In the 21st century, innovative teaching strategies, which is comic-based learning, have gained prominence for enhancing engagement and conceptual understanding in primary education. A systematic literature review (SLR) has been conducted to examine the design, application, and educational impacts of comic-based learning, focusing on its ability to foster meaningful teaching and learning experiences. The review includes: defining research objectives, conducting a comprehensive search through Web of Science, ProQuest, and ERIC, selecting relevant studies, and synthesizing findings. A total of 20 studies published between 2018 and 2024 were analysed, revealing that comic-based learning is an effective pedagogical tool across various educational contexts, particularly in Science subjects. The findings demonstrate that comics significantly enhance student motivation, engagement, and conceptual understanding while promoting active participation and fostering critical thinking skills. Additionally, the integration of visual and textual elements in comics makes learning more relatable and enjoyable for young learners. The review also highlights the role of comics in differentiated instruction, addressing diverse learning needs and creating inclusive classroom environments. By transforming traditional teaching approaches, comic-based learning contributes to the development of interactive, student-centered learning experiences. This study provides valuable insights for educators, researchers, and policymakers, offering a foundation for future exploration of innovative pedagogical tools.

This study was conducted to find out the perceptions of Science and Mathematics trainee teachers on STEM Facilitator Training Program (SFTP) and to examine the impacts of SFTP on their personal growth as future teachers. The study employed a mixed-method design in which the data of the study were gathered through a short survey and group interview. The number of samples used for each method was dissimilar. 125 samples were selected by using stratified random sampling to answer the survey. The reliability of instruments used was determined by Cronbach’s alpha coefficient = 0.944 > 0.6. indicating that the items used are highly reliable. Additionally, the researchers selected 6 pre-service teachers (3 respondents represented Science and Mathematics programmes respectively) to be involved in a semi-structured group interview. The study noted that they had high positive perception towards the programme. The design training programmes were suitable for the pre-service teachers as there is no significant difference in the respondents’ perceptions. Irrespective of the semesters, the results specify that there is no difference in terms of their perception after participating in the programme. The pre-service teachers joined the program as most of them saw SFTP as a good platform to expand their ability as future teachers and to have a real experience dealing with school students. The study also reported that there were several skills and knowledge that the respondents gained throughout their involvement in SFTP. It is clear that SFTP has impacted the personal growth of the respondents as future teachers as they claimed to be more confident in delivering Science and Mathematics content, were able to speak with more control and order, found that their instruction had improved and knew the important aspects needed to give an effective delivery in class. Overall, they believed SFTP had helped them improve their skills as future Science and Mathematics teachers. Keywords: STEM Teachers, STEM Education, Teacher Training, Pre – service Teachers

This study examines learners’ issues in learning the preparation and qualitative analysis of salts topic from Malaysian chemistry teachers’ perspectives. The researchers adopted a qualitative design and conducted semi-structured interviews with sixteen informants who have experience of teaching chemistry for more than five years. They were selected via purposive sampling. Document analysis was conducted to verify and supplement findings obtained from the interviews. The study reports five issues that emerged from the data analysis: negative perceptions, dealing with the number of information, imagining abstract concepts, mastery of basic knowledge and solving problems, and fulfilling the grading criteria. The study results confirm the unanimity of past studies on students’ unfavorable views on these topics and their struggle in learning abstract concepts involved in the salts formation and analysis. Besides, students’ issues are also significantly rooted in having weak prior knowledge of salts, affecting their ability to solve related problems. The study suggested that teachers must practice various approaches and strategies deemed effective in aiding learners in learning and be more selective in choosing approaches tailored to the individual students’ issues in learning these topics in class.

In producing a young generation with good environmental literacy and contribute towards the exploit of sustainable development, teachers become a vital agent to impart the knowledge of sustainability and value in the classroom. Hence, this study is steered to explore the pre-service science teachers’ knowledge of sustainable development concept and to find out how they incorporated knowledge of sustainability in their classroom during practicum training. By adopting mixed methods design, questionnaires were randomly distributed to 100 pre-service science teachers in the Faculty of Education, UiTM whilst 10 pre-service science teachers from the samples were purposely selected to involve in the interviews. The study found that in general, the pre-service science teacher possess moderate knowledge of the sustainable development concept and environmentalrelated issues as they were having difficulty to explain the term ‘sustainable development.’ This implied that, the possession of the knowledge is superficial and impart. The study also found that pre-service science teachers incorporated sustainability knowledge using two methods during their teaching practicum; first is by creating “green” classroom environment and second by integrating knowledge of sustainability into environmental-related topic in science. The study suggests that, science teacher training institution should enhance pre-service science teachers’ knowledge of sustainable development and expose them to more interesting and effective techniques to incorporate knowledge of sustainability in teaching and learning.

Malaysia’s declining performance in TIMSS and PISA somewhat contributed to the transformation of Malaysian Education System which emphasizes on the importance of higher-order thinking skills (HOTS). Changes in how students are assessed imply that teachers must teach differently; the focus has shifted to developing students’ analytical abilities instead on mere recall and understanding. This study was conducted to investigate science teachers’ training and skills in assessing students’ HOTS. Thirty Science teachers were involved where data were qualitatively gathered using interview, observations and document analysis. The findings revealed that all teacher participants were aware of the shortcomings in their continuous professional development practices. The trainings they attended were rather general instead of specific to science teaching and learning activities, merely focused on developing HOTS items instead of on the variations and procedure of assessment, and did not adequately help them to inculcate critical and innovative thinking as well as creativity in student learning. Suggestions on how to improve teachers’ skills in assessing Science learning with specific emphasis on HOTS were also put forward as a mechanism to enhance teacher professionalism.