Volume 10 April 2026 No.1

Paper 1 : The Impact of Digital Transformation in Higher Education: A Systematic Literature Review

2025-04-30T01:20:47+00:00

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The Impact of Digital Transformation in Higher Education: A Systematic Literature Review

Abidah Saad
Faculty of Business Management, Universiti Teknologi MARA (UiTM) Cawangan Kedah, Kampus Sungai Petani, Malaysia

Afida Ahmad
Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA (UiTM) Cawangan Kedah, Kampus Sungai Petani, Malaysia

Samsiah Bidin
Academy of Language Studies, Universiti Teknologi MARA (UiTM) Cawangan Kedah, Kampus Sungai Petani, Malaysia

Abstract
Digital transformation has emerged as a pivotal force in reshaping higher education, redefining pedagogical approaches, institutional governance, and the student learning experience. Despite its widespread adoption, implementation outcomes remain inconsistent due to varying degrees of technological infrastructure, strategic alignment, and digital competence across institutions. This study presents a systematic literature review that investigates the impact of digital transformation in higher education, with a focus on pedagogical innovation, organizational readiness, and technological integration. The review was guided by key questions that explored the institutional and educational impacts of digital transformation in higher education, examined the barriers and enabling factors that shape the effectiveness of digital initiatives, and investigated how outcomes differ across various institutional types and regional contexts. Using an advanced search protocol within the Scopus database, 39 peer-reviewed articles published between 2020 and 2024 were selected based on predefined inclusion criteria. The PRISMA framework was employed to ensure transparency and replicability, and thematic synthesis was used to extract and interpret findings across heterogeneous study designs. The synthesis revealed three dominant themes: institutional readiness and governance (38%), technological and pedagogical innovation (34%), and challenges of digital equity and infrastructure (28%). Findings indicate that when supported by strategic planning, system quality, and user engagement, digital transformation enhances operational efficiency, facilitates flexible learning environments, and promotes student-centered education. However, the review also highlights disparities in implementation, particularly in resource-constrained settings, as well as unresolved issues related to digital literacy, ethical concerns, and long-term sustainability. While digital platforms such as mobile learning tools, virtual laboratories, and learning management systems have demonstrated measurable benefits such as increased satisfaction, cost efficiency, and improved learning access, contradictory outcomes related to user experience and institutional adaptability still persist. The study concludes that digital transformation holds transformative potential for higher education, but its success requires coordinated institutional strategies, continuous impact evaluation, and equitable investment in digital capacity.

Keywords: Impact, Digital transformation, Higher education, PRISMA, SLR

DOI: https://doi.org/10.24191/ejssh.v10i1.9201

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Paper 2 : Examining the relationships between UTAUT2 constructs and mobile banking continuance intention in Sarawak

2025-04-30T01:20:47+00:00

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Examining the relationships between UTAUT2 constructs and mobile banking continuance intention in Sarawak

Malisah Latip
Faculty of Humanities, Management & Science, Universiti Putra Malaysia Sarawak, Malaysia

Muhammad Fadzlan Kamaruzaman
Faculty of Humanities, Management & Science, Universiti Putra Malaysia Sarawak, Malaysia

Abstract
Mobile banking has become a vital component of digital financial services; however, sustaining users’ continued engagement remains a challenge, particularly in developing regions. This study examines the relationships between key constructs of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and continuance intention of mobile banking among users in Bintulu, Sarawak. The study focuses on six constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and price value. A quantitative approach was employed using a structured questionnaire administered to 400 mobile banking users. Data were analysed using Spearman’s correlation to assess the strength and direction of relationships between the UTAUT2 constructs and continuance intention. The findings indicate that all six constructs are positively and significantly associated with continuance intention, with effort expectancy and performance expectancy showing the strongest relationships. The study demonstrates the applicability of UTAUT2 in a regional Malaysian context and offers practical insights for banks aiming to support sustained mobile banking usage through enhanced system usability, user support, and value provision.

Keywords: Mobile Banking, UTAUT2, Continuance Intention, User Behaviour, Sarawak

DOI: https://doi.org/10.24191/ejssh.v10i1.9223

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Paper 3 : The Relationship Between Social Belonging and Student Engagement Among Members of Students Clubs and Associations in a Malaysian Private College

2025-04-30T01:20:47+00:00

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The Relationship Between Social Belonging and Student Engagement Among Members of Students Clubs and Associations in a Malaysian Private College

Sofea Anis Shahrilnizam
INTEC Education College, 40200, Shah Alam, Selangor, Malaysia

Mimi Farah Mohamad Jazman
INTEC Education College, 40200, Shah Alam, Selangor, Malaysia

Abstract
This study examined the relationship between social belonging and student engagement among members of student clubs and associations at a private college in Shah Alam, Malaysia. While previous research has highlighted the link between belonging and engagement primarily in classroom contexts, little is known about how these constructs interact within extracurricular settings. The study aimed to determine whether the number of clubs joined, duration of membership, and leadership roles predicted students’ sense of belonging and engagement. Using a correlational survey design, data were collected from 54 students across various clubs. Pearson correlation analyses revealed that engagement was significantly and positively correlated with the number of clubs joined but not with duration or leadership roles. Conversely, belonging showed no significant relationship with any participation indicators. However, belonging and engagement were strongly and positively correlated with each other, suggesting that while the two are interrelated, they arise from different conditions. The findings indicate that while participation breadth enhances engagement through exposure to diverse social experiences, belonging depends more on the quality of interpersonal relationships and inclusivity within club environments. These findings add to the relatively limited literature on extracurricular participation in non-Western higher education contexts and highlight the importance of fostering inclusive and supportive club cultures that promote both engagement and belonging. Future research should investigate these dynamics using longitudinal and qualitative approaches to better understand how engagement may develop into belonging over time.

Keywords: Social belonging, Student engagement, Extracurricular activities, Higher education, Malaysia

DOI: https://doi.org/10.24191/ejssh.v10i1.9321

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Paper 4 : Chinese as a Foreign Language Project-Based Learning Using TikTok: Students’ Perceptions on Learning Process and Online Discourse

2025-04-30T01:20:47+00:00

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Chinese as a Foreign Language Project-Based Learning Using TikTok: Students’ Perceptions on Learning Process and Online Discourse

Leow Min Hui
Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Pulau Pinang, Permatang Pauh Campus, 13500 Seberang Prai, Pulau Pinang, Malaysia

Norhaslinda Hassan
Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Pulau Pinang, Permatang Pauh Campus, 13500 Seberang Prai, Pulau Pinang, Malaysia

Abstract
Chinese as a Foreign Language (CFL) learners often experience anxiety, largely due to limited authentic communication opportunities and negative pedagogical practices, which hinder their confidence, performance, and achievement. Hence, this study investigates the perceived impact of TikTok-integrated project-based learning (PBL) on CFL learners, to explore students’ perceptions of the online learning process and online discourse. A qualitative case study design was used to explore the perspectives of 16 undergraduates on their competencies, experiences, and sociocultural interactions. The study design incorporated John Dewey’s theories of experientialism, constructivism, and constructionism, along with Merrill Swain’s Output Hypothesis and Vygotsky’s Sociocultural Theory of Mind. The findings revealed that while students initially faced challenges with metalinguistic elements, implementing PBL through TikTok enhanced their engagement and confidence, and supported perceived language development. The platform facilitated collaborative language practice, creative expression, and constructive feedback. However, challenges in creative and critical thinking were identified, suggesting a need for further support. The study underscores the potential of TikTok as a valuable tool for innovative CFL teaching, emphasising the importance of addressing students’ specific needs and providing additional guidance on project accomplishment.

Keywords: Chinese as a foreign language, Project-based learning, Online discourse, TikTok, Perceptions

DOI: https://doi.org/10.24191/ejssh.v10i1.9789

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Paper 5 : Children’s Perceptions of Community Outdoor Spaces: A Thematic Analysis Based on Qualitative Evidence from Hefei, China

2025-04-30T01:20:47+00:00

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Children’s Perceptions of Community Outdoor Spaces: A Thematic Analysis Based on Qualitative Evidence from Hefei, China

Wei Xiaohui
Beihai College of Art and Design, Guangxi, China / Faculty of Built Environment, Universiti Teknologi MARA (UiTM), Shah Alam, Malaysia

Nurhayati Abdul Malek
Department of Landscape Architecture, Faculty of Built Environment, Universiti Teknologi MARA (UiTM Selangor),Puncak Alam Campus, Malaysia

Salina Mohamed Ali
Department of Landscape Architecture, Faculty of Built Environment, Universiti Teknologi MARA (UiTM Selangor), Puncak Alam Campus, Malaysia

Abstract
This study explores how children aged 10–14 in Hefei, China, experience and interpret outdoor spaces in their neighbourhoods. Although child-friendly urban planning has received increasing attention, existing research on community outdoor spaces in China has largely focused on adult-centred perspectives, with limited attention given to children’s own perceptions and experiences. Semi-structured interviews were conducted with 20 children and analysed using NVivo-assisted thematic analysis within a qualitative research framework. The findings show that children understand community outdoor spaces through a combination of safety, comfort, enjoyment, accessibility, contact with nature, and expectations for future improvement. Six interconnected themes were identified: safety, comfort, fun, accessibility, naturalness, and future expectations. These themes influence children’s decisions about where to go, how long to stay, and whether a space feels inviting or restrictive. Overall, the results highlight how the design and management of community spaces shape children’s outdoor experiences, providing empirical support for more child-centred and nature-oriented community planning.

Keywords: Children’s well-being, Community outdoor spaces, Child-friendly environment, Thematic analysis

DOI: https://doi.org/10.24191/ejssh.v10i1.9878

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Paper 6 : Pre-Bedtime Social Media Use and Mental Health among Muslim Undergraduates: A Phenomenological Study

2025-04-30T01:20:47+00:00

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Pre-Bedtime Social Media Use and Mental Health among Muslim Undergraduates: A Phenomenological Study

Raihan Khadijah Aminudin Baki
Department of Educational Psychology and Counselling, Kulliyyah of Education, International Islamic University Malaysia, 53100 Kuala Lumpur, Malaysia

Aishah Hanim Abd Karim
Department of Educational Psychology and Counselling, Kulliyyah of Education, International Islamic University Malaysia, 53100 Kuala Lumpur, Malaysia

Abstract
The increasing integration of social media into daily life has raised growing concerns about its implications for students’ mental health, particularly when engagement occurs during emotionally vulnerable periods such as before bedtime. This study explores the lived experiences of Muslim undergraduate students regarding pre-bedtime social media use and its perceived effects on mental health and emotional well-being. Guided by a qualitative phenomenological approach, the study seeks to understand how students interpret and make meaning of their late-night digital engagement. Five Muslim undergraduate students from a Malaysian public university were purposively selected and participated in in-depth, semi-structured interviews conducted online. Data were analysed manually using thematic analysis following Braun and Clarke’s six-phase framework. The analysis revealed four interconnected themes: emotional regulation through social media use, emotional distress from negative and tragic content, social comparison and self-doubt, and cognitive overload and anxiety from digital saturation. Findings indicate that pre-bedtime social media use plays an ambivalent role in students’ mental health experiences. On one hand, selective engagement with entertaining or motivational content provided temporary emotional relief and stress regulation. On the other hand, exposure to distressing news, comparison-inducing content, misinformation, and online conflict intensified anxiety, emotional fatigue, self-doubt, and cognitive strain. These effects were particularly pronounced during night-time use, when students reported reduced emotional resilience and difficulty disengaging from digital content. The study highlights the importance of recognising both the adaptive and maladaptive dimensions of pre-bedtime social media use. By foregrounding students’ subjective experiences within a Muslim undergraduate context, this research contributes nuanced insights into the complex relationship between digital behaviour and mental health. The findings underscore the need for mindful, intentional digital engagement and culturally sensitive mental health initiatives to support students’ psychological well-being.

Keywords: Anxiety, Cognitive overload, Emotional well-being, Mental health, Muslim undergraduates, Pre-bedtime social media use

DOI: https://doi.org/10.24191/ejssh.v10i1.10083

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Paper 7 : Assessing Instrument Reliability and Research Feasibility for EFL Learner Autonomy: Evidence from a Pilot Study in Xi’an, China

2025-04-30T01:20:47+00:00

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Assessing Instrument Reliability and Research Feasibility for EFL Learner Autonomy: Evidence from a Pilot Study in Xi’an, China

Cao Xiaojun
Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia

Wan Nazihah Wan Mohamed
Xi’an Traffic Engineering Institute, Xi’an, China

Muhammad Saiful Anuar Yusoff
Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Kelantan, Malaysia

Abstract
It is important that the instruction of English as a Foreign Language (EFL) requires an understanding of how learning styles, learning engagement, and learner autonomy interact. Valid instruments are prerequisites for the research, especially in Chinese cultural contexts. The purpose of this pilot study is to evaluate the feasibility of research methods and validate the psychometric qualities of three modified scales that measure learning styles, learning engagement, and learner autonomy among non-English major undergraduates in Xi’an, China. The current study used a quantitative cross-sectional design and convenience sampling. One hundred undergraduates completed the online survey via the WJX platform. Recruitment rates, completion times, and data quality evaluated the study feasibility. The instrument reliability was evaluated by Cronbach’s alpha. Bilingual professionals examined the translated instruments’ cultural appropriateness. With a 71.4% response rate, a mean completion time of 12.4 minutes, and no missing data, the recruitment and response procedures were practical. All the Cronbach’s alpha values for learner autonomy, learning styles, and learning engagement exceeded 0.90, showing the instruments have outstanding internal consistency. The results validate the high reliability and cultural appropriateness of the instruments for the target population, as well as the suggested research methods. This pilot study offers a strong methodological basis for a more thorough examination of the connections between these constructs in the context of Chinese EFL.

Keywords: Learning styles, Learning engagement, Learner autonomy, Non-English major undergraduates

DOI: https://doi.org/10.24191/ejssh.v10i1.10122

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Paper 8 : The Relationship between Project-Based Learning (PBL) and Critical Thinking Skills among TVET Students: An English and Aesthetic Education Perspective

2025-04-30T01:20:47+00:00

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The Relationship between Project-Based Learning (PBL) and Critical Thinking Skills among TVET Students: An English and Aesthetic Education Perspective

Yin Liangyu
Department of Basic Teaching (Innovation and Entrepreneurship College), Nanjing Vocational Institute of Transport Technology, China

Guo Rongmei
Department of Basic Teaching (Innovation and Entrepreneurship College), Nanjing Vocational Institute of Transport Technology, China

Khairul Anuar Abdul Rahman
Department of Advanced Technical and Vocational Education and Training, Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia, Johor, Malaysia

Suhaizal Hashim
Department of Professional Education at Universiti Tun Hussein Onn Malaysia (UTHM), Johor, Malaysia

Abstract
Technical and Vocational Education and Training (TVET) face challenges in developing students’ critical thinking skills alongside English language proficiency. Conventional instructional approaches often emphasise technical competencies but provide limited opportunities for meaningful learning through aesthetic experiences. To address this gap, project-based learning (PBL) is proposed as a pedagogical approach that integrates active learning, language use, and aesthetic engagement. This study aims to examine the relationship between the implementation of PBL and the critical thinking proficiency of TVET students in English language learning within an aesthetic education framework. A quantitative correlational research design was employed, involving 154 TVET students as the sample. The findings are expected to provide empirical evidence on the effectiveness of PBL in enhancing critical thinking while promoting meaningful and experiential language learning in TVET contexts. The questionnaire instrument utilised has completed a pilot study and demonstrates exceptional reliability, evidenced by an overall Cronbach's Alpha value of 0.911 for 20 study items. Descriptive analysis indicates that the implementation of PBL is high, with a mean of 4.44 and a standard deviation of 0.457. Similarly, the level of students' critical thinking is also high, with a mean of 4.35 and a standard deviation of 0.435. The Shapiro–Wilk normality test indicated that the data distribution for both variables was not statistically normal (p < .001). Consequently, the Spearman correlation test was employed to evaluate the study hypothesis. The analysis indicated a significant positive correlation between PBL and students' critical thinking levels (rₛ = 0.634), thereby rejecting the null hypothesis (Ho). This study demonstrates that the implementation of PBL significantly correlates with the enhancement of critical thinking among TVET students, particularly in English language learning, which prioritises active participation, reflection, and the appreciation of aesthetic education's value. This study indicates that PBL should be implemented as the primary pedagogical in TVET to facilitate holistic, meaningful, and relevant learning aligned with industry requirements.

Keywords: Technical and Vocational Education and Training (TVET), English language, Aesthetic education

DOI: https://doi.org/10.24191/ejssh.v10i1.10168

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Paper 9 : Personality Traits and the Use of Coping Strategies in Academic Oral Presentations among Malay ESL Learners

2025-04-30T01:20:47+00:00

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Personality Traits and the Use of Coping Strategies in Academic Oral Presentations among Malay ESL Learners

Roslina Abdul Aziz
Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Pahang, Kampus Jengka, Pahang, Malaysia

Badli Esham Ahmad
Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Pahang, Kampus Jengka, Pahang, Malaysia

Kamisah Ariffin
Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Pahang, Kampus Jengka, Pahang, Malaysia

Nadhratunnaim Abas
Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Pahang, Kampus Jengka, Pahang, Malaysia

Akiko Kamata
Faculty of Regional Environment Science, Tokyo Universiti of Agriculture, Nodai, Japan

Abstract
This study examines the relationship between personality traits and coping strategies used by Malay learners during oral presentations. It aims to explore how different personality types may influence communication effectiveness in public speaking contexts. A descriptive–quantitative design was employed, with surveys serving as the main data collection method. Two sets of questionnaires; the Myers-Briggs Type Indicator (MBTI) and the Oral Presentation Strategy Inventory (OPSI), were administered to 119 ESL learners enrolled in English courses at a Malaysian public university. The collected data were analysed using SPSS version 29. The findings indicated a predominance of introverted tendencies among participants, accompanied by a practical orientation reflected in their sensing traits. Extroverted learners appeared to perform better than introverted learners; however, both groups adopted comparable coping strategies to manage presentation anxiety. This study offers an in-depth understanding of how personality differences intersect with learners’ communication strategies, extending discussions on individual factors that shape oral performance in ESL contexts. The results provide insights for educators and practitioners on how awareness of personality traits can inform more responsive teaching approaches to enhance learners’ oral presentation skills.

Keywords: Coping strategies, ESL learners, Personality traits, Oral presentations

DOI: https://doi.org/10.24191/ejssh.v10i1.10213

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Paper10 : The Ability Model of Emotional Intelligence in Mothers of Children with Learning Disabilities

2025-04-30T01:20:47+00:00

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The Ability Model of Emotional Intelligence in Mothers of Children with Learning Disabilities

Syahrina Hayati Md Jani
Faculty of Business and Management, Universiti Teknologi MARA Cawangan Melaka, Kampus Alor Gajah, 78000 Melaka, Malaysia

Nurjannah Salleh
Islamic Philanthropy and Social Finance (IPSF), Universiti Teknologi MARA Cawangan Melaka, Kampus Alor Gajah, 78000 Melaka, Malaysia

Abstract
The Ability Model of emotional intelligence provides a theoretical framework for understanding psychological well-being. This model conceptualises emotional intelligence as a set of abilities rather than traits. Specifically, it encompasses the capacity to perceive, use, understand, and manage emotions, which is particularly relevant for populations facing unique challenges, such as mothers of children with learning disabilities. This study explores the relationship between emotional intelligence and psychological well-being within this population. A survey was administered to mothers, assessing their emotional intelligence and psychological well-being through a structured questionnaire. Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed to test the hypotheses. The findings confirm that emotional intelligence plays a significant role in both positive and negative dimensions of psychological well-being among mothers of children with learning disabilities. Higher emotional intelligence is associated with better psychological outcomes, reflected in lower levels of negative traits and higher levels of positive traits. In conclusion, this study highlights that emotional intelligence is significantly linked to both positive and negative aspects of psychological well-being in this group. The results demonstrate that higher emotional intelligence is associated with enhanced positive well-being and reduced negative psychological experiences, underscoring its protective and adaptive role in high-stress caregiving contexts. By facilitating effective emotional regulation, emotional awareness, and adaptive coping strategies, emotional intelligence contributes to mothers’ psychological resilience and overall mental health.

Keywords: Children with Learning Disabilities, Emotional Intelligence, Mothers, Positive and Negative Well-being

DOI: https://doi.org/10.24191/ejssh.v10i1.10226

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