The COVID-19 pandemic that hit the world in early 2020 has had major impacts on social and economic life in every country, including Malaysia. Many socio-economic activities have been globally disrupted, leading to the closure of companies and the suspension of work activities, which have drastically increased the unemployment rate and narrowed employment opportunities. This study used a qualitative method to explore the initiatives taken by the Malaysian Ministry of Higher Education and University Malaysia Sabah to improve the sustainability of graduate employability in the post-COVID-19 era. The study sample comprised ten officers who are experienced and responsible for organising initiatives for university graduate employability programmes and ten students who participated in these programmes. The study showed that the Short-Term Training and Placement Programme (MySTEP), Career Advancement Programme (Penjana CAP), Professional Certification Programme (Penjana PACE), and Career Advancement Programme at State (Penjana KPT-CAP @ State) were the major initiatives taken by the Malaysian Ministry of Higher Education to improve graduate employability in the post-COVID-19 era. The findings also revealed that the university undertook initiatives regarding upskilling and reskilling, the gig economy, entrepreneurship, finishing school programmes, and online career fairs to improve graduate employability rates in the post-COVID-19 era. Interviews with student respondents showed that these initiatives have given them the opportunity to learn and improve on new skills that are necessary to find new job opportunities in the post-COVID-19 era. The main contribution of this study is that upskilling and reskilling programmes are essential to improving the sustainability of graduate employability in the post-COVID-19 era.

Higher education is changing dramatically as a result of the quick advancement of artificial intelligence (AI) technologies. This study intends to provide a framework for instructor competency in higher education that is tailored to the AI era and suggest a matching implementation path using the method of literature analysis. After defining AI competency conceptually, the study creates a multifaceted framework with four essential components: knowledge, skills, application, and values. The application dimension concentrates on the use of AI in teaching practice; the knowledge dimension highlights comprehension of the fundamentals of AI; the skills dimension emphasises instructors' proficiency with AI tools; and the values dimension includes a thorough comprehension of AI ethics and social responsibility. The development of an interdisciplinary knowledge system, the development of competence and practical application, and the moral awakening and responsibility are the three main techniques that this study suggests for the implementation path. These tactics aim to improve university instructors' AI competency so they can use AI technology for student learning and development more successfully. The study's findings imply that by systematically putting the measures to assist the transformation of higher education into practice, instructors' AI competency may be effectively raised.

The Covid-19 pandemic that hit the world in early 2020 has had a major impact on social and economic life in every country, including Malaysia. Many socio-economic activities have been disrupted globally, leading to the closure of companies and the suspension of work activities, which have drastically increased the unemployment rate and narrowed employment opportunities. This study uses a qualitative method to explore the initiatives taken by Malaysia Ministry of Higher Education and university in improving the sustainability graduates’ employability at the post pandemic Covid-19 phase. The total sample of the study involved is ten officers who are experienced and responsible in organizing initiatives for university graduates’ employability programs and ten participant students who attended the programme were purposively selected. The study showed that Short -term training & placement programmes (MyStep), Career Advancement Programmes (Penjana CAP), Professional certification programmes (Penjana PACE), Career Advancement Programmes at State (Penjana KPT CAP@ State) were the major initiatives taken by Malaysia Ministry of Higher Education in improving graduate employability at the post Covid-19 phase. The findings also revealed upskilling and reskilling, gig economy, entrepreneur, finishing school programmes and online career fair were the important initiatives taken by university in improving graduate employability rate at the post Covid-19 phase. Interviews with student respondents showed that the initiative taken by the government and university to increase the marketability of graduates in the post-covid-19 era has given them the opportunity to learn and improve new skills that are very necessary to get new job opportunities in the post-covid 19 eras. The main contribution of this study is that upskilling and reskilling programs are essential to improve the sustainability of graduates’ employability in the post-covid 19 era.

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

This research utilized an explanatory sequential design within a mixed-methods framework to assess the effectiveness of three pre-service music teacher programs aimed at Grades 1-12 in China. First, a group of four evaluators was asked to holistically assess the overall quality of these programs on a scale ranging from 1 to 10. Second, the evaluators were invited answer four open-ended questions about the areas for improvement in terms of program goals and objectives, program curricula, instructional methods, and learning assessments, respectively. The generalizability (G-) theory framework was employed to analyze the quantitative data, particularly to examine the variability in ratings and the reliability of the program evaluations. The qualitative data underwent coding, categorization, and organization according to recurring themes. The results indicated that the rating of the quality of these programs by the four program evaluators was extremely consistent and unbelievably reliable. Furthermore, major areas for improvement are identified in program objectives and curricula as well as instructional methods and learning assessments. Implications for pre-service music teacher training program developers in Chinese colleges and universities are discussed.

Government schools in many Tibetan areas of China implement a bilingual education policy to promote both national integration and the preservation of ethnic minority languages. These schools are generally divided into two types. Mode 1 schools offer instruction in both Mandarin and Tibetan, while Mode 2 schools conduct most subjects in Mandarin, with Tibetan language taught as a dedicated subject in Tibetan. In 2020, the Ministry of Education enhanced the bilingual education policy in Mode 2 schools by encouraging equal emphasis on both Mandarin and Tibetan, recognizing them as important languages for students’ development. This study, grounded in Mother Tongue Teaching Theory, explores how Tibetan teachers at a selected primary school in Qinghai perceive the use of Mandarin as a medium of instruction, and how these perceptions contribute to fostering a shared national identity. The research aims to understand teachers’ experiences with bilingual education, their classroom practices, and their expectations for language use in teaching. It adopts an interpretive paradigm and a qualitative methodology, relying on semi-structured interviews for data collection. The thematic analysis of interview data is expected to provide insights that support the continuous improvement of bilingual education in ethnic minority regions, helping ensure educational quality and national unity across China.