Conducting business nowadays has become much more challenging, and the importance of collective behavioral capacity is paramount regarding the behavior of employees along with internal information systems that form the backbone of many organizations in terms of competitiveness and survivability. This study, therefore, examined the effect of commitment, communication, competency, community, connection, consideration, and coordination on information system artifacts and the effect of information system artifacts on organizational resilience among Malaysian SMEs. To verify these statements and positioning, a sample of employees from registered organizations of the Malaysian Digital Economic Corporation Sdn Bhd (MDEC), participated in this study to examine a number of aspects. Quantitative data were collected from a total of 252 respondents through a questionnaire survey and data were analyzed using PLS-SEM. We performed the endogeniety assessment for the all the seven input variables and confirmed lack of endogeniety issues. The findings of this study constitute essential results that the commitment, communication, competency, community, connection, consideration, and coordination positively influenced the ISA. Furthermore, the mediating effect of ISA on the relationships of organizational resilience with commitment, communication, competency, community, connection, consideration, and coordination, had been revealed. The study concluded that a positive set of behavioral capital, if it exists inside organizations, enables the organizations to prosper and survive. Similarly, policymakers need to address the issue surrounding resilience in SMEs by establishing the correct benchmarking mechanism by introducing it as a formal activity to be undertaken regularly within the SMEs. Given the vast majority of employment in Malaysia and globally is provided through SMEs, if they become more resilient to change and to unforeseen events, then the employment of the vast majority of the working class can be secured across different nations.Sustainability 2019, 11, 3177 2 of 23 important. Resilience can be described as the capacity to utilize internal resources, such as people and processes within an organization in dealing with uncertainty and misfortune and accomplishment. Mallak and Yildiz [1] revealed that organizational resilience is the most important attribute of modern organizations to remain competitive and likewise, organizations with poor resilience may not survive into the next decade. Therefore, organizational resilience is the capacity that can be developed and maintained at the organizational level through utilizing resources at the disposal of the organization [2]. From a developmental viewpoint, it is a means to manage, develop, and maintain the much-needed capacities to ensure the organization is resilient [3]. This also facilitates the progression of the organization at the national level by helping to created job opportunities. In this study, the capacity viewpoint concerning organizational resilience is premise...

As Malaysia’s educational landscape continues to evolve, there is a need to rethink the models and practices involved in the teaching and learning process. The coronavirus disease (COVID-19) pandemic, subsequent lockdowns, and movement control restrictions have contributed to the shift in education, especially in teaching and learning. Educational institutions were instructed to close during the lockdowns and this forced educators and students to communicate and engage using digital technologies. Students have no issues when it comes to embracing technology, but their ability to stay engaged and participate during lessons was of concern to educators. According to recent research, collaborative learning has been shown to be enjoyable and engaging for students, especially when it is conducted digitally using innovative learning technologies. When students show an increased level of engagement, it shows that they are actively participating and are more involved during lessons. This quantitative study looks into the relationship between variables pertaining to digital collaboration (personal factors, environmental factors, social media support, digital collaborative tools, interactivity, motivation) and student engagement toward enhanced student participation during COVID-19. The study utilizes Lev Vygotsky’s Collaborative Learning Theory alongside Albert Bandura’s Social Learning Theory. The data analysis revealed that there is a positive significant relationship between digital collaborative tools, interactivity, and motivation towards student engagement, which in turn proved that there is a positive significant relationship that can be drawn between student engagement and enhanced student participation during COVID-19.

The application of blended learning in education has seen a steady rise over the years, especially among undergraduate and postgraduate students. Consequently, educators are in a position where they are inclined to select the most appropriate approaches in teaching and learning in order to improve learning among students and to fulfil profession requirements. This paper aims to investigate the role of blended learning technologies in enhancing student engagement in theory dominant subjects. The data attained from respondents were analysed qualitatively. A class of 38 students were observed and trained using blended learning technologies. The results revealed that innovative teaching strategies, gamification, simplified teaching, sense of belonging and equal opportunity does have a significant impact in enhancing student engagement in theory dominant subjects. The results of this study will be valuable and useful in the development of various innovative teaching techniques which are able to attract students throughout the learning process, especially in theory dominant subjects.

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) mindset in innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers from primary and secondary schools in Malaysia. Data was collected through an online survey and was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. It provides an in-depth reason as to why students are not interested in the teacher's lessons which, in turn, affects their performance. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

No abstract