Abstract
This chapter presents a study about flexible learning pathways towards SDG4 in Malaysian higher education. The purpose of the study was to explore the lecturers' perception on flexible teaching and the students' readiness for flexible learning pathways to achieve the Sustainable Development Goal 4 (SDG4) in Malaysian higher education institutions (HEIs). The study employed a survey method. An online questionnaire was designed and distributed to a total of 167 students and 60 lecturers from selected higher education institutions in Malaysia. Data were analysed using the SPPS version 27, and the findings were presented using descriptive statistics. The study found that the tertiary students were ready for flexible learning pathways. In terms of teaching, the lecturers agreed that they have implemented flexible teaching modes. Based on the empirical findings, several suggestions for future research are presented.
TopIntroduction
In 2018, the International Institute for Educational Planning (IIEP) ˗˗ UNESCO has started the project “SDG4: Planning for flexible learning pathways in higher education.” Flexible learning pathways (FLPs) refer to entry and re-entry points for people of all ages and educational levels. It is aimed to enhance the “educability” of an individual. Flexible learning can also be defined as pedagogical practice in which various learning modes, assessment, and certification are implemented. Flexible learning pathways could also include legislative and regulatory frameworks, credit transfer, and lifelong policies (Godonoga & Martin, 2020).
In today’s complex and fast-changing world, flexible learning by youth and adults needs to be recognised (Yang, 2015). It can be part of life-long learning paradigm in which knowledge, skills and competencies gained through non-formal and informal education are all desirable goals (UNESCO, 2015). Hence, multiple entry points into learning institutions could be necessary to non-conventional students due to study-work intermittence. In the same token, flexible exit strategies from learning institutions could be crucial in assisting students with their transition to the workforce. To create these pathways, HEIs will need to organise their study programmes using innovative strategies that are based on productive collaboration with companies and the industry.
Through the flexible learning pathways, the educational profiles of students can be more effectively tailored to their learning preferences and the demands of the labour market by offering a more varied range of learning options (OECD, 2020). Therefore, higher education institutions and companies must collaborate to design higher education programmes to be more flexible. It will allow students to combine study and employment and it could increase graduates' employment opportunities and provide them more freedom to adapt to various learning styles. A fundamental input for the learning-teaching system is readiness, which is crucial in the education-instruction process (Bloom, 1995). In line with the above, it is crucial to research on the readiness on flexible teaching and flexible learning pathways among lecturers and students in the higher education. To gain an in-depth insight of the topic, the authors highlight research on related definitions and overview of the flexible learning pathways and quality education.
Key Terms in this Chapter
Flexible Learning Pathways: Nontraditional programs and learning experiences that allow students to earn credit inside or outside of schools or institutions.
Flexible Learning: A set of educational philosophies and systems, concerned with providing. learners with increased choice, convenience, and personalisation to suit the learner. In. particular, flexible learning provides learners with choices about where, when, and how. learning occurs.
Higher Education Institutions (HEIs): Universities, colleges, and further education institutions offering and delivering higher education.
Flexible Teaching: An approach to course design and delivery that helps students learn and succeed in any mode: face-to-face, online, or hybrid.
Sustainable Development Goals (SDGs): The blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including poverty, inequality, climate change, environmental degradation, peace and justice.
Readiness: The quality or state of being ready. Readiness is the state of being prepared to act.
Accreditation: The external recognition of your adherence to a set of standards to perform an activity or hold a certain status. Typically, accreditation is held by education institutions or organisations.
Quality Education: An education that is well designed to provide the recipient with an all-round development of skills and potential to achieve success in their future endeavors in a society.
Flexible Learning Environment: The school or institution adapts the use of resources such as staff, space, and time to best support a combination of different structures, instructional strategies, and curricular approaches.