Design thinking mindset to enhance education 4.0 competitiveness in Malaysia

Education 4.0 will be the next aspect of the curriculum since programming has been taught from the primary school level. Training 4.0 requires teachers to equip students with not only the knowledge and information but also encourage students to be able to process information, develop creative thinking, and acquire problem-solving skills. However, the competency of teachers to encourage creative thinking and problem-solving skills is still questionable. The purpose of this concept paper is to provide an understanding of the conceptual framework for enhancing the teachers’ competency to enhance creativity and innovation in fulfilling the desire of education 4.0. design thinking is an innovative method that places people right at the center of problem solving. It discusses the variables that may affect the quality of teachers in education 4.0 and presents a literature review of approaches that can contribute to the creation of effective teaching methods to develop successful students and satisfy the demands of the workforce for industrial revolution 4.0. It is found that teachers need to be competent to build students' skills in meeting a competitive and innovative workforce in the wake of the industrial revolution 4.0. There are seven dimensions in the design thinking mindset that teachers need to understand to meet the 4.0 education requirements

Empowering Professional Competence and Moral Responsibility for Corporate Sustainability: Insights from Industry and University Strategic Alliance

The stability of corporate sector is definitely related to the prominent firms’ conditions, where both inner and outer factor played a significant role in enhancing the value proportion in sustaining the existence. Although many was conducted in the outer part in the corporate sector, however, less attention was apparently being given to the internal point where professional and moral basis is needed for further exploration in giving insights into corporate sustainability. This chapter attempts to examine the insightful value of professional competence and moral responsibility to give the significant point in disseminating the enhancement of corporate sustainability. The literature review was carefully conducted from the referred articles: journals, books and conference proceedings on the related topic. The finding reveals that the insightful value of professional competence and moral responsibility in advancing the corporate sustainability could be achieved in particular point through industry and university alliance. The basis of this alliance of both could give insights into incorporating the particular model of strategic partnership along with the corporate social responsibility. Engaged through the higher education (HE) together with firm involvement, this aim refers to advance in achieving the quality balance on corporate social responsibility. As such, this study is expected to contribute in advancing the research development agenda on enhancing strategic partnership assigned between professional competences together with moral responsibility

Pengaruh TPACK dan set minda pemikiran reka bentuk terhadap kompetensi pengajaran guru sains komputer.

Pelan Pembangunan Pendidikan Malaysia (PPPM) (2013-2025) menjadi tonggak dalam perubahan pelaksanaan KSSM dengan menekankan penguasaan kemahiran abad ke-21 kepada pembaharuan kurikulum dalam mata pelajaran Sains Komputer. Justeru itu, kompetensi pengajaran guru amatlah penting bagi mencapai hasrat tersebut. Selain itu, pengetahuan guru dalam teknologi (TPACK) dan Set Minda Pemikiran Reka Bentuk menjadi satu kepentingan dalam membina kompetensi pengajaran guru dalam mata pelajaran Sains Komputer. Kajian ini bertujuan untuk mengenal pasti pengaruh antara Pengetahuan Teknologikal Pedagogikal Isi Kandungan dan Set Minda Pemikiran Reka Bentuk terhadap Kompetensi pengajaran guru Sains Komputer. Kajian kuantitatif ini melibatkan empat konstruk iaitu TPACK, Set Minda Pemikiran Reka Bentuk, Motivasi dan Kompetensi Pengajaran Guru Sains Komputer. Konstruk Motivasi diukur sebagai moderator dalam kajian ini.Kajian ini melibatkan 161 guru Sains Komputer di Negeri Kedah yang telah dipilih sebagai responden secara persampelan rawak. Soal selidik kajian ini diadaptasi dari pelbagai sumber dan mempunyai nilai kebolehpercayaan 0.97. Data kuantitatif dianalisis dengan menggunakan statistik deskriptif dan Analisis SEM melalui perisian SmartPLS 3. Dapatan analisis menunjukkan bahawa terdapat 17 hipotesis yang signifikan dan menyokong dapatan kajian. Dapatan kajian menunjukkan tahap TPACK sederhana tinggi, manakala Set Minda Pemikiran Reka Bentuk dan Kompetensi Pengajaran Guru bagi Sains Komputer adalah tinggi. Seterusnya dapatan kajian juga menunjukkan terdapat hubungan yang signifikan antara Set Minda Pemikiran Reka Bentuk dengan Kompetensi Pengajaran Guru Sains Komputer, tetapi tidak signifikan bagi TPACK. Kajian ini menyumbang idea dan saranan dengan mencadangkan satu kerangka kurikulum untuk dijadikan rujukan dalam pengajaran guru-guru Sains Komputer. Kajian ini juga memberikan idea dan panduan untuk pengkaji masa hadapan untuk mengkaji TPACK dan Set Minda Pemikiran Reka Bentuk ke atas guru-guru STEM