Citizenship in multi-ethnic Malaysia: an investigation of student teachers' understandings, values and beliefs

It has been argued that western models of citizenship and identity could not fit easily into the Asian world. Western models tend to place an emphasis more on rights traditions, whereas most Asian countries focus on communitarian traditions that propose community values over individual rights. Western multiculturalism and minority rights have had an influence in many Asian countries, promoted by western academics, governments and international organizations. Western models have often not been well understood in the region, and may not suit the specific historical, cultural, demographic, and geopolitical circumstances of the Asian region. Malaysia is one of the countries which has its own citizenship concept and experiences. Malaysia has adopted its own version of an 'ethnically differentiated model of citizenship' which ensures cultural and political superiority of the more populous but economically less powerful Malays, but strives for a unified notion of citizenship and a Malaysian national identity. This study aims to investigate the citizenship constructs and experiences of multi-ethnic Malaysian student teachers at a major university. In the spirit of ethnographic design, twenty-eight mixed age and gender multi-ethnic student teachers, who were enrolled on a citizenship and citizenship education course, participated. The data was analysed using a thematic analysis methodology. The current study suggested that citizenship and identity experiences in multi-ethnic Malaysia could be viewed from the perspectives of identity and belonging. At a context level, I used two social reality identity approaches to capture identity experiences from above (macro policy) and from below (lived experiences). Within the paradigm of the Malaysian national vision (belonging, identity and rights responsibilities), in depth interviews, observation and focus group were used to elicit the multiple and shifting ways in which the experiences of belonging and the politics of belonging were configured in student teachers' everyday citizenship experiences. Using the framework of belonging and the politics of belonging, the findings showed that student teachers' lived citizenship was found to reflect both an emotional attachment to place and a sense of 'belongingness', and also to reinforce socio-spatial boundaries between majority and minority groups. Within the belonging framework, student teachers' identity narratives suggested that they belonged to manifold social locations (cultural, religion and age) which have an impact on rights, responsibilities and re-imagined communities' experiences. These social locations could be viewed within an intersection approach that promotes both a sense of 'belongingness' and 'unbelonging' to the Malaysian nation. This study suggested that a multidimensional approach to citizenship, identity and belonging was crucial to understand the complexities of citizenship and identity discourse in Malaysia

Digital citizenship skills among undergraduate students in Malaysia: A preliminary study

The purpose of the study was to examine level of digital citizenship skills among undergraduate students at the Sultan Idris Education University, Perak, Malaysia. The study focused on three sub-variables of digital citizenship skills; online wellbeing, online learning and online safety. The paper present report from a questionnaire conducted on 1000 students from nine different faculties. Items for each variable were constructed based on literature highlights related to digital citizenship framework and through experts’ validation. A descriptive statistic was used in determined the level of digital citizenship skills among the undergraduate students. The findings of the study showed that the level of digital citizenship skills of students is at a high level. This study expected to help stakeholders to further emphasize the study of digital citizenship and digital citizenship education in Malaysia in more detail

Digital citizenship trend in educational sphere: A systematic review

The surge of information in the digital age has impacted social problems. Accordingly, digital citizenship had been discussed mostly within topics related to digital security, IT education. A systematic review is needed to provide an overview for educators and policymakers in Indonesia to address ethical and technical issues to improve the online environment safely. However, there are limited studies that systematically review the existing literature on implementing digital citizenship in Indonesia. The present study was guided by PRISMA review protocol using three databases, i.e., Scopus, Google Scholars, and ProQuest, concerned with digital citizenship, digital competence, digital literacy, and information and communications technology (ICT) skills. There were 205 articles screened; this study obtained 20 articles that fit the predetermined inclusion criteria. This study used content analysis to encode, organize categories, and develop the themes. Based on the thematic analysis, this study has three main themes namely digital readiness, digital citizenship competencies, and educational policies. This review contributes to the existing literature by providing direction to future study and embedded digital citizenship competencies in the educational setting as a catalyst for a new literacy

Using forum theatre to develop various levels of thinking skills among moral education students in secondary school

Purpose – The power of forum theatre in education and various other fields is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still limited. At the same time, the development of thinking skills is one of the aims of the Malaysian moral education curriculum. Therefore, this study examined the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method – The study adopted a qualitative research design and was underpinned by Bloom’s revised taxonomy as the theoretical and analytical framework. A total of 14 moral education students participated in this study. Data were collected qualitatively using classroom observations, interviews, and journal writing. Thematic analysis was utilized to analyse and present the findings. Findings – The findings revealed that various theatrical activities that underpinned the four elements of forum theatre: (i) writing a script, (ii) delivering a dialogue in an anti-model play, (iii) discussion and decision-making in a forum session, and (iv) improvisation in an intervention play, show the development of students’ thinking skills at the level of analysing, evaluating and creating. Therefore, this study suggests that forum theatre can be used in moral education pedagogy to enhance higher order thinking skills. Significance – Meaningful instructional pedagogy must inspire thinking skills to foster creativity and innovation among students. This is considered an important skill in 21st century learning. Hence, these findings are beneficial for teachers, lecturers, parents and instructional designers who wish to plan and implement suitable teaching methods such as forum theatre to empower and improve students’ thinking skill level

Using Rasch model analysis for assessing psychometric properties of digital citizenship in Indonesian students

In the networked society era, more research on students’ digital citizenship levels has been conducted and reported. However, rarely is this topic covered from third-world countries, which have seen significant increases in the numbers of Internet users. Seeking to examine digital citizenship levels in Indonesian students, this study employed the non-experimental quantitative research design with an online questionnaire distributed to a total of 581 students. The data collected were analyzed using Rasch Model measurement and Winsteps 5.1.2 software. Descriptive statistical analysis was utilized to evaluate students’ digital literacy readiness in terms of knowledge and understanding in accessing technology and the Internet, while Differential Item Functioning (DIF) was utilized to identify digital citizenship levels based on demographic profile. The findings showed that students had high levels of readiness in relation to Internet skills, Internet attitudes, computer self-efficacy, and three digital citizenship sub-scales. More in-depth analysis indicated the presence of differences in students’ digital citizenship levels by gender, parents’ education level, and Internet use frequency. It is hoped that this research will expand literature concerning digital citizenship as a reference for future research works and for policymakers, particularly in developing countries

An analysis of factors affecting student wellbeing: Emotional intelligence, family and school environment

This research aims to identify the role of family and school environments in predicting emotional intelligence and student well-being. It also examines whether or not emotional intelligence acts as a mediator. A total of 500 senior high school students from 16 private high schools in Pemalang District, Indonesia, completed this survey in the 2020-2021 academic year. Data analysis was carried out using Structural Equation Modeling (SEM) analysis with Partial Least Square (SEM-PLS). The results show that family environment affects the fulfilment of student well-being. Emotional intelligence was not an essential mediator in the relationship between the family environment and student well-being. The school environment also had a decisive role in fulfilling student well-being. Emotional intelligence was an essential mediator between the school environment and student well-being. Student well-being should be realized. It is necessary to address the welfare of teachers in the school environment and the awareness of parents in the family to assist students. Teachers’ and students’ interests are closely related. When the welfare of teachers is prioritized, it will improve harmonious relationships in the school environment. Likewise, when parents accompany their children at home, the children will feel more prosperous