Agility of science and technology in communication has brought a new dimension of information dissemination, which may have influenced human perceptions, especially on the dissemination of news pertaining to this pandemic. This research aims to determine the students’ sources of information regarding the COVID-19 disease and investigate their intention to share the information pertaining to COVID-19. A survey study was designed using an online questionnaire involving 147 higher education students. The online questionnaire; measures three elements of the students’ intention, namely initiative, desire and resourcefulness. The findings; the sources of information regarding the COVID-19 pandemic are mainly the government authorities and local healthcare workers. The most preferred medium of information regarding the COVID-19 pandemic is social media, and the most trusted medium is the television broadcast. Also, finding suggests that the students take initiative to verify information and demonstrate a desire to share credible and right information with their family and friends through social media. As such, in an effort or attempt to disseminate credible information about any important matters to the general public, the government can count on students as agents for transmitting the information to third parties including their family and friends.

The development of Qur'anic Tahfiz education centres has grown rapidly in the country due to the public demand and awareness of the importance of reciting the Quran. The government has welcomed the existence of a vocational Syariah Tahfizes (Tahfiz) in Malaysia for this Tahfiz institution moving towards the Industrial Revolution 4.0. This study explores the obstacles in establishing vocational skills in the Tahfiz curriculum among the Tahfiz centres in Malaysia. This study uses the qualitative approach. Interview sessions with study participants were conducted by bringing the researcher down to the field for data collection. The study's findings show that the biggest challenges in establishing vocational skills in Tahfiz educational centres are mainly due to financial problems and lack of coordination for standard curriculum. The results of the interviews show that three other challenges were encountered, including the lack of skilled teachers, students' attitude and community perception. At the same time, the most dominant challenge facing culinary courses is financial problems. In addition, curriculum alignment is also seen as a difficult task for the Tahfiz administrators to reach a systematic standard. Studies on the challenges of establishing the skills in vocational will help transform the Tahfiz educational institutions in Malaysia in the future.

Nowadays, the unemployment among special needs students with learning disabilities is getting worse in Malaysia. Societies are always not confident of the employability skills of people with special needs, as the former do not believe that the latter could work efficiently. Since they are often associated with low self-confidence, the capabilities of people with special needs are often in doubt, and their self-efficacy is also open to question. Self-efficacy is included in the environmental factors that contribute to the degree of skilfulness. Therefore, this study aims to explore the level of employability skills and self-efficacy of students with learning disabilities, and determine the relationship between the two variables. This quantitative survey research was conducted at the Indahpura Special Education Vocational Secondary School, Kulai, Johor. About 60 students from four courses were recruited for the purposed of this study. An instrument was adapted with minor modifications from the Secretary's Commission on Achieving Necessary Skills (SCANS) to study the employability skills and The General Self-Efficacy Scale (GSE) to study the self-efficacy. Data were analysed using the Statistical Package for Social Science Version 19.0 (SPSS 19) to obtain the frequency, mean, standard deviation, percentage and correlation between the variables. The results show that employability skills and self-efficacy of the students with special needs are at a moderate level. The findings of the study reveal that there is a strong positive relationship between self-efficacy and the student’s employability skills. In conclusion, special education students with learning disabilities have room for improving their employability skills, and they can do it through these avenues: attend entrepreneurship programmes, participate in community services, and undergo self-improvement courses as well as practical training in relevant agencies. Societies are duty-bound to provide continual guidance to the students with special needs so that they can be a useful, and competitive work force to serve the country.

This study aims to investigate the influence of students’ knowledge, attitude, and behavioral intention on their behaviors during the COVID-19 pandemic. A survey study was designed using an online questionnaire involving 653 respondents from the first to final-year students at a Malaysian university. A CACQ-COV instrument was designed based on the Theory of Reasoned Action (TRA) model, comprising 67 items in four constructs: students’ knowledge of the current pandemic, emotional engagement, behavioral intention, and behavioral action. The results show that the students learn most about the COVID-19 pandemic from the media and the internet platform; more than 50% of the students rated the television broadcast as the most trusted media. The mean scores of the students’ knowledge about COVID-19 facts and symptoms; emotion, intention, and action are at high levels. In addition, knowledge, emotion, and behavioral intention have significantly influenced the students’ behaviors and actions; it is noted that emotion has the greatest influence compared with knowledge and behavioral intention. The implication is that television broadcast should be the primary choice of media for carrying out future mass campaigns, in preference to social media, especially for announcing urgent matters and disseminating information related to the current issues.

Given the impact of unsustainable practices, work, and living patterns, it has become increasingly important to raise global citizens as stewards of the earth’s life support system. Thus, developing sustainability literacy has become very crucial. A sustainability-literate professional can make sound decisions and act in environmentally friendly, socially acceptable, and economically viable ways. Technical and vocational education and training (TVET) arguably has the potential to educate workers, graduates, and citizens alike in developing sustainability literacy since it is regarded in many nations as the supplier of skilled labour. TVET teacher training programmes in Malaysia have been vastly proficient in developing vocationally competent teachers and workers. Still, there remains uncertainty regarding the extent to which these vocational teaching professionals have been trained to develop sustainability competencies and literacies. The implication is that, when technical and vocational teachers responsible for training workers do not possess the requisite competencies to engage in sustainability education, the potential for TVET to become a viable tool for ESD diminishes. Given this backdrop, this study was undertaken to propose a curriculum framework for sustainability literacy for technical and vocational teacher training programmes. Using a modified Delphi method (MDM) consisting of 15 expert participants from Asian-Pacific countries, four important curricular elements for sustainability literacy were identified and defined. These include the learning outcomes for sustainability literacy, teaching competencies for sustainability literacy, pedagogical approaches to foster effective teaching and learning for sustainability, as well as ESD integration strategies. The specific indicators within this curriculum framework were also defined. The paper concludes with vivid implications for practice within TVET teacher training programmes in realising Goal 4 of the United Nations Sustainable Development Goals (SDGs).