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Student-centred learning approaches like collaborative learning are needed to facilitate meaningful learning among self-motivated lifelong learners within educational institutions through interorganizational Open and Distant Learning (ODL) approaches. The purpose of this study is to develop blended learning platforms to promote sustainable living, building on an e-hub with sub-portals in SEARCH to facilitate activities such as "Education for Sustainable Development" (ESD), webinars, authentic learning, and the role of m-/e-learning. Survey questionnaires and mixed-research approach with mixed-mode of data analysis were used including some survey findings of in-service teachers' understanding and attitudes towards ESD and three essential skills for sustainable living. Case studies were reported in telecollaborative project on "Disaster Risk Reduction Education" (DR RED) in Malaysia, Germany and Philippines. These activities were organized internationally to facilitate communication through e-platforms among participants across national borders using digital tools to build relationships, promote students' Higher Order Thinking (HOT) skills and innate ability to learn independently.

Transferability indicates that learners are able to use their knowledge to solve advanced problems. This study aimed to elaborate in detail the level of transferability both near and  far transferability of junior high school students in solving geometry problems, and to reveal some factors causing errors in doing the transfer test. Geometry in this study covered solid prism and pyramid. This qualitative descriptive study involved as many as 157 Grade VIII students in one of the junior high schools in Sleman Regency, Indonesia. The data were collected through a written test taken by all participants and interviews with 16 students selected based on the category of the transfer test results. This results of the study showed that (1) based on the average test scores, all students acquired fair transferability, (2) based on the near transfer test item, all students could be categorized as having high transferability, (3) based on the far transfer test items, all students could be categorized as having low transferability, (4) The factors that caused student errors were: (i) difficulties in showing information of what is known in the given context of the transfer problem; (ii) difficulties in stating what is asked in the given problems; (iii) difficulties in using conceptual, procedural, and technical knowledge in executing the strategy of solution; (iv) difficulties in drawing correct conclusions. This result of this study have raised concerns regarding the importance of learning strategy that facilitate transferability.

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. Keywords: TIMSS, comparative study, classroom teachings, science achievement

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