Adoption of Unified Communications and Collaboration from the Perspective of Diffusion of Innovation and Service Dominant Logic: A Preliminary View

Financial sustainability in higher education is increasingly fragile due to policy shifts, rising costs, and funding volatility. Legacy early-warning systems based on static thresholds or rules struggle to adapt to these dynamics and often overlook fairness and interpretability—two essentials in public-sector governance. We propose a university financial risk early-warning framework that couples a causal-attention Transformer with Multi-Objective Bayesian Optimization (MBO). The optimizer searches a constrained Pareto frontier to jointly improve predictive accuracy (AUC↑), fairness (demographic parity gap, DP_Gap↓), and computational efficiency (time↓). A sparse kernel surrogate (SKO) accelerates convergence in high-dimensional tuning; a dual-head output (risk probability and health score) and SHAP-based attribution enhance transparency and regulatory alignment. On multi-year, multi-institution data, the approach surpasses mainstream baselines in AUC, reduces DP_Gap, and yields expert-consistent explanations. Methodologically, the design aligns with LLM-style time-series forecasting by exploiting causal masking and long-range dependencies while providing governance-oriented explainability. The framework delivers earlier, data-driven signals of financial stress, supporting proactive resource allocation, funding restructuring, and long-term planning in higher education finance.

E-learning systems are increasingly becoming essentials tools for delivering education. Hence, understanding factors determining their use and continuous satisfaction is important for both practitioners and institutions of higher learning in formulating strategies for their development and instructional guidance. The narrative review method was used to review and synthesize relevant articles for this study. The review indicates that many authors have investigated e-learning adoption, implementation, and e-learning success from diverse angles. However, none of them has studied the influence of value in use on e-learning success. As a result, this study proposes a new framework that combines value-in-use construct to DeLone and McLean Information System Success constructs for examining e-learning success. This study's contribution is (1) the provision of a new framework for examining e-learning success. (2) Empirical evidence that could be achieved from this framework could guide practitioners on creating online artifacts and assist educational authorities in exploring the users' value in use of e-learning technologies and formulating e-learning strategies that meet these values. (3) An investigation of value in use of e-learning can provide new opportunities for research in learning technologies and bring new understanding in the field of instructional technology.

Matematik menjadi subjek yang digeruni oleh pelbagai peringkat umur seawal usia menjejaki kaki di sekolah rendah. Murid sekolah rendah diberi latih tubi dari masa ke semasa dengan memperkenalkan konsep operasi dalam matematik iaitu tambah, tolak, darab dan bahagi. Pelbagai kaedah dan alat bantu mengajar disediakan untuk menarik minat murid dalam mempelajari matematik. Namun, murid masih tidak dapat menguasai matematik. Latih tubi yang diberi di buku tulis mendapati murid memperlihatkan hasil kerja yang kurang kemas dan jawapan yang kurang tepat. Dalam menyelesaikan masalah operasi tambah, murid menunjukkan kesilapan menyelesaikannya pada ruang nilai tempat yang betul. Ini menunjukkan bahawa murid tidak memahami konsep tambah yang betul dan menyebabkan mereka mendapat markah yang rendah. Oleh itu, kajian dilakukan untuk membangunkan sebuah inovasi yang dinamakan Smart RoMat yang diintegrasi dengan elemen STEM (Sains, Teknologi, Kejuruteraan, Matematik) bagi membantu murid menguasai dan menyelesaikan masalah berkaitan operasi tambah. Smart RoMat membolehkan murid menukarkan ayat matematik tambah kepada bentuk lazim. Smart RoMat mengandungi koleksi soalan-soalan matematik bagi operasi tambah yang mengandungi nilai digit ‘sa’, ‘puluh’ dan ‘ratus’ serta pelbagai aktiviti-aktiviti PAK-21 (Pembelajaran Abad ke-21) yang interaktif. Smart RoMat duji ke atas murid-murid yang tidak menguasai kemahiran menyelesaikan masalah menggunakan bentuk lazim untuk operasi tambah. Hasil ujian mendapati bahawa murid dapat menyelesaikan operasi tambah bagi nombor dalam lingkungan 0 hingga1000. Murid juga dapat menyelesaikan masalah tambah mengikut nilai tempat dengan betul melalui aktiviti yang disediakan. Maka, penghasilan Smart RoMat berjaya mengatasi masalah pembelajaran operasi tambah bagi murid dan menjadi alat bantu mengajar bagi guru supaya proses pengajaran dan pembelajaran berlaku dengan lancar.

Faktor Penentu Kejayaan Sistem Penguatkuasaan dan Pendakwaan Syariah di Malaysia