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The relationship between university presidents' digital leadership and lecturers' technology usage: the mediating of digital competence and moderating of gender

2026-08-27T07:50:38Z

Title: The relationship between university presidents' digital leadership and lecturers' technology usage: the mediating of digital competence and moderating of gender Authors: Zhu, Rui Abstract: In digital age, the goal of digital transformation of higher education cannot be achieved without effective presidents’ digital leadership, lecturers’ digital competence, and whether or not technology usage by lecturers consistently. However, the performance of presidents and lecturers in the digital environment still needs improvement. This research aimed to investigate the level of presidents’ digital leadership, lecturers’ digital competence and lecturers’ technology usage, determine the relationships between these three variables. Meanwhile, the research examines the mediating effect of lecturers’ digital competence, as well as the moderating effect of lecturer gender on the relationship between presidents’ digital leadership and lecturers’ technology usage. A quantitative correlational survey research was employed, and the data was collected through online questionnaires obtained from a sample of 442 lecturers of a total of 25 universities in Jilin Province. For the data analysis, both descriptive and inferential analysis approaches were used with SPSS Statistics 27.0 and SmartPLS 4.0. The research findings revealed that the level of presidents’ digital leadership (Mean=4.020), lecturers’ digital competence (Mean=4.037) and technology usage (Mean=4.050) were high. Presidents’ digital leadership has a positive effect on lecturers’ digital competence and lecturers’ technology usage. Meanwhile, lecturers’ digital competence has a positive effect on lecturers’ technology usage. PLS-SEM analysis indicated that lecturers’ digital competence mediates the relationship between presidents’ digital leadership and lecturers’ technology usage. But not all the dimensions of lecturers’ digital competence contributes to the mediating effect. Smart pedagogy contributes most, while professional growth and leadership does not mediate the relationship. Meanwhile, lecturer gender does not significantly moderate the relationship. The findings of this research offered implications for universities undergoing digital transformation. Including that relevant national policies with clear practical guidance, more targeted training programs for both presidents and lecturers. Conclusion, the research found that the presidents and lecturers are well-prepared for digital transformation, they must recognize the importance of their roles in this process, ensuring their active participation and commitment to fostering a digitally advanced educational environment.

The integration of open education and vocational education from curriculum construction, teacher professional development and mutual recognition of learning achievements

2026-08-20T03:30:42Z

Title: The integration of open education and vocational education from curriculum construction, teacher professional development and mutual recognition of learning achievements Authors: You, Yang Abstract: The integration of open and vocational education is both a political mandate and an area of theoretical and practical significance. Although some achievements have been made, the process often remains superficial—more like “grafting” than true structural integration. Challenges persist in curriculum construction, teacher professional development, and mutual recognition of learning achievements. This study investigates these issues to identify obstacles and propose core elements for an effective integration model. A theoretical framework was developed using the Tyler Model, Adult Learning Theory, and Embeddedness Theory. A qualitative exploratory case study was adopted, involving semi-structured interviews with nine purposively selected participants—five teachers and four administrative leaders. A pilot study helped refine the interview protocol, and validity was confirmed by domain experts. Narrative analysis identified key challenges such as fragmented curriculum systems, insufficient teacher development, and inadequate recognition of prior learning. Thematic analysis identified and confirmed the essential elements of curriculum construction, teacher professional development, and mutual recognition of learning achievements for effective integration, and these findings were validated through expert review to ensure their scientific rigor and practical relevance. Inter-rater reliability, measured using Cohen’s Kappa, exceeded 0.7. Based on the findings, key curriculum construction elements included objectives, content, methods, evaluation, research, philosophy, and incentives. Teacher professional development encompassed ethics, knowledge, ability, practice, recognition, evaluation, and collaboration. For mutual recognition of learning achievements, the study proposed three components: academic education learning outcomes, non-academic education learning outcomes, and mutual recognition standards for learning outcomes. Furthermore, the study proposed a framework for the integration of open and vocational education, encompassing the identified elements of curriculum construction, teacher professional development, and mutual recognition of learning achievements. These dimensions were designed to function in close collaboration to enhance integration outcomes. Government policy served as a critical supporting force within this framework, providing structural guidance and ensuring alignment across institutional practices. The study contributed to a deeper understanding of integration processes and offered practical recommendations to advance the comprehensive alignment of open and vocational education in policy and practice.

Impak modal sosial terhadap kesejahteraan ekonomi isi rumah: peranan literasi keusahawanan, literasi kewangan, dan literasi digital

2026-08-20T03:28:31Z

Title: Impak modal sosial terhadap kesejahteraan ekonomi isi rumah: peranan literasi keusahawanan, literasi kewangan, dan literasi digital Authors: Putra Hilmi Prayitno Abstract: Kerapuhan ekonomi dan kemiskinan isi rumah kekal sebagai isu utama dalam usaha mencapai kesejahteraan sosial dan ekonomi. Kajian ini bertujuan untuk membangunkan model kesejahteraan ekonomi isi rumah dengan menilai peranan modal sosial serta pengaruh literasi keusahawanan, literasi kewangan, dan literasi digital sebagai pemboleh ubah pengantara. Kajian ini menggunakan pendekatan kuantitatif dengan teknik Structural Equation Modeling Partial Least Squares (SEM PLS), melibatkan data tinjauan daripada isi rumah di Jawa Timur melalui pensampelan rawak mudah. Dapatan menunjukkan bahawa modal sosial mempunyai kesan yang signifikan terhadap kesejahteraan ekonomi isi rumah (p < 0.050), dan secara tidak langsung melalui literasi keusahawanan (p < 0.050), literasi kewangan (p < 0.050), serta literasi digital (p < 0.050). Kesemua pemboleh ubah pengantara memainkan peranan penting dalam menghubungkan modal sosial dengan kesejahteraan isi rumah. Implikasi kajian menunjukkan bahawa pengukuhan jaringan sosial, pengetahuan keusahawanan, kemahiran kewangan dan keupayaan digital adalah strategi penting dalam meningkatkan ekonomi keluarga. Kajian ini mencadangkan intervensi berbasis komuniti dan dasar-dasar literasi ekonomi untuk memperkukuhkan ketahanan isi rumah terhadap ketidaktentuan ekonomi, serta menjadi rujukan dasar di wilayah serantau. Kajian ini merumuskan bahawa modal sosial mempunyai pengaruh yang signifikan terhadap kesejahteraan ekonomi isi rumah, secara langsung dan tidak langsung melalui literasi keusahawanan, literasi kewangan, dan literasi digital sebagai mediator. Penemuan ini mengesahkan bahawa hubungan sosial yang kukuh, penyertaan masyarakat dan kepercayaan sosial boleh meningkatkan kapasiti isi rumah untuk mengurus perniagaan, kewangan dan teknologi dengan lebih berkesan, sekali gus mengukuhkan pemerkasaan ekonomi.

Pembangunan dan keberkesanan Modul MinUS-C terhadap pengetahuan dan kesediaan penerimaan murid dalam penggunaan teknologi PV solar

2026-08-20T03:23:21Z

Title: Pembangunan dan keberkesanan Modul MinUS-C terhadap pengetahuan dan kesediaan penerimaan murid dalam penggunaan teknologi PV solar Authors: Muhamad Kamarul Azman Sulaiman Abstract: Di tengah-tengah krisis perubahan iklim yang semakin meruncing, teknologi PV solar muncul sebagai salah satu penyelesaian utama dengan potensi besar untuk mengubah landskap tenaga global. Namun, kejayaan pelaksanaan teknologi ini secara meluas sangat bergantung kepada tahap kesediaan generasi muda hari ini. Malangnya, pengetahuan murid sekolah menengah mengenai teknologi ini masih berada pada tahap yang rendah, menjadikannya satu cabaran besar dalam usaha memajukan pendidikan sains dan teknologi hijau. Oleh itu, kajian ini bertujuan untuk membangunkan dan menilai keberkesanan penggunaan permainan digital melalui Modul MinUS-C, serta meneroka pandangan murid mengenai pengalaman mereka menggunakan modul ini dalam usaha meningkatkan pengetahuan dan kesediaan penerimaan terhadap teknologi PV solar. Modul ini dibangunkan berdasarkan model ADDIE dan kajian dilaksanakan dengan reka bentuk gabungan bertindan serentak. Empat instrumen digunakan dalam kajian ini terdiri daripada ujian pengetahuan teknologi PV solar, soal selidik kesediaan penerimaan teknologi PV solar, rubrik penskoran artifak Minecraft, dan protokol perbincangan kumpulan berfokus. Seramai 40 murid Tingkatan Dua dari sebuah sekolah menengah di Daerah Kuala Langat, Selangor, dipilih sebagai peserta kajian. Data kuantitatif yang diperolehi dianalisis dengan menggunakan IBM SPSS 29 dan data kualitatif yang diperolehi dianalisis menggunakan perisian NVivo 15. Hipotesis kajian diuji secara statistik inferensi menggunakan ujian ANOVA dan MANOVA dengan pengukuran berulang pada aras signifikan p=0.05. Dapatan kajian menunjukkan peningkatan yang signifikan dalam pengetahuan teknologi PV solar selepas intervensi dan peningkatan ini berterusan dalam ujian susulan. Peningkatan ini dikaitkan dengan aktiviti penghasilan artifak semasa intervensi di mana murid berpeluang untuk menerapkan konsep PV solar secara praktikal dan interaktif. Begitu juga dapatan kesediaan penerimaan teknologi PV solar yang menunjukkan terdapat peningkatan dan kesan pengekalan dalam kalangan murid. Rangka kerja model penerimaan teknologi mengenal pasti empat konstruk utama yang mempengaruhi kesediaan penerimaan, dengan dapatan kajian menghasilkan beberapa tema di bawah konstruk tanggapan kebergunaan, tanggapan mudah guna, sikap terhadap penggunaan dan hasrat bertingkah laku. Murid turut melaporkan pengalaman positif menggunakan Modul MinUS-C dengan peningkatan minat dan keseronokan sepanjang proses pembelajaran. Implikasi daripada kajian ini menunjukkan bahawa Modul MinUS-C telah menjadi salah satu alat pembelajaran yang berkesan dalam pendidikan sains, khususnya dalam meningkatkan pengetahuan dan kesediaan penerimaan murid sekolah menengah terhadap teknologi PV solar.