Project-Based Learning (PjBL) is a widely recognized pedagogical approach that has gained popularity for its capacity to enhance students’ critical thinking, creativity, collaboration, and communication skills. PjBL is characterized by its incorporation of key elements and teaching practices that support and facilitate these outcomes. Despite its increasing use, there remains a limited comprehensive understanding of PjBL’s theoretical foundations, design principles, and implementation in secondary school physics education. This study employed a systematic literature review (SLR) to investigate these aspects within this educational setting. Following the PRISMA 2020 checklist, the review analyzed papers sourced from Scopus and Web of Science. The examination of 27 SLR records indicated that 85% of the studies (23) did not address the theoretical foundations of PjBL. Approximately 48% of the studies (13) incorporated all seven core elements of PjBL. Critique and revision were present in 55.6% of the studies (15), while 29.6% (8) did not include student voice and choice. Additionally, 37% of the studies (10) applied all recommended PjBL teaching practices, with consistent implementation observed in designing and planning, managing activities, and scaffolding student learning. About 96% of the studies (26) utilized various assessment tools throughout the PjBL process, but only 37% (10) included the development of a supportive culture as part of the PjBL strategy. Moreover, 74% of the studies (20) were conducted in face-to-face settings. The implications of this study highlight the potential of PjBL to improve student engagement, curiosity, creativity, critical thinking, and scientific skills in secondary school physics. By developing effective PjBL frameworks and integrating advanced technologies, educators can enhance learning outcomes and conceptual understanding. In light of the global shift towards blended learning due to the COVID-19 pandemic, the review suggests that future applications of PjBL should incorporate blended learning strategies to improve effectiveness.

Interest in the practice of gamification has grown rapidly in the field of education and training. Organisations implement gamification in various areas to boost employee motivation, including professional training. The present study comprises a systematic literature review on gamified professional training among employees. It was guided by the Preferred Reporting Items Systematic Reviews and Meta-Analysis (PRISMA) 2020 checklist. The articles reviewed were obtained from three large academic databases – Scopus, Web of Science, and PubMed, with Google Scholar as a supporting database. The analysis revealed that most studies did not discuss gamified professional training from theoretical perspectives. Three main strategies for gamifying professional training were identified – gamified professional training platform, blended gamified professional training, and face-to-face gamified professional training. It was found that achievement game elements were common in gamified professional training. The most frequent digital game elements were points/levels, leaderboards, challenges, and badges. Real-world rewards were also highly popular. Practical applications and research directions for researchers, instructional designers, and programme developers were then suggested to implement future gamified professional training.

Traditional Tahfiz institutions have poor curriculum focus and design, resulting in graduates with poor employability skills. To overcome this issue, these institutions must embrace a skill-based curriculum, particularly for culinary courses. Thus, the purpose of this study is to determine the relevant objectives, learning content, delivery method, and assessment technique for Culinary Courses offered by traditional Tahfiz institutions. Twenty Tahfiz and culinary experts were selected for the Fuzzy Delphi Method utilising a purposive sample technique. According to the findings, the experts conclusively accepted all proposed objectives and learning activities. On the other hand, only 14 items representing content of learning, two items representing teaching modes, five items representing assessment activities, and three items representing assessment levels were acceptable. Generally, these items have reached a consensus value of above 80%. In summary, the proposed curriculum design serves as a useful reference for developing graduates' employability skills in addition to their Quranic knowledge and memorising skills. However, it is recommended that future studies develop a module based on the findings of this study in order to successfully introduce Culinary Courses in traditional Tahfiz institutions.

Sustainable environmental education (SEE) can develop global citizens. However, environmental education in schools does not develop environmental citizenship (EC). Virtual reality (VR) could provide authentic immersive experiences to evoke emotions for positive action for EC. A SEE module, designed to include VR experiences, was evaluated at a secondary school to determine if it could improve students’ EC. A quasi-experimental single-group pre-test post-test design was conducted with 30 students, followed by focus group interviews with the students. The findings indicated the module was effective in improving EC scores. Analysis of interview transcripts indicated students were engaged and motivated to learn with VR and improved in EC competences. However, the future actions for EC were limited to individual actions and not community-based actions. Although there was some potential in the SEE module, some improvements are needed. Future studies could investigate strategies for making students agents of change in the community.