Keywords

Introduction

Malaysia is a developing country that supports high standards for education. The country’s aim for education is to provide a solid foundation of knowledge across all subject areas. Since the dawn of modernity and globalization, Malaysia has also adapted to technological advancements and social changes. This adaptation is intended to meet the needs of the aging generation in an unstoppable world. As a result, Malaysia’s educational system has been undergoing a radical transformation, so that national and global needs can interact harmoniously. One component that has changed is the curriculum at the school levels beginning in preschool with students aged 4–6 years, then in primary school with students aged 7–12 years, and in secondary school with students aged 13–17 years.

The Kurikulum Prasekolah Kebangsaan [National Preschool Curriculum (KPK)], which previously served as the preschool curriculum, has been replaced by the Kurikulum Standard Prasekolah Kebangsaan [National Preschool Standard Curriculum (KSPK)]. At the primary level, the Kurikulum Bersepadu Sekolah Rendah [Primary School Integrated Curriculum (KBSR)] was replaced by the Kurikulum Standard Sekolah Rendah [Primary School Standard Curriculum (KSSR)], and at the secondary level, the Kurikulum Bersepadu Sekolah Menengah [Secondary School Integrated Curriculum (KBSM)] was replaced by the Kurikulum Standard Sekolah Menengah [Secondary School Standard Curriculum (KSSM)]. Adding the word standard to the preschool curriculum and converting the word integrated to standard for the primary and secondary school curricula did not occur without any reason. One of the reasons was to empower mastery of twenty-first-century learning competencies, including communication and collaborative skills and creative and critical thinking skills, as well as the appreciation of noble ideals. This recent standard-based curriculum has established the basic curriculum that must be mastered by school-level students in all subjects, including Pendidikan Islam [Islamic Religious Education (IRE)].

This transformation has had significant implications for teacher education in the teacher training centers and faculties in Malaysia. Teacher education and teacher training are provided continually at several centers managed by the Institut Pendidikan Guru Malaysia [Malaysian Teacher Education Institute, or IPGM], which is in charge of managing the Perkhidmatan Pendidikan Guru [Teacher Education Service (PPK)] at the pre-service and in-service levels. Furthermore, several higher education institutions, including Universiti Malaya [University of Malaya], Universiti Kebangsaan Malaysia [National University of Malaysia], Universiti Putra Malaysia [Putra University of Malaysia], and Universiti Pendidikan Sultan Idris [Sultan Idris Education University], provide education programs with a variety of options and fields at the Bachelor’s, Master’s, and Doctorate levels. These centers and faculties serve a vital role in training and preparing competent potential teachers. Trainee teachers are exposed to knowledge and skills regarding subject content, pedagogy, psychology, assessment, educational administration and leadership, effective classroom management, educational innovation, and technology applications in education throughout their studies, as well as teaching ethics and professionalism. This exposure is intended to assist them in further improving their knowledge, skills, and potential in the field of education. Moreover, through extensive teacher training, trainee teachers are well prepared to meet any curriculum revisions and current educational difficulties. As a result, trainee teachers serve as agents of change, introducing new curriculum visions into schools.

This chapter will discuss Malaysia’s experience in transitioning the IRE curriculum in schools from the concept of an integrated-based curriculum to a standard-based curriculum, as well as Malaysia’s relationship with the preparation of IRE trainee teachers in teacher training centers and faculties for the new school curriculum and mastery of twenty-first-century learning competencies. Both inductive and deductive analytical approaches have been used as derived from several authoritative literatures, as well as a content analysis approach regarding several documents pertaining to the specific experiences of the Islamic Education Program of the Academy of Islamic Studies at Universiti Malaya, which provides IRE teacher training programs, particularly at the undergraduate level.

Islamic Religious Education (IRE) in Malaysia

Malaya (Malaysia’s previous name) has historically been a focal point for both local and international societies due to its strategic geographic location. British colonialism, which implemented a liberal immigration policy, had encouraged migration to the land, followed by a divide and conquer policy that resulted in racial segregation, particularly in terms of settlement, education, and employment, thus widening the racial polarization gap (Thukiman, 2020). Nonetheless, Islam retains the highest position in the national constitution (see Article 3(1) of the Malaysia Federal Constitution [MFC], 2010), due to the consensus regarding the rights of the Malays as the original people. The constitution also concludes Islamic religious affairs’ placement under the auspices of the Paramount Ruler for the federal territories and the states without rulers, and under the Rulers for the states with rulers (see Articles 3(2), 3(3), and 3(5) of the MFC, 2010). This position gives an advantage to IRE being conducted in Malaysia.

Following that, Section 18(2) of the Education Act 1996 (Act 550) states that IRE is a core subject in primary and secondary schools for students who profess the religion of Islam. In addition, Section 50(1) specifies that if an educational institution has five or more Muslim students, then they must be given Islamic religious teaching by a teacher approved by the authority (Legal Research Board Malaysia [LRBM], 2021).

Currently, all primary and secondary national schools use a standard curriculum approach for IRE (Kementerian Pendidikan Malaysia [KPM], 2013). Due to the existence of two categories of national primary schools (i.e., Sekolah Kebangsaan [National School] and Sekolah Jenis Kebangsaan [National-type School], which includes Sekolah Jenis Kebangsaan Cina [Chinese National-type School] and Sekolah Jenis Kebangsaan Tamil [Tamil National-type School]),Footnote 1 a difference occurs in the annual minimum teaching hours for IRE (KPM, 2017). In national schools, 96 teaching hours are allocated to IRE, whereas in national-type schools, 64 teaching hours are allocated to Standard 1, 2, and 3 students, as well as 80 to Standard 4, 5, and 6 (KPM, 2019a). At the secondary school level, the allocation of annual teaching hours differs between the lower secondary level (students aged 13–15) and the upper secondary level (students aged 16–17). The lower secondary level students receive 128 hours, while the upper secondary level students receive 96 hours (KPM, 2016a, 2019b).

Furthermore, two other curriculum approaches are found specifically related to the teaching of Islam at the secondary school level: the Kurikulum Bersepadu Dini [Islamic Religious Integrated Curriculum (KBD)], and the Kurikulum Bersepadu Tahfiz [al-Qur’an Memorization Integrated Curriculum (KBT)], both of which have different annual minimum time allocations for the relevant Islamic religious subjects. Both of these curriculum approaches are also used in a variety of Malaysian religious secondary schools, including Sekolah Menengah Kebangsaan Agama [National Islamic Religious Secondary Schools], Sekolah Berasrama Penuh Agama [Islamic Religious Boarding School], Sekolah Berasrama Penuh Integrasi [Integrated Religious Boarding Schools], and Sekolah Agama Bantuan Kerajaan [government-aided Islamic Religious School] (KPM, 2017).

History of IRE Curriculum in Malaysia

The evolution of IRE curriculum in Malaysia can be divided into three major periods: pre-British colonialists (pre-1824), during the British colonial period (1824–1957), and after the independence of Malaya (post-1957; Aslan, 2019; Mior Jamaluddin, 2011; Mohd Nor & Wan Othman, 2011). Since the arrival of Islam in the Malay world, Islamic education has been practiced informally, with teaching and learning activities taking place in the homes of ulama (Hashim & Langgulung, 2008; Mohd. Salleh, 2004). However, as the number of students increased, the majority of activities not strictly limited to the study of the Qur’an such as the study of tawhid, fiqh, Sufism, and Islamic philosophy could no longer be carried out solely in ulama homes or pondoks [hut] but also had to occur in mosques, surau [a place for worship smaller than mosque], and the palace (Aslan, 2019; Ishak, 1995; Mior Jamaluddin, 2011; Mohd Nor & Wan Othman, 2011).

After British colonists entered Malaya, the Muslim education system underwent modifications through the emergence of various institutions, including pondoks, madrasahs (Islamic religious schools), Malay schools, and English schools (Sang, 2000). These institutions subsequently divided the schooling system into two categories: national schooling (Malay and English vernacular schools) and religious schooling (pondoks and madrasahs; Hashim, 2011). Religious schooling later evolved into a private education approach with its own curriculum that equipped students to continue their studies in the Middle East (Hashim, 2014).

Once the country gained independence, the implementation of IRE became more organized. Through several enactments, IRE was officially certified as one of the subjects in national schools whose implementation was required in every school with at least 15 Muslim students (KPM, 1972). In 1959, the IRE syllabus was again reviewed and officially implemented with the same time allocation (Mohd. Salleh, 2004).

Due to significant deficiencies in the old curriculum, the IRE syllabus was amended again in 1967 by a commission constituted and approved by the Majlis Raja-raja [Council of Rulers] (Mohd Nor & Wan Othman, 2011). As a result, IRE was introduced in government-aided schools in 1968, and all Muslim students were expected to study it even though the subject was not yet required for major national exams at the time (KPM, 1979).

In 1979, an assessment of policy implementation was conducted by the Jawatankuasa Kabinet [Cabinet Committee], leading to the development of the Kurikulum Baru Sekolah Rendah [New Primary School Curriculum] and the Kurikulum Baru Sekolah Menengah [New Secondary School Curriculum]. Both curricula were restructured in 1988 with a new rebranding and restructuring, as well as the introduction of the new names Kurikulum Bersepadu Sekolah Rendah [Primary School Integrated Curriculum (KBSR)] and Kurikulum Bersepadu Sekolah Menengah [Secondary School Integrated Curriculum (KBSM)] (KPM, 1992). Both curricula aim to establish an integrated education method that incorporates knowledge, skills, moral values, theory, and practice, which affect all school subjects, including IRE (Pusat Perkembangan Kurikulum KPM, 1998).

In 2011, both curricula were revised with the goal of developing a new approach to meeting twenty-first-century learning competencies (KPM, 2013). The Pelan Pembangunan Pendidikan Malaysia 2013–2025 [Malaysian Education Development Plan 2013–2025 (PPPM 2013–2025)] was born as a result of these improvements and led to modifications of all subjects in national primary and secondary schools, including IRE (Husaini et al., 2018; KPM, 2016b).

Current Situation of IRE Curriculum in Malaysia

The Education Act 1996 (Act 550) states:

The national curriculum is an education program that includes curriculum and co-curricular activities that include all knowledge, skills, norms, values, cultural elements, and beliefs to aid in the physical, spiritual, mental, and emotional development of the student, as well as to instill and enhance morally desirable values and impart knowledge.

This act demonstrates that the national curriculum as an education program consists of two primary components that educational institutions in Malaysia are to implement: the study curriculum and extracurricular activities. The levels of education accordingly include preschool education, primary education, and secondary education. As mentioned above, each level of education utilizes a distinct curriculum, including the National Preschool Standard Curriculum (KSPK), Primary School Standard Curriculum (KSSR), and Secondary School Standard Curriculum (KSSM) (KPM, 2017). Both KSSR and KSSM are the consequence of modifications made to KBSR and KBSM in order to comply with the PPPM 2013–2025, the new policy implemented by the Ministry of Education Malaysia (KPM, 2013).

Therefore, KSSR is used at the primary school level with the goal of holistically developing the individual potential of students in order to produce people who are balanced in all aspects and ready to face the challenges of the twenty-first century (KPM, 2017). The previous KBSR had been based on four main pillars: integrated approach, comprehensive individual development, equal education for all students, and lifelong education. The nature of KBSR is integrated and aimed at producing balanced human beings through the integration of the elements of knowledge, skills, and values (KPM, 2012). Looking at the two types of curricula, KBSR is clearly integrated in nature and tries to develop balanced students, whereas KSSR is a holistic curriculum that aims to build people capable of tackling the difficulties of the twenty-first century.

KSSM has been implemented at the secondary school level in order to reflect the goal of PPPM 2013–2025, which is to develop students who can satisfy the needs of the nation. Students are exposed to information skills, critical thinking abilities, leadership, bilingualism, ethics, and spirituality, all of which can advance them to contribute to the family, society, and nation (KPM, 2014). KBSM, which had previously been in use, placed more of an emphasis on the holistic development of individual potential by considering students’ skills, interests, and talents in order to prepare them for further study or employment (KPM, 2012). Following that, when comparing KBSM and KSSM, both curricula can be seen to have been created with the primary intention of addressing the societal needs of the time and any reforms to have been based on recent advancements in order to continue being comparable to other international curricula (KPM, 2013).

Several changes happened as the curricula transitioned from the integrated-based concept to the standard-based concept. First, improvements in curriculum design occurred, with KBSR and KBSM focusing on three major areas: communication, people and the environment, and individual self-development. The curriculum structure for KSSR and KSSM is built on six pillars: communication; physical development and aesthetics; humanity; self-skills; science and technology; and spirituality, attitudes, and values. Changes also occurred regarding the type of curriculum document: while KBSR and KBSM had used the syllabus description system, KSSR and KSSM now use a more standardized document known as the Dokumen Standard Kurikulum dan Pentaksiran [Standard Curriculum and Assessment Document (DSKP)]. In terms of pedagogical emphasis, KBSR and KBSM emphasized five teaching methods: inquiry-based learning, problem solving, contextual learning, collaborative learning, and project-based learning. Apart from those stated in the KBSM, two new approaches were introduced to KSSR and KSSM: constructivism and Science, Technology, Engineering, and Mathematics (STEM; KPM, 2016c, 2016d) (Table 1).

Table 1 General comparison between KBSR and KSSR, and KBSM and KSSM
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Furthermore, all of these curricula consist of four categories of subjects: (1) Core Subject, (2) Compulsory Subject, (3) Extra Subject, and (4) Elective Subject (KPM, 2012). IRE is a core subject in all of the curricula and serves as one of the platforms for students to attain their goals in PPPM 2013–2025 (KPM, 2013). The main goal of IRE in KSSR is to produce knowledgeable, noble, and pious individuals guided by the Qur’an and hadiths. This aim is aligned with seven main areas in the subject: the Qur’an, Hadiths, Ibadah [Worship], Sirah [History of the Prophet Muhammad], Adab [Arabic Literature], and Jawi [Malay Language in Arabic Script]. All of these areas are prioritized based on the skills that students are expected to have obtained by the end of their studies (KPM, n.d.). Students are expected to master the knowledge, skills, practice, commitment, appreciation, and habituation of every topic learned in IRE, as it is designed to meet the needs of students in terms of fard ‘ayn [individual obligation] and fard kifayah [collective obligation], based on their levels and abilities.

In the context of KSSM, which is an extension of KSSR, IRE students are educated to practice and appreciate the knowledge that they have learned, with several main areas being highlighted: the Qur’an, Hadith, Aqidah [Islamic Creed], Sirah, Tamadun Islam [Islamic Civilization], and Akhlak [Islamic Ethics] (KPM, 2016b). Students are expected to always integrate the demands of fard ‘ayn and fard kifayah in carrying out their responsibilities as khalifahs [leaders] and to even able to connect the link between naqli [Islamic revealed knowledge] and aqli [rational knowledge] to contribute to the advancement of Muslim civilization. In other words, IRE in KSSM aims to produce students who are knowledgeable and skilled, faithful, and pious; who do righteous deeds; and who have a noble character based on the Qur’an and hadiths, as well as to relate to the philosophy of Islamic education (KPM, n.d.).

IRE Curriculum and Twenty-First-Century Learning Competencies

IRE has experienced a number of challenges, including a lack of standardization in curriculum, teaching methodology, and instructional materials, resulting in inconsistencies and variances in educational quality among institutions. The utilization of several modes of education for different disciplines hampers the learning process (Suhid et al., 2021). Furthermore, concerns about IRE curriculum include an excessive number of topics that need to be reduced and improved, the absence of topics on current challenges, the lack of discussions on legal sources for problem solving, the omission of elements such as tazkiyah al-nafs [self-purification], and the absence of sex education to address issues such as adultery among adolescents; topics related to history, geography, and science are also not fully integrated into the teaching and learning process (Hashim et al., 2022). In addition, IRE teachers have little training or skill at incorporating technology into their teaching practices, which impedes innovation and modernization efforts. Razak et al.’s (2014) study discovered that IRE teachers struggle to grasp both content knowledge and the application of new technology concurrently. Addressing these challenges is critical to improving the quality and relevance of IRE in Malaysia. This necessitates attempts to transform the IRE curriculum, as well as efforts to integrate the curriculum with twenty-first-century learning competencies.

Twenty-first-century learning competencies are part of the change of education in this time and place emphasis on the acquisition of applicable abilities in a dynamic and complex world (Dilekçi & Karatay, 2023). The objective is to prepare students for a world of technological advancement, globalization, social change, and employment success. According to Glassman et al. (2023) and Holman and Švejdarová (2023), these learning competencies place a strong emphasis on the development of a variety of abilities, including the skills of critical thinking and problem solving, collaboration, communication, and creativity and innovation.

Additionally, the competencies promote active participation and the use of technology as a crucial instrument for learning. The competencies consider evolving technologies as well as human interaction with information. The usage of digital devices, web apps, online learning platforms, and digital materials are all integrated into the curriculum as an aid for learning. Technological utilization promotes individualized learning, broadens access to educational resources, and improves the learning process through simulation, visualization, and deeper engagement. The contrast in the focus placed by teachers prior to and following the application of twenty-first-century learning competencies is shown in Table 2 in the form of questions (Jit Eng, 2017):

Table 2 Comparison before and after the application of twenty-first century learning competencies by teachers
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The application of twenty-first-century learning competencies helps students fulfill the aims and objectives of IRE, which include preparing them to become people of faith, knowledge, and noble character who can benefit humanity and society as a whole. This is done within the framework of IRE in KSSR and KSSM. In order to recognize their positions as God’s servants and leaders while also gaining personal well-being in this world and the hereafter, students are encouraged to actively engage themselves in investigating the knowledge of fard ‘ayn and fard kifayah (Tengku Kasim & Md. Yusoff, 2014). Incorporating twenty-first-century learning competencies into the IRE curriculum also encourages students to seek knowledge and wisdom as a part of worshiping God through problem-based learning and projects that extend comprehension and foster critical and creative thinking (Almazroui, 2023).

Additionally, the twenty-first-century learning competencies promote lifelong learning that involves the mastery of information, skills, and Islamic principles in the context of IRE. In addition to obtaining direction from teachers who serve as facilitators, using technology to increase in-depth religious knowledge also helps people grasp these qualities. The twenty-first-century learning competencies also promote education for all in the context of IRE, eliminating all types of prejudices and unfair treatment from the educational process. Regardless of their social standing, cultural origin, or gender, every student has the right to a high-quality education (Kolb, 2023). This means that the twenty-first-century learning competencies component of teamwork requires all students to assist one another in discovering God’s knowledge without gambling with all of their flaws.

In the context of IRE, the application of twenty-first-century learning competencies also promotes the growth of each student’s individual potential in all areas, including academics, skills, and abilities. Students are urged to pursue their interests, hone their skills, and give back to the community. In accordance with this paradigm, students are not supposed to remain passive during the IRE learning process (i.e., to do more than just listen and take in the information without two-way dialogue between students and teachers for brainstorming sessions). Additionally, the application of twenty-first-century learning competencies supports a comprehensive approach to education that includes the growth of one’s intellect, spirit, social skills, and emotional stability within the context of IRE. An active learning strategy must incorporate knowledge of Islam, science, and practice in order to develop students who are well-rounded in all facets of life.

Transformation of IRE Teacher Training in Malaysia

In general, IRE teachers at the primary level are graduates of teacher education institutes managed by the Ministry of Education Malaysia, whereas IRE teachers at the secondary level are graduates of the Bachelor of Islamic Education or Bachelor of Education with Specialization in Islamic Education or Islamic Studies programs offered by several Malaysian universities. All such programs must be in line with the Education or Islamic Studies program standards established by the Malaysian Qualifications Agency (Bin Jamil, 2022). Based on both program standards, IRE programs should provide prospective IRE teachers with in-depth knowledge and skills to take on the appropriate responsibilities of guiding the society toward the correct understanding and implementation of Islam, simultaneously nurturing capacities of a high degree of professional and intellectual autonomy, adaptability, and versatility in teaching and learning. IRE graduates must have the basic capability to obtain knowledge independently according to the established principles of the discipline. They should also be imbued with moral and spiritual integrity on the basis of Taqwa [God consciousness]. In addition, IRE programs should provide advanced education and training with blended approaches that include managerial and administrative knowledge in operating educational institutions based on an understanding of the theoretical underpinnings of education. The programs should also produce skilled IRE educators who are able to confront the challenges faced during their experiences in teaching, managing, and supervising students by familiarizing them with relevant, appropriate, and significant research-based knowledge about different areas of education (Malaysian Qualifications Agency [MQA], 2013, 2016).

Here, we shall look at a specific instance of the IRE program provided by the Universiti Malaya through the Islamic Education Programme at the Academy of Islamic Studies. At the moment, the Sarjana Muda Pendidikan Islam (Pengajian Islam) [Bachelor of Islamic Education (Islamic Studies)] and the Sarjana Muda Pendidikan Islam (Pengajian Al-Qur’an) [Bachelor of Islamic Studies (Al-Qur’an Studies)] are the two IRE undergraduate programs offered by the university that focus on developing IRE teachers (Hendek et al., 2022). In general, both programs are designed with the following objectives (Ibrahim et al., 2014):

  1. 1.

    To develop potential IRE teachers who apply their knowledge, methodologies, and moral values in the teaching and learning process in accordance with the IRE philosophy and current demands.

  2. 2.

    To develop potential IRE teachers with critical and creative thinking skills to tackle the difficulties of IRE teaching and learning.

  3. 3.

    To produce potential IRE teachers who are competitive and capable of meeting the difficulties of the IRE world.

These objectives are consistent with the Universiti Malaya’s vision and mission. The assessment and market requirements connected to the discipline of the IRE program are used in the creation and development of the teacher training curriculum. A curriculum committee was established at the level of the Academy of Islamic Studies to assess and design courses that are relevant to the current trends, aspirations, and demands of the national market and society. Furthermore, the developed curriculum must match the specified program criteria, as well as the wishes of stakeholders, in order to ensure that graduates’ marketability is not compromised (Ibrahim et al., 2014).

Various authoritative parties’ perspectives will be sought in order to provide a robust and relevant IRE curriculum. These include industry and employers, the Ministry of Education Malaysia, especially the Islamic Education Division, alumni, professional groups, and the general public. All changes in education policy that occur in Malaysia, particularly in connection to the national curriculum policy, are to be taken into consideration with regard to teacher training providers, including the Universiti Malaya. Therefore, IRE teachers at present should be exposed to the current implementation of the curriculum approach, which is the standards-based curricula of KSSR and KSSM. The parallelism between these new curriculum changes and the training of prospective IRE teachers can help the ministry realize the direction of education in the twenty-first century.

The courses offered to students in both of the IRE programs at Universiti Malaya have five main components: (1) University Courses; (2) Faculty Core Courses; (3) Core Program Courses including a Practicum; (4) Specialization Elective Courses, and (5) Faculty Elective Courses (Ibrahim et al., 2014). The program doesn’t have just courses that are educational in nature but also provides significant and relevant courses to satisfy the needs of broader employment markets. IRE students also learn important generic skills related to administration and management in IRE through courses such as Islamic Educational Administration, Sociology of Islamic Education, Guidance and Counselling Skills in Islamic Education, Psychology of Islamic Education, Information and Communication Technology in Islamic Education, and Creativity and Innovation in Islamic Education. These skills are capable of developing potential IRE teachers and preparing them for work in a variety of employment categories in addition to education. Soft skills and twenty-first-century learning abilities such as leadership, communication, collaboration, problem solving, and creative and innovative thinking are also interwoven into all courses.

The delivery method generally considers strategies and approaches that are compatible with the twenty-first-Century Learning Competencies, the climate of Industrial Revolution 4.0, and the aspirations of PPPM 2013–2025, which is concerned with the emergence of students who are capable of facing future challenges with solid knowledge and skills. In addition to lectures, IRE programs use such teaching and learning methods as tutorials, group discussions, presentations, teaching practice, case studies, problem-based learning, seminars with invited stakeholders, practicums, field work, debates, role play, simulations, self-learning, blended learning, fun-based learning, and project work. All of the procedures used are carried out either inside or outside the lecture halls.

As a result, the teaching and learning environment should be equipped with the most up-to-date technological facilities to allow IRE students to gain learning experience through various methods, in addition to various soft skills that are attempted to be instilled in the students. They are not only exposed to cognitive elements but must also apply practical matters, particularly those related to pedagogical abilities. Assignments are given to them in groups, mostly so that they can practice problem solving and working in groups. Some of the teaching, learning, and assessment innovations are planned and implemented to enhance the competence and learning abilities of the twenty-first-century learning competencies in accordance with the demands of the new curricula. These innovations are summarized as follows:

  1. 1.

    Encouraging IRE lecturers and students to use and make teaching and learning aids out of recycled materials. The goal of this initiative is to foster the ability to solve environmental challenges, which is the primary emphasis of the sustainable development agenda.

  2. 2.

    Encouraging the use of mobile-based learning (M-Learning) among IRE lecturers and students, which involves a series of extended discussion sessions based on lectures or tutorials in a forum created using various applications such as WhatsApp and Facebook. This strategy can increase nonverbal communication abilities while also increasing verbal communication during physical lectures, such as discussion sessions and presentations.

  3. 3.

    Teaching IRE students how to use blogging as a preaching tool. In order to complete blog production projects, they are provided the space and media to enhance their creative and critical thinking skills. This will encourage them to embrace the idea of future education, which is technology- and online-based.

  4. 4.

    Encouraging IRE students to use Dropbox and Telegram applications to distribute materials and information instead of email or SPECTRUM, the learning management system (LMS) used by Universiti Malaya. This incentive combines their awareness of principles and ethics in IRE to the concept of ta‘awun in Islam, which is mutual support between friends by sharing information through various applications.

  5. 5.

    Organizing workshops to help IRE students improve their self-esteem and teaching abilities. These workshops should highlight a variety of applications of twenty-first-century abilities in the context of real-world educational experiences. Speakers from the Ministry of Education Malaysia, professors from other universities, and teachers from public schools are among those who are invited. Students are expected to not only understand the theoretical concept of twenty-first-century learning competencies but also to gain a true picture from their school experience and hands-on activities.

  6. 6.

    Highlighting the method of presentation of assignments by using the concept of academic research posters as what has been taught to postgraduate students. Higher order thinking abilities are required by this method, as IRE students must not only design the content that will be included in the poster but also analyze, develop, and evaluate the academic research poster generated in group.

  7. 7.

    Holding a teaching reflection program focusing on individuals and groups or small groups after IRE students have completed their practicums. Collaborative skills are applied in the reflection program where individuals or groups will evaluate each other constructively. They are instructed in advance on how the peer evaluation procedure is done, with an emphasis on the form evaluation questions take (e.g., What are the strengths or privileges of this group in producing the assignments given? What are the shortcomings of this group in producing the assigned task? Give suggestions for improvement to this group on the task produced).

  8. 8.

    Actively using e-learning applications in the teaching and learning process. Electronic learning (e-learning) is a type of virtual learning. IRE students are also provided with hands-on training with e-learning software. This event has become significant as a result of what happened during the COVID-19 pandemic when virtual learning was used extensively. As a result, IRE students must be trained to the ideas and methods for implementing e-learning as much as possible.

In terms of assessment, the implementation of traditional or summative evaluations at Universiti Malaya has increasingly evolved from using pencil and paper to using authentic conventional assessments as one of the components in the implementation of twenty-first-century learning competencies (Ismail et al., 2023). Authentic assessments are used to improve IRE students’ ability to solve a problem or issue in the context of real-world reality, particularly in the field of IRE. The assessment is also used as a formative evaluation that is carried out continually (i.e., throughout the lecture), as opposed to a summative assessment that only focuses on exams or tests after a lecture session has ended (Al-Basheer et al., 2015). Throughout authentic (i.e., continuous) assessments, lecturers will provide students the time and opportunity to develop. Lecturers will then give feedback based on the students’ performances (McArthur, 2023). Some examples of the feedback methods are:

  1. 1.

    Giving direct feedback after students deliver their presentations.

  2. 2.

    Ongoing meetings between lecturers and students to monitor their performances.

  3. 3.

    Visiting students’ practicum sites.

  4. 4.

    Monitoring students’ achievements through an academic advisory council.

  5. 5.

    Giving formal feedback regarding students’ papers.

Prior to the COVID-19 pandemic, the evaluation procedure regarding teacher education had been traditional, with a focus on in-person assessments and classroom learning activities. Teacher evaluations consisted mostly of direct observations by lecturers, written tests, project work, and face-to-face interactions with students. This technique provides for direct communication and feedback exchange between lecturers and trainee teachers, as well as continual coaching and support.

However, with the emergence of the COVID-19 pandemic, teacher education has seen significant modifications to the evaluation method. The closure of educational facilities and the installation of social distancing measures compelled lecturers and trainee teachers to conduct online learning. In this setting, lecturers prioritize assessment digitization, with trainee teachers being assessed using online learning platforms or applications. Online assessments, electronic assignments, and digital projects are gradually replacing traditional face-to-face evaluation forms.

The transition to distance learning is also altering the way assessments are administered. Lecturers can conduct assessments via video conferences or give assignments online. Direct observations by lecturers have become more difficult. Technological concerns such as Internet connection issues and lack of devices must be addressed to enable fair assessment. In addition, the types of assessment have evolved, with a larger emphasis on digital skills, online project work, and open-book assessments. Lecturers must assess their students’ understanding and skills in an increasingly digital setting. Awareness of emotional well-being is also vital, with examinations likely to cover psychosocial aspects and emotional concerns among students who may be affected by pandemic stress. This transition underscores the significant issues that teacher education has in adapting and developing evaluations that are appropriate to the realities of online learning. Teacher education should continue to seek a balance among fair evaluation, relevance to technological improvements, and support for students’ overall development in an increasingly digital learning environment.

In addition, online assessments offer exceptional flexibility and accessibility, allowing trainee teachers to take the evaluation at their own pace and location. As a significant element of online assessment, immediate feedback has enabled trainee teachers to learn the results of assignments that need to be improved right away, thereby dynamically strengthening the learning process. Various assessment styles, from multiple-choice questions to interactive quizzes, allow for a comprehensive assessment of trainee teachers’ knowledge and skills. Furthermore, online evaluation tools provide useful analytical data to lecturers via online apps such as quizzes in Google Forms, Quizziz, and Nearpod. These applications provide quick decision-making information regarding the recruitment of trainee teachers. This also allows for a more in-depth analysis of student performance trends while also assisting in the development of better teaching tactics. Finally, when properly handled, online evaluations can make a major contribution.

Conclusion

In recent years, Malaysia’s IRE curriculum has undergone major revisions in line with the global agenda of twenty-first-century learning competencies. These changes have not only affected the curriculum’s content and structure but have also necessitated a paradigm shift in teacher education aimed at providing IRE teachers with the essential knowledge and skills for effective implementation. The curriculum modifications reflect a higher emphasis on critical thinking, problem solving, and communication skills, all of which are crucial components of twenty-first-century learning competences. For example, a renewed emphasis is found regarding using technology in teaching practices in order to increase student engagement and allow for interactive learning experiences. Interdisciplinary approaches are also encouraged in order to foster holistic comprehension and application of knowledge. These modifications are required to meet students’ changing needs in an increasingly interconnected society. The incorporation of technology provides them with critical digital literacy skills for future success. Furthermore, by using multidisciplinary methodologies, students will learn transferable skills that may be used in a variety of scenarios.

The curriculum reform must be aligned with IRE teacher education to ensure successful implementation and achievement of IRE aims and objectives in Malaysia for long-term growth. By providing IRE teachers with professional development opportunities aimed at improving their pedagogical knowledge and skill set in relation to twenty-first-century learning capabilities, they will be better prepared to provide high-quality instruction. This alignment also improves their ability to promote comprehensive student development, allowing them to create interesting and meaningful learning experiences for their students once they have gained excellent pedagogical expertise alongside deep IRE knowledge and twenty-first-century learning skills.