The ability for students to self-regulate their learning and to learn effectively with peers become two distinctive competencies in the era of the 4th Industrial Revolution. These competencies also affect academic achievement, an important variable used to measure attainment of learning outcomes. Therefore, this study was conducted to determine the influence of peer learning and self-regulated learning (SRL) strategies on students’ academic achievement. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instruments used was an online questionnaire, which was adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model. Given that the structural model exhibited a good fit to the data (χ2/df = 1.697; CFI = 0.916; IFI = 0.917; TFI = 0.912; and RMSEA = 0.045), the results unveiled that students’ ability to learn with peers were found to have a positive and significant effect on academic achievement (β = 0.478, C.R. = 3.628, p = 0.000), and significantly influenced students’ SRL strategies (β = 0.793; C.R. = 6.991; p = 0.000). This study also discusses the practical implications to facilitate the development of students’ self-regulated learning (SRL) and peer learning competencies in blended learning courses.

The major role of ICT tools is a means to communicate and collaborate in a globalized, technological world in the knowledge society. In education, the role of ICT is paramount, especially for supporting teachers in ICT integrated teaching. However, little research has been conducted particularly in Asia-Pacific, on the interaction between teachers and ICT integration influenced by their school’s stakeholder, which lead to successful implementation among teachers in teaching. Therefore, the purpose of this study is to investigate the challenges faced by teachers to ICT tools and how the schools' leaders and schools' stakeholders overcome these challenges. By employing a qualitative research methodology, data were collected using a multi-method of data collection, including in-depth interviews, non-participants observations, field notes, and document analysis. The findings uncovered three themes for existing challenges and overcoming challenges. Three themes for the challenges are the inadequate schools’ ICT tools, failure to commit to the schools’ regulations, and failure to comply with the schools’ regulations. The three themes for overcome challenges are assisted performance, sharing ideas, and distributed leadership style. This study can be an exemplar for other schools in strategizing ICT integration for teachers in teaching.

(1) Background: Due to the rapid growth of Massive Online Open Courses (MOOCs), higher educational institutions across the world are investing heavily in MOOCs to support their traditional teaching, their students’ learning experience, and their performance. However, the success of MOOCs highly depends on several factors that influence their success in higher education. Prior studies have attempted to investigate and predict user acceptance of MOOCs in higher education by using a variety of theoretical viewpoints. Nonetheless, these studies have yielded conflicting findings and are inconclusive. (2) Purpose: This study aims to develop a model that integrates the Theory of Planned Behavior (TPB), the Unified Theory of Acceptance and Use of Technology (UTAUT), as well as the Task-Technology Fit (TTF) to explore the factors that influence the acceptance and use of MOOCs in higher education institutions, while synthesizing previous empirical findings in the field. (3) Methods: The model was tested using Meta-analytic Structural Equation Modelling (MASEM) based on the data gathered from 43 studies (k = 45 samples, n = 16,774). (4) Results: Effort expectancy (EE), attitude (ATT), performance expectancy (PE), and TTF—determined by several task and technology characteristics—were identified as the direct predictors of behavioral intention (BI) to continue using MOOCs. (5) Conclusions: This model provides a cohesive view of MOOCs’ acceptance in higher educational institutions, and it helps to identify potential research opportunities in this area. (6) Implications: Results from MASEM offer managerial guidance for the effective implementation of MOOCs and provide directions for further research, to augment current knowledge of MOOCs’ adoption, by higher education institutions.

Purpose: This systematic review assesses the effectiveness of face-to-face and online delivery modes of continuing professional development (CPD) for science teachers. It focuses on three aspects: evaluating the effectiveness of these modes, summarizing the literature on the factors influencing them, and conducting a comparative analysis of their advantages. Methods: The research team employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method and the Mixed Methods Appraisal Tool (MMAT) for article quality assessment. A total of 12 articles, selected from a potential 82, were included in the study. Results: This research suggests that the face-to-face and online CPD modes are equally effective and that external factors, such as psychological variables and establishing communication communities, influence their effectiveness. Face-to-face CPD fosters communication communities, while online CPD offers geographical flexibility and cost-saving benefits. Implications: The effectiveness of face-to-face and online CPD relies on external psychosocial factors. Future research should focus on strategies to enhance participants’ communication engagement in online communities. Additionally, it is worth conducting further investigations of the potential relationships between psychosocial variables and the effectiveness of online CPD, along with the impact of digital skills on online CPD.

Agility and future readiness are fundamental 21st-century skills that could guide university students globally to thriving and benefiting from a VUCA—volatile, uncertain, complex, and ambiguous—world. The ability to respond flexibly, make informed decisions, and adapt to rapid change reflects future-readiness capabilities. However, little is known about the empirical role of the university curriculum, learning ecosystem, and learning experience as perceived by university students in developing these skills. Therefore, we analysed data collected from 209 Malaysian university students from 16 universities to assess whether these three pertinent factors impact the students’ learning agility and determine how well learning agility predicts learners’ future readiness. The present study empirically assessed a theoretical model using a partial least squares structural equation modelling (PLS-SEM) approach. The analysis supported all the hypotheses proposed in this study, which implies that the extended model could effectively predict learners’ agility and future readiness. The results revealed that the university learning experience, ecosystem, and curriculum positively, directly, and significantly affected learning agility and future readiness. Furthermore, the findings showed that student agility significantly mediated the relationships between the student learning experience, university learning ecosystem, and curriculum and student future readiness. Taken together, these results highlight the importance of a future-ready education nurtured by a vibrant learning ecosystem that delivers lasting values and experiences for students and communities to appreciate the opportunities for a challenging yet exciting future offered by a VUCA environment. The established empirical model describing the empirical interplays between these correlates could, in turn, aid better evidence-based policy making in higher education.