This paper discusses two important paradigms that should to be present to fuel the needs of today's technology driven environmentroles of teacher education that must be changed and the eco-system of the learning institutions itself. Access to education has moved away from the traditional campus environment to a technology driven platform. New tools and technologies have provided borderless and flexible learning. Change in education is undergoing at an unprecedented speed never experienced before. Teachers are the frontliners towards helping children reach their potential, however this paper argues that current teaching staff may lack the pedagogy to teach in this 'digitised' world and to be competent to lead their ward into the new era of technology driven experiences. Therefore, reforms in the content and teaching of student teachers become imperative. The second paradigm looks at the institutions of higher learning itself. The paper asserts that these institutions need to move away from the traditional way of imparting knowledge and conducting research to a new way of doing which provides autonomy to educators and learners through technology. Teaching and learning approaches, innovation, and valueadded student experiences which use technology are all part of the concept of Higher Education 4.0.

This paper discusses in general about the background of the Orang Asli community in Peninsular Malaysia, the rights of the Orang Asli and the challenges the Orang Asli community have to face in sustaining indigenous tourism in Peninsular Malaysia. There are three Orang Asli ethnic groups in Peninsular Malaysia which are the Senoi, the Proto-Malay and the Negrito. Each Orang Asli ethnic group is divided into several tribes. Each clan or tribe inhabits the states of Peninsular Malaysia with its own culture and unique way of life. Thus this paper will discuss about the profile of the Orang Asli's community in Peninsular Malaysia from the perspective of the background and challenges of the Orang Asli in Peninsular Malaysia.

The effectiveness of the 5E Inquiry Learning Model as compared to the teacher-centred traditional method on science achievement in electricity was examined in this study. The quasi-experimental pretest-posttest control group research design was utilized. A total of 65 students (33 and 32 students in the experimental and the control groups, respectively) from two Year 5 intact classes in Malaysia participated in this study. A test comprising 54 dichotomously scored items with overall KR-20 reliability of 0.84 was used in the pretest and posttest. Given the significant difference in the pretest and posttest, it was presumed that the analysis could be done using the ANCOVA. However, on further analysis, the assumption for homogeneity of the regression slope was violated and ANCOVA could not be performed. Instead, the covariate was categorized into two equally-spaced categories (i.e., low and average achievers) and further t-test supported the equivalency of the experimental and control groups. When analyzed using the t-test, the two groups differed significantly in the posttest means across the two categories of students. These findings unequivocally indicate the effectiveness of employing the 5E Inquiry Learning Model in enhancing students’ science achievement among the low and average achieving students.

The practice of traditional healing is a continuous experience that has been part of national healthcare systems of Orang Asli (OA) societies for many years. Traditional medicine (TM) is part of OA Indigenous Knowledge (IK) and they use it from generation to generation for spirituality, health and longevity. However, these traditional medicinal specifically herbs and plants known to OA have become lessen due to the impact of deforestation, urbanization and modernization. In response to the issue, this case study, therefore, seeks to explore and document the existing IK regarding the OA's medicinal plants. In collecting qualitative data, this case study conducted in-depth interviews and field observations in a village of Mah Meri's tribe. The interviews were carried out with tribal elders in Mah Meri settlement in Selangor involving three informants aged 30 and above. The interviews were video and audio-taped, verbatim transcribed, analyzed and imported into Atlas.ti software for data processing. The key findings of the study indicated that the reported medicinal plants are generally used locally in TM to treat various health problems such as fever, coughs and cold ailments. It is also important to ensure that the plants grow in wild nature and have not been "poisoned" with pesticides. The contribution of the OA IK in TM to the corpus knowledge could be used for medical treatment, education and further research in indigenous medicine.

The rate of drop outs among indigenous or Orang Asli pupils in primary school is a worrying issue. They were found to be unable to apply the knowledge acquired through formal education systems in Malaysia due to the different 'setting' of the environment. This failure was due to the lack of understanding on how Orang Asli pupils learn, think, and act. The aim of this study was to construct a Forest School framework for the teaching and learning process in Orang Asli primary schools. The qualitative study design involved in-depth interviews with six experts from the Orang Asli community by using semi-structured questions to explore and clarify related sub-constructs. The results showed five elements that need to be incorporated in the syllabus were: indigenous music, herbs and medicine, handicrafts, tools for hunting and forestry. The Forest School framework would serve as a comprehensive guide and reference for policymakers as indigenous knowledge elements need to be incorporated in primary school's syllabus to ensure life sustainability of Orang Asli in the forest. Teachers could take advantage to help Orang Asli pupils to feel more enthusiastic and motivated in processing the knowledge given in classrooms as it hits close to their environment.