Mussa S Abubakari
@ubd.edu.bn
Research Student, Sultan Hassanal Bolkiah Institute of Education
Universiti Brunei Darussalam
RESEARCH, TEACHING, or OTHER INTERESTS
Education, Information Systems and Management, Multidisciplinary, Human-Computer Interaction
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Mussa Saidi Abubakari, Gamal Abdul Nasir Zakaria, and Juraidah Musa
Springer Science and Business Media LLC
Abstract In the contemporary world of digitalisation, comprehensive digital competence (DC) is and should be an integral part of students’ repertoire to guarantee not only academic but also professional success. However, the level and requirements for DC may vary within specific educational contexts, especially in culturally oriented institutions. This study examined the reliability, validity, and applicability of the DigComp framework in assessing DC among university students from Islamic and general education institutions in Brunei. Using quantitative data (N = 439) collected through an online survey, we employed confirmatory factor analysis, validity, and reliability measures, with findings showing excellent model fit and strong psychometric properties across both samples. The study’s results also reveal variations in DC levels, with students reporting lower self-assessment scores in Digital Problem Solving and Content Creation, suggesting these competencies present more challenges. On the other hand, Digital Safety and Communication and Collaboration had higher scores and showed less challenge in the acquisition of the competencies. These findings underscore the need for balanced development across all DC competencies, aligning with DigComp’s holistic vision. The study contributes theoretically by validating DigComp in diverse educational contexts and practically by providing a tool to inform curriculum and policy, supporting inclusive, adaptable digital literacy strategies across varied educational systems.
Mussa Saidi Abubakari
IGI Global Scientific Publishing
The chapter provides a comprehensive analysis of the intersection between generative artificial intelligence (GenAI) and andragogy, exploring how emerging AI technologies can transform adult learning. It begins by grounding the discussion in adult learning theories, notably Knowles' model, before unpacking the fundamentals of GenAI. The chapter critically examines how GenAI aligns with adult learners' self-directed, experiential, and problem-centred approaches, offering practical examples and global case studies. It also addresses pedagogical strategies for integrating GenAI, emphasising learner engagement, ethical considerations, and digital readiness. Challenges such as technical, pedagogical, and societal barriers are explored alongside future research and innovation pathways. This work ultimately offers educators, researchers, and policymakers evidence-based insights and recommendations for harnessing GenAI to enhance adult education worldwide.
Mussa Saidi Abubakari
IGI Global Scientific Publishing
This chapter assesses the wave of transformation that generative artificial intelligence (GenAI) can bring for personalised Islamic religious education (IRE). It elaborates on how AI-generated content can make a difference and help create spiritually tailored learning experiences based on individual needs and goals. Historical practices are compared with modern educational theories to see the uptake of GenAI in different fields related to IRE (e.g., Quranic recitation and Hadith retrieval). The major benefits of AI are thoroughly described, including increased learner motivation, engagement, and educator support, alongside the ethical, pedagogical, and infrastructural challenges for IRE contexts. The chapter concludes with practical recommendations for implementation and strategic planning while discussing future trends and research directions. The chapter places generative AI in the context of moulding Islamic learning, sensitivity, and responsibility to culture and Islamic theology.
Mussa Saidi Abubakari
IGI Global Scientific Publishing
The cruciality of financial inclusion is the key determinant of economic empowerment. Individuals, however, are continually inhibited in their engagement with financial technology solutions because they lack digital competence. This chapter examines the contribution of digital competence toward financial inclusion through FinTech uptake. It defines the basic digital skills necessary for financial technologies and reviews prevailing gaps, especially among the underserved. Socioeconomic, cultural, and infrastructural barriers to digital competence are discussed, with strategies like educational programs advocated to increase digital literacy. Improved digital competence enables individuals to navigate FinTech platforms effortlessly, reducing gaps and facilitating inclusive financial participation. A reflection is made on broader impacts on economic growth and sustainable development, with policy recommendations for digital upskilling. This chapter signals the nexus between digital competence and financial inclusion, recommending proactive steps to ensure fairness in access to FinTech.
Mussa Saidi Abubakari
IGI Global
The 21st century has witnessed the pervasive influence of digital technologies (DT) in all aspects of life, necessitating the digital transformation of educational institutions, including those with a religious focus, such as Islamic education (IE). DTs have not only revolutionized the methods but also opened up vast opportunities to enhance the global competitiveness of Islamic education. This is a pilot survey study with data from Indonesia and Malaysia, where participants' perceptions of the adoption of DTs in IE were quantitatively analyzed. The findings provide not just theoretical insights but also strategic insights for the incorporation of DT in IE, particularly by considering the perceived IE compatibility and the digital self-efficacy factors of individuals in Islamic education institutions. These insights, with their immediate practical implications, offer valuable guidance for educators and policymakers in the field of Islamic education and digital technology, equipping them with the necessary tools to navigate the digital transformation of Islamic education.
Sulaiman Musa, Mussa Saidi Abubakari, and Lawal Olamilekan Abdulwahab
IGI Global
Small and medium enterprises (SMEs) account for exceptional difficulties and opportunities due to technological developments that have reshaped business landscapes in recent years. The growth of SMEs through effective operation, innovation, and competitiveness in the digital landscape has become relevant in recent decades. Artificial Intelligence (AI) is becoming more integrated into SMEs to enhance competitiveness and operational efficiency. This study explores how AI is automating production and services processes, aiding in quick data analysis, and improving decision-making processes to enhance operation and productivity, customer satisfaction, drive innovation, and give competitive advantages for SMEs to excel. However, SMEs' adoption of AI is not without challenges, which include the high cost of implementation, the need for specialized skills, and the complexity of AI systems. Hence, the study highlights the challenges related to AI adoption in SMEs, such as cost constraints and inadequate expertise, and complexity in scraping strategies, such as incremental implementation, investing in employee training, and focusing on personalized customer experiences to overcome these barriers. The study recommends that SMEs to integrate AI in their production process, predictive analytics, and customer service automation to enhance customer satisfaction and revenue generation.
Mussa Saidi Abubakari
IGI Global
Natural Language Processing (NLP) is an emerging field often integrated into Artificial Intelligence (AI) technologies. NLP has significantly advanced, leading to the widespread use of generative AI-powered (Gen-AI) models across various domains. However, while Gen-AI systems have been successfully implemented in several languages, AI-based language models still face considerable challenges and shortcomings, including generating biases in sensitive languages like Arabic. Therefore, the primary objective of this chapter is to provide an overview of the biases in Gen-AI-powered models in the context of the Arabic language, exploring the sources of these biases, their implications, and potential strategies for mitigation. The biases in Gen-AI-powered models underscore the need for ongoing research and development to create more equitable and accurate AI systems. By understanding the origins and implications of these biases and implementing effective mitigation strategies, we can work towards AI models that better serve diverse linguistic communities.
Mussa Saidi Abubakari, Wasswa Shafik, and Ahmad Fathan Hidayatullah
IGI Global
Artificial intelligence (AI) has become enormously prominent in various industries in recent years, completely changing the way humans accomplish their daily activities, especially the educational process. While integrating AI technologies in educational settings might present new potential, there are drawbacks and challenges as well, particularly in the Islamic religious educational context. Therefore, the purpose of this chapter is to assess the viability of incorporating AI into Islamic religious educational settings by doing a thorough SWOT (strengths, weaknesses, opportunities, and threats) analysis. The chapter explores the benefits, drawbacks, opportunities, and risks of implementing AI in the context of Islamic education. Thus, the factors, both internal and external, that may have an impact on the effective integration of AI in Islamic educational environments are evaluated. Policymakers, educators, and other educational stakeholders may make well-informed judgments on the utilization of AI technologies in Islamic religious education by recognizing these analytical aspects.
Mussa Saidi Abubakari and Kassim Kalinaki
Embracing Technological Advancements for Lifelong Learning IGI Global
In Islamic education, the infusion of digital tools is reshaping conventional paradigms, demanding the cultivation of digital competence (DC) as a pivotal skill. Balancing technology with cultural and religious sensitivities requires finesse from scholars and learners. This chapter underscores DC's enduring importance in lifelong learning, validating its applicability in Islamic education through a study involving 122 participants from Indonesia, Uganda, and Malaysia. Using quantitative surveys, the research affirms DigComp 2.1's validity and reliability in this context. Notably, learners exhibit a moderate level of DC across its five domains without discernible gender-based differences. These findings advocate for the seamless integration of DC and contemporary skills into Islamic education, urging educators and policymakers to recognise the compatibility of digital tools with Islamic ideals. This study serves as a foundational pillar for shaping educational strategies that harmonise lifelong learning at the intersection of Islamic principles and technological progress.
Mussa Saidi Abubakari
IGI Global
Academic writing in the current times is significantly different from what it was a decade ago. Most prevalent in today's digital world is the disruption caused by Artificial Intelligence (AI) tools employed to assist in writing academic works. In this chapter, we overview the ongoing trend of the ethical challenge and implications of using AI-text detection systems for fostering academic and research integrity. Using current literature on the topic, the chapter has presented real-world cases where individuals have complained that AI-text detection platforms like that provided by Turnitin have flagged (as AI-generated) the content that was edited using language AI assistive tools like Grammarly and language translators. Furthermore, by reviewing the up-to-date empirical studies, we have presented an overview of the false-positive scenario of these AI-text detection tools and their biases towards non-native English writers. Finally, the chapter provides, besides the future outlook of the topic, the practical implications, including the consideration of fair and transparent AI-based tool usage policies.
Mussa Saidi Abubakari, Gamal Abdul Nasir Zakaria, and Juraidah Musa
Informa UK Limited
Mussa Saidi ABUBAKARI, Nurkhamid NURKHAMID, and Priyanto PRIYANTO
Turkish Online Journal of Distance Education
The study was intended to model online learning engagement of international students studying in Indonesia to determine which factors affect learner engagement. A survey was conducted online, and 102 international students filled the questionnaire. Partial Least Squares-Structural Equation Modeling (PLS-SEM) technique was used for data analysis. The results show that the variables: university support (T = 2.881, P< 0.01), motivation (T = 3.411, P< 0.01), and personal innovativeness (T = 2.426, P< 0.05) were the significant predictors of international students’ engagement in online learning. Other variables like instructor interactivity, student-material interaction, student-student interactions, and self-regulated learning didn’t significantly affect learner engagement. The findings of this exploration can be used as empirical data for higher education institutions’ managers when developing support programs for international students during their studies in a destination country. Other findings’ implications and recommendations are discussed.
M S Abubakari and Mashoedah
IOP Publishing
Abstract Currently, the whole world is facing the critical economy crash and enormous casualties as the ongoing coronavirus continues its intensive attack across the planet. Sadly, individuals in billions of numbers continue to face a constant threat from this contagious disease, with the condition unlikely to getting any improvement soon. In this paper, the aim is to provide an overview study of the current situation concerning the COVID-19 outbreak and the potential role of Internet of Things (IoT) as well as the associated technologies acting as technological solution in mitigating the outbreak. Thus, some potential literatures have been briefly reviewed for this paper as a research method. The review results indicate that, several technological solutions are innovated to deal with the COVID-19 pandemic effects. Digital technologies play a major role in the reformation of public health response towards the COVID-19 pandemic. Among digital technologies which have been at the front line include the IoT. Some examples and potential applications of IoT are discussed.
M S Abubakari, Nurkhamid, and G Hungilo
IOP Publishing
Abstract This study was aimed to evaluate the e-learning platform in a graduate school by using User Experience Questionnaire (UEQ). The data were collected from 65 respondents and analyzed using an excel data analysis tool. The results indicate that all six scales of the instrument are consistent except the novelty scale. Also, the calculated means of the scales are slightly positive as all values are greater than 0.8 compared to the UEQ benchmark. Although the respondents show a little positive impression with the platform, all scales means are below average category except efficiency scale which is above average as compared to the benchmark. This indicates that the platform needs more improvement in all aspects of user experience for it to be at least in a good category. The findings discussed in this paper are valuable for all academic stakeholders in various educational institutions which implement interactive e-learning systems as well as practitioners of user experience and developers of e-learning systems.