Scholars, psychologists and pedagogues like Al-Ghazali, Skinner, Piaget, Vygotsky and others give us an opportunity to have an insight into: 1) How to re-think education; 2) What is the most comprehensive way for a learner to learn?; 3) Imagine a new environment that can give a better future especially for a growing child. They are the people who remind us that learning always involve interaction with other people, submitting ourselves to other people's ideas or values not just by ourselves. This article presented some of these great scholar and psychological theory and ideas while also discussed their contribution, the differences and at the end how those theories interconnected between one another.

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In accordance to the needs and current educational policy, higher-order thinking skills (HOTS) have become the focus in daily teaching and learning processes. History is regarded as a mustpass subject for the Malaysia Certificate of Education (SPM) since the year 2013. Therefore, the Ministry of Education of Malaysia (MoE) highly recommends History teachers to apply various teaching strategies that could attract students' interest towards learning the subject. One of which is the Multiple Intelligence Theory, proposed by Howard Gardner in 1983. A qualitative study was carried out to identify the types of multiple intelligence applied and the teaching approaches that complement the identified intelligence during the inculcation of HOTS in History subject. The samples involved were three Excellent History Teachers. The data were collected through the process of triangulation, of which teaching and learning process observation, interview, and document analysis. The data were then analysed and triangulated using the ATLAS.ti 7.0 software. The findings showed that all informants applied the verbal-linguistic, interpersonal, and visual-spatial intelligence dominantly during the process of inculcating HOTS in History subject. Excellent History Teachers were also found complementing other teaching approaches such as discussion, questioning, and graphical presentation with the appropriate multiple intelligence in inculcating HOTS among students.

Awareness of the career to be pursued can be present as early as childhood and can vary according to knowledge and interest. Most of today's children are more focused on achieving excellence in education, but still vague in the career that will be pursued. This situation persisted when they continued their studies at higher education and they realized that the choice of field of study was not in line with their ambitions. Usually, these children choose a field based on their results rather than settling for the required degree for the field of interest. Therefore, this study was conducted to determine the extent of students’ understanding of the scope and career prospects in Malay language. Students were distributed with a set of questionnaires containing 54 items using ordinal scales of semantic difference types. The findings of the study showed that 34(56.7%) of the students studied chose this field of study as the main choice. Students also showed a high level of knowledge about careers in the Malay language which they studied (M=3.92; SD=0.57). Students have also listed a total of 14 careers in the field of Malay language they are familiar with.