Several research studies have been conducted to investigate the factors that can influence the brand preference of consumers. However, there are very few studies that examine the factors that influence consumers' brand preference toward personal care products in the Klang Valley of Malaysia. This study was conducted to ascertain the factors that influence consumer brand preference for personal care products in Klang Valley to fill the void. This investigation included 3984 Klang Valley residents who had purchased and have a brand preference toward personal care products as a sample. Quantitative research was conducted by disseminating the devised questionnaire to the targeted number of participants online. 384 valid responses were collected from 450 distributed survey questionnaires and analyzed using SmartsPLS Software. The contribution of this current study will be the reference for marketers who are producing natural personal care products in setting the right strategy to create and maintain their brand preference among customers.

In previous work, sustainable e-Learning has largely been defined in economic terms, based on the cost associated with the initial development and later deployment and ongoing operation of online learning programs. Although the definition of sustainable development has been broadened in other disciplines to include non-economic dimensions, this has largely not been considered in the context of sustainable e-Learning. This paper addresses this limitation by providing new definitions of sustainable e-Learning that are based on the triple bottom line cost accounting framework. The triple bottom line recognizes that sustainability is based on the inter-relationship of factors that include societal and environmental dimensions in addition to economic considerations. This paper provides new definitions of sustainable e-Learning, derived following a scoping analysis that categorized existing literature based on the triple bottom line framework. To derive the new definitions, this analysis identified societal, environmental and economic factors of e-Learning as found in the existing literature, but recast these in the context of triple bottom line sustainability concepts and nomenclature. For example, e-Learning that develops life long learning skills can be considered a national renewable resource when aggregated across learners and institutions. This has the potential for broad societal and economic impact when considered on a national level. The potential for managing and auditing sustainable e-Learning based on the new definitions is considered in the context of a developing country such as Malaysia.

HRMARS is well established journal publisher based in Pakistan. It is publishing prominent journals in social sciences since 2011.

Extended Reality (XR) technologies, encompassing Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), hold transformative potential for Outcome-Based Education (OBE), yet frameworks to guide their systematic, outcomes-aligned integration into higher education remain scarce and insufficiently validated. Existing XR instructional design frameworks specify general pedagogical planning procedures without explicit alignment with graduate outcome accreditation regimes, such as those governing ASEAN higher education. This paper proposes an expert validation protocol for an eight-step XR-OBE integration framework spanning learning outcome identification, technology assessment, curriculum integration, pilot programme development, experiential implementation, data collection, iterative refinement, and continuous quality improvement. The proposed validation employs a mixed-methods design that combines Content Validity Index (CVI) scoring, an interrater reliability check using a modified kappa statistic, structured expert rubrics, focus group discussions, and a two-round Delphi consensus technique with seven purposively selected academic and industry experts. The paper specifies expert selection criteria, validation instruments, a six-phase protocol with explicit entry and exit criteria, and a convergent mixed-methods analytical plan grounded in established trustworthiness criteria. Anticipated outcomes include a content-validated, evidence-based framework suitable for adoption across higher education institutions (HEIs) and scalable within Malaysia’s MySTIE Education and Ekonomi MADANI policy agendas, together with a reusable validation protocol transferable to other emerging educational technology frameworks.