities sustainably. Flipped classroom (FC) as a student-centered instructional strategy engages students to participate actively in classroom discussion using content they were assigned to learn. The curriculum content of the courses adopting FC must be able to generate deep learning, and the ability to collaborate with each other. Constructivism forms the main theoretical backbone of FC. A mixed-method study was conducted aimed at exploring the implementation of FC in an applied-oriented university situated in Chongqing China. The research questions include examining how the implementation of FC impacted student-teacherrelationship (STR), satisfaction in learning, and deep learning (DL) in the multidisciplinary FC for business students. Key variables measured are the independent variables of STR, and satisfaction, while DL is the dependent variable. A total of 366 undergraduates answered the questionnaire. SPSS and AMOS were used to analyze quantitative data. Findings included a high level of STR (M=5.77), satisfaction (M=5.58), and DL (M=5.3). Based on Structural Equation Modelling analysis, significantly positive correlations existed among the three variables. STR was found to be the better predictor of DL. At the same time, satisfaction is a partial mediating factor between STR and DL. Qualitative data through interviews and observation yielded valuable insight into factors influencing the creation of successful FC. This study recommended that creating positive STR will enhance undergraduate students’ satisfaction and enable them to achieve a high level of DL in FC. This is a valuable advice in designing an FC university business course with an aim to enhance students’ learning sustainability.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Clinical Legal Education in Malaysia: The Way Forward Chee Ying KUEK 1 , Eng Siang TAY 2 1Faculty of Law, University of Malaya, 2Faculty of Law, Multimedia University [email protected] [email protected] Abstract Traditionally, legal education focused on rigorous teaching of legal doctrine and the development of analytical as well as problem-solving skills. With the increasing expectation on the law schools to produce graduates who are more prepared for the legal job market, law teaching pedagogy began emphasising the blending of theory and practice. Malaysia is not an exception to this trend. Apart from student attachment and courses that incorporate practical skills, public universities in Malaysia have, in collaboration with legal practitioners, set up legal aid centres which expose students to active, experiential, and reflective learning. However, majority of these clinics are not integrated into a credit-bearing course and operate outside the curriculum. The services are also mainly confined to consultation and legal advice. This paper aims to examine the clinical legal education in Malaysian public universities and recommend areas that can be improved, by comparing with the established clinical legal education in Singapore. Qualitative content analysis of various reports and secondary sources is adopted in this research. The findings revealed that only two Malaysian public universities had offered clinical legal education as an elective course in their Bachelor of Laws Degree programme. It is proposed that other public universities that have legal aid clinics may also consider making clinical legal education as a credit-bearing course so that the clinics are not mere voluntary extracurricular activities. The students’ learning may not end at the stage of consultation, but be further extended to the drafting of pleadings or observation of a hearing, as practised in Singapore.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Best Practices in Developing Gender Inclusive Curriculum and Pedagogy: A Literature Review Fahd Ali Raza and Abtar Darshan Singh Asia Pacific University of Technology and Innovation [email protected] Abstract Gender biases within prevailing curriculum and pedagogical practices continue to deter female students from pursuing STEM disciplines. This systematic review examines scholarship on targeted instructional approaches and cultural interventions that facilitate increased and sustained participation of girls in STEM education in Malaysia. Comprehensive database searches identified studies assessing specific strategies to advance gender inclusion across STEM teaching and learning. A rigorous qualitative meta-synthesis reveals six core focal areas of evidence-backed promise spanning curriculum design, pedagogical styles, infrastructure support, role models, sensitization campaigns, and policy incentives. Corresponding criteria center culturallyresponsive content, interactive project-based learning, identity safety cues, female scientist visibility, bias mitigation, and access-equalizing measures. The resulting framework provides actionable guidelines for educators seeking impactful, scalable solutions tailored to the Malaysian context that affirm girls’ potential while elevating systemic equity. Ongoing innovation and adaptation focused on localized behavioral drivers offer further promise in realizing inclusive STEM education countrywide, yielding diverse talent equipped to fuel future scientific advancement and technological progress. Keywords: Gender, STEM, curriculum, Pedagogy, Equity

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) The Power of Stories: Storytelling Towards Sustainable Development Khaw Choon Ean nee Teoh Choon Ean PJK Educator-Trainer, Author, Storyteller, Malaysian Board of Books for Young People (MBBY) [email protected] Abstract The oldest form of communication is storytelling. The power of stories through storytelling uses logically arranged visual, literary, auditory, or other creative media with the intention to educate, inform, entertain, or inspire an audience towards a new idea. Walter Fisher’s concept of a Narrative Paradigm upholds the idea that a story allows communication to take place between a narrator and the listener. Together with Lev Vygotsky’s theory that learning is a social process, we can examine social interaction’s critical role in guiding children's learning and cognitive development via storytelling. This paper’s objective is to examine how the power of imagination in storytelling can facilitate human connection and learning, hence, most importantly we can analyze whether stories do have the power to drive sustainable change because it draws on past experiences and relatable references, so listeners hear about the experiences of others, sharing successes, failures, and the wisdom gained. The impact from storytelling is the profound ability and power to expand and change someone’s horizons and perspectives in life so they will envision a more positive future. Today, the interest in storytelling is making a comeback, reflecting the need for connection and communication in real life. Is the power of storytelling for sustainable development the ability to maintain a communication process continuously over time to remain available for the long term? We look at the power of stories via storytelling in our current technological era and techniques storytellers use to make an impact on their audience whether young or old. Keywords: Storytelling, sustainable development, power of stories, storytelling techniques, change, connections

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Task-Based Material Design in Tour Guide Japanese Courses: Fostering Sustainability of Thinking and Adaptability Qiannan Liu12, Bee Eng Wong1 Faculty of Social Sciences and Liberal Arts, UCSI University, Malaysial1 Department of Foreign Languages, Xinhua College of Ningxia University, China2 [email protected] [email protected] Abstract The burgeoning international exchanges within the tourism sector have triggered a surge in Chinese tourists visiting Japan and Japanese tourists exploring China. Consequently, this phenomenon has catalyzed the expansion of the Japanese tourism market in China, amplifying the demand for proficient Japanese-speaking tour guides. However, the current landscape reveals a notable scarcity of Japanese tour guiding courses within Chinese undergraduate tourism programs, leading to an insufficient supply of talent proficient in both tourism knowledge and Japanese language skills. This paper proposes a task-based material design approach to bridge this gap, aiming to enhance students' oral proficiency in Japanese while nurturing sustainability of thinking and adaptability. Through the analysis of students' demand for Japanese tourism language and the implementation of task-based teaching strategies, this study seeks to offer insights into effective pedagogical approaches in tour guide Japanese courses. The methodology employs action research principles, with students majoring in tourism guide Japanese at Xinhua College of Ningxia University in China, serving as participants. Research tools include tests, semi-structured interviews, and observational data describing the implementation of task-based curriculum designs. Preliminary findings indicate students' substantial interest in task-based curriculum designs, particularly in interactive communication settings, thereby enhancing their ability to handle emergencies and navigate cross-cultural communication. This paper contributes to the discourse on language education in the tourism sector, offering practical implications for curriculum design and pedagogical approaches aimed at fostering sustainability of thinking and adaptability among tourism students.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Investigating Student Engagement and Learning through Flipped Lessons in Physical Education: A Systematic Review Ren Ce UCSI University [email protected] Abstract The notion of flipped lessons, in which students learn content before class and apply it during interactive in-class activities, has gained popularity in a variety of sectors, including science, engineering, product design, and TESOL. This strategy is viewed as a technique to increase student participation and responsibility for learning. Despite its rising popularity, there are still points of agreement, concerns, and debates that must be handled. This helps to comprehend and critically analyse definitional concerns by conducting a systematic review and analysis. This systematic review adhered to the Preferred Reporting Items for Systematic Reviews and MetaAnalysis Protocols statement, and the review protocol was filed with the International Prospective Register of Systematic Reviews. Numerous flipped lesson models for physical education were found through investigation. The article explores the variety of flipped lesson plans in physical education. Flipped lessons are a great way to improve student engagement and comprehension of subjects in physical education. It also creates a more dynamic and interactive learning environment that helps students develop lifetime fitness habits. Keywords: School, Quality education, Health education, Lifelong learning, Innovation education

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Assessment Methods and Effects of Music Education Resilience under Education in Emergencies (EiE): A Literature Review 1Deng Bintao, 2Ren Xiaodan, 3Wang Ning 1College of Education and Music, Sanming University, China, 2,3Faculty of Education, Languages, Psychology and Music, SEGi University [email protected] Abstract In light of Education in Emergencies (EiE) scenarios, such as localized conflicts and the global COVID-19 pandemic, the resilience of education systems has garnered scholarly attention. Within this context, the field of music education, due to its unique capacity to foster emotional well-being and community cohesion, has emerged as a critical area of study. This literature review aims to assess the academic discourse surrounding the resilience of music education systems, with a particular focus on the methodologies employed to evaluate resilience and their outcomes. Through an extensive academic search using keywords related to "music education," "crisis education," "disaster education," "education in conflict-affected areas," "system resilience," and specific EiE contexts, this review synthesizes scholarly findings on the adaptive strategies and resilience mechanisms of music education systems under various emergency conditions. Moreover, the review compares the different research methods used, alongside their effectiveness and limitations in measuring the impact of music education on resilience. The analysis investigates how music education systems have confronted the challenges posed by sudden events, including maintaining continuity of learning, leveraging digital platforms, and implementing flexible curricular adjustments. By providing insights into the resilience of music education systems during emergencies, this review contributes to the broader discourse on education in crises. It emphasizes the importance of incorporating resilience-building strategies in music education planning and policy-making, aiming to ensure the sustainability and effectiveness of educational practices in the face of future emergencies.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Empowering Students for Sustainable Development: The Effect of Authentic Assessment on 4c Skills Hu Jingbo, Lee Phaik Gaik, Madhubala A/P Bava Harji Faculty of Education, Language, Psychology, and Music, SEGi University [email protected] Abstract The development of 4C skills in higher education is key to addressing sustainability challenges, developing sustainability literacy, and achieving sustainable development goals. Conventional education measures learning outcomes more than the comprehensive skills of students. The increasing demand for graduates with holistic skills, including sustainability literacy, and the decline of traditional testing necessitate innovative assessment methods different from conventional testing. This study aims to address this need by proposing a comprehensive authentic assessment framework that fosters the development of 4C skills and their application to sustainability issues. This study adopted a quasi-experimental design with authentic assessment used as the intervention for the experimental group. The verification of the intervention effect was guaranteed by the pretest and post-test. Quantitative data were collected with questionnaires and analyzed to understand the effects of authentic assessment on enhancing skills. For a deeper understanding of the research problem, qualitative data were collected with interviews after the experiment.The intervention results demonstrated significant improvements in students' communication, critical thinking, and creativity, which are crucial for addressing sustainabilityrelated challenges. The thematic analysis results confirmed the quantitative findings. The findings informed the framework's construction. The paper explored the implications of these findings, highlighting the framework's adaptability and its potential to equip graduates with the necessary skills to contribute to a more sustainable future.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Assessment of Management Skills Competency on Implementation Skills Based on SEGAK Procedures and Testing Process Among Teachers in Kuching District, Sarawak Nawi Razali1 & Mohamad Amirul Zaini2 1 Jabatan Pendidikan Negeri Sarawak (JPNS) 2SK Telok Gelam, Daro [email protected] [email protected] Abstract This study aimed to determine the relationship between management competencies and implementation skills based on the Standard Kecergasan Fizikal Kebangsaan untuk Murid Sekolah Malaysia (SEGAK) test processes and procedures. It is a quantitative study using a cross-sectional survey method involving 86 teachers as respondents (61 females and 25 males) involved in the implementation of SEGAK in the Kuching Area, Sarawak. The study used a Likert scale format questionnaire as a study instrument. The study found that the competency level of implementation skills based on procedure had the highest minimum score (M=4.38, SD=0.47), followed by the implementation skills competency level based on the process (M=4.15, SD=0.43) and the management skills competency level (M=4.13, SD=0.45). The results of this descriptive analysis showed that the level of teacher competence was very high and high. The analysis also showed no significant difference in mastery of the level of management skills, processes, and procedures based on the gender of the teacher. Therefore, further qualitative studies are needed, and interested parties should also address implementation issues at the root level in the aspects of teacher training, equipment issue solving, strengthening Senior Leader Team (SLT) and Middle Leader Team (MLT), and motivational elements that maintain trust and inspire to ensure the sustainability of SEGAK achieves its goals. Keywords: SEGAK; Management Competencies; Implementation Skills

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Closing The Gap Between Learning Spaces: Perspective From Primary School Students During The Covid-19 Pandemic Joshua Chin Ng Soo Boon SEGi University Abstract Covid-19 was unprecedented, its impact changed the landscape of how education was perceived. There was a sudden shift requiring institutions to reassess and restructure their approaches in delivering education. A mixed-methods research was conducted in Malaysia during the end and immediately after the pandemic. The research questions focused on students’ perspectives on the modes of teaching and learning used and the challenges they faced during that period. A total of 21 primary schools were involved in this study and the respondents consist of 706 randomly selected Year 5 primary students. Questionnaire survey were given to every student and groups of 3-5 students from each school will be randomly selected for an interview. The results of this study concluded that synchronous online learning (M=3.26) was more frequently conducted than asynchronous online learning (M=2.98) although students showed a desire to have face-to-face lessons (M=3.90) rather than online (M=2.99), referencing a natural affinity to long for physical interaction within the learning community. Effective motivation and management of interaction was mentioned many times during interviews and open-ended questions in the questionnaire, the purpose cited is to ensure learning among students. Weaknesses stemmed from the unpreparedness of institutions such as lack of internet and devices were prevalent, resulted in many students needing to share one device with their siblings and parents. Students reiterated that the gap between the learning spaces of physical and online need to be closed, especially important for the sustainability of quality in learning, they believed that effective learning could happen through both physically and virtually albeit proper planning. Findings from this study help to form the foundation for further discussion to take place to develop programs based on the insights gained to formulate a comprehensive plan for education in the future.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) A Comparative Study on Learning During Covid-19 Pandemic Among the Different Types of Primary Schools in Malaysia – Perspective From Teachers Ng Soo Boon1*, Gurnam Kaur a/p Gurdial Singh1 , Florence Kuek 2 , S. Kanageswari Suppiah Shanmugam 3 , Anna Phang Wai Leng1 , Siew Siew Kim4 , Joshua Chin 1 SEGi University 1 ; Universiti Malaya 2 ; Universiti Utara Malaysia3 , Ministry of Education Malaysia4 * [email protected] Abstract Covid-19 pandemic has impacted learning in schools in various ways. The readiness for change can be examined from the perspective of physical facilities, internet as well as resilience among school administrators and teachers. A study was conducted at the end of Covid -19 school lockdown during the months of October to November in 2022 continued on during the end of January to early February 2023. Quantitative and qualitative data was collected from 23 national schools located in the different geographical zones of Malaysia. Among these schools, 12 were from National schools (SK), 3 were the National Indigenous Children (SKOA) schools, 4 from National Type Chinese vernacular schools (SJKC) and another 4 from National Type Tamil vernacular schools (SJKT). 12 of these schools were from urban areas while 11 from rural areas. A total of 6 Northern zone schools were visited, 9 Central zone schools visited, 4 Southern zones were visited while 4 East Malaysia schools were visited. During these school visits, a questionnaire was administered to the schools teachers and administrators, a total of 196 scripts were collected. Focus group semi-structured interviews were conducted during these school visits, an average of 8 teachers from each of these schools were interviewed. The questionnaire using (1-5 Likert scale) asked about the way lessons were conducted, teachers’ preference of mode of teaching, satisfaction and anxieties. Rather surprisingly, the prevalent teaching methods used were using texts through handphones (Mean:3.2) followed by students taking turns to attend class physically (Mean: 3) and synchronous online (Mean: 2.9). Overall satisfaction was highest among SJKC teachers at M=3.32, the lowest was in SKOA M=2.94, while SK and SJKT at both are M=3.12. Correspondingly, stress levels among SK teachers were highest at M=3.3, SKOA were lowest at M=2.97, SJKC at M=3.13, and SJKT at M=3.18. Data obtained from focus group interviews revealed differences among these schools due to location of urban and rural rather than types of schools. The leadership style of school principals was quite obviously influencing learning and resilience among teachers and students during the school lock-down.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Enhancing Mental Health in College Students through Tai Chi Chuan Courses: A Promising Intervention Approach Peng Shuo UCSI University [email protected] Abstract This study examines the impact of Tai Chi Chuan courses on the mental health of college students. In today's society, college students face increasing academic pressure and mental health challenges. Traditional psychological interventions such as counseling and medication have been the focus, but non-pharmacological interventions are gaining attention. Tai Chi Chuan, a traditional Chinese fitness method, is known for its gentle movements, breathing regulation, and mental concentration, which are believed to positively impact mental health. The study aims to provide comprehensive psychological support for college students by exploring the effects of Tai Chi Chuan courses on their mental health. The research is based on the increasing prevalence of mental health issues among college students, including anxiety and depression. Tai Chi Chuan's benefits include relaxation of body and mind, improved attention, emotional regulation, and boosted selfconfidence. These benefits contribute to enhancing college students' mental health and overall well-being. The study suggests that implementing Tai Chi Chuan courses as a psychological intervention for college students can be effective in improving their mental health.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Unlocking Your Brain’s Potential: How Brain Imaging Leads to Neurofeedback Training Wong Huey Ling 1(*), Shiw Shin Yeen 2 , Yasmin Binti Hussain 3 1,3City University Malaysia, 2 BrainScience Academy Sdn. Bhd. [email protected] Abstract Recent neurofeedback training (NFT) obtained encouraging results towards rehabilitation of inattention, impulsiveness, attentional switching, phonological awareness and better self-control as well as working memory performance have been reported by several studies in the last two decades. Noting that continued study of the brain was needed to combat the large number of neural diseases and conditions. By evaluating the brain waves patterns, the brain’s feedback ability could be assessed. And, these are the most fundamental indicators of brain health and activity are derived through algorithms and models. The objective of this research was to assess brain health and activity which reflects the three states of autonomous regulation during awake which are relaxation, attention, and concentration, within a total of 50 preschool children in Malaysia, age 5-6. By assessing brainwaves diagram and brain’s feedback ability, a person’s personal character and life attitude, psychological state, and study ability would be evaluated. To evaluate the individual’s daily lifestyle that includes sleep, the way the individual interacts with the surroundings above and below consciousness, and their social skills. To evaluate the individual’s psychological state to recognize early symptoms of psychological disorder to provide early intervention. To evaluate how individuals tend to perform in school. Overall, the research provides a comprehensive understanding of the current brain’s health and condition of 50 people who aged 5-6 years old preschool children in Malaysia. And, the research recommends early intervention NFT to those who have early detection of unfavorable patterns, early symptoms of psychological disorder.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Exploring the Impact of a Mindfulness-Based Stress Reduction Course Informed by Gibbs Reflective Cycle on Mindfulness, Sleep Quality, And Anxiety Levels Among First-Year Nursing Undergraduates: A Pilot Study XinYan Zhang UCSI [email protected] Abstract Mindfulness practices promote inner transformation in individuals and reduce anxiety and stress. Academic, environmental, and personal changes can cause anxiety and sleep difficulties in firstyear nursing undergraduates. However, traditional mindfulness training mainly focuses on the appearance of mindfulness practices such as breathing and meditation and lacks structured reflection on the experience and insights of the practitioner, which makes it difficult to apply mindfulness skills to daily life in addition to mindfulness classes. The objectives of this study are to add a structured reflection process to the traditional mindfulness training course and examine the effects of this research approach on the mindfulness, sleep quality, and anxiety of first-year undergraduate nursing students. This study used a mixed method, with the quantitative component being quasi-experimental, and 30 first-year nursing students from a public medical college were randomly assigned to an experimental group and a control group, each consisting of 15 people. Mindfulness, sleep quality, and anxiety levels were assessed before and after the modified mindfulness training programme. Reflection logs were used to obtain qualitative data about students' subjective experiences and feelings. After completing the mindfulness-based stress reduction training, participants showed significant improvements in their mindfulness scores, Improved sleep quality, and reduced anxiety levels after the intervention. Integrating the Gibbs reflection cycle into mindfulness-based stress reduction training encourages deeper self-reflection and learning. This introspective component adds to the overall development of mindfulness abilities and coping strategies for managing stress in academic and personal settings.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) What is Mental Health Literacy? A Systematic Literature Review and Inspiration for Mental Health Education Curriculum Zeng Shengnan UCSI University [email protected] Abstract This paper aims to explore how the term mental health literacy is defined and understand the implications for public mental health and educational interventions. The study involved an extensive search conducted by searching PubMed, ERIC, PsycINFO, Scopus, and Web of Science. Keywords such as "mental health literacy" and "definition" were employed. The publication year range from 1997 to 2023. Based on the analysis, seventeen articles met the inclusion criteria. Three distinct themes characterize the definitions of mental health literacy: (1) Cognitive Understanding; (2) Affective Empowerment; and (3) Behavioural Change. In the mental health educational context, Inspiration,Transformation and Practice can be viewed as three stages for curriculum development. Despite conducting a systematic literature review, there remains the possibility that certain relevant studies may not have been identified. Specifically, the selection criteria prioritized papers that explicitly addressed mental health literacy. One of the practical implications is that traditional educational approaches prioritize knowledge dissemination and attitude change, integrating MHL into mental health well-being curriculum advocates for action-oriented interventions to address mental health challenges. The exploration of mental health literacy definitions sheds light on the understanding of this concept. Three core themes in mental health literacy definitions guide future curriculum development. This study underscores the importance of prioritizing action-oriented interventions in mental health education, emphasizing the need to move beyond knowledge dissemination towards transformative practices that promote holistic mental well-being. Keywords: Mental health, Mental health literacy, Definition, curriculum, Action Orientation

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Teachers’ and Students’ Perception and Implementation of Integration in STEM Education in Southwestern China Public Universities Chen Yanyang* Ng Soo Boon SEGi University *[email protected] Abstract International concerns for advancing STEM (Science, Technology, Engineering, and Mathematics) education have escalated in the last three decades and show no signs of abating. Joining in this endeavor, China has increased its investment into STEM education with a special focus on nurturing STEM talents from primary levels to postgraduate studies. Yet there are limited comprehensive reports on the progress and development of China’s STEM education on higher education, let alone research into integration approaches in STEM. Therefore, a related mixedmethod study has been designed. The research objective is to examine the current level of awareness of importance, perception and understanding, sense of agency, readiness, and implementation regarding integration in STEM education. It also strives to identify the impact of these variables towards integration in STEM education in target universities. The study will administer questionnaires on a sample of approximately 600 undergraduate and lecturers from 3 universities in Southwestern region in China, and interviews with 15 undergraduates and 15 lectures will be conducted. Basing on data collected, this study will work out a situation analysis of the status of perception and implementation of Integration approach in STEM education in Chinese public universities in Southwestern China as well as suggestions on how to optimize and humanize the current STEM curriculum taught and learned in the tertiary education institutes. Keywords: integrative learning, Chinese universities, STEM education.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Students’ procedural understanding in biology practical work: Preliminary findings Nur Fadhila Baharudin, Rohaida Mohd Saat, Hidayah Mohd Fadzil Faculty of Education, University of Malaya [email protected] Abstract Procedural understanding in scientific practical work encompasses the knowledge and application of specific steps involved in a scientific investigation. This understanding not only involves the skill to conduct experiments impartially but also the competence to engage effectively in scientific investigations. However, students often fall into the trap of mechanically following these steps during tasks, losing sight of the activity's purpose and failing to engage deeply or reflectively. This presentation aims to deliberate the initial findings regarding students' procedural understanding, particularly focusing on guided inquiry-based practical work centered around the concept of fermentation. This qualitative case study was carried out across two sites involving 17 upper secondary school students participating in a scientific investigation focused on the topic ‘Yeast Fermentation’. The guided inquiry activities were structured around inquiry questions related to fermentation concepts and measurement guidelines, without providing explicit experiment procedures. Data collection was primarily collected from interviews and classroom discussions, with analysis conducted using the constant comparative method. The emergent theme highlights that students engaged in guided inquiry practical work demonstrated their ability to design experiments logically and assess the investigative process. However, this level of understanding was achieved only after navigating through uncertainties, multiple attempts and failures, and seeking guidance from both peers and their teacher. These preliminary findings offer valuable insights into the challenges and achievements associated with procedural understanding in science education, emphasizing the significance of practical work in fostering deeper learning and engagement among students.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Design of an Entrepreneurial Persuasive Communication (Epc) Module for an IndustryBased Curriculum in Malaysian Primary Schools Ma Fei Fan1 , Norlidah Alias1 , Dorothy DeWitt1 1Department of Curriculum and Instructional Technology, Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia [email protected] Abstract As the issue of unemployment persists in this nation, one of the plausible solutions to mitigate the problem is to equip learners with entrepreneurial skills and persuasive communication skills. These skills, however, should be instilled from a young age. This study seeks to design an entrepreneurial persuasive communication (EPC) module that is suitable for the Malaysian primary school learners. By conducting expert interviews followed by a questionnaire using the Fuzzy Delphi method to refine and prioritise the identified components, this study identified learning objectives, content, skills, learning strategies as well as assessment methods that need to be incorporated in the module were identified. The findings in this study differ from previous studies which mainly focused on adult learners. Keywords: entrepreneurship, persuasive communication, Fuzzy Delphi, module design

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) ADDIE Model for Empowering Coaches in Physical Education Classes: A Systematic Review Li Chun Mei UCSI University [email protected] Abstract The ADDIE model, a staple in instructional design, offers a structured framework that may enhance the teaching effectiveness and empowerment of physical education coaches by facilitating the development of tailored, impactful educational strategies. Objective: The review synthesises findings from a comprehensive search of academic databases, focusing on studies that have applied or examined the ADDIE model within the context of physical education. Three electronic databases—Google Scholar, Scopus and ERIC—were searched from inception to March 2024 for relevant articles. Key themes identified include the model's role in improving coaches' instructional planning, the adaptation of teaching methodologies to meet diverse learner needs, and the enhancement of student engagement and learning outcomes. And highlights how the ADDIE model facilitates a thorough needs analysis, leading to the design, development, and implementation of more personalised and effective physical education programs. The findings suggest the ADDIE model is suitable for different teaching requirements in an empowering environment. It can help coaches create a more autonomy-supportive, task-oriented, and socially supportive classroom motivational climate. The review concludes with recommendations for future research, including the exploration of the model's applicability across different educational settings and its long-term effects on coaching efficacy and student performance in physical education. Keywords: Educational environment, Education reform, Empowerment, Teacher training, Sustainable development education

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) The Use of Curriculum Evaluation Method to Ensure Sustainable Quality of Typographic Design Curriculum in a Xian university *Yang Fan &Ng Soo Boon SEGi University *[email protected] Abstract Typographic Design (TGD) is a compulsory course within the Visual Communication Design major offered in most design-based faculties in university. The purpose of this course is to cultivate high-quality applied talents who can meet the design and artistic needs of society. Graduates should master the basic methods of TGD but at the same time meet the ever-changing innovative requirements and development of typographic applications in the commercial world. Design is a much-needed component for social and economic development. It is pertinent that the TGD curriculum should evolve with the development of the industries, to ensure the sustainability of design talents as well as sustainable economic development. The curriculum needs to be evaluated and reviewed regularly. Based on this background a study was designed to evaluate the implementation of TGD. CIPP evaluation model was used as the research framework. The research objectives include to examine how lecturers design lessons based on the given curriculum, how prepared was the university infrastructure and support system in implementing this curriculum and how useful is the curriculum in developing the professional skills of its graduates and subsequently what does the industry think of these TGD graduates. Findings of the research touched on the stagnant curriculum and lecturers’ pedagogical approach, lack of up-todate software and facilities in getting students accustomed with the need of the industry and lastly the lecturers’ inability to teach using latest design software. The finding also touched on the conflicting view between lecturers, students, management and potential employers on sustainability of the quality of TGD course. Keywords: Curriculum evaluation, Sustainable development, CIPP evaluation model,

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Exploring the Effectiveness of Blended Learning: Students’ Perspective and Communication Strategies Helina Lopus & Ngeow Yeok Meng Faculty of Creative Industries, Universiti Tunku Abdul Rahman, Malaysia [email protected] Abstract The purpose of this study is to explore the effectiveness of Blended Learning (BL), students’ perspective and communication strategies. This study employed qualitative focus group discussion (FGD) and interviewed 17 participants which was selected by two sampling method, purposive sampling method and was finalized by snowball sampling method from Faculty of Accountancy and Management, University Tunku Abdul Rahman (UTAR). The study reveals that students are faced with a few challenges during the BL, but they were able to overcome those challenges by using appropriate learning strategies. The findings demonstrated that collaboration, learning, and communication strategies play a significant role in the effectiveness of BL towards students' performance. Overall, the students’ collaboration and communication were generally positive. They found that by collaborating, communication with peers and educators is more effective and interesting. This study supplements the literature that explores final year students’ challenges in BL and how they overcome the challenges with their strategies. Thus, the challenges and strategies need more in-depth investigation and evaluation to ascertain its suitability within the educational system. The flexibility which can be found in the BL provides students with greater flexibility and control over their learning experience. This allows students to customize their learning to fit their individual needs and preferences which can lead to greater engagement and motivation. Keywords: Blended Learning, Focus Group Discussions, Challenges and Strategies.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Understanding Pre-University Students' Perception Towards Generative AI: An Investigation at a Private University in Malaysia Nelfi Adiela Mizan, Helmi Norman Faculty of Education, Universiti Kebangsaan Malaysia (UKM) [email protected] Abstract This study seeks to investigate pre-university students' perception of utilizing generative AI. As with any other transformational technology, the integration of generative AI in education also presents certain challenges and ethical considerations. The basic framework for this study is the Technology Acceptance Model (TAM). A questionnaire was distributed to 159 respondents, and the results were examined using descriptive statistics The data analysis indicates that students generally have favourable perception towards utilizing ChatGPT for educational purposes. The findings suggest that pre-university students' perception of generative AI technology is influenced by both its benefits and challenges. Most respondents are concerned about the ethical implications in using generative AI and believe there should be clear guidelines and regulations in place to ensure the ethical and responsible use of the technology. However, the perceptions of students on generative AI does not correlate to their intention to use the technology. Further research is recommended to explore perceptions on the utilization of generative AI in the field of education to provide insights pivotal in the development of relevant policy regarding generative artificial intelligence in the educational instructions. This study establishes a basis for future research and approaches in incorporating generative AI into teaching and learning for Malaysian university students.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Arts and Athletics: Developing A Novel Approach to University and College Fitness and Bodybuilding Courses Xiao Yin [email protected] Abstract Students' inner potential and individuality are given more consideration in holistic education, which is a comprehensive educational philosophy with balanced growth in many areas. This article supports students' multifaceted growth and is based on the educational theory of holistic education. Drawing on practical strategies from holistic education: interdisciplinary learning. Stimulate students' interest in exploring subjects and comprehensive application abilities. This study presents a novel approach to physical education that Arts and Athletics. It will be developed for use in a fitness and bodybuilding course for university and college students. The particular method is: 1) Integrate human aesthetics and stage art expression into the teaching of the course, taking into account the fitness and bodybuilding sports competition guidelines; 2) Encourage students to apply this concept to their daily training. 3) Establish new guidelines for course evaluation and assessment. 4) Pass the simulated fitness and bodybuilding competition. Through the exploration of theory, it is proposed to integrate arts and athletics to develop innovative education of fitness and bodybuilding courses, providing a new perspective on physical education teaching. This presentation advocates that more curriculum practitioners will conduct practical verification of this teaching idea in the future to test the feasibility of this innovative concept.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) The Degree of Sustainable Leadership Implementation by Public School Principals in AlQuwaismeh District Schools From The Teachers’ Perspective Ra'ed Ali Mohammad Al-Khamaiseh UCSI University [email protected] Abstract The study aimed to find out the degree of sustainable leadership practice among government school principals from the teachers’ point of view in the Qweismeh District. A simple random sample of 350 male and female teachers was selected and a questionnaire containing (47) items was applied to them and distributed on the following principles: Continuity of learning، building Long-term goals, building a leadership team, social responsibility, creativity and talent, human resource development, ethical behavior, and used the descriptive survey method, and the results of the study are the following: The degree of sustainable leadership practice among government school principals from the teachers’ perspective in Qweismeh District is medium. The principles of sustainable leadership were ranked in descending order as follows: continuity of learning, building a leadership team, ethical behavior, building long-term goals, human resource development, creativity and talent, and social responsibility. Furthermore, the results indicated that gender, educational qualification, and years of experience had no impact on the degree of sustainable leadership. According to the results of the study, many recommendations were presented, most notably increasing the culture of continuous learning among principals, promoting the idea of building a strong work team، and adopting long-term goals. . Keywords: Sustainable leadership, School Principals, Quality Education, Gender Equality, Decent Work and Economic Growth, Partnerships for the Goals.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Enhancing student-centered learning strategies through Guru Penggerak in-service training program Nur Fida Etikasari SMP LHI, Yogyakarta, Indonesia [email protected] Abstract The Guru Penggerak Program is one of the core programs of the recent educational policy reform in Indonesia, intends to build a more robust education ecosystem that focuses on students learning by developing teachers' leadership and student-centered learning. Starting in the year 2020, The Ministry of Education and Culture expects that this ongoing in-service teacher training program could reach 400.000 teachers over five years. This research aims to investigate the impact of the Guru Penggerak program concerning the promotion of student-centered learning teaching from the perception of two main actors, teachers, and field facilitators. Through semi-structured interviews analyzed using thematic analysis, this study reveals that this program has transformed teachers' beliefs about education, particularly the purpose of education, the role of teachers, and how students learning and teaching instruction should be organized. Teachers become more aware of students' mental and emotional state, leading to better classroom management. In the pedagogical aspect, teachers' understanding and skill in differentiated instruction have improved, despite teachers demanding more practicality rather than theoretical discussion during the training and assistance throughout the implementation. Finally, this study captures valuable insight and aspirations from teachers and field facilitators to inform the policy maker for program improvement.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Empowering Diverse Learners: Effective Teaching Strategies for Students with Special Educational Needs Radhega A/P Ramasamy [email protected] Abstract This study explores teaching methods and approaches specifically designed to meet the needs of special education students in Malaysia. Special needs cover a range of disabilities, including learning disabilities, intellectual impairments, sensory challenges, and emotional or behavioral disorders. Ensuring access to high-quality education for these students is crucial. The research objectives aim to address the gaps and challenges associated with catering to the needs of special education students. These objectives focus on aspects such as the role of Individualized Education Plans (IEP), incorporating Universal Design for Learning (UDL), utilizing Assistive Technology (AT), promoting collaboration strategies, providing excellent support, and producing ongoing professional development. A quantitative research design was used to gain insights and collect data. Questionnaires were distributed among educators, special education professionals, therapists, and experts in the field of education in Malaysia. The research findings establish a relationship between effective teaching strategies for special needs students and the adoption of specific teaching methods. The scales used in this study were found to be reliable, as indicated by the Cronbach's Alpha values, ensuring that the collected data was consistent. The correlation analysis showed linear relationships between effective teaching methods for students with special needs and the various teaching strategies examined. The multiple regression analysis further supported these findings. Hypothesis testing confirmed positive relationships between implementing the examined teaching strategies and achieving effective teaching outcomes for students with special needs. These findings have implications for policies and practices, urging educators and policymakers to prioritize these strategies to create a more inclusive and fair education system in Malaysia.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Inculcating Humanistic Values through Parent-Child Bonding Program by Tzu Chi Malaysia 1Soo Sien CHUA, 2Florence KUEK, 3Thing Ho CHING University of Malaya, Malaysia 1 [email protected], 2 [email protected], 3 [email protected] Abstract The Malaysian Education Blueprint (PPPM 2013-2025) envisions quality education that inculcates noble values among school-aged children. The policy combats rising children’s aggression, school bullying, and depression. In this respect, to inculcate universal humanistic education such as filial piety, respect, kindness, and care for others in the community, Tzu Chi organisation parent-child program is seeing more participation nowadays in promoting a harmonious society to combat social issues. Adapting Bronfenbrenner’s socio-ecological framework, this study conducted qualitative research to understand the inculcation of humanistic values in the teaching and learning of Jing Si Aphorism, a Buddhist curriculum, through Tzu Chi’s Parent-Child Bonding Program at an urban Tzu Chi center, comparing both its Chinese and English programs. Class observation, and interviews with teachers, parents, and children aged 7 to 12 were conducted accordingly. The findings revealed that the English medium Parent-Child class experienced cultural adaptations in pedagogical practices, facilitated by more group discussions and participants’ oral presentations. Besides, a cross-cultural approach that accommodates the sharing of opinions by different ethnic participants warrants the inculcation of humanistic values across cultural boundaries. On the contrary, the pedagogical approach in the Chinese class seemed to highlight ritual and religious practice in its original version from Taiwan. The study emphasizes the differences and flexibility in content delivery, and meaningful introduction of humanistic and religious practices at two language medium classes with different pedagogical approaches that aim for the same goal, namely, to strengthen familial bonds and leave a lasting nurturing impact upon participating families and children. Keywords: Tzu Chi, Jing Si Aphorism, Buddhism, humanistic values, parent-child, pedagogy

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Humanising Education: Unlocking Student Potential Rosmalily binti Salleh Curriculum Development Division, Ministry of Education [email protected] Abstract Humanising education seeks to transcend traditional paradigms by recognising students as individuals with unique needs, backgrounds, and aspirations. This abstract explores the principles and practices of humanising education, aiming to narrow its focus on a specific aspect that can be cultivated through this approach. Emphasising the creation of inclusive and supportive learning environments, humanising education values the importance of students feeling valued, understood, and empowered to reach their full potential. Our investigation delves into the role of humanising education in unlocking the full potential of students, specifically focusing on the cultivation of empathy. By building meaningful relationships between educators and learners, embracing personalised learning pathways, fostering a growth mindset, and incorporating student voice into decision-making processes, humanising education aims to cultivate a sense of belonging and agency among learners while promoting empathy as a fundamental skill. Moreover, through promoting well-being, embracing diversity and equity, and utilising innovative and authentic assessment methods, educators can foster a holistic approach to education that prioritises the development of the whole student. This abstract also discusses the importance of promoting socialemotional well-being and utilising innovative assessment methods to ensure that education addresses the holistic needs of students. Ultimately, humanising education not only enhances academic achievement but also cultivates essential life skills and prepares students to thrive in a diverse and interconnected world. Keywords: Humanising education, Diversity and Equity, Student Potential, Holistic Education, Student Voice

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Not Fair! Indian Children’s Meaning Making of Climate Change During a PBL-Critical Pedagogy-Based Intervention (Running Head: Not Fair!) Aneesa Jamal* , Abubakr Mohammed Jamal, Sanitah Mohd Yusof, Corrienna Abdul Talib School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia [email protected] Abstract This research outlines the outcomes of an innovative climate change education module based on humanistic pedagogy. Research into children’s meaning-making of climate change reveals muddled notions about the scientific explanations, a limited understanding of the impacts and redressal measures and high levels of climate anxiety. Children learn about climate change through informal networks, social media and school. Formal teaching about climate change has predominantly used the positivist approach which has focused on the scientific causes and consequences of climate change to the exclusion of the socio-political-cultural and normative dimensions. Education programs based on constructivist pedagogy have demonstrated positive impacts on climate literacy and climate anxiety. Similarly, programs designed using critical pedagogy have helped engender sympathy and an understanding of climate justice. However, little is known about the combined impact of such programs especially on children in the global south. This Qualitative Experimental research highlights the shift in 18 Indian middle and highschool children’s meaning-making during a climate change education program based on Project Based Learning & Critical Pedagogy. Template analysis of pretest & posttest questionnaires, reflections, interviews and child-authored storybooks was used. The study revealed an improvement in climate literacy, a sense of ‘pragmatic hopelessness’, and a profound sense of empathy with the marginalized in their city among the children. Given the children’s overwhelming expressions of solidarity with the marginalized, we propose a framework for climate education which intentionally foregrounds teaching of climate justice and focuses on emotional rather than knowledge-based understanding. This framework could be applied in other contexts and geographies. Keywords: Project Based Learning; Climate change education; Qualitative Experimental Design; Template Analysis; Climate justice; Critical pedagogy

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Best Practices in Developing Gender Inclusive Curriculum and Pedagogy: A Literature Review Fahd Ali Raza & Abtar Darshan Singh Asia Pacific University of Technology and Innovation [email protected] Abstract Gender biases within prevailing curriculum and pedagogical practices continue to deter female students from pursuing STEM disciplines. This systematic review examines scholarship on targeted instructional approaches and cultural interventions that facilitate increased and sustained participation of girls in STEM education in Malaysia. Comprehensive database searches identified studies assessing specific strategies to advance gender inclusion across STEM teaching and learning. A rigorous qualitative meta-synthesis reveals six core focal areas of evidence-backed promise spanning curriculum design, pedagogical styles, infrastructure support, role models, sensitization campaigns, and policy incentives. Corresponding criteria center culturallyresponsive content, interactive project-based learning, identity safety cues, female scientist visibility, bias mitigation, and access-equalizing measures. The resulting framework provides actionable guidelines for educators seeking impactful, scalable solutions tailored to the Malaysian context that affirm girls’ potential while elevating systemic equity. Ongoing innovation and adaptation focused on localized behavioral drivers offer further promise in realizing inclusive STEM education countrywide, yielding diverse talent equipped to fuel future scientific advancement and technological progress.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Jing Si Aphorisms Supporting Character Building in a Preschool Classroom at Tzu Chi Education Centre Chan Li Huah & Cheong Li Ting Buddhist Tzu-Chi Kindergarten, Penang [email protected] [email protected] Abstract The integration of Jing Si Aphorisms in the curriculum at Tzu Chi Education Centre plays a significant role in supporting character building in preschool classrooms. These aphorisms, which encapsulate the essence of Buddha's teachings in simple language, promote values such as gratitude, respect, and love, essential for nurturing children. The integration of Jing Si Aphorisms into the curriculum at Tzu Chi Education Centre serves as a cornerstone in fostering character development within preschool classrooms. These aphorisms, embodying the essence of Buddha's teachings in accessible language, impart values such as gratitude, respect, and love, vital for nurturing holistic development in children. By instilling these principles, the children learn the importance of independence, community service, and filial piety, laying a strong foundation for character building. Fostering respect for life and community, as well as emphasizing the value of honouring families, are key components in shaping the character of young learners. To actualize the outlined curriculum framework, a thematic instructional approach supplemented by experiential learning and real-life applications is advocated to enrich the educational journey, rendering it both engaging and impactful for students. Furthermore, the integration underscores the significance of parental involvement, accentuating the collaborative effort between school and home environments in fortifying these values within children. Through the incorporation of Jing Si Aphorisms, individuals are guided towards comprehending the importance of respecting life, fostering community care, and upholding filial piety, ultimately fostering the cultivation of robust moral character and facilitating positive societal contributions, in alignment with national preschool education and philosophy. This abstract highlights the essential elements of Jing Si Aphorisms in nurturing children's character development.

International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Metacognitive Abilities and Clinical Decision-Making Abilities Among Undergraduate Nursing Students Zhang Lina UCSI University [email protected] Abstract The study is conducted to understand the current status of metacognitive abilities and clinical decision-making abilities among undergraduate nursing students during clinical internships and to discuss the correlation between metacognitive abilities and clinical decision-making abilities among undergraduate nursing students. Metacognitive abilities and clinical decision-making abilities of undergraduate nursing students were measured using the metacognitive ability scale and clinical decision-making ability scale. The scales were distributed via the 'Wenjuanxing' platform, and a total of 260 questionnaires were collected, of which 251 were valid. The collected data were analyzed using SPSS 27.0. The overall average score for metacognitive abilities was 89.92 ± 17.52, indicating that undergraduate nursing students possess positive metacognitive abilities. Among the four dimensions, metacognitive planning ability had the highest score (26.02 ± 5.22), while metacognitive evaluation ability had the lowest score (18.78 ± 3.91). The overall average score for clinical decision-making ability was 144.64 ± 30.04, suggesting that students' clinical decision-making ability is at a moderate level. Using Pearson correlation analysis, it was found that there exists a significant positive correlation between nursing students' clinical decision-making ability and metacognitive abilities, with a correlation coefficient (r) of 0.869. There is a significant positive correlation between undergraduate nursing students' metacognitive abilities and clinical decision-making abilities. Nursing education should be integrated with clinical practice, emphasizing training on metacognitive abilities for nursing students and striving to enhance their metacognitive skills. Ultimately, this approach can lead to an improvement in nursing students' clinical decision-making abilities.