Innovative educational technologies have revolutionized the methods of teaching and learning. Recently, with advancements of artificial intelligence, higher education has begun to adopt new technologies. This conceptual review paper aims to investigate the emergence of using artificial intelligence in teaching and learning in education. It examines the educational consequences of emergent technologies on how institutions teach and the way students learn. This study intends to predict the role of artificial intelligence in the future nature of education in a world. The effective application of artificial intelligence methods is considered as a means of improving the quality of teaching and learning. However, the challenges of integrating artificial intelligence in educational institutions is addressed. Moreover, the challenges faced by students in adopting artificial intelligence in terms of students’ support, teaching, learning, and administration are discussed.  This paper presents a concise overview of the most recent studies to showcase the application of artificial intelligence in educational contexts. The implications and directions for further research are suggested.

This paper aims to provide a comprehensive literature review on the role of employability skills or generic skills in designing, integrating, and assessing curriculum in Malaysian higher education context. This study addresses the issue and challenges of integrating generic skills or employability skills in higher education context. Then the research gap on the lack of integrating generic skills in Malaysian higher education system is highlighted and the past studies which addressed the issue of integrating and assessing generic skills in Malaysian universities are reviewed. The results revealed that some Malaysian universities attempted to integrate generic skills into their curriculum to increase the rate of employability; however, there is an ambiguity regarding the assessment of generic skills in the context of higher education. Further research needs be conducted to investigate the assessment of generic skills.

The purpose of this study is to investigate international postgraduate students' perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students' perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in languagerelated problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing proper academic language and vocabulary respectively as the most difficult areas in writing. However, with respect to general academic writing skills, they perceived the most difficulties in reviewing and criticizing the literature, writing introduction and research gap. The results of this study implied that international postgraduate students who graduated from non-English medium instruction universities should be supported in terms of English for Academic Purposes (EAP), critical thinking skills and language-related skills to become selfdirected in learning to write.

Some studies have reported the positive outcome of using concordancers and dictionaries in (ESL) context. This study aims to examine how an EFL writer consulted with concordancers and dictionaries along with Google and Google Scholar when engaging in academic writing at university level. The researcher investigated a non-English-major postgraduate student corpus consultation over five months. The researcher provided a toolkit including corpus tools; concordancers, collocation dictionaries, thesaurus, Google, in combination with traditional reference resources such as monolingual and bilingual online dictionaries. The participant received a three-session training to consult with different resources while writing research paper. Real-time data, stimulated recall interview, participants' writing and query logs served as the main sources of data. Results showed that the participant was aware of the applicability of each corpus tool. He could successfully solve 604 linguistic problems, and promoted his linguistic awareness. It is implied that corpus tools have the potential to assist EFL writers in proofreading and editing the surface levels of their writing.

This study aims to explore the association between emotional intelligence and job performance amongst academic administrators in Malaysia. The data was collected by using questionnaires and descriptive statistic was employed to investigate the strength of the linear relationship between emotional intelligence and performance. Results obtained from surveying a sample of 196 academic administrators showed that emotional intelligence positively correlated with job performance. It is argued that the higher level of emotional intelligence predicts the learning establishments. The results indicate that to boost emotional intelligence among academic administrators, several contributing social factors are affected, such as developing a new cohort of highly-competent emotionally skilled administrators who can manage changeable situations at higher intelligence in the higher education. The article implies that predisposition of emotional intelligent support educational administrators regarding their selection and recruitment across higher learning institutions.