Malaysian teachers have been using Virtual Learning Environment (VLE) technology in their instructional activities since it was introduced by the Ministry of Education in 2012. This study aimed to measure Malaysian teachers’ level of intention to continue using VLE technology and investigate factors influencing teachers’ decision to keep using VLE into teaching and learning process. Implementing sequential explanatory design, we addressed 850 questionnaires and conducted interview with 10 teachers. After data screening procedure, only 643 questionnaires were usable and measurable in the data analysis. Fifty-one teachers answered the open ended question included in the questionnaire. We further asked questions adapted from the data analysis of the questionnaires to ten teachers. The results of the study informed that the overall mean score of teachers’ intention to continue using VLE is 4.21. This mean score indicated that the intention to continue using VLE technology among the Malaysian teachers is at the moderate level. Despite this, the percentage of the teachers with high intention to use VLE whenever they have access is higher than those with the low intention. Qualitatively, accessibility factor was the main factor experienced by the participants of this study reducing the VLE integration into teaching. Further investigation is necessary to study the factors and suitable planning and policy that contribute to the intention to continue using VLE among Malaysian teachers.

With the development of Artificial Intelligence (AI) technology, more and more AI chatbots (e.g., ChatGPT and DeepSeek) are beginning to affect work and lifestyles. Although AI chatbots have brought many opportunities to education and teacher trainees, they have also caused many problems and resistance among some teacher trainees. However, previous studies have focused more on the influence of positive acceptance factors induced by AI chatbots and less on the negative barrier model induced by AI chatbots. Therefore, this study starts from the negative barrier factors induced by AI chatbots and builds an influencing barrier model of AI chatbot resistance guided by Innovation Resistance Theory (IRT) and appropriately draws on Cultural Dimension Theory (CDT), Unified Theory of Acceptance and Use of Technology (UTAUT), and practical characteristics. The questionnaires mainly adopt convenience sampling and snowball sampling methods, and the data are empirically analyzed. The results show that Uncertainty Avoidance, the Social Influence Barrier, and Technology Anxiety have a significant and direct influence on teacher trainees’ resistance to AI chatbots. Meanwhile, Uncertainty Avoidance, the Social Influence Barrier, and Technology Anxiety play significant mediating roles in the impact of the Usage Barrier (UB), Image Barrier (IB), Value Barrier (VB), Risk Barrier (RB), and Tradition Barrier (TB) on resistance behaviors, revealing the complex path through which cognition-emotion-society factors jointly shape technology resistance behaviors. Therefore, this study not only contributes to enriching the theoretical results of combining Innovation Resistance Theory with AI chatbots and adding new research paths (e.g., the mediating role of Uncertainty Avoidance) but also provides a practical guide for the dissemination of AI chatbots among teacher trainees and future technological talents in a sustainable future.

The sustainability of technology-aided leadership adoption among school leaders: If it could ever be this real forever

This paper reports on the development of an instrument designed to measure the VLE success (VLES) amongst teachers. The items for VLES instrument were constructed in several steps including items’ face validation, content validation and reliability analysis. Forty-five final items have been produced after the analyses, with the deletion of 33 initial items. This validated VLES scale will be useful for future researchers in developing and testing VLE models or theories while at the same time will provide the tool for VLE stakeholders to evaluate the implementation from the teachers’ point of view.