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The teaching of Higher Order Thinking Skills (HOTS) is always applicable when it comes to improve the quality of teaching practices among Islamic Education Teachers. Having said that, this practice is given less importance among the teachers, particularly in the teaching of Quranic verses comprehension. Therefore, this study aims to identify HOTS competency elements needed by Islamic Education Teachers in teaching Quranic verses comprehension from perspective of experts in the related field. The study was conducted qualitatively using semi -structured interview method. A total of six experts were interviewed consisting of three university lecturers, a Curriculum Specialist from the Curriculum Development division and two Head Instructors of secondary school Islamic Education Teachers. All experts were selected through purposive sampling and have fully met all the required criteria. Interview data were analyzed using thematic techniques namely transcription, coding. Additionally themes verbatim were also analysed using atlas ti version 8. Knowledge Element is the main theme of this study with several other sub-themes namely processes, procedures and metacognitive.

Jambongan, Mandidarah and Malawali Islands in the Sulu Sea were chosen for studying marine manglicolous fungi in 2009. Driftwood, prop roots, pneumatophores, subterranean roots, rhizomes, overhanging branches and twigs of mangrove trees were examined for the presence of marine fungi. A total of 173 samples yielded 78 marine manglicolous taxa: 66 Ascomycota, 17 anamorphic morphs and one Basidiomycota. Based on percentage occurrence, the dominating taxa at Jambongan Island were Aniptodera sp. (27.5%), Sphaerulina oraemaris (24.1%) and Rhizophila marina (17.2%); Mandidarah Island were Trichocladium alopallonellum (33.3%) and Pleospora sp. 1 (13.3%) and Sphaerulina orae-maris (11.7%); and Malawali Island were Savoryella lignicola (36.4%) and Halorosellinia oceanica (20.0%). Based on Shannon Diversity Index, Jambongan Island harboured the highest diversity of marine manglicolous fungi (3.15), followed by Malawali Island (2.95) and Mandidarah Island (2.87). Sorenson Similarity Index showed that the species composition between the three study sites were dissimilar. Twelve new records of marine fungi were documented in this study which warrants further study in the area. MATERIALS AND METHODS Study sites The sampling was undertaken from 23 rd June to 27 th June 2009 at three chosen continental islands of the Sulu Sea off the northeast coast of Sabah (Figure 1): Jambongan Island (N 6°38'36.58", E

The mismatch of skills is one of the main reasons for unemployment. The analysis revealed employers’ agreement of graduate engineers’ performance in non-technical skills which is deemed to not meet their expectations. Therefore, to align with the needs of employers; universities are working hard to close the gap and begin to focus to produce work-ready engineers whom are good asset for the industry and those who are able to work with minimal supervision independently. The various jobs and non-technical skills triggered a vast change to the labor market with a prime shift in the skills required to thrive in the new environment anticipated but also to business structures that was requested from Industrial Revolution 4.0 (IR4.0). The nine skills would be Leadership, Flexibility and Adaptability, and Language literacy, Critical thinking and solving problems, Holistic, Entrepreneurial and Balance, Resilience, Values and Ethics, Compassion and Mindfulness, Creativity and Innovation. These skills or talents that recognize employees as competent are called as future-proof non-technical skills. The purpose of this paper is to upgrade the nine future-proof non-technical skills that are set especially for the engineering students through industrial training, and also to demonstrate the capability of Eight-Discipline-Problem based learning (8D-PBL); and things need to be emphasized in industrial training assessment method to ensure the objective of the industrial training is achieved.

Critical thinking is acknowledged as one of the important skills that is essential in the 21 st century education. Although critical thinking is not on the mandated list of educational goals in Arabic language teaching, it has been understood as the learning outcome of all lessons. Given the importance of critical thinking, it is crucial to have a thorough grasp of what it entails. The majority of critical thinking research looks at students' critical thinking ability using a quantitative instrument that operationalizes a certain conceptualization. However, there is still limited study on the strategies used by teachers in enhancing students' critical thinking skills. The lack of such understanding makes it difficult to design effective teaching strategy and interventions. The purpose of this qualitative study is to explore the elements of personal competency that Arabic language teachers need to encourage critical thinking in the classroom. In this study, semi-structured interviews were conducted on six experts in the Arabic language education at secondary school and public university. Transcriptions of the data were analyzed to generate matrix tables and themes through NVivo version.12. The findings revealed four primary themes through thematic analysis of the interview transcripts represented by 15 subthemes in terms of teacher's personal competences; (i) content mastery competence; (ii) pedagogical competence; (iii) communication competence, and (iv) organizational competence. However, the ways in which these themes appeared varied considerably among the experts. These results point to the variety of ways in which teachers can be expected to think critically. In respect to the findings of this study, some recommendations have been proposed for upcoming researches underpinning critical thinking competence as the main focus include the diversity of research type and data analysis techniques.