International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Development and Validation of an AI-Powered Academic Writing Module: A Design Thinking Approach Vaikunthan Rajaratnam1 , Abtar Darshan Singh2 , Jonathan Kovilpillai3 , Fahd Ali Raza4 1Khoo Teck Puat Hospital, 2 Director Digital Learning Hub and UNESCO Chair at Asia Pacific University, 3 Manager Digital Learning Hub at Asia Pacific University, 4 Researcher at Asia Pacific University Abstract This paper presents the development and validation of an AI-powered academic writing module designed to address the common challenges learners face in academic writing. Employing a Design Thinking methodology, and the Design Development Research framework to produce an online module for academic writing enabled by artificial intelligence (AI). It incorporated Generative AI tools such as ChatGPT, Typeset.io, Elicit.com, and Scholarcy.com to assist learners in the writing process within the IMRD framework. Expert review panels were involved in the development and validation of the module. The module was authored using Rise 360 and made available as an Open Educational Resource (OER). It included an AI-enabled chatbot as a universal, accessible learner support. Preliminary results of 162 participants of the workshop empowered by the modules indicate a high satisfaction and effectiveness of the module to enhance academic writing skills and democratize learning access. Keywords: Academic Writing, Artificial Intelligence, SCORM, Design Thinking, Open Educational Resources, Higher Education
International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Impact of AI Assistance on Student Agency Aaisha Al Balushi Rustaq College of Education, Department of English Language and Literature, University of Technology and Applied Sciences [email protected] Abstract This paper explores the impact of AI assistance on student agency at the College-Undergraduate level. The integration of artificial intelligence in educational settings has the potential to transform the learning experience for students, providing personalized support and enhancing academic outcomes. However, concerns have been raised regarding the implications of AI on student agency, particularly in terms of autonomy, decision-making, and self-regulation. By analyzing current research and theoretical frameworks, this paper aims to investigate how AI assistance influences student agency in the college setting. Through a comprehensive review of literature, this paper will examine the ways in which AI technologies can empower students to take ownership of their learning process and enhance their academic skills. Additionally, it will consider the challenges and limitations of AI in supporting student agency, including issues related to privacy, data security, and ethical concerns. By critically evaluating the potential benefits and drawbacks of AI assistance, this paper seeks to provide insights for educators and policymakers on how to effectively leverage AI technologies to promote student agency in higher education. Overall, this paper contributes to the ongoing dialogue on the role of AI in shaping the future of education and offers recommendations for integrating AI technologies in ways that prioritize and enhance student agency at the College-Undergraduate level.
International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Strategi yang digunakan oleh Warga Emas Ketika Menghadapi Wabak COVID-19 Lim Beng See1 , Juliana Rosmidah Jaafar2 & Ngu Kee Shing3 1Open University Malaysia, 2 Centre for Foundation and General Studies, Infrastructure University Kuala Lumpur (IUKL), 3 Sekolah Sukan Bukit Jalil [email protected] Abstrak COVID-19 yang terjadi telah menjejaskan gaya hidup rakyat Malaysia pada tahun 2020 dan warga emas juga tidak terkecuali daripada menerima impaknya. Virus ini telah mengancam rutin aktiviti harian semua individu. Kajian ini bertujuan meneneroka strategi yang digunakan oleh warga emas di Seputeh, Kuala Lumpur semasa pandemik COVID - 19 dengan menemubual sepuluh (10) warga emas berusia 60 tahun dan ke atas. Ini adalah kajian kualitatif yang menggunakan analisis bertema untuk meneroka pengalaman berkaitan strategi yang digunakan oleh warga emas. Berdasarkan temu bual, didapati terdapat enam strategi dihadapi oleh warga emas semasa pandemik; (1) Strategi berasaskan aktiviti rutin; (2) Hubungan Sosial; (3)Pertukaran Fokus; (4)Langkah Keselamatan ; (5) Perkhidmatan Kesihatan (6)Perbelanjaan Bijak (7)Penggunaan Teknologi dan (8) Persekitaran yang sihat dan selamat. Kajian ini memberi implikasi kepada kepentingan sokongan sosial dan komuniti selain daripada jaminan kewangan kepada warga emas semasa krisis seperti pandemik. Sokongan sosial boleh digunakan untuk mengenalpasti strategi intervensi berkaitan risiko pengasingan sosial dan kesunyian dalam kalangan warga emas. Ini boleh dilakukan dengan pemantauan diri secara berkala melalui telekesihatan dan memahami kekangan warga emas dalam mempelajari teknologi. Kajian akan datang dicadangkan untuk meneroka strategi daya tindak yang dilakukan oleh warga emas semasa pandemik. Kata kunci: Warga Emas, COVID-19, Strategi, Pengalaman
International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Mitigating Learning Loss: Higher Education's ESG Integration for Holistic Development Saraswathy Thurairaj Universiti Tunku Abdul Rahman [email protected] Abstract In light of recent concerns surrounding learning loss, particularly in the wake of global disruptions to education, this study delves into the impact of university courses on mitigating learning deficits and fostering holistic learning outcomes. Specifically, we investigate how Higher Education courses, aligned with Environmental, Social, and Governance (ESG) principles, influence students' mindsets and their ability to address learning loss. Through a qualitative approach, we conducted in-depth semi-structured interviews with 33 private university students selected through purposeful sampling. Thematic analysis revealed a significant gap between higher education ideologies and students' perceptions of ESG and social innovation. Our findings underscore the importance of integrating courses that not only enhance academic knowledge but also promote social innovation and sustainable development, thereby addressing learning loss comprehensively. We propose that Higher Education institutions prioritize curricular reforms to encompass a broader spectrum of learning objectives, including the cultivation of cross-cultural communication and positive attitudes toward tertiary education. By addressing learning loss through a multifaceted approach, we aim to facilitate students' academic recovery and contribute to the resilience of education systems worldwide.
International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) How Socioeconomic Factors Shape Parental Involvement In Esl Education? Nurul Zulaikha Alias Universiti Sains Malaysia [email protected] Abstract This study investigates how parents in Malaysia contribute to their children's English learning, focusing on the B40 (bottom 40%) and T20 (top 20%) socioeconomic groups. Through qualitative interviews with 12 participants, the research explores the different ways parents are involved, their viewpoints, and how effective they perceive their involvement to be. The analysis uses thematic analysis to identify common themes and insights from the participants' responses. The results show that parents from both groups shared their experiences, with B40 parents often playing a motivational role due to language barriers, while T20 parents engaged in various activities, such as collaborating with teachers. Despite these differences, both groups believed that their involvement had a positive impact. These findings highlight the importance of adapting educational strategies to different socioeconomic contexts to achieve equitable outcomes, with implications for policy and program development.
International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) Education Displacement: A Case of Internally Displaced Children in Nigeria Vivienne Kachollom Rwang University of Southampton, United Kingdom [email protected] Abstract In Nigeria, protracted terrorist attacks/conflicts have disrupted schooling, leading to educational deficits for a large population of children. Bertoni et al. (2019) revealed from their research the effects of the Boko haram insurgencies in Nigeria as severance of educational access and other social services, the threats and killings of teachers, and the destruction of schools which have brought about fear and a massive drop in school enrolment and attendance. Penuel and Davey (1998, p.9) assert that mobility ‘is one of the greatest barriers to educational achievement’ as loss of time is a major challenge of mobility. This paper is part of a wider case study that investigated Internally Displaced Persons (IDPs) education in Nigeria. It focuses on educational access by addressing, through qualitative methods, the research question, “To what extent is the provision of basic education available for displaced children?” Data instruments included individual and focus-group interviews. Data was drawn from three IDP camps, one neighboring school, and from the State Universal Basic Education Board (SUBEB); two policymakers, three camp managers, three camp teachers, two neighbouring school teachers, and twenty displaced children. The data collected was transcribed, coded, and analysed thematically. The findings revealed that the reality on the ground is at variance with policy statements. Although the children expressed optimism in their desire for education, viewing it as a means for a bright future, lack of accessibility, rejection, or demand for huge tuition/levies by neighbouring schools in some instances, have remained impediments to the children’s desires.
International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) An Investigation of the Mediation and Interplay between Education and Economic Sustainability Vikneswaran Manual & Hafinaz Hasniyanti Hassan Asia Pacific University [email protected] [email protected] Abstract This article examines the relationship between education and economic growth in Malaysia from 1992 to 2023, with a focus on the issue of insufficient government expenditure on education. This research uses mediation analysis to investigate the direct and indirect impacts of education levels on the economic growth of Malaysia. The study considers unemployment, government spending, and technological innovation as mediators in this relationship. Additionally, the research highlights the significance of the interaction effect between political instability and income inequality in the context of the association between education and economic growth. The examination of Sustainable Development Goals and Income Inequality offers a crucial perspective on the approach to addressing inequality within the framework of establishing global objectives. This text examines the global progression of inequality and the several factors that contributed to the creation of the Sustainable Development Goals (SDGs). The empirical research reveals that primary and secondary education have a beneficial influence on economic growth, while secondary education has a negative impact. Furthermore, research indicates that the indirect impacts of education at all levels exert a more significant influence on economic growth compared to the direct impacts. Tertiary education is widely recognized as having a significant and farreaching influence on economic development as compared to other degrees of education. Moreover, the indirect impact of this phenomenon is considered noteworthy due to its contribution to the decrease in unemployment rates and government spending, as well as the promotion of technological breakthroughs. However, the relationship between education and economic growth in Malaysia is interactively influenced by income inequality. Keywords: Economic Growth, income inequality, government expenditure, unemployment rate, technology innovative and political instability
International Conference on Curriculum and Educational Instruction 2024 (APROCEI ICCEI) The Importance of Appropriate Implementation of Essential Skills, Clinical Supervision, and Competency Skills Among Nursing Students’ in Providing Nursing Care: A Concept Paper Salida Johari1 Wail Muin Ismail2 , Umi Kalsum Mohd Salleh3 1 School of Nursing, KPJ Healthcare University 2,3 Faculty of Education, University of Malaya [email protected] Abstract Nurses are always challenged on how they can contribute to society as professionals. They are expected to take professional responsibilities such as providing direct care, advocating individual lives, and supporting patients’ activities in daily living. To acquire nursing competency, nurses are expected to demonstrate the skills and personal traits necessary to effectively perform their duties; while incorporating multiple elements including knowledge, techniques, attitude, thinking ability and values that are relevant in specific contexts. These benefit, not only nurses but, hospital management, and communities especially when the result is affecting the quality and standard of nursing care. For that reason, the nursing colleges should prioritize the awareness, the development, and the implementation of key components among nursing students; to produce graduates who are competent and ready for the workplace. Therefore, it is important to identify the three key components: 1) essential skills, 2) clinical supervision, and 3) competency skills-for a quality and standard of nursing care. The integration of these components is vital at the workplace especially in healthcare industries. Students should demonstrate their mastery of essential skills and competency skills, which allow them to adapt to the work environment. In addition to this, clinical supervision plays a mediating role in promoting nursing students’ professional competence and in supporting their nursing career. Finally, a conceptual framework is introduced to developed and implement appropriate essential skills, clinical supervision, and competency skills among nursing students in delivering nursing care to patients.