JOHOR BAHRU, Apr 8 – In a dynamic gathering of minds from West Visayas State University (WVSU) and Universiti Teknologi Malaysia (UTM), the recent University Speakers’ Series brought together researchers and educators to discuss emerging issues in education, digital culture, and faculty well-being. The event took place in the Seminar Room of the Faculty of Educational Science and Technology (FEST). It featured four engaging presentations that addressed academic innovation, social transformation, and emotional health. Organized by the Language Academy (LA) and the Faculty of Social Sciences and Humanities (FSSH) at UTM, this seminar was part of the initiatives by the Technology and Language Education (TLE) Research Group, in collaboration with FEST.
The series opened with a presentation by Asst. Prof. Pamela Falcis-Guevara from WVSU, who introduced her study titled “Dancing the Stress Away.” This research-based intervention aimed to alleviate stress among faculty and staff through dance and movement. Collaborating with Sayaw PD, the project focused on common stressors, including paperwork, graduate studies, and limited preparation time for online classes. Participants in the study reported improvements in mood, flexibility, and mental clarity. The initiative highlighted that well-being interventions can be enjoyable, culturally rooted, and highly effective in academic environments. Toward the end of her session, participants also had the opportunity to try out some dance moves, creating a joyful atmosphere in the hall.
Dr. Olapane from WVSU presented a detailed discussion on the “Praxis of Participatory Action Research in Rural Central Philippines.” Through a multi-year training initiative across three schools, he and his team effectively guided in-service teachers in conducting classroom-based action research that aligned with the Department of Education’s research agenda. Notably, while only 3% of the participants had prior research experience at the start of the project, by the end, 100% had completed action research projects, most of which were submitted for presentation and publication. His work highlighted that when teachers become active agents of inquiry, educational landscapes begin to shift toward innovation and continuous improvement.
In an insightful and forward-thinking presentation, Prof. Zaidatun Tasir from UTM discussed the transformative role of artificial intelligence (AI) in the learning environment. She introduced the concept of AI as the “third mind” in the classroom—an invisible yet active presence that engages students when the teacher is not present.
Drawing a parallel to teachers’ initial fears about calculators in the 1970s, Prof. Zaidatun addressed contemporary concerns that students might overly rely on tools like ChatGPT and Co-Pilot. However, she argued that, like calculators, AI should be viewed as a partner in learning rather than a threat. Her proposed solution is to evaluate thinking processes and not just the final outputs. Using Socratic pedagogy, she encouraged educators to design lessons that leverage the potential of AI to foster original thought and critical reflection.
In response to a concern raised during the Q&A session about the controversies surrounding the imitation of Studio Ghibli’s animation style, she emphasized the importance of establishing healthy digital boundaries to protect the integrity of original work while still allowing for inspiration to flourish.
To conclude the event on a refreshing note, Dr. Ungku Khairunnisa from Language Academy, Faculty of Social Sciences and Humanities, UTM, presented her talk titled “Navigating the Digital Discourse Landscape: Expanding the Horizon.” This impactful exploration highlighted how social media platforms such as TikTok, Twitter, and Instagram serve as vital arenas for storytelling, activism, and resistance, particularly among young Malaysian women.
Dr. Khairunnisa examined instances of online disclosures of harassment, referencing movements like #MeTooMalaysia and #MakeSchoolASaferPlace. She demonstrated how these digital narratives bypass traditional gatekeepers and challenge societal taboos. She noted that victims often encounter self-blaming language when discussing their experiences, which is alarmingly common.
Her findings also shed light on the complexities of expressing digital trauma, the normalization of victim-blaming language, and the necessity for a more critical understanding of digital discourse in both academic and social contexts. This understanding is essential for amplifying the voices of silenced communities.
The University Speakers’ Series offered valuable academic insights along with practical takeaways for educators, administrators, and students. The event covered a range of important topics, including empowering teachers through research, amplifying marginalized voices in digital spaces, redefining the role of AI in learning, and fostering emotional resilience. This event emphasized that education is not just about acquiring knowledge; it is also about transformation.
Prepared by: Lokman Hafiz Asary, Dr Kew Si Na