A good assessment system is one of the preconditions for quality education. Formative assessment is comparatively an emerging idea to assess the students throughout the academic year with the intention to identify and overcome the weaknesses of the students and enhance their learning outcome. Taking these into account, this study attempted to explore the teachers’ perceptions of the use of formative assessment in enhancing teaching and learning in Bangladesh higher education. A mixed-method study was employed with survey and semi-structured interview as the data collection methods. 100 participants were randomly (simple random) selected for the survey, and 6 participants were purposively selected for the interviews. For analysing the data, descriptive analysis and content analysis were used. The findings of the study revealed majority of the participants agreed that formative assessment is crucial to enhance teaching and learning in Bangladeshi colleges. Nonetheless, there are some challenges like - teachers’ biasness, shortage of teachers, large class, poor infrastructure, insufficient power supply, and heavy workload of the teachers. As a whole, this study will provide a fundamental ground for future research in formative assessment in Bangladeshi colleges specifically and for comparative study with other higher education institutions globally.

The study implied bibliometric methods to investigate the research conducted on women's empowerment in Malaysia from 1995 to 2023. Its main objective is to explore key trends and evidence in the field of women's empowerment in Malaysia. This incorporates publication trends, identifying the most influential authors, evaluating the influential institutions, determining highly cited documents, and uncovering the most common keywords implied in the study in the field of women empowerment. Eventually, this study anticipated to provide a comprehensive idea of research encompassing women's empowerment in Malaysia within a specified period. This knowledge will be useful to foster policies and initiatives pertaining to gender equality advancement and women empowerment in Malaysia.

This study conducts a comprehensive bibliometric analysis of research on LEGO ® Serious Play ® (LSP) from 2015 to 2025, based on data from the Web of Science and Scopus databases. The total number of documents assessed in this study is 268 (169 from Scopus and 99 from Web of Science). Using co-citation, keyword co-occurrence, and literature coupling methods, the study outlines the knowledge structure, thematic development, and cross-disciplinary application of LSP in education, healthcare, and organizations. The study employs a multi-tool bibliometric analysis, following PRISMA guidelines for rigorous data curation, and uses keywords and search terms to map the intellectual and thematic landscape of LEGO® Serious Play research. The results demonstrate that constructivist theory, flow psychology, and participatory design possess strong conceptual foundations, with education-related research being the most prominent. However, the emergence of emerging fields such as psychological safety, human-computer interaction, and inclusive co-design indicates that the research field is moving towards diversification. Although the number of relevant publications is increasing, the field still suffers from methodological fragmentation, saturation of core field theories, and a lack of representation of non-Western research. The triangulated synthesis underscores the importance of longitudinal research, the development of a facilitator competency framework, and its integration with digital and embodied learning theories. This study summarizes six strategic directions for advancing LSP research, covering multimodal experimental design, cross-cultural adaptation, and open science ecosystems. This study not only provides an important action guide for future related research, but also provides a reference framework for sorting out emerging teaching technologies.

This study investigates how different teaching strategies and learning methods impact learners’ knowledge construction processes in a Building Information Modeling (BIM) course, with a focus on enhancing education quality outcomes. An investigation based on qualitative data from 10 individual undergraduate and postgraduate students from China was carried out. Semi-structured interviews were conducted to obtain the data. The study employed simple random sampling for participant selection and data were analysed through NVivo. The research identifies key factors influencing learners’ engagement with BIM, including their prior experience, preferred learning styles, and the teaching methods employed. The findings reveal that students with prior experience in BIM or related fields tend to benefit more from hands-on, project-based learning, whereas students with less technical background face challenges in understanding software and applying theoretical knowledge. Collaborative learning strategies, such as group discussions and team projects, also significantly enhance knowledge construction, promoting deeper understanding and problem-solving. The study underscores the importance of personalized teaching approaches to accommodate the diverse learning needs of students and suggests incorporating emerging technologies like artificial intelligence and virtual reality to further support personalized learning and immersive experiences. One limitation is the relatively small sample size. Additionally, the study focused primarily on qualitative data, which limits the ability to generalize findings to a wider audience. Another limitation is the scope of the research, which concentrated on a specific set of BIM courses within a particular Chinese educational context.