This research examined both the relationship and the effects of learning styles and student engagement at three selected Universiti Teknologi MARA, (UiTM) Malaysia state campuses using the VARK learning style model. The effects of students’ learning styles and their relationships to classroom engagement were analyzed. Three categories of students’ majors which were Social Science (SS), Technical Science (TS) and Pure Science (PS) were segregated to identify the moderating effects of student motivation on the relationship between learning styles and student engagement. The results revealed that only visual learning style was found to influence all three dimensions (behavioral, cognitive and emotional) elements of student engagement. These results also showed that visual learners had higher classroom engagement as opposed to both auditory and kinesthetic learners. It was also reported that all elements of student motivation (achievement, recognition, relationship with peers and relationship with lecturers) did significantly moderate the relationship between learning styles and student engagement.  It is recommended that instructors should employ varieties of teaching methods to encourage student engagement according to their fields of study. It is further suggested that motivation should be enriched among students to yield higher student classroom engagement.  Keywords: Homogenous Group, Learning Styles, Student Engagement, University Students,

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Over the years, past research has revealed that human nature is continuously evolving. Inevitably, this evolution is further extended to individuals’ adoption towards a new set of consumption behaviour. In the current global coronavirus pandemic (termed COVID 19), consumers are further contemplating on alternative forms of payment in pursuit of a safer method to purchase goods and services.

The implementation of educational policies is often related to entrepreneurs. Social entrepreneurship policies have become the newest phenomenon in Malaysia in the country's attempts to reduce and eradicate poverty. Until today, there is limited knowledge on how social entrepreneurship can become a catalyst for a community's economic advancement and closing the social gaps within the society. This paper aims to explain further and provide knowledge regarding social entrepreneurship as a strategy to enhance national higher education policies. Through extensive literature analysis, social entrepreneurship is placed within the context of higher education institutions in implementing ethical and moral values. This conceptual framework encompasses the concept of economic development, social development of a community, social entrepreneurship principles, the less fortunate, and the role of the suggested higher education institution. This paper will contribute to future literature regarding social entrepreneurship and can help the entrepreneurial system as they establish social enterprises based on real solutions for communities. The results of this research are expected to assist various parties, such as academics, policymakers, social entrepreneurs, government and private companies, and the community, in better understanding social entrepreneurship. It will also spread the impact of social entrepreneurship into the existing social entrepreneurial education system in Malaysia. Therefore, the discussions around the social entrepreneurship model will measure whether social entrepreneurship has been carried out to its fullest according to the fundamental concept of overcoming and helping solve social problems, exceptionally the less fortunate.

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