This study developed an integrated disaster risk assessment framework (IDRAF) to measure disaster risk at the local administrative boundaries in Malaysia. The proposed framework can enhance government effort for disaster risk reduction by implementing an integrated disaster risk framework and guiding decision makers to properly evaluate and analyze risk for mitigation, preparedness, and planning. The framework was developed, expanding from the multi-hazard spatial overlapping and Methods for the Improvement of Vulnerability Assessment in Europe (MOVE) theoretical framework. There are five significant phases to develop this framework: problem formulation, data collection, multi-hazard characterization, multi-dimensional vulnerability characterization, and weightage determination. The IDRAF proposed for Malaysia consists of eight hazards and six vulnerability dimensions, which consist of 16 factors (or vulnerability group) and 54 indicators. The multi-hazard characterization has two components: frequency of occurrence and spatial interaction. The multidimensional vulnerability characterization reduces vulnerability indicators using principal component analysis (PCA). Measuring integrated risk is an effective strategy at the local level or national level to assess the potential disaster impacts in detail and accurately. This study will offer explicit knowledge and boost community competency, creating techniques and tools to analyze various risk factors and vulnerability indicators for decision makers and practitioners.

This study investigates the moderating role of peer pressure in the relationship between parental involvement and student engagement among Malaysian Indian secondary school students. Grounded in Astin’s Student Involvement Theory (1987), the study examines how various dimensions of parental involvement: supportive, controlling, learning environment management, and participation in homework are interact with peer pressure to shape student behavioural, emotional, and cognitive engagement. Data were collected from 181 Form Two Malaysian Indian students using a structured questionnaire and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that peer pressure moderates the relationship between parental involvement and student engagement. Notably, high levels of peer pressure can diminish the effects of parental involvement. The study highlights the critical need to consider peer dynamics alongside family-based strategies to foster student educational engagement. Implications for educators, parents, and policymakers are discussed, with recommendations for culturally sensitive engagement interventions.

Ethical leadership is essential for cultivating a productive and competitive workforce, with psychologically empowered employees as a significant result of effective leadership. Despite its significance, scant research has examined the impact of ethical leadership on psychological empowerment within Malaysia's oil refinery industry. This study seeks to investigate the influence of ethical leadership on employees' psychological empowerment in the oil refinery sector in Bintulu, Sarawak. A quantitative methodology was employed to gather data from a random sample of 108 employees via a 26-item questionnaire. The Ethical Leadership Scale developed by Brown et al. was utilised to evaluate ethical leadership, whereas Spreitzer’s Psychological Empowerment Model (1995) was implemented to measure employee empowerment. Descriptive and inferential analyses indicated elevated levels of ethical leadership and psychological empowerment within the examined organisation. The results demonstrate that ethical leadership practices substantially enhance employee empowerment, fostering a workforce that gains from leadership exemplifying ethical conduct. This study elucidates the beneficial correlation between ethical leadership and psychological empowerment, enhancing comprehension of how ethical leadership cultivates empowered employees in the oil refinery industry of Bintulu, Sarawak.

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