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The main goal of entering higher education institutions (HEI) is employability. In response to the 4th Industrial Revolution (IR), Education 4.0 enables new potentials and promises through technology. Despite the benefits of Education 4.0 stated, there are challenges present in the system. The objectives of this study were to identify the metacognitive strategies and how Education 4.0 enhance learning sustainability and graduate employability. The next objective was to examine the effectiveness of the metacognitive strategies framework on sustainable learning and employability through Education 4.0. Mixed methods were used in data collection using exploratory sequential design. Semi-structured interviews were conducted with participants from three categories of university alumni, lecturers, and experts from the industries. From the findings of the interviews, an instrument was developed and distributed to experts in higher education and new employee hiring. Two rounds of the Fuzzy Delphi Method (FDM) were conducted to analyse the data from the quantitative method. There are seven metacognitive strategies that enhance graduate employability and learning sustainability which are showcase self, self-improvement, exposure, self-study and study group, career development and training, reflection of learning, and teaching approaches. Three themes were identified in response to how Education 4.0 enhances learners’ learning sustainability and employability which are Purpose, Advantages, and Disadvantages. A framework was then developed, integrating both metacognitive strategies and Education 4.0. This framework could assist graduates in equipping themselves with the skillsets needed to become more visible to employers and increase their employability and learning sustainability in the future. Nur Sakinah Ahmad NasaruddinInternational Islamic University Malaysia Mohd. Shukri NordinInternational Islamic University Malaysia  Muhammad Sabri SahrirInternational Islamic University Malaysia  Afiza Mohamad AliInternational Islamic University Malaysia Read More

The industry has been looking for a teaching structure for tertiary education to address the knowledge gap in potential talents. Work-Based Learning (WBL) is a teaching and learning approach in which the industry is directly involved in the knowledge delivery process. Students are put in the industry and receive direct instruction from industry specialists. However, the specific forms and implementation of WBLs in Malaysia’s higher education sector remain unclear. As WBL is a new learning culture in Malaysia, challenges such as the industry’s low involvement rate, students’ adaptation to the learning style, and the status of the higher education institutions are yet to be discovered. This qualitative study employed semi-structured interviews with five coaches from ViTrox Technologies and eight students from University Tunku Abdul Rahman, University Technology Malaysia, and Forward School. A total of twelve interviews were conducted, focusing on the common practices of WBL, student experiences, and opinions towards WBL. Thematic analysis was used to systematically identify and interpret recurring themes within the qualitative data. The study found six key areas for enhancing WBL implementation: communication between industry coaches, lecturers, and students; roles of higher education institutions, industry, and students; WBL placement duration; coaching time; self-learning support; and WBL assessment standards. This study recommends a more practical application of WBL in the Malaysian context to promote WBL in Malaysia and strengthen collaboration between industry and academics in WBL Keng Hao MooViTrox College, Penang, Malaysia   Read More