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Technical and Vocational Education and Training (TVET) has been globally recognized as one of the most vital subjects in any educational system. Pakistan is currently confronted with numerous challenges because of globalization and the emergence of new economic and social orders. To satisfy the updated requirements of economic trends, current educational systems must prioritize TVET as the most effective tool for satisfying globalization expectations. This study aimed to determine the demographic differences of secondary school students' interest toward TVET programs, which may be considered success factors for future enrollment initiatives. We perform an in-depth investigation into the relationship between students' interest in TVET programs and their demographic features, including gender, field of education, and geography. A total of 386 secondary school pupils in Pakistan participated in the study. A cross sectional research approach was employed. The mean, frequency, t-test, and ANOVA results were calculated on the collected data using the Statistical Package for the Social Sciences (SPSS). The findings indicate that students' perceptions of their interest in the TVET programs on all three dimensions (i.e. affection, cognition and conation) were somewhat poor. The t-test revealed a statistically significant difference in male and female students' interest in TVET programs. Male students were more interested in TVET programs compared to females. According to their field of education, the one-way ANOVA test revealed a substantial difference in their interest in TVET programs. Tukey HSD post-hoc analysis results suggest that there is a substantial disparity in students' interest in TVET programs in the field of education. The mean scores indicate that students in the humanities group were more interested in TVET programs, followed by bioscience, and computer science. The t-test reveals that students who live in urban regions have a higher level of interest compared to those who live in rural areas. The data gathered from this study provide insight onto the possible approaches academic institutions can take to prepare for and address current problems associated with introducing TVET programs in secondary schools. This paper argues for the need to integrate TVET programs in Pakistan which can promote transformative, lifelong learning and provide vital implications with recommendations for policy and practice.

Novice lecturer professional development is regarded as a continuous process that begins during pre-service lecturer training and continues throughout the academic career. It is focused on enabling and empowering lecturers by improving their professional confidence, teaching skills, and classroom management. The purpose of this paper is to explore the professional development practices of novice lecturers and to comprehend their situation and feelings about these practices at a public university in China. Using a qualitative case study, five novice lecturers were selected to participate in this study. Relevant programs and activities on professional development are analyzed. Semi-structured interviews were conducted to explore the perceptions of novice lecturers. Another data collection method was documentation. The findings indicate that the professional development practices of novice lecturers in this selected university were done by organizing lecturer teaching competitions, teaching ability training, establishing the mentorship system, information technology application ability training. Novice lecturers are generally satisfied with the implementation of these programs and activities and hope that the university could provide more opportunities to help them grow quickly. https://doi.org/10.26803/ijlter.20.10.7

Novice lecturers or also known as neophyte lecturers are an important part of higher education institutions, and the early stages of the career among novice lecturers involve the process of adapting to the new role of educators. They need to overcome different challenges and participate in occupational adaptation. The purpose of this study is to explore the occupational adaptation process among novice lecturers in order to promote their career development. The goal is also to provide useful references for the university management to support novice lecturers in making a successful start in order to grow into professional educators. Using qualitative research method, this study engages case study approach to investigate occupational adaptation process through in-depth interviews of two novice lecturers in a public university in China. By analyzing their emotional and behavioral changes in the process of occupational adaptation, findings indicate that the occupational adaptation process of novice lecturers can be subdivided into three stages; namely 1) initial period, 2) transition period, and 3) adaptation period. The transition and division between each period reveal marked changes mainly in psychological, emotional, and behavioral adjustments. Helping novice lecturers understand the characteristics of the three periods may assist them to adapt to their jobs as soon as possible and accomplish greater success in their careers.

This study aims to investigate the effectiveness of the cooperative learning module using Student Teams-Achievement Divisions (STAD) techniques in enhancing students' HOTS achievement in the topic of the digestive system and food absorption. A quasi-experimental design was used in this study to gauge the effectiveness of the module. Purposive sampling technique was used to choose the respondents. The study involved 182 students who represented the experimental group and the conventional group. Students were given an intervention by using Home Science STAD Module for five weeks. Descriptive statistics and paired sample t-test were used to determine the effectiveness of the Home Science STAD module on students’ HOTS achievement. The findings show students' understanding increased for the digestive system and food absorption topics. There was a significant difference in students' HOTS achievement between the experimental learning and conventional learning group. The finding shows the students were actively engaged in teaching and learning. Post-test result shows that the students were able to answer the HOTS question correctly and they can deliver clear explanations and justifications compared to the answers in the pre-test. Findings from this study revealed that the Home Science STAD Module was appropriate to serve as a guideline for teachers who apply and integrate HOTS in the teaching process. Further studies can apply cooperative techniques in other educational contexts in promoting HOTS among students. https://doi.org/10.26803/ijlter.19.7.12

The mastery of Higher Order Thinking Skills (HOTS) among students is a reflection appropriate learning strategies that students have applied. Therefore, the choice of learning strategies that are relevant to the subjects being studied is seen as contributing to the successful in mastering of HOTS among students. However, does this response also occur in the selection of learning strategies and HOTS's mastery in Accounting Studies? Hence, this research was conducted with the aim of examining the relationship between HOTS and learning strategies in Accounting Studies. This study is conducted by employing correlation research method on 340 students studying Accounting Studies in Peninsular Malaysia participated in this research through completing a self-administered questionnaire, which included the Learning and Study Strategies Inventory (LASSI) and Higher Order Thinking Skills Test. Applying skills, analytical skills, evaluative skills, and creative skills are among the four elements of HOTS tested. The analysis showed that positive significant relationship (r = 0.194) exists between the two variables and the regression equation is an average grade point = 46.442 + 4.349 Learning Strategies. Thus, through correlation and regression analysis, significant regression model between HOTS and Learning Strategies were found.

Purpose The involvement of parents in schools and their contribution towards their children’s academic learning have been a focal point in educational research. The purpose of this paper is to identify the factors that influence parental involvement in secondary schools and subsequently proposed a comprehensive parental involvement model. Design/methodology/approach Research articles, reports and dissertations on the factors that influence parental involvement were reviewed to obtain related empirical evidence for the development of a workable model. Findings A conceptual framework was proposed to understand the factors that influence parental involvement. The role of creativity in principals’ leadership practices and parental involvement in secondary schools were found to be related. Additionally, this relationship was found to be mediated by school practices and school climate. Research limitations/implications A framework on the factors that influence parental involvement guided by literature review and three main hypotheses for testing were proposed, which require further empirical assessment. Practical implications The school–parent partnership shares a common understanding of the educational needs and social development of the children. The school administrators, school community, stakeholders and related policymakers can effectively leverage the findings of this study in the effort to enhance parental involvement within the school context. Originality/value Only a handful of research-based studies probed into the factors that influence parental involvement in secondary schools within the Malaysian context. This study identified several significant factors that enhance parental involvement in secondary schools.

This research explored two important constructs in 21st century e-education—students’ MOOC-efficacy and meaningful learning among undergraduate students in selected public universities in Malaysia. Its main objective was to examine the causal relationship of students’ MOOC-efficacy on meaningful learning. The study conceptualized students’ MOOC-efficacy in four dimensions (i.e. information searching, making queries, MOOC learning, and MOOC usability), while conceiving meaningful learning as having five dimensions (i.e. cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This research applied cross-sectional survey design. Data were collected with a 52-item questionnaire whose reliability indexes ranged from 0.822 to 0.890 for the dimensions. The study's population was identified as university students who have had some experience with MOOCs and who willingly volunteered to participate in the research. A sample of 603 respondents was drawn through simple random sampling. The full-fledged Structural Equation Modeling (SEM) was adopted for data analysis. The finding indicated that students’ MOOC-efficacy was positively associated with meaningful learning. The results show that students’ MOOC-efficacy explains 67% of the variance in meaningful learning. The fit indices indicate an adequate fit: RMSEA = 0.041, CFI = 0.923 and χ2/df = 2.067. The finding provides further insights into what works in an open online environment. The insights may be used to fulfill learners’ needs and preferences. MOOC-efficacy interventions are crucial in order to encourage students’ meaningful learning in the e-learning platform. Keywords: Massive Open Online Course (MOOC), meaningful learning, students’ MOOC-efficacy