Diversity and inclusion in global higher education: Lessons from across Asia

Abstract

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The Implementation of Personalised Learning to Teach English in Malaysian Low-Enrolment Schools

“…Due to the fact that students are expected to apply their knowledge and understanding to real-world problems, this method also encourages critical thinking and problem-solving abilities. Teachers indirectly assist students in developing a sense of ownership over their learning while enhancing their academic performance by exposing them to PBL in personalising their learning [32]. As highlighted in the fourth Sustainable Development Goal (SDG 4), indicator 4.4.1 [33], it also gives students the chance to develop 21st century skills like collaboration, communication, and creativity.…”

“…The pursuit of intrinsically motivating endeavours that are consistent with personal goals has been found to enhance individuals' happiness and satisfaction. By allowing students to focus their time and energy on activities that genuinely captivate their interest, personalised learning fosters a sense of ownership and accountability for their learning outcomes [32]. Within the framework of personalised learning in a low enrolment school, self-directed learning emerges as a prominent aspect.…”

Superficial Causes of AUM Theory Affect Uncertainty and Anxiety among Students in a High-Context Culture

“…This new era is marked by multiculturalism and multilingualism, making it more crucial for communication researchers to create theoretical paradigms that can resonate with this diversity. Malaysia also is known for its unique style in Southeast Asia as a multicultural and multilingual society (Kong & Chen, 2022). This diversity has been reflected in the higher education sector.…”