INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC)

TEACHING JAVA: A RESEARCH TREND

Mohd Rizal Razak — 2026-11-12

The rise of the significance of programming education has sparked academic interest in the best methods of teaching Java, especially since Java is now used extensively in object-oriented programming education and in the acquisition of fundamental computational skills. Nonetheless, the intellectual growth, research tendencies, geographical dispersion, thematic organization, and patterns of collaboration in the teaching Java literature are not synthesized adequately. This paper thus seeks to offer a thorough bibliometric review of academic literature on the teaching of Java and to determine its evolution, publications that have contributed most, the most contributing countries, the prevailing research topics and patterns of international collaboration. The bibliometric analysis was performed based on 239 academic articles found in the Scopus database with the help of an advanced search strategy that included three main concepts: Java, object-oriented programming, and teaching. The retrieved records were then analyzed and refined with the help of OpenRefine, and Scopus Analyzer and VOSviewer were used to analyze the trends in publications, citation performance, country contributions, co-occurrence of keywords, and international co-authorship networks. The results indicate how the interest in teaching Java research has evolved, the most impactful articles and the most contributing countries, and the key thematic groups and future research directions in the area. The keyword and collaboration analyses also emphasize the intellectual and geographical frameworks on which research on Java education is based. On the whole, the current research offers a systematic review of the current research environment in the field of teaching Java and a rich source of knowledge to teachers, researchers, and institutions interested in determining the current research directions, the emergent themes, and the opportunities to engage in international research in the future.

PROGRAMMING EDUCATION IN HIGHER INSTITUTION: A CHRONOLOGICAL REVIEW

Nor Zalina Ismail — 2026-11-12

Computational thinking and coding skills are becoming a crucial part of higher education, and programming education is now a mandatory part of it. Nonetheless, the history of research on programming education has changed significantly over the years, and pedagogical strategies, learning technologies, assessment, and new educational issues have changed. Although the literature is increasing, there is a dearth of a chronological knowledge of how programming education research has been born, grown, and developed in higher education. The purpose of this study is thus to critically review the history of research in the field of programming education in higher education by critically reviewing the literature chronologically. The Scopus database was searched systematically with the main keywords being programming education and higher institution to find relevant scholarly publications. After the predetermined search and selection, 88 primary studies (n = 88) were included in the analysis and grouped into three chronological periods: (1) Emergence and Foundational Development (19982014), (2) Expansion and Consolidation (20152023), and (3) Accelerated Growth and Research Maturation (20242026). The chronological review shows that research interest has evolved over time and that there has been a shift in the focus of research to more varied, technology-enhanced, learner-centred, and research-based methods. The results give a systematic overview of the evolving research environment and emphasize the way programming education has evolved to meet pedagogical, technological, and learner-based challenges in higher education. The research adds a time dimension that can guide researchers and educators to determine the already set directions, new priorities and future research opportunities in programming education.

RESEARCH TRENDS IN PROFESSIONAL DEVELOPMENT FOR NOVICE TEACHERS: A BIBLIOMETRIC INSIGHT

Charlotte Teo Fui Fui — 2026-11-12

Professional development plays a pivotal role in strengthening novice teachers' professional competence, instructional effectiveness, and long-term career sustainability. Despite the growing body of literature, a comprehensive understanding of the intellectual landscape, research evolution, and emerging trends in this field remains limited. This study aims to map the research trends in professional development for novice teachers through a bibliometric analysis of scholarly publications indexed in the Scopus database. Data were retrieved using an advanced search strategy based on the keywords "professional development" and "novice teachers". Following a rigorous screening process, 222 peer-reviewed journal articles published between 2022 and August 2026 were selected for analysis. The dataset was analysed using Scopus Analyzer for publication and citation performance, OpenRefine for data cleaning and standardisation, and VOSviewer (version 1.6.20) for network visualisation, including keyword co-occurrence and country co-authorship analyses. The findings indicate a steady increase in publication output, with the United States emerging as the most productive country, while Germany recorded the highest citation impact. Keyword analysis identified professional development, novice teachers, teacher education, induction, and mentoring as dominant research themes, whereas co-authorship analysis revealed expanding international collaboration. These findings provide a comprehensive overview of the field, identify emerging research directions, and offer valuable insights for researchers, educators, and policymakers seeking to strengthen evidence-based professional development initiatives for novice teachers.

MAPPING THE RISE OF GENERATIVE AI IN L2 WRITING FEEDBACK: A BIBLIOMETRIC ANALYSIS

Ezzan Amnie Azizan — 2026-11-12

Generative Artificial Intelligence (GenAI) is transforming Second Language (L2) writing instruction by enabling new forms of automated and interactive feedback that are personalised to individual learners. Academic interest has increased rapidly. However, the development, intellectual structure and emerging directions of GenAI mediated L2 writing feedback are insufficiently synthesised at the bibliometric level. The study maps the evolution and research landscape of GenAI in L2 writing feedback by examining publication trends, citation impact, geographical contributions, research themes and international collaboration. A bibliometric analysis was carried out on Scopus using an advanced search strategy that combined two main concepts: GenAI and writing feedback. The bibliographic records were then cleaned and standardised using OpenRefine, the publication and citation patterns were examined using Scopus Analyser, and the keyword co-occurrence and country level co-authorship networks were visualised with VOSviewer. The final dataset included 1,307 publications from 2023 to August 2026. The findings show a fast-growing area, with GenAI, Artificial Intelligence (AI), ChatGPT, large language models, higher education and feedback being the most frequent keywords. Specific notions such as academic writing, L2 writing, writing feedback, feedback literacy and English as a Foreign Language (EFL) writing and AI generated feedback seem to indicate an increasingly focused trajectory around language learning and writing development. The United States and China are the output giants. The analysis at country level shows an increasingly international landscape, with collaboration concentrated among major research hubs. Therefore, GenAI in L2 writing feedback has swiftly evolved from broad investigations of AI usage to more focused studies on feedback, writing development, learner engagement and pedagogical integration. This area is now an important and growing field of research in language education.

BETWEEN CULTURAL DIFFERENCE AND SHARED VALUES: INTERNATIONAL STUDENTS’ LEARNING THROUGH THE THEATRE PERFORMANCE OF MALIN KUNDANG

Zuraidah Ali — 2026-11-12

International theatre projects provide opportunities for students to engage with cultural differences through collaborative and creative experiences. However, the presence of participants from diverse cultural backgrounds does not necessarily result in meaningful cross-cultural learning. This study explores how international students experience and deal with cultural differences while participating in collaborative theatre performances and how the staging of the Indonesian folktale Malin Kundang shapes their understanding of cultural differences and shared values. Using a basic qualitative inquiry approach, this study involved 17 students from Indonesia, Taiwan, Vietnam and India who participated in an international theatre project. Data was collected through open-ended written reflections and manually analyzed using inductive thematic analysis. Four themes were identified: (1) dealing with cultural and linguistic differences, (2) moving from anxiety to connection through adaptation, (3) interpreting culture through Malin Kundang, and (4) discovering shared values across cultural differences. Findings indicate that cross-cultural learning develops through ongoing interaction, communication adaptation, affective and relational transitions and collective interpretation of narratives rooted in a particular culture. While participants acknowledged the cultural specificity of Malin Kundang, they also identified values and emotions that could be associated with their respective cultural backgrounds. This study suggests that theatre can facilitate cross-cultural meaning-making by enabling students to identify similarities without eliminating cultural differences, thus creating space for cultural openness in international higher education.

KNOWLEDGE AND AWARENESS OF CHILDHOOD HEARING LOSS AMONG EDUCATORS: A SYSTEMATIC REVIEW

Rafidah Mazlan — 2026-11-12

Childhood hearing loss may affect communication, language development, classroom participation, and academic progress, making educators an important group for recognising possible hearing difficulties and facilitating appropriate support. However, evidence on educators’ knowledge and awareness remains scattered across different educational settings and countries, with variation in the areas of hearing health assessed. This systematic literature review examined the level and domains of educators’ knowledge and awareness of childhood hearing loss, including understanding of early identification, access to hearing care, and professional support needs. The review followed the PRISMA framework. Advanced searches were conducted in Scopus and Web of Science using search terms related to knowledge and awareness, childhood hearing loss, and educators. The searches identified 527 records, of which 10 primary empirical studies met the final eligibility criteria and were included in the synthesis. Three themes were identified: (1) foundational knowledge of childhood hearing loss, covering causes, risk factors, signs, effects, prevention, and hearing technology; (2) knowledge for early identification and access to hearing care, including recognition, assessment, intervention, and referral; and (3) knowledge translation and professional capacity-building, covering training, curriculum adaptation, classroom support, and institutional resources. Across the studies, general awareness and knowledge of the effects of hearing loss were often stronger than knowledge of identification, referral, and intervention. Educational programmes improved short-term knowledge, although evidence of long-term application was limited. Greater attention to practical referral knowledge, role-specific training, and links between education and hearing-health services is needed.

CONTINUING PROFESSIONAL DEVELOPMENT FOR NOVICE TEACHERS: A RESEARCH TRENDS

Siti Nurzaida Rahayu Che Abdul — 2026-11-12

Continuing Professional Development (CPD) is an important strand of research in supporting novice teachers as they move from initial teacher preparation to the more complex professional world; yet the conceptual frameworks, research output, and the collaborative nature of this research field are not sufficiently synthesized. This study thus chose to carry out a bibliometric analysis to draw a map of the development and knowledge structure of research on CPD for novice teachers. A search strategy was developed using two key concepts: “Continuing Professional Development” and “Novice Teachers,” and bibliographic data were collected from the Scopus database. After the data screening and refinement, 431 records were kept for data analysis. The publication trend, top countries, top sources, and citation behavior were analyzed using Scopus Analyzer, and OpenRefine was used for cleaning and standardization of bibliographic metadata. Co-occurrence and co-authorship networks were then created and visualized using VOSviewer. The results reveal that there was a significant rise in the number of publications over the years, with the highest number of publications being 53 in 2024 (12.30%), followed by 52 (12.06%) in 2025. The United Kingdom was the top country in terms of publications, with 67 publications (15.55%), followed by the United States, which had a significant influence on citations. The keywords co-occurrence analysis revealed “continuous professional development” as the keyword with the highest number of appearances (170) and Total Link Strength (TLS: 169), which means that the keyword has a key role in the conceptual network. The publication with the most citations had 190, indicating the impact of coaching approaches to professional learning. In general, the results suggest that research on CPD for novice teachers has become more and more multidisciplinary and international. The study offers a unified view of the research path followed and highlight’s themes and influential research and collaboration networks that can guide future research, policymaking, and professional learning activities for novice teachers.

A CONCEPTUAL FRAMEWORK FOR PROFILING DIFFICULTIES IN READING AND SPELLING CLOSED CVC SYLLABLES AMONG PUPILS IN THE PEMULIHAN KHAS PROGRAMME

Haslinda Muan — 2026-11-12

Proficiency in reading and spelling closed consonant–vowel–consonant (CVC) syllables is an important aspect of Malay literacy development, particularly for pupils in the Pemulihan Khas programme who still require support with Skills 8–15. This article aims to develop a conceptual framework to describe these pupils’ profiles of difficulty in reading and spelling CVC syllables. Although previous studies have provided a basis for understanding phonological processing, relationships between written forms and sounds, CVC structure, and types of reading and spelling errors, the evidence reviewed remains fragmented across research foci and domains and has not been integrated into an account of CVC reading and spelling difficulty profiles. The framework is developed through a synthesis of linguistic concepts, theoretical foundations and evidence from previous studies. Psycholinguistic Grain Size Theory (PGST) informs the understanding of phonological unit processing, while Orthographic Mapping (OM) provides a basis for understanding relationships between written forms and sounds. The evidence is compared in terms of processing direction, the position of elements within the C–V–C structure, and reported error types. The synthesis yields seven components within three analytical groupings: three in the reading domain, comprising letter–sound correspondences, C–V–C blending and coda sound retention during reading; two in the spelling domain, comprising sound–letter correspondences and written CVC spelling; and two in the cross-domain grouping, comprising correspondence between reading and spelling performance and recurring error patterns. The article concludes that CVC reading and spelling difficulty profiles need to be described through an integrated account of accuracy, the processes involved, the position of affected elements, and the relationship between the two skills. The framework offers a conceptual basis for further empirical investigation within the Malay language Pemulihan Khas programme.

PROFILING FLOOD-AFFECTED COMMUNITIES IN KUALA NERUS, TERENGGANU: SOCIODEMOGRAPHIC CHARACTERISTICS, REPEATED FLOOD EXPOSURE AND IMPLICATIONS FOR COMMUNITY RESILIENCE

Ali Salman — 2026-11-12

Flooding remains a recurring disaster in the East Coast of Peninsular Malaysia, affecting communities with diverse demographic, residential and exposure characteristics. This preliminary study aimed to profile flood-affected respondents in Kuala Nerus, Terengganu, based on sociodemographic characteristics, residential conditions and previous flood experience. A quantitative descriptive pilot study involving 35 flood-affected respondents was conducted using a researcher-developed printed questionnaire. Data were analyzed descriptively using frequencies and percentages in SPSS. The sample was predominantly female (82.9%), respondents aged 30–45 years formed the largest age group (57.1%), 57.1% had SPM-level education, 65.7% were homeowners and 68.6% lived in intermediate-cost housing. Most notably, 85.7% have experienced flooding at least twice. Repeated exposure may provide opportunities for experiential learning through which communities develop situated knowledge about risk, preparedness and response; however, experience alone should not be interpreted as evidence of resilience. From a psychosocial and community perspective, resilience depends on whether experiential knowledge can be supported by risk awareness, social resources, preparedness and adaptive capacity and translated into effective action. The study provides an initial empirical profile for larger-scale investigations of how flood experience interacts with learning, preparedness and community resilience.

COMMUNITY-BASED INTERVENTIONS TO IMPROVE HEALTH AND WELL-BEING AMONG OLDER ADULTS IN MALAYSIA: A SYSTEMATIC REVIEW

Ernest Mangantig — 2026-11-12

Malaysia’s rapidly ageing population has increased the need for accessible community-based strategies that address the multidimensional health and well-being needs of older adults beyond conventional clinical care. However, evidence on community-based interventions in Malaysia remains dispersed across physical, cognitive, nutritional, psychosocial, and technology-supported programmes, limiting understanding of their characteristics, outcomes, and potential for wider implementation. This systematic review synthesised evidence on community-based interventions designed to improve health and well-being among community-dwelling older adults in Malaysia. The review was reported with reference to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 statement. Searches were conducted in Scopus and Web of Science using terms related to community-based interventions, health promotion, well-being, older adults, and Malaysia, supplemented by citation searching. Following screening, eligibility assessment, citation searching, and final refinement of the inclusion criteria, nine intervention studies were included in the qualitative synthesis. Three broad themes were identified: (1) targeted physical exercise and functional rehabilitation programmes (n = 3); (2) integrated multidomain and holistic lifestyle interventions (n = 4); and (3) digital health technologies and virtual delivery systems (n = 2). Across the included studies, favourable changes were reported in selected physical, cognitive, functional, behavioural, and psychosocial outcomes, although findings varied by study design, population, intervention, and outcome measure. Community-based interventions show promise for supporting healthy ageing in Malaysia, but the current evidence base remains small and heterogeneous. Larger multicentre studies, longer follow-up, greater consistency in outcome measurement, and stronger evaluation of sustainability, scalability, cost-effectiveness, and digital inclusion are required.

A STRUCTURED LITERATURE REVIEW OF TEXT COMPLEXITY IN CHILDREN’S STORYBOOKS

Anealka Aziz — 2026-11-12

Text complexity matters when judging whether children’s storybooks are suitable for young readers in terms of language, development, and meaning. Yet studies of text complexity often approach the issue from different angles. Some focus on measurement, others on linguistic features, and others on how children respond to the text. As a result, these strands of research are not always brought together. This study reviews research on text complexity in children’s storybooks published from 2017 to 2026. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Searches were conducted in Scopus and Web of Science using terms related to text complexity, readability, linguistic complexity, and children’s literature. After screening, duplicate removal, eligibility checking, and quality appraisal, 15 studies were included in the qualitative synthesis. The analysis produced three main themes. The first, Computational Measures of Text Complexity and Readability, covers readability formulas, automated linguistic measures, corpus-based resources, and computational modelling. The second, Linguistic Dimensions of Text Complexity, includes lexical, morphological, syntactic, grammatical, and discourse-related features. The third, Reader-Text Interaction and Text Complexity, considers children’s language resources, shared reading, social and technological support, presentation mode, and the relationship between visual and verbal information. The findings show that readability scores alone are not enough to explain text complexity. Difficulty also depends on the linguistic features of the text and on the conditions in which children engage with it. Based on these findings, the review brings three perspectives together. Computational measures show how complexity can be assessed, linguistic analysis helps explain which features make a text more demanding, and reader-text research shows how those demands may be experienced by children. Taken together, these perspectives provide a broader basis for selecting, evaluating, adapting, and developing storybooks for young readers.