Week 1 – GCED course: AI ethics and literacy

How long has AI been around?

It can be traced back to ancient Greece even (the lagend of Talos). But the term AI was coined in 1960s. Description of AI can be found in literature by Mary Shelley – Frankenstein (1818). Among the contributors of AI movement are Alan Turing (Turin Test – Can machines think?) and Geoffrey Hinton.

What are among key moments of AI?

1997 – Deep Blue

2016 – AlphaGo

2022 – ChatGPT was launched (Large language modelling)

2025 – Agentic AI (system that just not only answer, but also plan, act and take action / steps into the world autonomously)

What is AI?

The definition can be attributed to its capability (what can be done) and function (how it works).

AI can be

  • Narrow AI (such as ChatGPT etc. which is specified for specific task) which exists now.
  • General AI (hypothetical AI with human like versatility, able to reason, learn, and adapt across any domain). At the moment, it is future goal.
  • Artificial superintelligence (AI that surpasses human intelligence which is considered as hypothetical at the moment, but it can be a reality in the future).

One of my concerns is, as AI becomes more powerful, it becomes increasingly important to know who generated the content whether human or machine.

How to use Google Site to create interactive notes?

Do you want to create interactive notes like SCORM package but using Google Site as the platform? You do not need to use LLMs or Elearning unlike SCORM package.

These are the steps that I used:

  1. Generate HTML code. You can use Claude, ChatGPT or Gemini AI to generate the HTML code.
  2. Copy the HTML code and paste it in Google Site. <Embed>
  3. To share the interactive site with your students, make sure you use the appropriate setting [Published site -> Public]

Here is an editable prompt to generate HTML code using ROTAFA format that you can copy-and-paste to Claude or ChatGPT or Gemini AI (better use Gemini Pro – UTM account).

R — Role

Act as an experienced instructional designer, adult educator, educational content creator and front-end developer. Apply adult-learning principles, inclusive pedagogy, cognitive scaffolding and accessible web-design practices.

O — Objective

Create an engaging, self-paced instructional webpage that helps learners understand [Add course or module topic] and achieve these learning outcomes:

  1. [Learning outcome 1]
  2. [Learning outcome 2]
  3. [Learning outcome 3]

The learning experience must remain understandable to beginners while providing sufficient intellectual depth for learners with an educational or professional background.

T — Task

Develop the complete instructional content and functional webpage. Include:

  • A concise introduction explaining the topic’s relevance.
  • Clearly stated learning outcomes.
  • Well-organised notes divided into short, manageable sections.
  • Plain-language explanations of technical terms.
  • Relevant examples, analogies or brief scenarios.
  • “Key point” boxes highlighting essential ideas.
  • A short summary at the end of each major section.
  • [Add number] multiple-choice questions, each with four plausible options and only one correct answer.
  • Immediate feedback explaining why the selected answer is correct or incorrect.
  • One or two [You can change the number] open-ended reflective questions that connect the topic with learners’ experiences or practice.
  • A final section containing suggested answers or guidance for self-review.
  • References for factual or theoretical content, using [APA 7th/other] style.

Ensure that the questions assess understanding and application, rather than simple recall alone.

If the course topic, learning outcomes, duration or assessment level has not been provided, ask me concise clarification questions before generating the webpage.

A — Audience

The learners range from their 20s to their 60s. Some have formal educational or professional backgrounds, while others have little or no background in education. [You can change the audience to suit with the course that you are teaching]

Use respectful, inclusive and non-patronising language. Do not assume prior knowledge. Introduce concepts progressively, moving from foundational explanations to practical application. Avoid unnecessary jargon and explain unavoidable terminology when it first appears.

F — Format

Produce one complete, self-contained HTML document suitable for embedding in Google Sites through Insert → Embed → Embed code.

Technical requirements:

  • Place all HTML, CSS and JavaScript in one code block.
  • Use semantic HTML with clear heading levels.
  • Make the page responsive for desktop, tablet and mobile screens.
  • Use accessible labels, keyboard-friendly controls and visible focus indicators.
  • Maintain sufficient colour contrast and readable font sizes.
  • Use lightweight vanilla JavaScript only.
  • Do not use external libraries, frameworks or assets.
  • Make the multiple-choice questions interactive and display feedback without reloading the page.
  • Include a “Reset answers” button.
  • Return the finished HTML code only, without explanatory text outside the code block.

A — Additional Requirements

Use a minimalist educational design with:

  • Soft, calming colours such as muted blue, sage green, warm cream and pale lavender.
  • Generous white space and restrained visual decoration.
  • A clean sans-serif font stack.
  • Consistent cards, buttons and section spacing.
  • A maximum content width that supports comfortable reading.
  • Subtle transitions that do not distract learners.
  • No flashing elements, autoplay media or excessive animation.

Course details:

  • Course title: [Insert title]
  • Topic or module: [Insert topic]
  • Learning duration: [Insert estimated duration]
  • Language: [Insert language]
  • Academic level: [Insert level or “mixed”]
  • Number of MCQs: [Insert number]
  • Relevant context or discipline: [Insert context]
  • Content or references to use: [Paste source material, if applicable]

Do not fabricate references, statistics or theories. If reliable source material is required but unavailable, mark the affected section clearly for instructor verification.

You want to see an example?

This is an example of Google Site for a short course that I have to conduct with outsiders (non UTM students or staff) who cannot get accessed to our eLearning.

Additional tips:

  1. If you use Claude, to ensure the information of your interactive note is based on facts or have references, upload your class notes, ebook or relevant materials in Project (Folder). You can also ask Claude to add or use information based on valid references such as journals etc.
  2. If you use Gemini AI or ChatGPT, to ensure the information of your interactive note is based on facts or have references, upload your class notes, ebook or relevant materials (click + button) and write the prompt in the chatbox. Double check that you have uploaded the materials and add another statement in your prompt “Only use information from the provided/uploaded materials ONLY”. This is to reduce “hallucination”.

ROTAFA: Prompt engineering (What’s that?)

I had another session with Prof Karim yesterday night (7 August 2026, Friday) from 825ish pm until 11pm. Yes. It is PM. Night.

Some of us wondered how he had the energy to stay awake and alert past 10pm. I have to say, at my age, it’s not easy to stay up so late and I wasn’t expecting to sleep in a little bit either. Alhamdulillah I woke up just before the subuh azan.

Anyway, one of the things he insists on emphasizing is employing ROTAFA when we want to improve the output from using AI.

This is an example of the prompt that I use to create another video.

[Role]: Act as a veteran Educational Psychology Professor [change this role to yours] who doubles as a popular YouTube/educational content creator (think CrashCourse style).

[Objective]: Teach undergraduate students the core concepts of Interest Theory (specifically Hidi & Renninger’s Four-Phase Model of Interest Development) [change this objective to yours] so they can apply it to classroom teaching and pass their exams.

[Task]: Draft a complete, minute-by-minute instructional video script explaining Interest Theory [change this task to yours] . Break down the distinction between [change this accordingly] Situational Interest and Individual Interest , and show how one transitions into the other.

[Audience]: Undergraduate education and psychology majors [change this accordingly] who prefer engaging, relatable real-world student examples over dense academic jargon.

[Format]: Present the script in a 3-column table:

  1. Timestamp & Section (e.g., 0:00 – 0:45 | Hook)
  2. Visual Cues & Graphics (B-roll, on-screen text, slide diagrams)
  3. Spoken Dialogue / Voiceover (Exact script to read)

[Additional Constraints]:

  • Length: Cap total spoken dialogue at 600–700 words to ensure it comfortably stays under the 5-minute mark at a natural speaking pace (~130–140 wpm).
  • Structure: Include an engaging 30-second hook, 2 concrete real-world student scenarios, a quick recap table, and 1 reflection question at the end.
  • Tone: Energetic, clear, academically grounded, and conversational. Avoid dry textbook fluff.

31 Students, 21 Empty Hands: A Wake-Up Call on Student Reading Habits

A series of quick polls during recent class sessions revealed a jarring reality regarding student engagement with the library. Across more than 60 undergraduate and postgraduate students polled that I teach this semester (Semester 2, Session 2025/2026), over half confessed they had never borrowed a book. This lack of engagement was further highlighted in a class of 31 undergraduates (you know who you are!), where more than half admitted they had not yet borrowed a single textbook this semester when I did a quick survey in the middle of semester.  This immediately raises the question of how many books they actually read each semester. While younger generations may prefer e-books over the physical copies favoured by Gen X like me, the lack of engagement with library resources is striking. When asked if they rely primarily on class notes to understand core concepts, the majority answered yes. This trend is alarming.

Reading books does not make one a “nerd.” Yet, students are becoming overly reliant on lecture notes, which are merely summarized shortcuts of a lecturer’s own reading. Lecture slides are designed to guide, not to replace actual reading. True intellectual growth and critical thinking are unlocked only through active, independent reading. While many students believe notes are sufficient for good grades, true learning requires active cognitive engagement. Relying solely on summaries leads directly to “The Spoon-Feeding” Trap, where students rely on someone else’s digested knowledge rather than processing information themselves.

When I was an undergraduate, I had lecturers who never wrote a single word on the whiteboard nor provided lecture notes. This approach forced me to read textbooks before class, preparing notes and questions that I would ask during class. Without that preparation, passing those courses would have been almost impossible. In courses with multiple references, such as history or philosophy, I was pushed to read extensively, even when the material was difficult to grasp. Coming to class prepared significantly enhanced my understanding. 

For example, when first introduced to operant conditioning, I wondered how it applies in real life. This intellectual curiosity prompted me to seek out books by B.F. Skinner. I discovered his 1948 utopian novel, Walden Two, which depicts a community structured entirely around positive reinforcement. The book inspired the founding of the Twin Oaks Community in Virginia in 1967 (which still exists today). This community designed a society that avoids punishment, instead using a “labour credit” system (a form of token economy) where less desirable jobs are reinforced with higher credits. Reading Walden Two alongside his non-fiction works, Beyond Freedom and Dignity (1971) and About Behaviourism (1974), helped me understand these principles, but also to recognize behaviourism’s limitations. After grappling with the Western perspectives on reward and punishment, I realized I needed a philosophical counterweight. This intellectual curiosity led me to seek out and read Malik Badri’s The Dilemma of Muslim Psychologists (1979), a pursuit encouraged by some of my own lecturers, the very same ones who never wrote anything on the whiteboard nor used any lecture slaid.

The process of reading both Western and Muslim thinkers proved invaluable, opening my mind to truly multi-dimensional understandings of psychological concepts. The deepest insight came from realizing the stark contrast with strict behaviourism: from an Islamic perspective, rewards and punishments are fundamentally rooted in Allah’s Mercy. It is important to note that continuous worldly success can sometimes be a test (istidraj) rather than a straightforward reward. This concept immediately introduced a profound ethical and spiritual nuance, challenging the behaviourist premise that outcomes are simply tied to behavioural reinforcement, irrespective of any higher moral or spiritual value.

Personally, I believe reading provides the crucial context, history, and nuance that bullet points on a PowerPoint slide always leave out. I view reading not as a chore for exams, but as a path to personal growth. I am a strong believer that reading pushes students from surface-level learning toward meaningful learning, transforming them from passive consumers into active learners. Even in our fast-paced AI era, where reading a book from cover-to-cover might feel like a lost art, there is just something magical about getting lost in a good book. That feeling of being transported to another world is something a quick summary video simply cannot match!

It was great to see the quick poll (and maybe a little “friendly” nudge!) got some students thinking. A few even came to me eager to know how to boost their reading habits. Remember, just like building muscle at the gym, improving any skill requires consistent action, not just a burst of motivation. While reading does require a little “cognitive stamina” (think of it as a mental muscle!) it is absolutely something we can build. The key is turning that initial excitement into an easy, stress-free, and sustainable habit.

Here are a few starting actions:

●          Start small: Read just 5 to 10 pages a day of a textbook or academic chapter instead of attempting to finish a whole book in one sitting. If thick textbooks or journal articles are intimidating, start with non-fiction books related to the courses that you are taking.

●          Create a friction-free environment: With the distraction of smartphones and short videos from TikTok and Instagram, having a quiet, dedicated reading time is crucial. Put your phone in another room and dedicate a specific 20 minutes daily for reading (e.g., right before bed or during a transit commute).

●          Utilize UTM resources: As a student paying tuition fees, it is wasteful not to fully utilize UTM library resources, including its digital collections. UTM’s library offers vast e-book and digital database collections accessible right from our smartphones.

So, here is the final nudge: notes are fantastic for acing exams, but books are the actual fuel that prepares students for the marathon of the real world. I challenge you (my students especially), just read one book this week! Go visit the library (physical or digital.  No excuses!) and help me happily update my current “research findings” on student borrowing habits.

On a completely unrelated note (wink, wink): after a decade of teaching undergraduate educational psychology, I am still waiting for the first student to casually drop a reference to B.F. Skinner’s books. Seriously, please break my personal observation streak! Don’t let me think the behaviourists were right about a lack of reinforcement! Oh no… maybe they are still correct after all!

Let’s try this out

Using Google Vids (Veo), let’s create a short animated video. This is a video that I created using Google Vids. There duration of the video is less than 2 minutes, but the time I spent to create it more than four hours. Practice makes perfect! Don’t give up.

Main character: The same female university student wearing a dusty-rose hijab
Visual style: Ghibli-inspired hand-drawn animation, watercolour textures, warm library environment
Format: 16:9 landscape
Narration: Calm, clear and reflective

Steps:

  1. Generate the visual image of the main character using Gemini AI or ChatGPT or any preferred AI tool. This will ensure the character will be consistent (no guarantee though!). Use this prompt: Create a consistent female university student wearing a dusty-rose hijab in four full-body views:
    • Front, back, left profile and right profile.
    • The character’s clothing and colour palette match the warm library setting for the video.
  2. Go to Google Apps -> Google Vids (if you have free account, the video that you can generate might have some limitations. If you have UTM Edu Pro or personal Pro account, you have more credits. (Tongue in cheek remark: I would use UTM Edu Pro because ______ (fill in the blank).
  3. Choose Veo 3.1. (There are few selections that you can choose: AI avatar, Comvert slides, Record, Upload, Templates or Blank).
  4. On the right corner, you will see options such as Veo, Avatar, Voiceover and such). Choose Veo. (When you hoover your cursor to the Veo icon, you will see a caption “Generate an AI video clip”.
  5. You can create a video from scratch or if you have created images with sequencing storyline, you can choose “Animate an image”. But for this exercise, choose Create from scratch.
  6. With the following ready made prompts, create the video scene. Copy and paste the prompt for each shot in the available space.

Tips: Make sure your internet connection is stable. Make sure you add the image of the character that you have created in the ingredient. Don’t forget to click the “Generate” button. Click + to create a new scene before you paste new prompt for the next scene. You may revise the prompts accordingly.

    Create a 30-second Ghibli-inspired animated video about intrinsic motivation. Show the same university student independently searching for academic references in a warm, quiet library. Divide the video into nine connected shots, with three shots every 10 seconds.

    Use a calm, reflective student voice for the voiceover. Synchronise each text overlay with its corresponding narration. Use a warm ivory handwritten font with a subtle dark shadow. Keep the text within uncluttered areas and visible long enough to read. No dialogue between characters, logos, grades, prizes, praise or applause.

    0–10 seconds: Curiosity and personal interest

    Shot 1, 0:00–0:03
    A university student sits at a wooden library table, considering a research question in a notebook. The student glances towards tall bookshelves as morning sunlight enters through large windows.
    Text overlay: “Curiosity begins from within.”
    Voiceover: “A question awakens my curiosity.”

    Shot 2, 0:03–0:07
    The student walks between the bookshelves, scanning book titles and running a finger along the spines. They stop after noticing a promising reference book.
    Text overlay: “I want to learn more.”
    Voiceover: “I search because I genuinely want to know more.”

    Shot 3, 0:07–0:10
    The student opens the selected book and discovers a relevant passage. Their uncertainty develops into genuine fascination.
    Text overlay: “Interest guides my exploration.”
    Voiceover: “My interest leads me towards new ideas.”

    10–20 seconds: Autonomy and deep engagement

    Shot 4, 0:10–0:13
    Back at the table, the student notices an intriguing citation in the book. Without being instructed, they record it and decide to investigate further.
    Text overlay: “I choose where the question leads.”
    Voiceover: “I decide which path to explore next.”

    Shot 5, 0:13–0:17
    The student searches the library’s academic database and discovers a promising journal article. They lean towards the screen with growing enthusiasm.
    Text overlay: “The search itself becomes engaging.”
    Voiceover: “Finding each new source makes the search meaningful.”

    Shot 6, 0:17–0:20
    The student compares the book with the journal article, highlighting related evidence and writing notes. Delicate glowing lines connect key ideas across the sources.
    Text overlay: “I enjoy connecting new ideas.”
    Voiceover: “I enjoy seeing how the ideas connect.”

    20–30 seconds: Persistence and inherent satisfaction

    Shot 7, 0:20–0:23
    A difficult journal passage briefly confuses the student. They consult the book’s glossary and patiently reread the paragraph.
    Text overlay: “Curiosity keeps me going.”
    Voiceover: “Even when it’s difficult, curiosity keeps me going.”

    Shot 8, 0:23–0:27
    The student understands the argument and creates a concept map connecting evidence from the book and journal. A quiet, satisfied smile appears.
    Text overlay: “Understanding brings its own satisfaction.”
    Voiceover: “Understanding something new is satisfying in itself.”

    Shot 9, 0:27–0:30
    The student notices another source in the journal’s reference list, reaches for a new book and continues researching as golden evening light fills the library.
    Text overlay: “I continue because I want to know more.”
    Voiceover: “I keep learning, simply because I want to know more.”

    Audio direction: Calm, thoughtful first-person narration with a natural pace. Use soft piano, gentle strings and subtle library ambience, including turning pages, quiet footsteps and distant birds. Lower the music beneath the narration.

    Visual direction: Ghibli-inspired hand-drawn animation, delicate watercolour textures, detailed university library, warm gold and forest-green palette, expressive yet natural movement, soft atmospheric lighting, subtle magical realism, cinematic depth and seamless match-cut transitions. Maintain consistent character appearance, clothing, table, notebook, books and library layout. Landscape format, 16:9.

    Preparation for video generation using Google Flow (Refer to example)

    To bring this full 30-second, multi-shot Ghibli-inspired animation script to life in Google Flow, you shouldn’t paste the entire script into a single prompt box. AI video generators create clips shot-by-shot rather than executing a full directed film script in a single render.

    Here is the step-by-step workflow to execute your prompt in Google Flow:

    Step 1: Establish Style & Character Consistency

    Before generating video clips, lock in your visual look so the student and library remain identical across all 9 shots:

    1. Go to Image Generation / Style Reference in Google Flow.
    2. Use your Visual Direction prompt to create a master keyframe image:Ghibli-inspired hand-drawn animation, delicate watercolour textures, detailed university library, warm gold and forest-green palette, a university student sitting at a wooden table with a notebook under soft atmospheric morning light, 16:9 aspect ratio.
    3. Save this generated image as your Style / Character Reference in Google Flow to attach to each video shot.

    Step 2: Generate Shot-by-Shot in Scene Builder

    Use Flow Scene Builder or the timeline tool to generate each shot individually:

    • Shot 1 (0:00–0:03): * Prompt: A university student sitting at a wooden library table, looking thoughtfully at a notebook, then glancing towards tall bookshelves as morning sunlight streams through large windows. Ghibli animation style, warm golden light.
    • Shot 2 (0:03–0:07): * Prompt: The student walking slowly down a library aisle, scanning book titles, running a finger along the spines of books, stopping at a reference book.
    • Shot 3 (0:07–0:10): * Prompt: Close-up of the student opening a heavy library book, reading a passage with a subtle expression of surprise and genuine fascination.

    Pro Tip: Use the end frame of Shot 1 as the starting frame for Shot 2 (using Image-to-Video / Frames-to-Video) to ensure seamless match-cuts. Repeat this process through Shot 9.

    Step 3: Audio & Voiceover Narration

    1. Voiceover: Go to the Voiceover / Speech tab in Google Flow.
      • Select a calm, reflective, soft voice.
      • Input the lines section by section (e.g., “A question awakens my curiosity.”).
    2. Background Audio: Use the Audio / Sound FX generator:
      • Prompt: Soft minimal piano melody, gentle strings, subtle quiet library ambience, page turning sound effect.

    Step 4: Text Overlays & Timeline Assembly

    1. Place all 9 video clips end-to-end on the Google Flow Timeline.
    2. Align the voiceover clips with their respective video shots.
    3. Use the Text Tool to add the text overlays:
      • Font: Handwritten / Calligraphy style.
      • Color: Warm ivory with a faint charcoal/dark drop shadow.
      • Position the text in uncluttered corners (e.g., lower-third dark areas of the library).
      • Keyframe the text to fade in at the start of each shot and fade out before the transition.

    Step 5: Final Review & Export

    • Play back the sequence to ensure the 10-second pacing markers match (0–10s Curiosity, 10–20s Autonomy, 20–30s Persistence).
    • Adjust the volume balance so the music lowers beneath the voiceover.
    • Export in 16:9, 1080p / 4K resolution.

    More detailed prompt example: Intrinsic motivation

    Create a Ghibli-inspired animated video about intrinsic motivation. Show the same university student independently searching for academic references in a warm, quiet library. Use hand-painted watercolour backgrounds, expressive character animation, warm natural lighting and smooth narrative transitions.

    Add the specified text overlay to every shot. Use a clear, warm ivory handwritten font with a subtle dark shadow. Place the text in an uncluttered area without covering the student’s face, books or computer screen. Keep every line visible long enough to read. No dialogue, logos, grades, prizes, praise or applause.

    0–10 seconds: Curiosity and personal interest

    Shot 1, 0:00–0:03
    A university student sits at a wooden library table, looking thoughtfully at a research question in a notebook. The student glances towards the tall bookshelves as morning sunlight enters through large windows. Their expression shows emerging curiosity.
    Text overlay: “Curiosity begins from within.”

    Shot 2, 0:03–0:07
    The student walks slowly between tall bookshelves, scanning book titles and running a finger along the spines. They pause eagerly after noticing a promising reference book.
    Text overlay: “I want to learn more.”

    Shot 3, 0:07–0:10
    The student removes the book, opens it carefully and discovers a relevant passage. Their expression changes from uncertainty to genuine fascination as the camera moves closer.
    Text overlay: “Interest guides my exploration.”

    10–20 seconds: Autonomy and deep engagement

    Shot 4, 0:10–0:13
    Back at the table, the student reads the book and notices an intriguing citation in the chapter. Without being instructed, they write it down and decide to investigate it further.
    Text overlay: “I choose where the question leads.”

    Shot 5, 0:13–0:17
    The student searches the library’s academic database and finds a promising journal article. The screen’s gentle glow reflects in their focused eyes as they lean closer with growing enthusiasm.
    Text overlay: “The search itself becomes engaging.”

    Shot 6, 0:17–0:20
    The student compares the open book with the journal article, highlighting related evidence and writing notes. Delicate glowing lines appear between key ideas, suggesting mental connections.
    Text overlay: “I enjoy connecting new ideas.”

    20–30 seconds: Persistence and inherent satisfaction

    Shot 7, 0:20–0:23
    A difficult paragraph in the journal article briefly confuses the student. They pause, consult the book’s glossary and patiently reread the paragraph instead of giving up.
    Text overlay: “Curiosity keeps me going.”

    Shot 8, 0:23–0:27
    The student suddenly understands the argument and creates a clear concept map connecting evidence from the book and journal. A quiet, satisfied smile appears.
    Text overlay: “Understanding brings its own satisfaction.”

    Shot 9, 0:27–0:30
    The student notices another intriguing source in the journal’s reference list, reaches towards a new book and continues researching as golden evening light fills the library. End with a wide shot of the student fully absorbed in learning.
    Text overlay: “I continue because I want to know more.”

    Visual continuity: Ghibli-inspired hand-drawn animation, delicate watercolour textures, detailed university library, warm gold and forest-green palette, soft atmospheric lighting, subtle magical realism, cinematic depth, 16:9 landscape and consistent character, clothing, table, notebook, books and library layout across all nine shots.

    Example of prompts

    Let’s try this out! Using Gemini Video, you can create a short video.

    Create a 10-second cinematic educational video illustrating intrinsic motivation through three smoothly connected shots.

    Shot 1, Curiosity (0–3 seconds): A university student notices an unfamiliar psychology book on a library shelf, picks it up and opens it with genuine curiosity. Warm natural lighting, close-up of intrigued facial expression.

    Shot 2, Deep Engagement (3–7 seconds): The student reads attentively and takes notes, completely absorbed despite having no teacher, reward or deadline. Gentle camera movement, quiet and focused atmosphere.

    Shot 3, Inner Satisfaction (7–10 seconds): The student smiles subtly after understanding a difficult idea and writes, “I want to learn more.” Close-up of the notebook, then the satisfied expression.

    Minimalist cinematic style, realistic university setting, diverse Malaysian student, warm colour palette, smooth transitions, expressive visual storytelling, 16:9. No dialogue, logos, grades, prizes or external rewards. On-screen closing text: “Intrinsic motivation: learning driven by interest and satisfaction.”

    How to Write a Problem Statement

    Disclaimer: Most students think a Problem Statement is just a place to complain that ‘not enough people have studied this.’ Newsflash: Just because no one has studied the habits of feeding stray cats in the faculty parking lot doesn’t mean it’s a ‘research gap’ worth a degree.

    To save you from the ‘Major Correction’ heartbreak, I’ve compiled some tips based on comments from reviewing actual drafts from your peers. Whether you’re looking at AI, phubbing, or inclusion for students with special educational needs, remember: if your problem statement doesn’t make the reader feel like the world is slightly on fire, you’re just writing a book report. Read on to learn how to turn your ‘I’m interested in this’ into a ‘The world needs this study right now“. Or is it? (Tongue in cheek remark!)

    1. The Ideal (The “Should Be”)

    Start by stating how the world should work based on theory or policy or established findings (you need to exemplify this through your literature search). This is your Vision.

    • Example: “In an ideal inclusive classroom, the physical presence of students with disabilities should naturally foster empathy in their peers.”

    What can be understood from one sentence? What can be improved? Where is the policy that emphasis the scenario? Look at the following example:

    Theoretically, the integration of Students with Special Educational Needs (SEN) into mainstream classrooms is predicated on the assumption that daily contact will instinctively cultivate empathy among typically developing peers (Author, Year). A main emphasis of inclusive education is based on contact theory, which posits that the mere physical proximity of marginalized groups serves as a primary catalyst for developing affective empathy and prosocial behaviors among students (Author, Year). While global inclusive education frameworks are designed under the ideal that physical inclusion naturally fosters social empathy, empirical evidence suggests that mere presence does not automatically translate into meaningful relational engagement (Author, Year).

    2. The Reality (The “But”)

    Describe the current situation, supported by recent statistics or observations. This is where you introduce the Tension. You can add Key Phrase to connect and zoom in more into your research “problem”. This is your interest/intention.

    • Example: “However, in Malaysia’s highly competitive, achievement-oriented system, students often prioritize grades over peer connection. (Add Key Phrase) In practice, however, [Statistics/Observation] suggest that…”

    3. The Gap (The “Missing Link”)

    This is the heart of your research. What is missing from our current knowledge? Is it a theoretical gap, a methodological gap, or a contextual gap (e.g., it’s been studied in the West, but not in Malaysia)? This is the “solution”.

    • Example: “While many research showed students are avoiding school counselors, in the context of Malaysian education system, the concern is whether this is due to cognitive stigma or a lack of relational trust. (Add Key Phrase) Despite these trends, there is a critical lack of empirical evidence regarding…”

    4. The Consequence (The “So What?”)

    Explain the “cost of ignorance.” If we don’t do this study, what bad things will happen?

    • Example: “Without understanding this relationship, clinical interventions will continue to fail, leaving a generation of students without professional mental health support. (Add Key Phrase) Unless this gap is addressed, [Stakeholders] will continue to struggle with…”

    The “Problem Statement” Checklist

    As a self-check, go to your draft of Problem Statement and look at these five criteria:

    1. Is it a Problem or a Topic? (Example to differentiate a topic and a problem. A topic is “Self-compassion.” A problem is “Trauma survivors cannot practice self-compassion because they lack an internalized caregiver.”)
    2. Is there a Tension? (Does it show two ideas clashing, like “Digital tools for learning” vs. “Digital dependency”?)
    3. Is it Grounded? (Do you have citations from the last 2–5 years to prove the problem is current?)
    4. Is it Specific? (Avoid words like “Many people” or “A lot of.” Use “75% of students” or “Postgraduate researchers in Malaysia.”)
    5. Does it lead to your Research Questions? (The RQs should feel like the only logical next step after reading the problem.)

    Quick Tips for Success

    • Avoid the “No Study” Argument: Don’t just say “No one has studied this.” Instead, say “Because this has not been widely studied, it is important to explore how people make policy decisions without evidence.”
    • Use a Theoretical Bridge: Mention a theory (like Attachment Theory or Contact Theory) to show that your problem is not just an opinion but it is a scientific inquiry.
    • Watch Your Tone: Don’t be too emotional. Use objective, academic language. Instead of saying “It is a heartbreaking tragedy,” say “This represents a significant psychosocial challenge.”

    A good problem statement doesn’t just tell your readers what you want to study. It tells them why the world is currently ‘broken’ and how your study provides the blueprint to fix it.

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