UCF-Journal of Educational Leadership and Innovation
The Journal of Educational Leadership and Innovation (JELI) is a peer-reviewed academic e-journal published by University College Fairview, Malaysia. The journal provides a scholarly platform for the dissemination of original research, conceptual papers, and innovative practices in the field of educational leadership. JELI focuses on leadership theory, educational management, innovation in educational practices, policy studies, and institutional development, with an emphasis on contemporary challenges and transformative leadership in education.
Culturally Inclusive Practices in International Schools: An Ecological Mixed-Methods Study
This study examines how teachers in international schools understand and enact culturally inclusive practices (CIP), and the institutional conditions shaping their work. Framed by Bronfenbrenner's Ecological Systems Theory, CIP is conceptualised as an ecological phenomenon emerging from interactions between teacher beliefs, classroom practice, and institutional structures. An explanatory sequential mixed-methods design was employed. Survey data from 53 teachers in Singapore and Malaysia identified patterns in understanding, enactment, perceived barriers, and institutional support. Follow-up interviews with six teachers explored how these patterns were experienced in practice. Findings indicate strong conceptual commitment to CIP, but uneven enactment. A recurring commitment–capacity gap emerged, with implementation strongest in flexible classroom practices and weaker in structurally constrained domains such as assessment and instructional adaptation. Key constraints included time, access to culturally diverse resources, and variability in professional learning and institutional coherence. The study reframes culturally inclusive practice as a systemically enabled endeavour and highlights the importance of alignment between teacher commitment and institutional conditions in sustaining inclusive pedagogy in international school contexts.
culturally inclusive practices; international schools; ecological systems theory; teacher perspectives; mixed-methods research
Copyright (c) 2026 UCF-Journal of Educational Leadership and Innovation https://creativecommons.org/licenses/by-nc/4.0
A Conceptual Framework for Reflexive Autoethnography in CFL Teacher Research
The global expansion of Chinese as a Foreign Language (CFL) education has led to increasingly diverse and multicultural classrooms, particularly in regions like Southeast Asia and the Middle East. Within these contexts, CFL teachers navigate complex linguistic and cultural landscapes, yet the internal decision-making processes that shape their pedagogical approaches remain critically underexplored. This conceptual paper addresses this gap by proposing a robust theoretical and methodological framework for investigating CFL teacher cognition through the lens of critical autoethnography. Synthesizing literature from teacher cognition, intercultural communication, and transformative learning theory, the paper argues that autoethnography offers a uniquely powerful tool for accessing the nuanced, context-dependent knowledge of CFL practitioners. The proposed framework integrates three core pillars: transformative learning theory, the principles of reflective practice, and the model of intercultural communicative competence. It positions the teacher as a reflexive instrument of inquiry, capable of generating rich, situated knowledge about the challenges and affordances of teaching CFL in multicultural settings. The paper proposes a novel integration of ICC as a teacher competency (not merely student goal) and operationalizes transformative learning through classroom micro-events, concluding with methodological implications.
Autoethnography, CFL Education, Teacher Cognition, Reflective Practice, Intercultural Competence, Conceptual Framework
Technological Implementation: AI Adoption in Kerala CBSE Schools Amid Systemic Barriers
This sequential explanatory mixed-methods study investigated Artificial Intelligence (AI) adoption among Central Board of Secondary Education (CBSE) teachers in Kerala, India (N= 106). Drawing on the Technology Acceptance Model and UNESCO's human-centred AI framework, the study examines teacher motivation moderated by ecosystem constraints. A four-stage integration pathway (Awareness-Efficiency-Augmentation Transformation) is proposed to guide equitable implementation. Survey results revealed a pronounced awareness–practice gap: while 75.1% of teachers (80/106) reported understanding AI's educational potential, only 28.3% (30/106) said they used it regularly in classrooms—a 46.8 percentage-point difference. Adoption patterns highlighted systemic inequities, with a disparity between urban private schools (64.3%, 9/14) and rural government schools (7.7%, 1/13). Teachers identified three interconnected barriers: infrastructural precarity (77% in rural government schools, 10/13), insufficient practice-oriented training (62% overall, 66/106), and the absence of school-level AI governance frameworks (77%, 82/106). Qualitative interviews (n = 20), analysed through reflexive thematic analysis, generated four explanatory themes: infrastructural precarity, training-to-practice disconnect, ethical uncertainty, and cautious optimism. Findings challenge deficit-oriented narratives of teacher resistance and argue that AI integration in developing contexts requires coordinated investment in infrastructure, professional development, and governance reform aligned with National Education Policy 2020 priorities.
artificial intelligence; teacher adoption; CBSE; Kerala; digital equity; mixed methods
Role-Playing as a Teaching Strategy in IB Chemistry: A Mixed-Method Study
Drama pedagogy, particularly role-playing, offers promise for making abstract chemical concepts tangible through embodied learning. However, evidence for its effectiveness across different age groups remains limited, especially in multilingual International Baccalaureate (IB) contexts. This mixed-methods study investigated when and how role-playing effectively supports learning of abstract chemical concepts, examining developmental readiness as a critical factor. Seventy-eight students (66 Grade 9, 12 Grade 12) from an international school in Shenzhen, China participated. A between-subjects design with Grade 9 students compared role-playing (n=44) against conventional instruction (n=22) for chemical reaction types. A within-subjects design with Grade 12 students examined role-playing for nucleophilic substitution mechanisms. Data included achievement tests, motivation/engagement surveys, 30 student interviews, and 10 systematic lesson observations. For Grade 9, the experimental groups who received role-playing showed negligible achievement gains compared to the control group who received conventional instruction (d = 0.022), despite high behavioural engagement and enjoyment. For Grade 12, where all students served as their own controls in a pre-post design, role-playing produced very large improvements in understanding reaction mechanisms (Cohen's dz = 1.209, p = .002). English proficiency significantly predicted achievement (η² = .220) but did not moderate intervention effects. The two cohorts are not directly comparable due to differences in topic, design, sample size, and assessment. The Zone of Pedagogical Receptivity (ZPR) is presented only as a speculative hypothesis for future investigation; it is not a finding of this study. Findings challenge assumptions that engaging pedagogies necessarily improve outcomes, offering evidence-based guidance for implementing drama in chemistry education.
drama pedagogy, chemistry education, developmental readiness, mixed-methods, SDG 4 (Quality Education)
EDUCATIONAL DRAMA AND ITS EFFICACY ON SOCIAL, EMOTIONAL, AND INTERCULTURAL COMPETENCIES AMONG PRIMARY SCHOOL STUDENTS: A QUASI-EXPERIMENTAL STUDY
This empirical study, conducted at an American International school in Malaysia, examined the efficacy of online educational drama in fostering social, emotional, and intercultural (SEI) learning among 26 international students aged 8-12 at the primary level. Utilizing a mixed-methods convergent intervention design, it combined a pretest-post-test quasi-experimental approach with structured observations. Students were divided into two age groups (8-10 and 10-12) and further split into control and experimental groups. The experimental group was subjected to a 12-week online drama program, incorporating Information and Communication Technology (ICT) tools, drama techniques, and Social and Emotional Learning (SEL) activities, whereas the control group continued their drama lessons in regular classrooms. It was anticipated at the 105 beginning of the study that there would be no significant difference of learning efficacy in the SEI dimensions between the two groups. Post-intervention observations and analysis, however, revealed varied impacts of the intervention on SEI competencies. Younger students showed improvements in self-awareness, social awareness, and relationship skills, whereas older students exhibited mixed results in these areas, along with a decline in intercultural competencies. Observational data indicated high engagement levels despite technical challenges and distractions. Overall, the intervention was engaging but produced mixed outcomes on SEI competencies between ages, with notable technical difficulties affecting the experience. These findings suggest the need for ICT training for both students and teachers, the use of online drama as an engaging educational tool, and the integration of intercultural learning into SEL curricula.
educational drama, online learning, socio-emotional and intercultural development
Copyright (c) 2024 UCF-Journal of Educational Leadership and Innovation https://creativecommons.org/licenses/by-nc/4.0
TEACHER-READINESS IN STEM TEACHING IN SELECTED PRESCHOOLS
This study examined teacher-readiness in teaching science and technology (STEM) subjects among preschool teachers. Readiness aspects investigated were topical content knowledge, instructional strategies, resources available to teachers, school infrastructure, training, and chances for professional growth. The study used a mixed-methods approach in which data were collected through survey and interviews on a sample involving 51 teachers from 29 preschools in the district of Hulu Langat, Selangor, Malaysia. Based on data analysis, results indicated that teachers lack the ICT skills necessary for teaching STEM subjects, and they were also concerned about how technology might affect STEM education. Programmes for internal training should be the vital means of professional growth because the lack of specialised STEM educators seemed to be a major factor in the STEM education gap since it could limit teachers' access to professional development opportunities that would improve their subject-matter expertise and abilities. Analysing technology aversion could reveal obstacles to enhancing ICT competence. To fill in subject knowledge gaps, especially in engineering and technology, the study suggests integrating soft 73 skills into STEM teaching approaches. In order to facilitate teachers' professional development, school training departments ought to prioritise networking and self-directed learning. Flexible work arrangements should be considered to enhance work-life balance and facilitate teachers' continuous professional development (CPD) initiatives. Understanding the differences in experience levels among teachers from different educational backgrounds could accommodate the needs of both beginner and experienced teachers.
Continuing professional development, science teaching, ICT skills, soft skill
ENHANCING PEDAGOGICAL LEADERSHIP IN MALAYSIAN IB SCHOOLS: A CONTEXTUAL MODEL EVALUATION
Pedagogical leadership has emerged as a vital concept in contemporary educational discourse, intersecting with various leadership paradigms. In Malaysia, significant investments have been made in education reform, particularly highlighted in the Malaysian Education Blueprint (2013-2025), emphasizing access, quality, equity, unity, and efficiency. Amidst this backdrop, pedagogical leaders are increasingly recognized as strategic enablers of educational advancement and professionalism among teachers. However, while pedagogical leadership frameworks are abundant in Western contexts, their application and understanding in Malaysian IB schools remain limited. This paper presents a critical evaluation of a conceptual model of pedagogical leadership within a private Malaysian IB school, derived from a holistic case study approach. Through thematic analysis, the model's components were refined, incorporating Eastern philosophy to align with the school's ethos and needs. The evaluation, based on focus group discussions, highlights both positive perceptions and limitations of the model, emphasizing the dynamic nature of leadership and its context-specific 45 application. The findings underscore the need for continual refinement and contextualization of pedagogical leadership models in diverse educational settings.
Pedagogical leadership, Malaysian IB schools, Conceptual model evaluation, Contextualization, Focus group discussions.
EXPLORING PEDAGOGICAL LEADERSHIP IN EDUCATIONAL CONTEXTS: A SYSTEMATIC LITERATURE REVIEW
Pedagogical leadership plays a pivotal role in shaping the landscape of teaching and learning within educational institutions. This paper presents a systematic literature review spanning from 2017 to 2021, aiming to elucidate the diverse characteristics and dimensions of pedagogical leadership as delineated within international academic discourse. Drawing from reputable databases such as Web of Science (WoS), EBSCO, and SCOPUS, this study synthesizes insights from scholarly articles to provide a comprehensive understanding of pedagogical leadership. The analysis encompasses definitions, conceptual frameworks, educational challenges, study objectives, search methodologies, key findings, discussions, implications, and conclusions. The findings underscore the multifaceted nature of pedagogical leadership and its significant impact on teaching, learning, and educational outcomes. Moreover, the study highlights the need for further research to develop robust instruments for measuring and operationalizing pedagogical leadership in diverse educational settings.
Pedagogical leadership, educational leadership, systematic literature review, teaching and learning, educational outcomes, leadership paradigms, teacher development, instructional effectiveness, professional growth, educational challenges.
TEAM BUILDING PROCESS FOR PROFESSIONAL DEVELOPMENT OF EDUCATORS: THE APPLICATION OF AGILE SCRUM RETROSPECTIVES
This study explores the application of Agile Scrum retrospectives (ASR) in educational settings, such as schools, colleges, and universities, aiming to enhance collaboration, communication, and performance among educators. ASR emphasizes continuous improvement through structured reflection and regular feedback, enabling teams to identify areas for growth and develop actionable plans. Grounded in learning theories such as social constructivism, experiential learning, communities of practice, and cognitive apprenticeship, ASR highlights the significance of social interactions, reflection, and guided experiences in knowledge and skill development. Employing a mixed-methods approach, this research integrates interviews, observations, and survey to assess the impact of Scrum retrospectives on a team of IT trainers at an educational consultancy. The findings reveal notable improvements in team dynamics, effective use of Scrum tools, and enhanced problem-solving abilities among the trainers. However, challenges related to engagement, cross-cultural communication, and facilitation were identified. Addressing these challenges requires cultivating a culture of continuous improvement, fostering an inclusive environment, investing in facilitator training, and establishing clear follow-up processes. The implications of this research underscore the practical benefits of ASR in educational organizations, enhancing student engagement, promoting teacher collaboration, and developing critical thinking and problem-solving skills. Future research should investigate the long-term effects of ASR, cross-cultural adaptations, scalability in larger institutions, the role of technology in facilitating retrospectives, and comparisons with other reflective practices to further validate and expand its benefits in education.
Agile Scrum retrospectives, education, collaboration, continuous improvement, qualitative research, mixed methods, student engagement.
ENHANCING STUDENT ENGAGEMENT AND TEACHING EFFECTIVENESS THROUGH THE 7CS FRAMEWORKAT INTERNATIONAL SCHOOLS: A CASE STUDY EXPLORATION FOR USE IN TERTIARY INSTITUTION
In the evolving landscape of higher education, student-centered learning is increasingly recognized as essential for enhancing engagement, satisfaction, and academic success. This paper explores the implementation of the "7Cs" framework— Clarity, Challenge, Control, Care, Confer, Captivate, and Consolidate—at university Collaborative International School. By shifting the focus from traditional teacher evaluations to a model emphasizing students' perceptions of their learning experiences, we aim to improve teaching quality and educational outcomes. The paper discusses the successes and challenges encountered during the adoption of this framework, alongside future considerations for integrating student feedback into institutionalpractices. By prioritizing student voices in assessing teaching effectiveness, it is propose that tertiary institutions can foster a more responsive and dynamic learning environment that meets the needs of 21st-century learners.
EVALUATING THE IMPACT OF A MULTISENSORY PHONICS CURRICULUMON PHONEMIC AWARENESS IN CHINESE KINDERGARTEN EFL LEARNERS: A MIXED-METHODS STUDY
A quasi-experimental study was conducted to evaluate the effectiveness of a multisensory phonics curriculum in enhancing phonemic awareness among Chinese kindergarten learners of English as a Foreign Language (EFL), in comparison to a standard language-integrated approach. Conducted over 4 months, the study involved 30 students from an international, bilingual school in Beijing, China, divided evenly into an experimental group (phonics intervention) and a control group (no intervention). Using an explanatory sequential mixed-methods design framework, the study combined quantitative data from test scores and ratings with qualitative insights from class observations and parental feedback. Mann-Whitney U-test results indicated improvement in phonemic awareness by increased post-test scores in alphabet lettersound recognition, initial letter sound proficiency, and vocabulary acquisition. The results demonstrated that the multisensory phonics curriculum significantly enhanced phonemic awareness in the experimental group.
multisensory phonics, phonemic awareness, English as a Foreign Language, kindergarten education, Chinese learners
This study examined teacher-readiness in teaching science and technology (STEM) subjects among preschool teachers. Readiness aspects investigated were topical content knowledge, instructional strategies, resources available to teachers, school infrastructure, training, and chances for professional growth. The study used a mixed-methods approach in which data were collected through survey and interviews on a sample involving 51 teachers from 29 preschools in the district of Hulu Langat, Selangor, Malaysia. Based on data analysis, results indicated that teachers lack the ICT skills necessary for teaching STEM subjects, and they were also concerned about how technology might affect STEM education. Programmes for internal training should be the vital means of professional growth because the lack of specialised STEM educators seemed to be a major factor in the STEM education gap since it could limit teachers' access to professional development opportunities that would improve their subject-matter expertise and abilities. Analysing technology aversion could reveal obstacles to enhancing ICT competence. To fill in subject knowledge gaps, especially in engineering and technology, the study suggests integrating soft skills into STEM teaching approaches. In order to facilitate teachers' professional development, school training departments ought to prioritise networking and self-directed learning. Flexible work arrangements should be considered to enhance work-life balance and facilitate teachers' continuous professional development (CPD) initiatives. Understanding the differences in experience levels among teachers from different educational backgrounds could accommodate the needs of both beginner and experienced teachers. Keywords: Continuing professional development, science and technology education, ICT skills, soft skill
Continuing professional development, science and technology education, ICT skills, soft skill
Copyright (c) 2025 UCF-Journal of Educational Leadership and Innovation https://creativecommons.org/licenses/by-nc/4.0
Challenges and Strategies in Learning Chinese as a Second Language: A Study on Non-Chinese Speaking Students in a Private School in Kuala Lumpur
Learning Chinese as a second language (CSL) presents unique challenges for non-native speakers, particularly in non-Sinophone regions like Malaysia. This study explores the attitudes, challenges, and learning strategies of non-Chinese-speaking students in acquiring Chinese. Utilizing a qualitative research approach, data were collected through semistructured interviews with 20 students from a private school in Kuala Lumpur. The findings indicate that major challenges include character memorization, pronunciation difficulties, and limited exposure to the language outside the classroom. However, students employ diverse strategies, such as gamification, rote memorization, and technology-assisted learning, to enhance their proficiency. The study highlights the influence of social learning and motivation in language acquisition. Furthermore, it identifies gaps in current research, particularly the integration of traditional and digital learning methods. The findings provide practical implications for educators and policymakers in developing more effective CSL instructional strategies.
Keywords: Chinese as a Second Language, language acquisition, learning strategies, language anxiety, motivation, gamification, character memorization.
Mathematics Anxiety: A Descriptive Study on Prevalence, Gender Dynamics and Performance Among Grade 7 Students in China
Mathematics anxiety, a negative emotional reaction to mathematical tasks, has significant impact on students' academic performance. Despite extensive research on this phenomenon in the Western countries, there is a significant gap in understanding its prevalence, gender dynamics, and effects on academic achievement in Eastern cultures, particularly among younger students. This study investigates this gap by examining mathematics anxiety among Grade 7 students at a Chinese international school in Suzhou, China. The research used a descriptive-correlational design, utilizing the Abbreviated Mathematics Anxiety Scale (AMAS) to measure anxiety levels and analyzing its relationship with students' mathematics test scores. A random sample of 80 students (40 in higher-performance group and 40 in lowerperformance group) was selected to ensure representation across different performance levels. Descriptive and inferential statistics, including Pearson’s correlation, were used to analyze the data. Researchers found that 55% of low-performance students experienced much higher levels of mathematics anxiety (22 out of 40) than high-performance students (20%, 8 out of 40). Girls also reported significantly higher anxiety (18 out of 38) than boys (8 out of 42). A negative correlation was found between anxiety and performance, especially for lowerperforming students. These findings have implications for educators, policymakers, and curriculum developers, suggesting that fostering supportive learning environments and reducing assessment-driven anxiety can improve students' mathematical engagement and achievement.
Keywords: Mathematics anxiety, academic performance, gender differences, self-efficacy,
Effective Classroom Management Strategies in International Baccalaureate Education -Balancing Structure and Inquiry
This study examines classroom management strategies within the International Baccalaureate Middle Years Programme (IB MYP) and evaluates their effectiveness in fostering student engagement, academic performance, and discipline. Classroom management is a critical aspect of teaching and learning that significantly influences student outcomes. The study employs a qualitative research design, focusing on teachers' perspectives and experiences at an IB MYP school in Malaysia. Data collection included teacher interviews, classroom observations, and student surveys to explore the impact of both traditional and technologyintegrated classroom management strategies. Findings reveal that structured learning environments, positive reinforcement, and adaptive strategies enhance student engagement and performance. The study also highlights the role of digital tools in classroom management and the challenges of balancing engagement with discipline. These findings have practical implications for educators and school leaders aiming to implement effective classroom management techniques in IB MYP settings.
Keywords: Classroom management, IB MYP, student engagement, technology integration, behavior management
A critical review on sustainable leadership and professional learning communities in IB schools
Abstract This critical review paper explores the role of sustainable leadership and Professional Learning Communities (PLCs) in enhancing teacher professional development within International Baccalaureate (IB) schools. The paper reviews literature on sustainable leadership and PLCs, emphasizing their importance in fostering collaborative learning environments that support continuous teacher growth and improved student outcomes. The IB curriculum, with its focus on inquiry-based learning, global-mindedness, and critical thinking, places significant demands on teachers, necessitating ongoing professional development. Sustainable leadership, characterized by shared decision-making, distributed leadership, and long-term planning, provides the foundation for effective PLCs. These communities enable teachers to collaborate, reflect on their practices, and innovate in their teaching methods. However, the implementation of PLCs in IB schools, particularly in the Asia-Pacific region, faces challenges such as hierarchical leadership structures, cultural norms, and resource constraints. This paper highlights the importance of sustainable leadership in overcoming these barriers and fostering a culture of collaboration and continuous improvement. By integrating theoretical frameworks such as distributed leadership and social constructivism, this paper provides a comprehensive understanding of how sustainable leadership and PLCs can enhance teacher professional development and student outcomes in IB schools.
Keywords: Sustainable leadership, Professional Learning Communities (PLCs), International Baccalaureate (IB), teacher professional development, collaborative learning
Implementation And Perceived Effectiveness of Professional LearningCommunities (PLCS) In an International Baccalaureate (IB) WorldSchool
This study comprehensively evaluates the implementation and perceived ef ectivenessof Professional Learning Communities (PLCs) within the specific context of anInternational Baccalaureate (IB) World School. Grounded in Hord's (1997, 2003) framework of five core PLC characteristics—supportive and shared leadership, shared values and vision, collective learning and application, shared practice, andsupportive conditions—the research employed a mixed-methods approach. Aresearcher-developed questionnaire was administered to 21 IB teachers, collectingdemographic data, quantitative Likert-scale responses, and qualitative open-endedfeedback. The findings indicate a strong implementation of collaborative elements, with collective learning and application (95.2% agreement) and shared practice(94% agreement) being the most prominent strengths. Supportive and sharedleadership was also widely acknowledged (88.1% agreement), though qualitativedata revealed a desire for more inclusive decision-making processes. Supportiveconditions, encompassing time, resources, and communication, were identifiedas theweakest area (83.3% agreement). The study further reveals that demographic factors, such as a teacher's level of IB experience and whether PLCs are structuredbysubject or grade level, influence their perception of PLC ef ectiveness. Keychallenges identified include time constraints, inconsistent colleague commitment, and high documentation workload, which can impede meaningful engagement. Toenhance sustainability and ef ectiveness, the study recommends strategic actions, including refining PLC scheduling to dedicated school hours, reducingadministrative burdens, implementing mentorship programmes for less experiencedIB educators, and fostering more participatory leadership models. These insightscontribute to the limited literature on PLCs in IB settings and provide actionablerecommendations for optimizing collaborative professional learning to support bothteacher development and student success.
Professional Learning Communities (PLCs), International Baccalaureate(IB), teacher collaboration, educational leadership, professional development, mixed-methods research, school improvement.
Age of AI Education: Modelling, Assisting, Facilitating, and Transformingthe Landscape through the SAMR Framework
Artificial Intelligence (AI) is rapidly reshaping the educational landscape, of eringopportunities to personalize learning, streamline administrative tasks, and transformteaching practices. However, its integration presents complex challenges, includinguneven digital literacy, equity gaps, ethical concerns, and the risk of reducingpedagogy to technology-driven transactions. This article explores the role of AI ineducation through the lens of the SAMR model—Substitution, Augmentation, Modification, and Redefinition—as a framework for scaf olding meaningful adoption. Drawing on recent literature, international policy developments, and a case studyof BeED’s AI capabilities, the article highlights how AI can be harnessed to support teachers while maintaining the primacy of human relationships in education. Thediscussion emphasizes prompt engineering as an emerging pedagogical skill, theimportance of inclusive and ethical AI policy design, and the need for schools tobalance innovation with caution. Ultimately, the article argues that AI’stransformative potential depends on integrating technological af ordances withpedagogical intentionality, ensuring that it assists rather than replaces educators.
Building Humanised Student Evaluation of Teaching: A7cs Frameworkfor Higher Education
Student Evaluation of Teaching (SET) is one of the most widely adoptedmechanisms for assessing teaching quality in higher education, yet persistent criticisms highlight its limitations, including bias, reductionism, and its inability to capture the multidimensionality of ef ective pedagogy (Hornstein, 2019; Richardson, 2021). This paper explores the development andapplication of a 7Cs Humanised SET Framework—comprising Care, Clarity, Connection, Creativity, Challenge, Competence, and Contextualisation—as aresponse to these critiques. Drawing on survey data, semi-structuredinterviews, and focus groups conducted in a multi-campus university setting, the study examines how a holistic evaluation framework can capture the livedexperiences of students while supporting institutional accountability. Findings reveal that students consistently prioritise relational and af ectivedimensions of teaching (Care and Connection), alongside structural andpedagogical elements (Clarity, Challenge, and Competence). Creativity andContextualisation emerged as critical but under-assessed domains that distinguish transformative teaching practices from routine delivery. The studyalso surfaces tensions between humanised feedback and managerial imperatives for quantifiable metrics. The paper proposes a Humanised SET Model that integrates the 7Cs withinamixed-methods evaluation cycle, balancing quantitative reliability withqualitative richness. The implications for policy, faculty development, andinstitutional culture are considered, positioning the framework as a replicableinnovation for universities seeking to enhance teaching quality without sacrificing humanity.
Student evaluation of teaching (set); humanised assessment; higher education; 7cs framework; teaching quality; student voice; faculty development
From Theory to Impact: The Transformative Role of IBEC Graduates in PYP and MYP Classrooms
This study investigates the transformative impact of International BaccalaureateEducator Certificate (IBEC) graduates on teaching and learning withinInternational Baccalaureate (IB) World Schools, focusing on the Primary Years Programme (PYP) and Middle Years Programme (MYP). Through a case studyof University College Fairview (UCF) graduates, the research explores how IBEC trained educators integrate student-cantered, concept-based inquiry, enhance professional collaboration, and nurture student agency. Drawing on classroom observations, teacher interviews, and student surveys, the study identifies both challenges and solutions in the transition from theory to practice. Findings reveal that IBEC graduates foster heightened student engagement, promote critical thinking, and assume leadership roles within their schools. However, they also confront tensions between IB philosophy and local educational contexts, as well asdif iculties in classroom management and diferentiation. To address these challenges, the study introduces the IBEC Impact Cycle—a conceptual framework emphasizing induction, observation and feedback, collaborative professional learning, leadership development, and student agency outcomes. The framework highlights how systemic supports transform novice educators into impactful practitioners, with implications for international schools worldwide. The study underscores the necessity of robust mentorship, leadership support, and professional learning communities to sustain the long-term impact of IBEC graduates.
IBEC, PYP, MYP, teacher education, student engagement, inquiry-basedlearning, professional collaboration
Impacts of Technology Integration on Self-Regulated Learners in Learning English Language and Literature
The purpose of this research was to identify the types of technological tools used, examine self-regulation methods used by students, and elucidate the impacts of technology integration on language and literature learning. Specifically, the research examined how self-regulated students in the International Baccalaureate Middle Years Programme (IB MYP) utilized technology in learning English language and literature and what the resulting effects of technology utilization were in such a situation. The research used a mixed-method approach involving a survey and semi-structured interviews with IB MYP language and literature teachers and students. The research found that there were diverse ways in which self-regulated learners engaged with technology for the language acquisition process, and technology integration was crucial to support specific learning goals. The research findings could contribute valuable insights into the efficacy of technology integration in IB MYP language and literature classrooms within the Malaysian educational context, emphasizing the importance of technology as a facilitator of student-centred learning. This study addressed a significant gap in understanding the interplay between technology and self-regulated learning in IB MYP settings, providing practical implications for educators, students, and policymakers striving to enhance language and literature education in the digital age.
Building A Sustainable, Cost-Effective IB Faculty Development Model Through University-School Affiliation
The recruitment and retention of high-quality International Baccalaureate (IB) educators present ongoing challenges for schools worldwide, particularly in contexts marked by financial pressures and teacher shortages. Rising human resource costs—often comprising up to 60% of IB school budgets—have intensified the urgency of finding sustainable, cost-efective approaches to faculty development. This study investigates a university-school afiliation model that addresses these challenges by embedding IB-specific postgraduate certification programs within a collaborative institutional framework. Drawing on qualitative case study data from seven schools (five IB and two aspiring IB), the research examines the outcomes of postgraduate pathways, specifically the PostgraduateDiploma in Education with IB Certificate in Teaching and Learning (PGDEIBCTL) and the Master of Education with IB Advanced Certificate in Teaching and Learning Research (MEd-IBACTLR). The findings reveal four interrelated themes: (1) structured pathways to professional growth, (2) pedagogical shifts driven by reflective practice, (3) the emergence of collaborative learning cultures and distributed leadership, and (4) measurable gains in financial sustainability and faculty retention. These outcomes highlight the potential of afliation models to reduce recruitment costs, foster leadership capacity, and create enduring professional development pipelines. The study contributes to the growing literature on sustainable international education, of ering a replicable framework that aligns academic rigor with school-based practice. Implications are discussed for IB schools, aspiring IB institutions, and policymakers seeking scalable approaches to global teacher capacity-building.
International Baccalaureate (IB); teacher development; university-school partnerships; postgraduate education; professional learning communities (PLCs); faculty sustainability; distributed leadership; reflective practice
Evaluating The Impact of The Flipped Classroom on Middle School Students' Academic Performance and Teacher Perceptions: A Case Study in A Malaysian International School
The flipped classroom model has gained significant attention in educational research, particularly in higher education, but its impact on K-12 settings, especially in Malaysia, remains understudied. This study investigates the effect of the flipped classroom on middle school students' academic performance in an English Language Arts course, explores teachers' attitudes towards this instructional model, and identifies the challenges associated with its implementation. Using a mixed-methods approach, data were collected from 184 Year 2 students and three English teachers at an International Baccalaureate Middle Years Programme (IB MYP) school in Malaysia. The findings reveal no significant difference in academic performance between the control and experimental groups, suggesting that the flipped classroom may not significantly enhance academic achievement in this context. However, teachers generally hold positive perceptions of the model, particularly regarding its impact on their role as facilitators and its potential to promote student engagement and active learning. Challenges such as student preparedness, time demands on teachers, and technological issues were also identified. The study concludes with recommendations for future research and practical implications for educators and school leaders considering the adoption of the flipped classroom model.
Unveiling the Complexities of Instructional Leadership in International Baccalaureate Middle Year Programme: A Qualitative Exploration
This qualitative exploration delves into the intricate world of instructional leadership within the International Baccalaureate (IB) Middle Year Programme (MYP) in selected IB international schools in Malaysia. Through in-depth interviews and focus group discussions with Middle Year Programme Coordinators (MYPCs) and teachers, this study seeks to uncover the practices, challenges, and strategies of instructional leadership in this unique educational context. Grounded in theoretical perspectives such as the Path-Goal Theory and the model of instructional leadership, the research framework provides a comprehensive understanding of instructional leadership dynamics within IB schools. By examining the experiences and viewpoints of middle-level school leaders on instructional leadership, this study contributes to the broader discourse on educational leadership and informs the development of effective leadership strategies in IB educational settings.