Studies show that mobility problems in rural schools among students make the Teaching and Facilitation process less effective. Teachers need to incorporate the elements of Historical Thinking Skills (KPS) in tourism education embodied in the history syllabus of Year Six. However, this element cannot be implemented due to the constraints it has. Preliminary research has shown that Orang Asli students have severe problems with the process of imagination and empathy that they do not reach the minimum KPS level. Thus, one intervention was undertaken - the development of Histopology applications. It is an online application built on ASSURE and MICUP models integrating Google Earth and Google Streer View based on Virtual Reality technology that creates 360-degree views for students to visualize tourist attractions in Malaysia. As a result, the minimum level of KPS was achieved, plus it also fostered the love for the country through the depiction of uniqueness of Malaysia’s tourist destinations.

Folktales Digital Story Module is a potential teaching and learning tool to develop basic literacy skills for indigenous children. This is because this module introduces the fundamental of creative story-practices and traditions of indigenous people. Therefore, this study aims at identifying the suitability of folktales Digital Story Module as Basic Literacy Learning for indigenous children. The study employed Fuzzy Delphi approach in identifying the suitability of folktales in the module as a teaching and learning tool for the indigenous children. Data were collected from 20 experts from various fields including early childhood education, language and literacy, nursery teachers, lecturers in Kadazan-Dusun language and also education for indigenous people. The findings indicated that folktales are suitable to be developed and integrated in the module for indigenous people specifically to meet the needs of children with learning problems and LINUS. Therefore, the researchers recommended the implementation of Folktales Digital Story Module as Basic Literacy Learning among children of indigenous people to be extended to other indigenous tribes such as the Iban, Bajau, Bidayuh, and other ethnic groups in Malaysia.

This study is an early analysis of the ability of IPGKSM’s early childhood education PPISMP educator to become a multimedia courseware designer. The student’s ability was tested only through digital material production workshops over a limited period of time. Analysis of these findings is divided into three important stages; an early perspective of multimedia technology learning, basic technology learning (digital image manipulation), advanced multimedia technology learning (interactive interface design and visual programming). 6C Skills is a skill that is included in the skills needed in 21st-century learning skills. Two 6C skills tested in this study are creativity and critical thinking. The findings show that educators are capable of designing multimedia software if given space and opportunity.

The proverb is the legacy of the Malay people with special privileges in a speech that must be introduced to every generation so that this proverb will not be forgotten and never consumed by the ages. The role of the proverb in speech and writing is seen to less widely used in today’s younger generation. In the school curriculum, the language taught in the syllabus. However, conventional teaching and learning techniques cause students to become bored and less attentive when teaching. A new approach has been developed to enhance students’ interest in language learning. Ceritera Peribahasa Maya is a series of 3D digital proverbs storybook developed through the technology of the century. Ceritera Peribahasa Maya is a digital language learning approach that includes e-learning, teaching aids, learning and facilitating strategies and assessment tools. It applies Augmented Reality (AR) technology, QR Code, Google Cloud, and Gamification applications. Usability Testing of Virtual Speech measured in terms of user satisfaction. A mean of 4.87 for user satisfaction shows that Ceritera Peribahasa Maya is a great way to teach and learn digitally. This language innovation is a new turning point for teachers and students to realize the Malaysian Education Development Plan (PPPM 2013-2015) that emphasizes the aspect of ICT in learning. These applications are in line with modernity while preserving the integrity of the nation’s heritage.

Kelana Peribahasa is a digital learning approach that includes e-learning, teaching aids, teaching and learning strategies, and assessment tools. The approach used is online learning proverbs through digital devices of smartphones, tablets, and laptops. Module Designs are available in Jom Mengenal, Jom Baca, Jom Main, and Jom Nilai. Jom Kenal is a module that is an introduction to Proverbs. Jom Baca is a module that contains a story proverbs produced by Digital Book Book. Digital Storybook which contains a proverbs story that covers Bloom’s Taxonomy Cognitive Domain (Review). Jom Main is comprised of five activities that include activities through the use of QR Code Reader and Google Cloud technology applications. Activities performed based on Bloom’s Taxonomy Cognitive Domain (Revised) level using the i-THINK thought map. The teaching and learning strategies used are the 21st-century learning approaches of 4C (Communication, Collaboration, Creative & Innovative, and Critical Thinking). It is digitally accessible and online. Assessment of activities (Jom Nilai) also through the use of online digital assessment tools. The testability of the Kelana Peribahasa is measured in terms of user satisfaction. The mean value of 4.81 for user satisfaction indicates that Permanent Discretion is desirable for digital learning. This innovation is a new change to teachers and students to realize the shift to Seven in Malaysia’s Education Development Plan [1].