This study examined the impact of online learning on students’ mental well-being, distress, anxiety, academic achievement and satisfaction with online learning. A total of 915 undergraduates in Malaysia and Indonesia responded to the Google Classroom Evaluation survey. Results indicated that students’ mental well-being was negatively impacted by financial difficulties, concern that their physical health may suffer due to exposure to Covid-19, and a lack of motivation for online learning. Analysis of emotional factors revealed distress and feelings of nervousness when classes were conducted online. Overall, participants were satisfied with the online learning experience, as was evident from the academic achievement in courses conducted with above average CGPA. Multiple regression analysis indicated that distress, anxiety and self-efficacy in online learning were significant predictors of satisfaction with online learning, with self-efficacy in online learning making the largest contribution. However, academic achievement was not a significant predictor of satisfaction with online learning. It is recommended that higher learning institutions provide counselling, behavioral adaptations and study techniques to support students in managing their distress and anxiety surrounding online learning, which is anticipated to continue throughout 2021 due to the increase in virus cases.

The Ministry of Education Malaysia aims to promote digital education in schools. However, a disparity between government initiatives and educators' competency has been identified. Past studies suggest that educators' perspectives play an important role in integrating technology in education. This qualitative research explored educators' perceptions of Artificial Intelligence (AI) use in education and the necessary strategies for AI-integrated education. A total of 11 educators from diverse backgrounds participated in the study, sharing their perceptions and experiences regarding AI-integrated education. The interviews covered three primary areas: experiences with technology use in teaching and learning, perceptions toward AI-integrated education, and suggested strategies. Thematic analysis identified the main themes related to these areas. The current findings not only contribute to the literature by presenting Malaysian educators' perspectives but also provide insights into designing effective training programs to facilitate AI-integrated education in Malaysia.

Psychological distress is increasing among university students, especially sexual minority individuals in Malaysia, who face stigma and challenges within a sociocultural and dual legal system. This study examined the relationship between sexual minority status and both negative (psychological strain, distress, suicidality) and positive (self-esteem, purpose in life, social support, religiosity) mental health indicators among Malaysian undergraduates. A cross-sectional, multi-institutional survey was conducted utilizing an existing dataset, yielding a final analytical sample of 2244 participants (1870 heterosexual and 374 sexual minority students). Data were analyzed using Welch’s ANOVA and multiple logistic regression, controlling for demographic variables. Heterosexual students reported significantly lower depressive symptoms, anxiety, stress, and suicidality compared to gay, bisexual, and participants with other sexual orientation. In the fully adjusted model, sexual minority identity remained significantly associated with higher deprivation strain (aOR: 1.043), depression (aOR: 1.025), and suicidality (aOR: 1.117). Conversely, identifying as a sexual minority was linked to lower religious commitment (aOR: 0.961) and lower perceived family support (aOR: 0.943). Self-esteem and purpose in life lost statistical significance in the fully adjusted model. Sexual minority undergraduates in Malaysia face heightened psychological distress and suicidality, underscoring the need for comprehensive campus mental health interventions.

Sleep hygiene is a key behavioural determinant of sleep quality, yet its multidimensional nature is often overlooked when relying on composite scores of th