E-learning (EL) is the use of Information Technology Communication e.g. Internet, Computer, Mobile phone, Learning Management System (LMS), Televisions, Radios and others to enhance teaching and learning activities. EL has become an increasingly popular learning approach in higher educational institutions due to vast growth of internet technology in Malaysia. The main purpose of establishing EL is to increase the content of the courses and their accessibility but not aimed at improving student academic performance (SAP). This study relates to the faculty of Computer Science and Information Systems in Universiti Teknologi Malaysia (UTM) that uses EL to deliver the content of the courses. Postgraduate students in the Faculty of Computer Science and Information Systems are distributed to fill out a survey questionnaire that is supposed to measure the students' engagement in the EL and their academic performance (AP). The purpose of the study is to investigate the relationship of EL use and student academic performance (SAP). This study uses correlation analysis to examine and present the correlation between EL use and SAP. Greater EL interaction and engagement in the EL are found to have a positive and statically significant correlation with SAP. This study proposes to establish EL not only to deliver the content of the courses but also to improve student academic achievement as a whole.

Political rigidities created by Somaliland secessionism within Somalia are unsettled, three decades after the failed proclamation of independence in May 1991. Somaliland’s unilateral discourse in search for international recognition encountered significant challenges with no single country officially recognized. Somaliland’s talks with Somalia from 2012 to 2015 collapsed with key issues addressed have not been implemented despite attempts of diplomatic efforts by international facilitators. given the current political landscape in Somaliland's existing political grievances (power arrangements) in the peripherals, recurrent electoral disputes, and the war with Las Anod further exacerbated the political crisis in Somaliland. Despite their protracted and unsuccessful venture, Somaliland should allow internal dialogue with different political actors/stakeholders to debate and discuss the common issues amid future talks through a more inclusive and participatory approach. Consequently, reviving the collapsed talks between Somalia and Somaliland in a situation where Somaliland is facing an internal crisis will weaken Somaliland’s political stand. Yet, both sides should deliberate on the interests of their people. This paper concludes by reshaping the dialogue process by reviewing the factors that led to the collapse of successful dialogue, as well as proposals for future fruitful talks and how to decide the future merger or the relationships between the two sides.

Introduction: There has been increased interest in improving the quality of education by integrating STEM (science, technology, engineering, and mathematics) education into the curriculum. Scholars suggest that well‑integrated STEM education equips students with diverse skills and real‑world experiences that align with national priorities and industry needs. Despite its potential, many barriers continue to hinder effective STEM implementation. Methods: This systematic review examined the challenges associated with integrating STEM education into curricula and explored possible solutions. Following the PRISMA approach, 28 peer‑reviewed articles published between 2015 and 2025 were selected for analysis. A qualitative content analysis was conducted to develop codes, categories, and themes. Results: The review identified six key thematic areas affecting STEM integration: (1) systemic barriers, (2) teacher challenges, (3) student factors, (4) curriculum issues, (5) pedagogical gaps, and (6) strategies and solutions. Teacher‑related issues, particularly inadequate professional development and limited interdisciplinary knowledge—emerged as the most fundamental barriers. Resource limitations and policy gaps were also found to be significant impediments. Discussion: The findings indicate that teacher empowerment is central to successful STEM integration. To address the identified barriers, this review proposes a comprehensive framework emphasizing robust professional development for teachers, alignment of curricula with industry needs and Sustainable Development Goals (SDGs), pedagogical innovation, and strong policy support. The framework is designed to serve as a generic and adaptable tool for promoting effective and inclusive STEM integration across diverse educational contexts.

Education for sustainable development is a global initiative for integrating education into Sustainable Development Goals. The integration of SD into universities' academic programs is considered to be an important approach towards contributing to the sustainability dimensions. The aim of this research is to identify the capacities and competencies of Higher Education Institutions (HEIs) for Sustainable Development in Somaliland. Yet these competencies are translated and described in different context, insufficient literature is available on the appropriate frameworks that integrate sustainability competencies into HEIs. As result of this, ESD becomes a global issue and many developed and developing countries put forward a responsive strategy aimed at improving the national economy without compromising environmental issues. Science and Technology (S&T) in HEIs is an important approach to addressing sustainability in regional, national and international levels. This paper is to present a contextualized framework of integrating SD into HEIs by 6 universities in Somaliland. This integration is a concentric approach dedicated to academic institutions, industries; business sector and government institutions ensure their contributions and collective responsibilities that are aligned with the national development goals. In order to find out how and to what extent that S&T, R&D, and CE provision are already available and properly integrated into the academic programs were analyzed in the fields related to S&T programs. The result of the analysis indicates that S&T, R&D and CE capacities in relation to SD are virtually absent and not significant. The findings also indicate that both at institutional and national levels, policies and strategies on Somaliland Development Goals lack the orientation of SD, S&T and other sustainability competencies required to foster the national economy.

This paper represents the important of preserving Somali Indigenous Knowledge for the future generations to come. This paper presents a systematic review of the indigenous knowledge Management Systems deployed for different sectors in Africa and other countries in the world. The acquisition and management of IK is being used to rejuvenate endangered cultural practices and improve domestic socio-economic sustainability of Somali society. This paper presents how social media platforms and their components could be integrated into the KMS to manage and sustain Somali Indigenous knowledge (IK). The discovery of knowledge and its utilization is now fueled by the advancement of technology, which connects users to external sources through different platforms. The rapidly increasing use of SM and mobile technologies creates opportunities to form knowledge networks that can facilitate the process of creating, preserving, and sharing knowledge and skills that are unique to communities in the Somali context. As an oral society with rich IK and other cultural practices, Somali society lacked a framework to organize the existing knowledge in various methods. We used knowledge products from journal articles, policy documents, working papers, policy briefs, and other gray literature. The paper refers to existing methodology E-learning and KM functions. If properly integrated, this method first identifies functional similarities between SM, E-Learning, and KM systems and their interactions. The proposed framework consists of two functional parts; KM and SM. The KM part involves knowledge capturing, validation, formatting, storing, and distribution. SM part of the framework involves knowledge presentation, sharing, and application. Since the Somalis are said to be an oral society, this framework helps to capture and disseminate IK residing in knowledge holders.