Sep 2026· Muallim Journal of Social Science and Humanities· 0 citations· 8 references
Abstract
The rapid onset of the Fourth Industrial Revolution and increasing global environmental volatility have necessitated a fundamental reimagining of national educational frameworks. This study examines the systemic paradigm shift represented by the Malaysia New Curriculum 2027, a landmark reform aimed at moving the nation from a traditional, performance-centric model to a fluid, competency-based ecosystem. Using an Integrative Conceptual Synthesis methodology, the research triangulates Malaysian national policy foundations with authoritative global benchmarks, including the OECD Learning Compass 2030 and UNESCO’s ESD 2030 roadmap, to bridge the persistent gap between theoretical policy aspirations and practical classroom realities. The analysis identifies critical systemic tensions currently hindering national progress, specifically the “content-density paradox” and the “readiness deficit” regarding digital ethics in the emerging era of generative AI. The primary finding is the proposal of the Sustainable-Holistic Synergy Model (SHSM), which posits that genuine future-readiness is a synergistic outcome of three interdependent pillars: adaptive cognitive flexibility, ethical digital humanism, and stewardship-driven sustainability. The study concludes that the ultimate success of the 2027 reform depends on a radical redefinition of national assessment tools and the empowerment of teachers as facilitators of synergy. Future research should empirically validate these SHSM pillars through longitudinal pilot testing across Malaysia’s diverse urban and rural school landscapes to ensure an equitable and inclusive national transformation
The article addresses the problem of professional readiness of future IT specialists within the context of digital transformation, lifelong education, and contemporary educational paradigms. The relevance of the study is determined by the growing demands of the digital economy for professionals capable of adapting to rapid technological changes, engaging in continuous professional development, and effectively operating in innovation-driven environments. The aim of the article is to conceptualize the phenomenon of professional readiness of future IT specialists within the lifelong education system, substantiate its theoretical and methodological foundations, and identify its structural components in the context of Education 5.0 and the digital transformation of society. The study is based on a comprehensive theoretical analysis employing methods of scientific literature review, synthesis, comparison, systematization, and conceptual generalization. The methodological framework integrates system, competency-based, activity-oriented, personality-oriented, axiological, and synergetic approaches, which provide a holistic understanding of professional readiness as a multidimensional phenomenon. The findings suggest that professional readiness should be interpreted as an integrative personal and professional construct that combines professional knowledge, technological competencies, value orientations, reflective abilities, innovation capacity, and readiness for continuous self-development. A structural model of professional readiness is substantiated, comprising motivational and value, cognitive, operational and technological, personal and reflective, and innovation and self-educational components. It is argued that the interaction of these components ensures professional adaptability, mobility, innovation, and sustainable professional growth in rapidly changing technological environments. The scientific contribution of the study lies in clarifying the conceptual essence of professional readiness of future IT specialists, substantiating its structural organization, and identifying methodological foundations for further research within the lifelong education paradigm.
L. Aleksіeіenko-Lemovska· Scientific Journal of Poloni...· 0 citations
The global educational ecosystem currently stands at a profound historical inflection point, chara-cterized simultaneously by rapid technological acceleration and severe structural fragility. At the dawn of the twenty-first century, theoretical discourse in education was largely dominated by a techno-optimistic paradigm, which posited that digital connectivity and the democratization of information would inherently level the playing field, eradicating historical inequities. Furthermore, as the world confronts the existential threat of anthropogenic climate change, educational systems are tasked with rapidly integrating Education for Sustainable Development (ESD) to foster a generation capable of navigating and mitigating ecological collapse. Employers are increasingly pivoting toward skills-based hiring matrices, demanding that higher education institutions urgently reconfigure their curricula to prioritize demonstrable competencies over static academic qualifications.
This comprehensive chapter provides an exhaustive analysis of the emerging issues and structural challenges currently defining the global education sector. By synthesizing empirical data sets, international policy frameworks, and theoretical pedagogical paradigms, the ensuing analysis unpacks the second- and third-order implications of these trends. The objective is to rigorously assess how these intersecting crises demand the creation of resilient, ethically grounded, and radically inclusive educa-tional ecosystems capable of sustaining human develop-ment throughout the twenty-first century.
The rise of Industry 5.0 has moved the trajectory of industrial transformation from technology efficiency to human-centricity, sustainability and resilience. This paradigm change poses major difficulties and opportunities for higher education institutions (HEIs) which are increasingly expected to educate future-ready graduates with technical, ethical and multidisciplinary competencies. While there is increasing academic interest in Industry 5.0, the existing research on higher education preparedness is fragmented, with a majority of the studies focusing on digital readiness and technical adoption, but neglecting the wider institutional factors. To fill this gap, the current study reports a comprehensive literature evaluation synthesizing and integrating the extant knowledge on higher education preparedness for Industry 5.0. Relevant material between 2018 and 2025 was thoroughly found and examined from key academic databases and policy sources. Thematic synthesis yielded six core dimensions of preparedness: technological and digital preparedness, human capital and faculty readiness, curriculum and pedagogical transformation, organizational and leadership readiness, industry-academia collaboration, and institutional and policy support. This study proposes a multidimensional conceptual framework drawing from Human Capital Theory, Sociotechnical Systems Theory, Dynamic Capability Theory, and Institutional Theory that redefines preparedness as an integrated institutional capability rather than a set of separate readiness indicators. The approach also situates these factors within the Indian higher education setting and highlights how policy environments, institutional diversity and resource restrictions influence readiness outcomes. This study contributes to the burgeoning discourse on Industry 5.0 by giving a holistic view of the transition of higher education and setting a framework for future empirical research, policy formulation, and institutional strategy creation.
Babli Sagwal, P. Vij· International journal of res...· 0 citations
The National Education Policy 2020 (NEP 2020) represents one of the most ambitious educational reform initiatives undertaken in India in the past three decades. Conceived as a transformative framework, the policy seeks to restructure the Indian education system by promoting multidisciplinary learning, flexibility in academic pathways, integration of vocational education, and the adoption of technology-driven educational practices. However, the success of any public policy is determined not only by the clarity of its vision but also by the effectiveness of its implementation at the institutional level. This study examines the implementation of NEP 2020 within undergraduate colleges affiliated with the University, focusing on the gap between policy design and institutional execution. Employing a mixed-methods research design, the study draws on quantitative survey data and qualitative insights gathered from ten affiliated colleges—two urban and eight rural institutions. The findings reveal significant structural and administrative challenges that hinder effective implementation, including inadequate infrastructure, shortages of trained faculty, limited digital readiness, and an overburdened examination system. Furthermore, the study highlights the complexities of implementing national-level reforms within a federal governance structure where educational policy is centrally formulated but largely executed by state-level institutions. The analysis suggests that while NEP 2020 provides a visionary blueprint for educational transformation, its success depends heavily on institutional preparedness, sustained financial investment, and coordinated policy execution across governance levels. Bridging the implementation gap is therefore essential to realize the transformative potential envisioned by NEP 2020.
Dr. Dipak R. Darji, Rakesh M. Patel· International Journal of Lat...· 0 citations
Vietnamese higher education is undergoing a fundamental transformation in which its traditional teaching mission is increasingly complemented by the responsibilities of knowledge creation and innovation development. This study examines the current state of innovation ecosystems within higher education institutions and identifies key structural bottlenecks under the influence of emerging policy orientations, particularly Politburo Resolutions No. 57 and No. 71.
The research employs a qualitative approach based on an extensive review of international academic literature, analysis of domestic policy documents, and examination of representative innovation models implemented by major Vietnamese universities. The findings indicate that although innovation ecosystems are gradually emerging within Vietnamese universities, they remain fragmented and lack sufficient institutional depth and systemic integration. The interactions among universities, enterprises, and governmental actors have yet to evolve into a mature and self-sustaining innovation ecosystem.
Based on these findings, the study proposes an integrated analytical framework that combines the Smart University model with the Triple Helix approach. This framework is expected to strengthen research capacity, facilitate knowledge transfer, and enhance innovation performance within the context of digital transformation. The paper further provides policy recommendations aimed at improving institutional arrangements, fostering university industry collaboration, promoting digital governance, and accelerating the commercialization of research outcomes.
Minh Giang· International journal of res...· 0 citations
The increasing threats of climate change, environmental degradation, and rising unemployment have heightened the need for education systems that can develop a workforce equipped with sustainability-oriented competencies. Technical and Vocational Education and Training (TVET) has been identified as a strategic platform for equipping learners with practical skills required for sustainable development and climate-resilient workforce formation. However, the integration of green competencies within TVET programmes in Nigeria remains inadequate and inconsistent. This study explored the embedding of green competencies in TVET as a pathway to sustainable development and climate-resilient workforce formation in Nigeria. The study adopted a qualitative research design using a structured interview schedule administered primarily through online platforms. A purposive sample of 55 lecturers was drawn from six universities, one from each geopolitical zone in Nigeria, across key TVET programme areas. Data were analysed using thematic analysis. Findings revealed that essential green competencies include environmental management, sustainable production practices, renewable energy, waste management, and climate adaptation skills. The integration of these competencies was found to be fragmented and largely dependent on individual lecturers rather than institutional frameworks. Key challenges include outdated curricula, inadequate instructional resources, limited lecturer capacity, weak policy support, and poor industry collaboration. The study concludes that embedding green competencies in TVET is critical for developing a climate-resilient workforce. It recommends curriculum reform, capacity building for educators, improved funding, and stronger policy and industry support to enhance sustainability integration in Nigerian TVET systems.
Godfrey Nwabueze Omego, L. O. Nwandu, U. Nwike et al.· Discover Education· 0 citations