In this article, researchers conducted a study that integrates Augmented Reality application with Computational Thinking into Geometry Topics. Three variables were measured, Computational Thinking, Visualisation Skills and Geometry Topic achievement. The study was implemented with 124 students in two different schools using quasi-experimental study design. The t-test analysis was performed to see the differences before and after the intervention between the control and treatment groups. Next, a MANCOVA was conducted to see the effectiveness of the intervention in more depth on Computational Thinking, Visualisation Skills and Geometry Topic achievement after controlling for existing knowledge factors. The results show that there is a positive effect of teaching methods using Augmented Reality applications with Computational Thinking for students in the improvement of Computational Thinking, Visualisation Skills and Geometry Topic achievement. Moreover, the results of the MANCOVA show that overall, teaching methods using Augmented Reality applications with Computational Thinking are factors in the improvement of Computational Thinking scores, Visualisation Skills and Geometry Topic achievement, which means the students’ existing knowledge did not affect the results of the three dependent variables. In conclusion, this study proposed that the Computational Thinking approach with Augmented Reality application can improve Computational Thinking, Visualisation Skills and Geometry Topic achievement among students.

Integrating Generative Artificial Intelligence (AI) into higher education research holds great promise, but understanding researchers' perceptions and addressing associated challenges is crucial for success. This study investigates how researchers perceive the potential benefits of Generative AI, its ease of use, and the challenges affecting its adoption in higher education research. It aims to uncover diverse perspectives and insights for effective integration. Using a qualitative case study approach, data was collected from 33 researchers in social sciences at one institution through online surveys and interviews. Thematic analysis, guided by the Technology Acceptance Model (TAM), identified recurring themes. The findings reveal significant engagement with AI adoption, with most participants integrating Generative AI into their research. However, readiness to adopt varied, reflecting different levels of enthusiasm and preparedness. Participants' perceptions ranged from recognizing Generative AI's convenience to expressing concerns about potential negative impacts such as becoming overly reliant, aligning with TAM constructs. Additionally, participants stressed the importance of responsible and ethical Generative AI usage through training and awareness initiatives. These findings lay the foundation for strategies promoting Generative AI adoption and responsible integration in higher education research. Implications for institutions aiming to integrate Generative AI effectively emphasize the need to understand researchers' perspectives and address their concerns.

With the outbreak of COVID-19, online open and distance learning (ODL) has become increasingly relevant, particularly among those who aim to pursue postgraduate studies. ODL provides an opportunity for many to study while working or raising a family. Nevertheless, ODL programs are associated with low student engagement and high non-completion rates compared to traditional programs. Among the main contributing factors are communication and course design, which relate to the level of responsiveness of instructors and the quality of course design thus delivery through online. An innovative approach is needed to address these issues, and heutagogy seems to be a viable alternative. Nevertheless, the heutagogical approach alone is incomplete without considering the instructional scaffolding technique that can affect adult students’ engagement. This study introduces a model that combines heutagogy and instructional scaffolding (HEIS) as a guideline in conducting a fully online ODL course called Technology and Media Design. It interrogates the impact of the course design from the perspective of postgraduate students and instructors in one of Malaysia’s public universities. Recommendations include for faculties with ODL courses to continuously help develop instructors’ competencies and using more suitable assessment approaches e.g., project-based.

Social media is an important tool for people to interact and communicate. It is widely used in project-based learning (PjBL) and is of great significance in promoting sustainable education. However, although research on the relationship between social media and PjBL has been conducted for many years, no relevant research has been found to summarize their relationship. This study aims to explore the background, impact and challenges of using social media for PjBL learning. This study adopts a structured systematic review process, through detailed searches of WOS, Scopus, EBSCO and ERIC, and selects research samples according to inclusion and exclusion criteria. A total of 23 studies that meet the criteria were included in this review. The results analyzed the impact of social media on PjBL and its influencing factors, revealing that social media effectively supports PjBL by facilitating real-time collaboration, resource sharing, and reflective discussions, thereby enriching the PjBL experience. Students reported increased motivation, improved teamwork, and enhanced digital literacy. However, challenges such as distraction, uneven participation, and privacy concerns were noted, highlighting the need for careful planning and clear guidelines. The study concludes that when strategically integrated, social media can be a powerful enabler of student-centered learning in PjBL and provide important support for sustainable education.

With the outbreak of Covid-19, Open and Distance Learning (ODL) has be-come even popular particularly among those who aim to pursue postgradu-ate studies. ODL provides alternative for many to study while working or while raising a family. Nevertheless, the lack of student engagement and non-completion rate in ODL programs were reported higher than in tradi-tional programs. One of the main factors is due to the instructor-student in-teraction issue. The objective of this qualitative study was to understand the issue by looking at instructor attributes and types of feedback required by the students. The data were collected via semi-structured interviews with a small sample of university postgraduate students and academics in Malaysia and were analysed using thematic analysis and data triangulation. The results show two factors that need attention to improve instructor-student interaction and make ODL a better learning option for mature learn-ers: instructor empathy and feedback to empower learners. These findings cannot be generalised without further research but are able to provide some information on the important factors to consider in preparing instructors for learning delivery completely online.

The integration of Problem-based-learning (PBL) and Scaffolding for instruction in various fields of education cannot be contravened. The strategy can enhance and supplement the conventional learning model accommodating the generic skills for learning in the 21stcentury. The main scope of this study is to review the findings and conclusions of studies about the mastery of implementation of PBL and scaffolding as a learning strategy, its effectiveness on education. The study adopts a systematic review and 11 articles from 2015 until 2019 including both peer review and full text from Scopus, Science Direct and other sources as databases. This review includes different areas of education. The results of this study reveal that PBL and Online scaffolding improved student's experience, knowledge, and ease in dealing with communication of problems in a learning setting. Scaffolding is an important component that assists students to succeed in PBL and has a reasonable effect on students’ engagement.