In the advent of the rapid technological advancement of The Fourth Industrial Revolution (4IR), computational thinking is recognised as an essential skill in the 21st century across all disciplines, especially in STEM, as it trains students to have the cognitive flexibility to deal with complex problem-solving. Computational thinking (CT) is naturally embedded in STEM practices in the reflection of creativity, algorithmic thinking, critical thinking, problem solving and cooperation skills. This study aimed to measure the level of computational thinking in science matriculation students and examine the effect of gender and academic achievement in STEM on CT. The convenient sampling strategy was used to identify one matriculation college in the northern region of Malaysia to participate in the study. (CTS) instrument was employed on 153 science students. Descriptive analysis was used to evaluate the level of CT. One-way multivariate analysis of variance (MANOVA) was performed to analyse the main effect of academic achievement in STEM on CT, followed by univariate analysis of variance (ANOVA) to determine the effect on each of the dimensions of CT. The result indicates that students have a medium high level of CT with an overall mean of 3.51. In addition, the findings showed that there was a statistically significant effect of academic achievement in STEM on CT. The mean score for academic achievement revealed that good students scored the highest, followed by average students and weak students in all dimensions of CT except for cooperation. This study will provide insight into the impact of STEM learning outcomes on the development of CT to inform instructional design.

This structured review explores the interaction of digital education and students with disabilities through an extensive search of Scopus and WoS databases, generating 23 related papers. The following three central ideas are the focus of the synthesis: (i) Digital Literacy and Skills Development, elucidating the strategies and tools employed to enhance digital competency among students with disabilities; (ii) Challenges and Barriers in Digital Education, delineating the multifaceted obstacles encountered in the digital learning environment, spanning technological, pedagogical, and socio-cultural dimensions; and (iii) Inclusive Education and Digital Transformation, exploring the transformative potential of digital technologies in fostering inclusive educational practices. This review highlights the potential and challenges inherent in digital education programs within this environment. It does so by conducting careful analysis, highlighting the need to address digital inclusivity to develop fair educational opportunities for students with disabilities.

Centered on the transformation of the norm of education from face-to-face teaching to online platforms, this article explores the intrinsic and extrinsic factors that contribute to the challenges teachers faced in delivering online lessons during the pandemic. The study adapts thematic deductive qualitative analysis approaches by using an open-ended questionnaire where the data were collected via Internet survey. The results portrayed intrinsic factors to exhibit the biggest barriers in comparison to extrinsic factors. Hence, teachers’ pedagogical needs should be considered, with priority given to teachers’ technological access by the education authority to improve the quality of the online teaching. This study provides insights for education authorities in addressing the challenges of online teaching, especially in terms of technological access.

This study investigates the necessity of computational thinking (CT) skills integration among science, technology, engineering, and mathematics (STEM) secondary school teachers, focusing on the development of the McodE pedagogical module for the topic of heat in solar still projects. Utilizing a design and development research (DDR) approach, the research aimed to design and develop a CT module tailored to enhance teachers’ pedagogical strategies in solar still project. The case study was employed with 32 STEM secondary school teachers, through purposive sampling participated in the study based on their experience in integrating technology into pedagogy. A pre-test and post-test design was employed during a two-day workshop to assess the participants’ CT skills before and after the intervention. An additional open-ended interview was conducted among three teachers to support the quantitative data. The results revealed significant improvements in various aspects of CT application. The findings demonstrated substantial increases in teachers’ abilities to integrate CT into their teaching practices. The mean for pre-test score was 43.25, which significantly increased to 67.37 in the post-test, indicating a marked enhancement in CT skills. The t-test statistics for the pre-test (t=31.04, df=31, p<.001) and post-test (t=49.94, df=31, p<.001) confirmed a highly significant differences between the pre-test and post-test scores. The open-ended interview also showed the strong interest and necessity of the CT module among the respondents. The study concludes that there is a critical need for CT module among STEM teachers to better prepare students for the demands of modern STEM education.

This research introduces a theoretical structure for addressing the work readiness skills of students with learning disabilities in vocational schools for special education. Individuals with learning disabilities have distinct obstacles in gaining and showcasing the crucial skills desired by employers in today's highly competitive employment market. The paper's conceptual framework seeks to close this gap by offering a systematic strategy to preparing these students for seamless absorption into the workforce. The framework prioritizes certain crucial aspects, such as the cultivation of fundamental talents specifically designed for students with learning difficulties. These abilities encompass communication, adaptability, and self-advocacy. The text underscores the significance of implementing well-organized work experience programmers that provide practical training and exposure to authentic work settings, hence augmenting students' practical skills and employability. In addition, the framework emphasizes the importance of addressing accommodation needs by providing appropriate accommodations and assistive technology, which enables students to efficiently carry out their job responsibilities. The conceptual framework seeks to cultivate a nurturing and all-encompassing learning atmosphere, with the goal of enhancing students' assurance, self-assurance, and ability to bounce back from challenges. Ultimately, this framework intends to equip students with the skills and mindset needed to surmount obstacles to employment and thrive in the professional sphere. By facilitating collaboration among educators, employers, and policymakers, the framework provides a holistic strategy to enhance opportunities for individuals with learning disabilities and promote diversity and inclusion in the labor market.

E-Learning is the use of electronic educational technology in learning and teaching, where there is no face-to-face interaction as advanced online learning is held in virtual learning atmospheres. Learning Information Communication Technology (ICT) is crucial in the Hearing-Impaired Education Development as the visual display plays an important role in helping hearing-impaired learners understand a task. The objective of this research is to implement and evaluate the ICT education courses constructed from the E-Learning Portal developed based on their knowledge and attitude in using the Web-Portal. To achive the aim of the study, the research locations were chosen from 3 schools performing the Hearing-Impaired Education Program in Malaysia. By doing so, 72 Hearing-Impaired Students were chosen from Form 4 and Form 5 of the Secondary Level as the research sample. In the evaluation phase, questionnaires for the teachers, the students and the expert evaluators are the research instrument of this research. The Computer Graphics course, among all the ICT courses, has the majority selected by the Hearing-Impaired Individuals, mostly for reasons as intensifies deaf-creativity. The analysis conducted through this research shows a positive feedback on the part of the teachers and Hearing-Impaired Students towards the interest, skills and the knowledge in learning computer courses. In terms of the E-Learning Portal E-HearMe, the teachers and the students were really satisfied with the existence of this medium. DOI: 10.5901/mjss.2015.v6n4s1p248