Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education. Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used. Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning. Applications of this study: The proposed framework is applicable in 21st century learning environment using student-centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning. Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students.

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Interest in collaboration is a natural outgrowth of the trend in education toward active learning. Many researchers have found that the advantages of collaborative learning; improves academic performance, promotes soft skills development (i.e., communications, collaboration, problem-solving and critical thinking skills), and increases satisfaction in the learning experience. Nevertheless, several studies have reported the complete opposite. In that respect, based on previous findings, three elements that are involved in the effectiveness of Online Collaborative Learning Environments are; Learning Environment, Learning Task, and Learning Interaction. This report proposes to determine the elements that can clarify all of the previously identified factors. Using the same approach as prior work, this study was conducted qualitatively; in the form of a document review. The outcome of this work suggests that (i) the learning interaction factor consists of learner-learner interaction and learner-teacher interaction elements, (ii) the elements of the learning design factor are content, process, evaluation, and time constraint, and (iii) usability, accessibility and stability are the ingredients of the learning environment factor. This study also proposes an Online Project-Based Collaborative Learning model. This model is currently only in a conceptual phase and requires significant development before it can be used to gather data. Therefore, in the next stage of this study, a prototype will be designed and developed; based on the proposed model.

This paper explores the linkage of knowledge dissemination and the application of new knowledge in teaching and learning practices. A survey data were collected from 519 academics from all the Malaysian public and private institutions of higher learning (IHLs) during the teaching and learning trainings offered by the Academy of Leadership in Higher Education Malaysia, known as the Akademi Kepimpinan Pengajian Tinggi Malaysia (AKEPT). Three out of ten behavioral actions were found to have a significant change in behaviors at the workplace: keep-up with the institutional change process, p=0.037, involvement in departmental change, p=0.027 and confidence in decision-making, p=0.037. The seven insignificant behavioral actions were asking peers and colleagues for suggestions, involvement of colleagues in the change process, reluctance in making decisions, holding group meeting, taking time to transform plan into action, and taking time to reflect the consequences of making decisions. These findings raise awareness and provide initial guidelines for AKEPT to develop appropriate strategies to ensure that the knowledge dissemination processes lead to the application of new knowledge. Further exploration of the formulation of comprehensive strategies to properly implement and manage the knowledge dissemination processes among the academics was also suggested. It is also one of the initial studies that highlight the linkages between AKEPT’s Training Centre and the local teaching and learning training centre. It opens up new lines of future research possibilities on the provision of centralized professional development training programs that facilitate the application of new knowledge at the local teaching and learning context

Although many employability competencies program are conducted by universities and supported by government employability related policies with the community involvement, all the initiatives have yet to fulfill expectation of employers. The objective of this study was to analyze the impact of quadruple helix model to prospective graduates. The employability skills and