This study explores collaborative teacher growth through the lens of Digital Learning Agility (DLA) and its impact on teaching practices and professional development. Using qualitative methods and thematic analysis, the research highlights how fostering collaboration among educators can enhance instructional approaches and student outcomes, ultimately creating a supportive and innovative educational environment.

This qualitative study explores the definition and essential components of computational thinking (CT) within the Malaysian educational context. Through semi- structured interviews with educational technology experts, the research delves into the nuanced understanding of CT, considering its adaptation to the local educational landscape and its broader applicability beyond technical skills. The findings reveal that CT in Malaysia is defined as a problem-solving methodology emphasizing inclusivity and thinking, as guided by the Malaysian Ministry of Education (MOE). Essential of CT identified by experts align with MOE's framework and encompass abstraction, decomposition, pattern recognition, algorithms, logical reasoning, and evaluation. This approach equips students with skills for a computational world and strengthens their critical thinking. The study concludes that integrating CT by focusing on these key skills can enhance students' problem-solving abilities and support national progress. Limitations include the study's focus on educational technology experts. potentially excluding broader educator perspectives, and variations in CT adaptation across regions. Future research should include diverse educator viewpoints and longitudinal studies to assess CT instruction's long-term impact and effectiveness.

To better understand the dimensions of digital learning agility among teachers, a qualitative study was carried out by analyzing semi-structured interviews with three in-service teachers from Selangor, Malaysia. By thematic analysis, this preliminary study has revealed nine dimensions that shapes the Malaysian teachers’ digital learning agility including speed, flexibility, experimenting, performance risk-taking, interpersonal risk-taking, information gathering, collaborating, feedback seeking, and reflecting. Overall, this study shed insights to the existing body of knowledge of learning enablers that might assist in shaping teachers’ digital learning agility

This study aims to explore the construction of a supportive ecosystem in the development of teacher creativity within the education domain. The research primarily focuses on the emergence and development of teachers' individual creativity within the organizational context and their interaction with the organizational environment, in support of the teacher’s professional development. As a result, the mechanisms underlying the occurrence of individual creativity within the organizational context are summarized, and supportive policies to foster teacher creativity development are proposed. This research has significant implications for the development of individual teacher creativity, professional development, and organizational creativity management.

Peer assessment (PA) refers to any arrangement in which learners consider the amount, level, value, worth, quality or success of the learning outcomes of their peers. In simpler words, peer assessment is a form of assessment which allows the learners to provide grades/marks and/or feedback to their peers by assessing their peers' work and contribution. This paper conceptually explains about peer assessment as a strategy to increase students' commitment and motivation when working collaboratively. The first part of this paper discusses about the nature of collaborative in higher education setting. Essentially, peer assessment can be the key to uncovering what happened behind the scenes during the collaborative learning process, i.e. during group assignment or group project. In this research, an exploratory case study design was conducted among higher education instructors at a public university in Malaysia. This research seeks to explore the strategies and tools used by higher education instructors to conduct peer assessment in their teaching, with a focus on innovative approaches and digital tools used by these instructors in multidisciplinary educational contexts.

The rise of computational thinking (CT) inclusion in education systems across the world has prompted the needs to effectively measure the computational skills for various educational level, i.e. from early childhood, elementary, secondary (K-12 education) up to adult learners. In this paper, the essence of a research proposal is presented, which focuses on developing and designing an instrument suitable for Malaysian adolescent (i.e. secondary school level students) context. The paper aimed at outlining the research objectives, and limitations and the suggested research design. Delphi technique and interview will be deployed during the first phase of the study to obtain consensus from experts identified in the field, followed by the development of the instrument. Next, the instrument will be validated, and later tested with a group of students taking Basics of Computer Science subjects in schools. The research has implication for many stakeholders, mainly for educators involved in teaching the subject in school setting. The development of this instrument would benefit in assessing appropriate CT skills and practice, in the context of Malaysian education. Among the overarching contribution includes advocating CT as another critical 21st century skillset and enhancing individual competency in problem solving.