The Empowerment of High-Impact Educational Practice Construct Based on Kelantan Rabbani Education Policy
The transformation of Malaysia's higher education system in the 21st century has seen substantial progress. The Malaysian Education Development Plan for Higher Education (2015-2025) prioritises a holistic, comprehensive and integrated approach to curriculum development. The plan is also support...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | Arabic |
| Published: |
Sultan Ismail Petra International Islamic University College (KIAS)
2024-11-01
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| Series: | Rabbanica: Journal of Revealed Knowledge |
| Subjects: | |
| Online Access: | https://ejournals.kias.edu.my/index.php/rabbanica/article/view/337 |
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| Summary: | The transformation of Malaysia's higher education system in the 21st century has seen substantial progress. The Malaysian Education Development Plan for Higher Education (2015-2025) prioritises a holistic, comprehensive and integrated approach to curriculum development. The plan is also supported by High-Impact Educational Practices (HIEP) to produce holistic graduates who are knowledgeable and ethically aligned with the National Higher Education Philosophy. However, the holistic element appears very subjective, making it difficult for Higher Education Providers (HEPs) to develop an integrated curriculum based on these aspirations. This study aims to analyse how the Kelantan Rabbani Education Policy (DPRK), introduced by the Kelantan State Government in 2018, can support the aspirations of HIEP. Using thematic content analysis, this qualitative study examines the correlation between the 9 DPRK principles, the four core features of HIEP, and Leap 1 of the Malaysian Education Development Plan 2015-2025 (Higher Education). The study's results reveal the significant potential of integrating DPRK into the implementation of HIEP. The impressive 78.1% potential integration of all nine principles to enhance the four construct characteristics of HIEP underscores its importance. Specifically, 36 out of 46 best practices were identified as suitable for integration into HIEP aspirations, highlighting the promising prospects of this approach. In conclusion, this study found that DPRK deserves to be dignified as a HIEP quality empowerment module and officially practised in national and global higher education systems. |
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| ISSN: | 2773-5583 2756-7893 |