This study focused on the development of a teacher self-efficacy measurement addressing the contextualization of information and communication technologies (ICTs) with education for sustainability (EfS) using principal component analysis. Furthermore, this study, with the participation of 1815 teachers, examined the predictive value of some hypothesized predictors of the ICTeEfS self-efficacy construct such as gender, school setting, years of teaching, knowledge of education for sustainability, knowledge of ICTs, and experience in using ICTs to support the integration of education for sustainability in teaching and school curricula using multiple regression analysis. The research results revealed that gender did not explain any statistically significant variance of teachers’ ICTeEfS self-efficacy; contrary to this, teachers possessing a high level of knowledge on issues about sustainability and ICT competence explained most of the extracted variance. However, a gap remains in utilizing these skills pedagogically. This study also discusses the varying levels of self-efficacy among teachers based on their workplace location, finding that urban teachers demonstrate higher self-efficacy compared to their rural counterparts. This could be attributed to the disparities in resources and support systems, thereby affecting their capacity to employ ICT in EfS effectively. It was also found that novice teachers exhibited higher predictive power to ICTeEfS self-efficacy, possibly due to their recent exposure to ICT training. This study assumes that a profound understanding of EfS, coupled with ICT tools, bolsters the creation of contextualized curricula and enriches the teaching and learning experience towards sustainability.

This study describes the development, validity, and reliability processes of a scientific creativity test for pre-university students, specifically in chemistry. A Chemistry Scientific Creativity Test (CSCT) was constructed based on an analysis of the Scientific Creativity Structure Model (SCSM), Torrance Tests of Creative Thinking (TTCT), and aspects of scientific creativity found in the literature. An instrument with seven items for measuring scientific creativity was developed and validated using item response data from three experts, 10 lecturers, and 60 pre-university students in Penang, Malaysia. Item analyses were performed to ensure content and face validity, followed by a reliability procedure in the measurement of stability through test–retest reliability. The Pearson correlation coefficient was 0.83 after two CSCT measures were taken over a two-month period, based on a comparison of the first- and second-time scores. This indicates an excellent relationship between the items in this test, and the items were found to be reliable and valid in assessing the scientific creativity of pre-university students. The CSCT instrument reported in this study will be utilised in the real study to test pre-university students’ scientific creativity in chemistry.

The taxonomy of the Malik Badri's thinking process phase is a guide for cognitive assessment that has been proposed as an alternative to Bloom's Taxonomy. This taxonomy considers the Islamic worldview to be incorporated into the cognitive evaluation of the Muslims’ learning process. This article explored the action-oriented-thinking of a group of students who undergo a unique program inspired by Tauhidic Science concept. The structured interview protocols used in the study was Articulated Thought in Simulated Situation (ATSS) Dilema nutrisi. The ATSS- Dilema nutrisi is an instrument to gauge the goal-oriented thinking based on the Articulated Thought In Simulated Situation (ATSS) procedure. The purpose of this protocol is to explore the cognitive behaviour of ‘action-oriented thinking’ related to food and dietary practice among students. This study procedure was started with the training protocol and then followed by the ATSS- Dilema nutrisi protocol. Oral responses are transcribed and analyzed until themes are derived. The findings show that based on 108 responses to simulation-related situations, only three of the four phases of the process have been identified namely musyahadah, tadlawuk and tafakur. The highest level of thinking phase which is syuhud is not identified throughout this study.

The COVID-19 pandemic has caused the largest disruption to education in history, affecting students and teachers around the world, from pre-primary education to secondary schools, universities and skills development facilities. All parties and educational institutions have taken proactive steps by conducting online classes as well as the International Islamic Technological College Penang. This research aims to know the lecturers' strategies in carrying out the teaching process during the pandemic and their challenges, including technical knowledge and facilities available in the college, and how they deal with these challenges. The method of this study is qualitative, where the researcher conducts interviews with the lecturers. In addition, this paper seeks to find out the lecturers' view of the effectiveness of online teaching during the period of the traffic control order. Among the problems faced by the lecturers were the lack of skills in conducting online classes and in choosing the most appropriate learning platforms, Internet problems, and a longer time to prepare teaching materials. The result also indicated that lecturers lack competence in integrating technology into the teaching process. Although they encountered problems, the lecturers tried to learn from their colleagues, practiced several times before the real classes took place and some of the lecturers managed to create YouTube channel, try new apps such as Quizizz and Padlet, and attending online webinars. The result of this study is useful for identifying appropriate training courses for lecturers in mastering skills in line with the government's objectives in the Malaysian Education Development Plan that help in continuing professional development and raising the efficiency of students. تسببت جائحة كوفيد-19 في أكبر انقطاع للتعليم في التاريخ حيث يؤثر على الطلاب والمعلّمين حول العالم من مرحلة ما قبل التعليم الابتدائي إلى المدارس الثانوية والجامعات ومنشآت تنمية المهارات. فاتخذ جميع الأطراف والمؤسسات التعليمية خطوات استباقية من خلال إجراء دروس عبر الإنترنت وكذلك الكلية الإسلامية التكنولوجية العالمية بينانج. يهدف هذا البحث إلى معرفة إستراتيجيات المحاضرين في القيام بعملية التدريس أثناء الجائحة وتحدياتهم تشمل فيها المعرفة التقنية والتسهيلات المتوفرة في الكلية وكيف يتعاملون مع هذه التحديات. منهج هذه الدراسة منهجا كيفيا حيث تقوم الباحثة بإجراء المقابلات مع المحاضرين. ويضاف إلى هذا، يسعى هذا البحث معرفة وجهة نظر المحاضرين تجاه فعالية التدريس عبر الإنترنت خلال فترة أمر مراقبة الحركة....