The article reviewed the collective mental health and well-being of students' academic life in transition after two years of the COVID-19 outbreak. The article provided vibrant color for a cross-sectional study on mental health and well-being in academic life with COVID-19 restricted protocols of Education Teacher Training Faculty, which works on the teachers' candidates. The study employed a cross-sectional method that looped the three main students’ knowledge awareness; personal health, environment, and new-normal adaptation. Overall, 105 students participated in the COVID-19 Pandemic Mental Health Questionnaire (CoPaQ), which projected regression analysis and overviewed to identify academic-life effects. The result projected multivariate test of distractions impact which is moderately stable on 44 percent, with F on 6, 216, with p over 0.01. Also, it marked gradually latent 44 percent of personal health awareness, 68 for environment knowledge, and 68 for the new normal adaptation. In addition, MANOVA projected 68 of the bearing transition, compared to 46 of growing risk on mental health and well-being. The trends were associated with the students' essential knowledge of Covid-19 transmission and its common symptoms, obey to official policy, adapting new-normal behaviors, figuring the support of family, and religious spiritually restored. Balanced mental health and well-being will bring a bright university life and training pathways as a teacher candidate.

To prevent the spread of the coronavirus (Covid-19) and its pandemic, emergency remote teaching must be implemented. This has brought significant problems and difficulties for students due to this unusual circumstance, EFL students must learn to adapt their abilities. Because of the widespread use of technology in education, the quick transition to complete online learning necessitates some adjustment. EFL students must be able to handle online learning that is performed through technology integration and utilizing technological tools they have never used before in a short period of time. In response to emergency remote teaching, this study examined how engaged EFL students are, as well as their perceptions of such engagement. One hundred ninety-one students from four state Islamic universities in Aceh filled out an online questionnaire adapted from McColskey (2012). Both descriptive and thematic methods were used to analyze the data. EFL students demonstrated their level of engagement in all three categories of engagement: behavioral, emotional, and cognitive engagement. Positive responses and feelings of satisfaction were shown during emergency remote teaching. It indicates that EFL students have a better grasp of how to use technology in education. It is essential to constantly enhance their skills and have enough equipment and infrastructure to facilitate online learning.

The article projected the cultural identity resistance to preserve the young generations within the Malay community among Southeast Asia nations. The article uncovered the challenge of cultural shifts young people to bear with global life. The Modernism way of life might not suit to the original way of life; it only took to hedonism, personal logic, and contemporary then merely to maturity. At the same time, it might also endanger the existence of Malay Identity for the long term. This article conveyed the friction of cultural shift among Malay young people who influenced to expose the change in their personal identity and role model. The friction carried a serious threat to the whole Malay as an origin identity. The article composed the research focuses on the Malay race tradition who embraces Islam as a way of life. The Malay community embraces Islamic Identity as a cultural feature “adat bersendikan syarak” the collocational Islamic tradition within the cultural identity. The identity-preserved religion and culture inseparable and integrated one to another as ethnographically proposed research articles applied implemented participant and key informant interviewing from issues phenomenon.