Siti Fatimah Abd Rahman

The contemporary digital landscape for children is shaped by the metaverse, with platforms such as Roblox serving as major virtual communities and social economies. Many children in middle childhood encounter online interaction through such spaces, which can support creativity and learning but also pose risks of excessive engagement and behavioral dependency. The World Health Organization recognizes gaming disorder as a clinical concern, highlighting the importance of responsible digital habits. Religious parenting offers a protective framework by emphasizing moral values, discipline and balanced technology use. This chapter explores how faith-based parenting strategies contribute to healthy child development and digital well-being, integrating insights from education and psychology to guide responsible media engagement.

We keep asking the wrong question. “Is Roblox safe?” sounds reasonable, but it assumes safety is something the platform either has or doesn't. That is not how it works. Roblox is not a toy. It is a backyard. And backyards do not raise kids. Parents do. Seventy million people log in every day. Half of American kids under sixteen have played. That is not just a game. That is where childhood is happening. So the real question is not whether to let them in. It is whether you are going to stand at the door or walk outside with them. This chapter argues for something messier than parental controls and stricter than banning Robux. Call it participatory mediation. That means playing alongside your kid. Talking through why someone just asked for their age. Showing them how to spot a game built to creep past filters. It means treating Roblox Studio, the coding side, as real learning, not a time waster. The risks are real. But the rewards are real too. You cannot parent a platform you do not understand. So stop asking if it is safe. Start asking if you are willing to learn the landscape.

This study explores the perceptions of ESL (English as a Second Language) undergraduate students regarding the effectiveness of incorporating games as a pedagogical tool to improve grammar accuracy, enhance learning engagement, and motivation. The research aims to investigate how the integration of games within the ESL classroom setting impacts students’ language acquisition, particularly in terms of grammar proficiency. The methodology employed a quantitative approach, which focused on quantitative questionnaires. The quantitative aspect involved administering structured questionnaires to a sample of ESL undergraduate students, assessing their attitudes and opinions regarding the use of games for grammar learning. Overall, this study provides valuable insights into ESL undergraduate students’ perceptions regarding the usefulness of integrating games as a means to enhance grammar accuracy, promote learning engagement, and bolster motivation. The findings underscore the potential of utilising gaming strategies in ESL classrooms as an effective and enjoyable approach to facilitate language learning and proficiency development. Further implications for pedagogical practices and recommendations for future research are discussed.

Substance use disorder (SUD) remains a significant global health issue, with relapse rates exceeding 60% in some compulsory rehabilitation centers despite structured interventions. Recent research suggests that mind–body exercises, like Tai Chi, can lessen cravings and enhance psychological well-being, though their current use is often standardized, subjective, and not personalized. This study aimed to evaluate the clinical benefits of Tai Chi within a compulsory rehabilitation setting and to develop an AI-enhanced framework for individualized relapse prevention. A randomized controlled trial (RCT) involving 168 participants diagnosed with SUD compared a Tai Chi intervention group with a standard physical education control group. Psychometric outcomes were measured using validated scales, while a conceptual AI framework using a CNN-LSTM architecture was simulated with multimodal inputs that combined psychometric indicators and motion-based features. The RCT showed significant reductions in craving, depression, and anxiety, along with improved self-control in the Tai Chi group compared to controls. Mediation analysis indicated that psychological symptoms partially explained the link between craving and relapse risk. The AI simulation achieved 82% accuracy and an area under the ROC curve of 0.85, with craving and depression identified as key predictors. These results provide initial evidence that integrating Tai Chi with AI-driven monitoring can transform exercise-based rehabilitation into a closed-loop, adaptive system capable of delivering personalized feedback and early relapse warnings. This combined approach has the potential to enhance the scalability, accuracy, and effectiveness of institutional rehab programs for SUD.

Artificial Intelligence (AI) has become an integral part of modern family life, offering both opportunities and challenges. This paper explores the dual impact of AI on families, highlighting its potential benefits while addressing associated concerns. AI enhances convenience through virtual assistants, smart home security, and automation, reducing household burdens and improving daily efficiency. Educational AI applications provide personalized learning, while health-monitoring technologies contribute to family well-being. Additionally, AI-driven financial management tools and communication platforms facilitate budgeting and global connectivity, fostering better work-life balance and strengthening familial bonds. Despite these advantages, AI presents significant challenges that families must navigate. Future research should focus on developing ethical frameworks and policies to ensure AI supports, rather than disrupts, the dynamics of family life.

In an era where student mental health is increasingly at risk, exploring holistic approaches to well-being has become a critical focus in higher education. This study explores how connecting with nature connectedness can enhance psychological well-being among undergraduate students. Using a qualitative approach, the research aimed to examine how nature help students reduce stress to improve psychological well-being. Interviews with ten participants revealed that nature connectedness positively impacts emotional well-being by reducing stress, improving mood and enhancing mental clarity. Students shared that spending time in nature provided relief from academic pressures, offering a space for relaxation, reflection and renewal. These findings align with theories of psychological-being and restorativeness, demonstrating how nature support resilience. The study suggests that universities could create more green spaces and offer nature-based activities to promote student well-being, providing a restorative environment for personal growth and community connection. AbstrakDalam era di mana kesihatan mental pelajar semakin terancam, pendekatan holistik terhadap kesejahteraan telah menjadi fokus penting dalam pendidikan tinggi. Kajian ini meneroka bagaimana keterhubungan dengan alam semula jadi dapat meningkatkan kesejahteraan psikologi dalam kalangan pelajar prasiswazah. Menggunakan pendekatan kualitatif, kajian ini bertujuan untuk meneliti bagaimana interaksi dengan alam dapat membantu pelajar mengurangkan tekanan dan seterusnya meningkatkan kesejahteraan psikologi mereka. Temu bual dengan sepuluh orang peserta menunjukkan bahawa keterhubungan dengan alam memberikan impak positif terhadap kesejahteraan emosi, termasuk pengurangan tekanan, peningkatan mood dan kejelasan mental. Pelajar berkongsi bahawa masa yang dihabiskan di alam semula jadi memberi kelegaan daripada tekanan akademik, sekali gus menawarkan ruang untuk bersantai, bermuhasabah dan memperbaharui tenaga dalaman. Dapatan ini sejajar dengan teori kesejahteraan psikologi dan teori pemulihan (restorativeness), yang menunjukkan bagaimana alam semula jadi menyokong daya ketahanan diri. Kajian mencadangkan agar pihak universiti menyediakan lebih banyak ruang hijau dan aktiviti berasaskan alam semula jadi sebagai usaha untuk memupuk kesejahteraan pelajar, dengan menyediakan persekitaran yang memulihkan bagi pertumbuhan peribadi dan hubungan komuniti.

The rapid transformation of traditional classrooms to online platforms during the COVID-19 pandemic has presented numerous challenges for educators, particularly those teaching English as a Second Language. This research aims to explore the challenges faced by ESL teachers in adapting to and managing online teaching, as well as the strategies they employ to navigate this new digital landscape. Using a qualitative approach, semi-structured interviews were conducted with three ESL teachers to gather valuable insights into their experiences. Thematic analysis was applied to identify and categorize the challenges encountered by these educators during the implementation of online teaching. Additionally, the study investigated the strategies employed by teachers to overcome these obstacles and enhance the effectiveness of their online instruction. The findings reveal six major challenges faced by ESL teachers, including technical issues, time management, limited student access to technology, monitoring and assessment difficulties, students’ issues, and teachers’ competency issues. To address these challenges, teachers utilized three main strategies: self-empowerment through self-learning and upskilling in technology, effective monitoring and assessment techniques, and enhancing online learning through interactive engagement. The insights garnered from this study can assist educational institutions, policymakers, and educators in identifying areas that require support and improvement for more effective and efficient online teaching practices. Ultimately, the study emphasizes the importance of continuous professional development for ESL teachers to successfully navigate the complexities of online teaching and meet the diverse needs of their students in the digital age.

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.