This book creates awareness about effective and innovative learning using technology tools that can induce more fun and engagement in our present-day learning communities. It explores the post-pandemic educational practices of two countries, Malaysia and Indonesia, and presents reports of empirical evidence concerning the challenges and opportunities that have arisen due to the pandemic. This book also serves as a guide to provide educational practitioners, learners, and researchers with the knowledge required for curriculum development and realignment assessment methods, particularly in post-pandemic education. It provides further insights into advancing post-pandemic education, namely digital learning solutions for sustainable education, alternative assessments for remote education settings, continuous professional development for teachers in the COVID-19 recovery phase, learner engagement in virtual learning environments, and qualitative evidence of teaching and learning during the pandemic. This book serves as a point of reference and a useful resource for developing and underdeveloped countries that need to lean on alternative pedagogies that cater to the group of marginalized learners affected by the pandemic, and aligns with the goals of sustainable education worldwide.

Provides empirical insights into teaching and learning approaches using immersive technologies Suggests pedagogical strategies and support for curriculum development and realignment assessment methods Serves as a guide for remedial learning solutions and learning continuity relevant to sustainability education

Autorentext

Dr. Zamzami Zainuddin is affiliated with the College of Education, Psychology, and Social Work at Flinders University in Australia. Prior to this role, he was a senior lecturer at the Faculty of Education at the University of Malaya (UM) in Malaysia. He earned his Ph.D. in Information and Technology Studies in Education from the Faculty of Education at the University of Hong Kong (HKU). His research interests include innovative pedagogy and technology-supported learning methodologies such as Flipped Learning, Blended Learning, Immersive Learning, and Gamified Learning. He also investigates a broad spectrum of Educational Technology and Psychology in Education, with a particular focus on Cognitive Load, Learning Motivation, and Engagement. Additionally, he addresses issues related to AI in Education and Digital Citizenship.

Bambang Sumintono **** graduated from Flinders University, Australia in 2001 (Master of Education) and from Victoria University of Wellington, New Zealand in 2007 (Doctorate). He previously worked as a lecturer at Universiti Teknologi Malaysia and Universiti Malaya, in Malaysia. Since May 2022, he has been a lecturer at the Faculty of Education, Universitas Islam Internasional Indonesia, Depok, Indonesia. His research interests are in educational administration and leadership, educational assessment, and Indonesian education development. He has written two textbooks about the application of Rasch modelling in social sciences research in the Indonesian language. Bambang is also a journal editorial board member of: Educational Assessment Evaluation and Accountability , School Leadership and Management , and Leadership and Schools Policy .

Dr. C.J. Perera received her Ph.D. in Educational Leadership from the University of Malaya in 2015 and also holds multidisciplinary degrees in IT Management, Business Administration and Western Classical Music. She is currently affiliated with Shangrao Normal University in China, where she serves as a distinguished professor. Her expertise in areas such as Flipped and Blended Learning, the Internet of Things, Community-based Learning, Gamification in Education, and Educational Leadership has led to multiple book publications and several SSCI journal articles. As a strong advocate of ubiquitous applications and digital transformation, Dr. Perera's current research interests support her future directions in Artificial Intelligence, Technology Automation, Robotics, Drone Technology, and STEM education.

Inhalt

Background.- Reinventing sustainable learning in malaysia and indonesia since the pandemic.- Visionary initiatives for sustainable education evidence from malaysia and indonesia.- The twists and turns of remote teaching an autoethnography.- Transactional distance perceptions and instructional evidence in a higher education setting during the pandemic era.- The role of context and experience in understanding engagement in online learning of public university students in indonesia.- Virtual collaborative teaching and learning for esl and efl a comparative case study between malaysia and indonesia.- Gamifying thesis completion a study of postgraduate research students experiences with a self gamified system for sustainable learning motivation.- Mitigation program of students literacy culture in an indonesian university.- Islamic based school readiness in facing post pandemic learning challenges.