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The paper inquired into the discourse practices in classroom teaching in a State university in Brunei Darussalam. Respondents comprised four (4), local Bruneian lecturers, from two (2) academic streams: STEM-driven and entrepreneurship programmes. Subjected to data saturation, teaching observations of each respondent were shadowed over several weeks. Data were recorded, transcribed, and analysed using the Classroom Discourse Observation Protocol (CDOP) to determine the types and frequencies of teacher-student utterances. Findings showed that the students were provided insufficient opportunities to interact meaningfully and that the lecturers who were leaning toward conventional teaching did minimal attempts to engage the students, failing to utilise appropriate prompts and basic questioning techniques believed to facilitate critical thinking and deep learning. Classroom discourse was propelled by a corresponding approach in teaching; hence continuous readiness in classroom teaching needs to be sustained, should students' quality of learning be improved.

The recent global pandemic has conveyed emergency remote teaching (ERT) specifically the blended approach, an indispensable alternative teaching and learning delivery in formal schools. In Brunei secondary schools, the blended learning approach formed the core 'Continuity Learning Plan' for instruction along with the mandated educational changes accruing to the social and economic challenges of the twenty-first century learning system. Its widespread adaptation underlies teachers' transitional initiatives and practices which must have reshaped the structural climate and relational dynamics of conventional instruction. Espousing the continuous learning model, this paper envisages to investigate the adaptive-related practices of Bruneian secondary school teachers and learners employing blended learning. Qualitative research approach with semi-structured interview was adopted in the study with respondents comprising of 18 teachers and 13 students. Thematic coding and recursive analysis of data revealed seven (7) dimensions or centre points of blended learning and teaching practices, namely: technological, interactive and effectiveness, added value, feasibility, pedagogical, institutional support and evaluation of success. In general, results suggest the "Hub-and-Spokes" model that organic support, integrated implementation and professional readiness are germane to the adaption of a functional and manageable blended delivery approach.

Objective - The main objective is to examine the experience using a hauntological approach during an online learning phase on fresh undergraduates during the pandemic and to determine undergraduates' Academic Identity Status (AIS) and awareness of Communities of practice (COP). Methodology - The respondents are 34 first-year undergraduate students at the university via mixed methods that comprised of classroom observations, online questionnaires, and online interviews. Findings -The results show that respondents were not ready to embrace heutagogy and virtual learning affected the respondents' academic identity status and their awareness of their Community of Practice (COP) Novelty - The paper addresses new Findings in experiences of using a hauntological approach during the COVID-19 pandemic and its impact on academic identity status and COP awareness. The implication of this study suggests the need to develop a conceptual framework for a hauntological approach that could be accustomed to a large classroom and a virtual platform. [ABSTRACT FROM AUTHOR]