Early Childhood Education, Curriculum Design, Homeschooling & Indigenous Education
30
Scopus Publications
Scopus Publications
Reclaiming Nature in Urban Childhoods: Chinese Kindergarten Teachers’ Perspectives on Implementing Sustainability-Oriented Nature Play Yanfei Xu, Mohd Nazri Abdul Rahman Education and Urban Society, 2026 Nature play (NP) is increasingly recognized as a vital strategy for advancing sustainable early childhood education, supporting children’s holistic development and fostering ecological literacy from an early age. In the context of China’s rapid urbanization and shifting educational priorities, this study explores kindergarten teachers’ experiences, perceptions, and challenges in implementing nature play activities as a means to cultivate sustainability values in young learners. Adopting a qualitative research design, semi-structured interviews were conducted with participants from government-subsidized kindergartens in eastern China. The findings reveal that while teachers acknowledge the developmental and environmental benefits of nature play, its implementation is hindered by limited access to natural spaces, safety concerns, insufficient policy and institutional support, rigid curricula, and a lack of targeted professional training. Participants emphasized the need for adaptable and culturally responsive activity models that integrate traditional Chinese ecological values, align with the five core learning domains, and support the development of children’s environmental awareness and agency. This study contributes to the broader discourse on education for sustainable development (ESD) by offering context-specific insights and practical recommendations for embedding nature-based approaches in China’s early education system.
Creative and expressive practices as coping strategies among working women during the COVID-19 pandemic: a qualitative study Kasturi Bai Munusamy, Mohd Nazri Bin Abdul Rahman, Amira Najiha Binti Yahya, Hamed Khazaei Frontiers in Psychology, 2026 Introduction The COVID-19 pandemic intensified stress among working women in Malaysia as they managed overlapping professional, domestic, emotional, and financial pressures. This study explored how working women experienced pandemic-related stress and how they used expressive arts practices as part of their coping efforts. Methods Guided by a qualitative interpretivist approach, the study involved semi-structured, in-depth interviews with 31 working women in Malaysia aged 21 to 60 who remained employed during the pandemic and engaged in expressive activities such as drawing, painting, dance, clay work, and writing. Data were analyzed using reflexive thematic analysis. Results The findings showed that participants experienced stress through interconnected challenges, including mental and emotional turbulence, difficulties with work-life integration, financial insecurity, and job uncertainty. Participants described expressive arts practices as helpful for non-verbal emotional expression, self-exploration, physical and mental relief, positive emotions, and psychological stabilization. Discussion Expressive arts practices were generally self-initiated and adapted to participants' personal routines and emotional needs rather than delivered as formal therapist-led interventions. The study suggests that creative and expressive practices may serve as accessible coping resources for working women during crisis periods and highlights the importance of recognizing gendered stress experiences in workplace and mental health support initiatives.
Parental Involvement in Digital Learning During Elementary School Education: A Systematic Literature Review Yuwei Li, Mohd Nazri Bin Abdul Rahman European Journal of Education, 2025 Parental involvement has been recognised as a key factor in influencing children's educational outcomes, especially in the context of digital learning in primary education. The objective of this research was to systematically review the research on parental involvement in digital learning scenarios in primary education to understand the definition of parental involvement, theoretical frameworks and research findings in this field of study. Following the PRISMA guidelines, 30 research articles published in peer‐reviewed journals from January 2014 to April 2025 were identified and reviewed from multiple databases. Findings reveal definitional inconsistency, limited use of theoretical frameworks and four key research domains: expanded parental roles (organising, monitoring, instructing), influencing factors (parent‐related, child‐related, external), growing focus on parents' emotional states and generally positive impacts on student outcomes. This review enhances comprehension of parental involvement in the digital learning context and offers insights for constructing a theoretical framework for parental involvement in this new context.
Adaptation and Validation of The Achievement Emotions Questionnaire Academic Boredom Subscale in Indonesian Islamic Boarding Schools Ghozali Rusyid Affandi, Cholichul Hadi, Nur Ainy Fardana, Mohd Nazri Bin Abdul Rahman Islamic Guidance and Counseling Journal, 2025 Despite the growing recognition of academic boredom as a factor influencing student engagement and achievement, there is still a lack of culturally adapted and validated instruments for use in religious and highly structured educational settings such as Islamic boarding schools. Most existing tools were developed in general, non-boarding, and secular school contexts, primarily in Western countries that differ significantly from the cultural and educational characteristics of Islamic boarding schools in Indonesia. Therefore, this study aimed to adapt and test the validity and reliability of the 16-item Academic Boredom subscale of the Achievement Emotions Questionnaire (AEQ) among Islamic boarding school students in Indonesia. A total of 408 students from Islamic Boarding Schools in East Java, Indonesia participated in the study. This process adaptation involved several stages, including double translation, expert review, a readability test and construct confirmation. The data were analysed using Confirmatory Factor Analysis (CFA) with the Diagonally Weighted Least Squares (DWLS) method, as well as with reliability tests using Cronbach's Alpha and McDonald's Omega. The model fit indices (CFI = 0.919; TLI = 0.901; RMSEA = 0.071) and high internal consistency (α = 0.906; ω = 0.917) indicate that the adapted Academic Boredom subscale is valid and reliable for use in Islamic boarding school students in Indonesia. The implications of the study indicate that the adapted AEQ scale can be used as a diagnostic assessment tool for academic boredom in Islamic boarding school-based junior high school student, as well as supporting the development of affection-based learning interventions in Islamic Boarding School.
Development of a STEM instructional model to foster approaches to learning in preschool children: a Fuzzy Delphi Method Lu Han, Mohd Nazri Abdul Rahman Asian Education and Development Studies, 2025 Purpose This study aims to develop a STEM instructional model for preschool education, specifically focusing on fostering children’s approaches to learning (ATL), including curiosity, initiative, persistence, flexibility and reflection. Design/methodology/approach The model was constructed using the Fuzzy Delphi Method, incorporating expert consensus to identify effective instructional strategies. A panel of 16 experts from early childhood education, curriculum design and STEM fields evaluated and ranked 51 instructional strategies across the engagement, exploration, explanation, elaboration and evaluation phases of the adapted biological sciences curriculum study 5E model. The triangular fuzzy number and defuzzification process were employed to ensure validity, with inclusion criteria set at a threshold value (d ≤ 0.2), a consensus rate of ≥ 75%, and an alpha-cut value (A ≥ 0.5). Findings The study identified a structured framework with 50 instructional strategies that integrate developmentally appropriate instructional strategies to enhance young children’s approaches to learning within a STEM context. The results highlight the importance of hands-on exploration, scaffolded learning experiences and problem-solving in early childhood STEM education. Research limitations/implications The model provides a systematic approach to STEM instruction in early childhood education. Its applicability requires further empirical research in diverse classroom settings. Practical implications This model offers a comprehensive guide for preschool educators to design and implement STEM activities that introduce foundational scientific concepts while nurturing children’s approaches to learning. Originality/value This study contributes to integrating STEM with ATL and providing a novel framework for fostering inquiry-driven, experiential learning in preschool settings, ultimately preparing children for lifelong learning and academic success.
A CROSS-CULTURAL COMPARATIVE STUDY ON EARLY CHILDHOOD SEX EDUCATION: INTERNATIONAL EXPERIENCES AND IMPLICATIONS Journal of Environmental Protection and Ecology, 2025
Exploring before transforming: A phenomenological study on home learning culture of indigenous semai primary school students in perak Malaysian Online Journal of Educational Management, 2022
THE EFFECTS OF COGNITIVE RESTRUCTURING AND STUDY SKILLS TRAINING ON TEST ANXIETY AND ACADEMIC ACHIEVEMENT AMONG UNIVERSITY STUDENTS Journal of Institutional Research South East Asia, 2022
