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ICT in the Malaysian education system serves as a tool to accomplish the National Education Blueprint 2015-2025. Under this blueprint, privileged groups such as the aborigines or Malaysian aboriginals will be given equal opportunity in education. However, a specific classroom teaching method is required to maintain the aboriginal students' focus and attention on their learning experiences due to their unique paradigm of learning. This study used the Partial Least Square (PLS) and Structural Equation Modelling (SEM) tool to examine the factors influencing personalised learning and digital self-learning ICT literacy module. It also measured the impact of personalised learning and digital ICT literacy module among secondary aboriginal students. This study involved 92 aboriginal students who participated in a transferable skills and ICT programme held in a public university in Malaysia. Results show that personalised learning positively supported the use of a digital ICT literacy module as a teaching and learning approach. Therefore, this study suggests that the digital ICT literacy module is an adaptive educational resource for personalised learning to meet the learning needs of aboriginal students.

Numerous organizations are progressively engaging themselves in various sustainability practices and initiatives, and the higher education sector is no exception. Higher education institutions (HEIs), in fact, have long maintained an effectual role in cultivating and advocating sustainable development within the campus as well as to the wider community. Although sustainability practices in HEIs are emerging worldwide, the extent to which the academic staff on campus are aware of the sustainable development dimensions and the perceived level of importance of these dimensions within the institutions are questionable. This study aims to gauge the relationship between the level of awareness of academic staff and their perceived importance of sustainability dimensions within a HEI setting in Malaysia. Survey data were collected from a sample of 155 academic staff in a private HEI in Malaysia. The findings show that the highest level of awareness is for the social dimension, although the environmental dimension is perceived as being most important within the institution. Although the results also demonstrate a significant relationship between environmental awareness and the perceived importance of the environmental dimension within the institution, the relationships between the social and economic dimensions and the perceived importance were not supported. Hence, there is an urgent need for the institution and the nation as a whole to undertake relevant efforts that embolden the tertiary education system toward leading society to achieve sustainable development goals. [ABSTRACT FROM AUTHOR]