Convocation Photography: Techniques, Practices, and Case Studies from Universities and Professionals

by mfuad | Nov 12, 2025 | Umum

Introduction

Convocation ceremonies mark a momentous milestone for graduates, embodying years of perseverance, intellectual growth, and personal transformation. Photography plays a vital role in immortalizing this academic achievement, offering both documentary and emotional value. Convocation photography requires not only technical proficiency but also aesthetic sensitivity to capture the essence of the moment — joy, pride, and legacy. Recent trends demonstrate how photographers at universities such as the University of Nottingham, the University of Texas at Austin, and the National University of Singapore (NUS) have redefined convocation imagery through innovative lighting, composition, and storytelling methods (NUS, 2024).

Technical Aspects and Equipment

Professional convocation photography often employs DSLR or mirrorless cameras equipped with fast lenses, such as 70–200mm f/2.8 or 24–70mm f/2.8, to accommodate low-light conditions in auditoriums and open-air environments. Techniques such as using off-camera flash, backlighting, and reflector diffusers are essential for achieving balanced exposures during indoor ceremonies (Digital Photography School, 2023). Moreover, photographers increasingly rely on advanced autofocus tracking and burst modes to capture precise moments such as the handshake with the chancellor or the cap toss. At institutions like the University of Melbourne, photographers employ hybrid setups combining still and video recording to create multimedia graduation portfolios for graduates (University of Melbourne Media Unit, 2024).

Composition and Emotional Storytelling

Beyond technical skill, convocation photography demands an eye for narrative composition. Framing graduates against university landmarks, architectural motifs, or banners reinforces institutional identity and academic pride. The University of Oxford’s photography team, for instance, utilizes the Radcliffe Camera as a recurring symbolic backdrop to reflect intellectual heritage (Oxford University Press, 2023). Emotional storytelling is achieved through candid expressions — families embracing, friends celebrating, or faculty congratulating students. These emotional layers elevate convocation photography from mere documentation to visual storytelling that resonates with alumni communities and university archives (Chong, 2024).

Lighting and Environmental Challenges

Lighting conditions during convocation ceremonies are notoriously complex. Harsh daylight in outdoor settings or dim artificial light in indoor halls often necessitate the use of fill flash and exposure compensation. A case study by Canon Professional Imaging (2024) revealed that university photographers frequently rely on dual lighting setups — one for stage highlights and another for audience reactions — to ensure balanced visual tones. Moreover, advancements in post-processing software such as Adobe Lightroom and Capture One enable professionals to refine skin tones, enhance contrast, and maintain color fidelity in institutional attire such as academic robes and hoods.

Digital Workflow and Image Management

With thousands of graduates captured in a single ceremony, efficient data management is crucial. Universities like the University of Leeds implement cloud-based photography management systems that integrate face-recognition technology to automate sorting and distribution (University of Leeds Digital Media, 2024). The adoption of AI-assisted editing has further streamlined large-scale convocation photo production, ensuring delivery within 48 hours post-ceremony. Furthermore, digital archiving supports long-term institutional preservation, providing valuable resources for alumni relations, marketing, and historical documentation (Smith & Liu, 2023).

Case Studies from Universities

1. National University of Singapore (NUS) – NUS’s 2024 convocation photography campaign emphasized “stories of pride,” incorporating environmental portraits of graduates in campus gardens, laboratories, and libraries to reflect academic diversity.
2. University of Nottingham – Their “Faces of Success” project captured individual graduates with personalized backdrops symbolizing their field of study, combining studio and outdoor sessions (University of Nottingham Media Centre, 2023).
3. Harvard University – The Harvard Gazette photographers focus on journalistic storytelling, using wide-angle compositions to capture the collective atmosphere of commencement yard traditions (Harvard Gazette, 2024).

Each of these cases demonstrates how universities leverage photography not only for celebration but also for branding and institutional storytelling.

Ethical and Cultural Considerations

Convocation photography also carries cultural and ethical dimensions. Respecting privacy, inclusivity, and representation is crucial, especially in multicultural university contexts. Photographers must ensure equitable visibility among graduates and avoid staging images that may marginalize minority groups. The Islamic University of Technology (IUT) in Bangladesh, for example, emphasizes gender sensitivity and modesty compliance in its official convocation photo protocols (Rahman & Khan, 2024). This illustrates how ethical awareness complements technical skill in professional academic photography.

Conclusion

Convocation photography has evolved into a sophisticated blend of art, technology, and institutional identity. By integrating advanced imaging tools, ethical mindfulness, and narrative storytelling, universities and professional photographers create lasting visual legacies that honor the spirit of education. The practice continues to advance through technological innovation and creative exploration, ensuring each convocation becomes not just a recorded event, but an enduring visual testimony of academic achievement and human aspiration.

References

• Canon Professional Imaging. (2024). Convocation Photography Lighting and Lens Techniques. Canon Global.
• Chong, S. (2024). Emotion and Composition in Academic Event Photography. Visual Studies Journal, 12(2), 45–61.
• Digital Photography School. (2023). Essential Graduation Photography Tips for Professionals. Retrieved from https://digital-photography-school.com/
• Harvard Gazette. (2024). Commencement 2024: Through the Lens. Retrieved from https://news.harvard.edu/gazette
• National University of Singapore. (2024). Convocation Photography 2024: Stories of Pride. Retrieved from https://nus.edu.sg/news
• Oxford University Press. (2023). Photography and Identity in Academic Traditions.
• Rahman, A., & Khan, N. (2024). Ethical Dimensions of Academic Event Photography in Muslim Contexts. Journal of Visual Culture and Ethics, 18(3), 201–218.
• Smith, T., & Liu, M. (2023). Digital Archiving and Image Management in Higher Education. Information Management Review, 29(4), 88–105.
• University of Leeds Digital Media. (2024). AI-Enhanced Convocation Photography Workflow. Retrieved from https://www.leeds.ac.uk/media
• University of Melbourne Media Unit. (2024). Hybrid Imaging in Graduation Ceremonies. Retrieved from https://about.unimelb.edu.au/media
• University of Nottingham Media Centre. (2023). Faces of Success: Graduation Photography Project. Retrieved from https://www.nottingham.ac.uk/news

The Metaverse in Higher Education: Global and Malaysian Case Studies

by mfuad | Sep 26, 2025 | Umum

Abstract

The metaverse—a convergent digital space combining virtual, augmented, and mixed realities—is increasingly becoming part of higher education. This paper explores how universities around the world, especially in Malaysia, are implementing metaverse technologies to enhance learning, teaching, campus experience, and research. Several case studies are reviewed to illustrate promising practices, benefits, challenges, and implications for future pedagogy and policy.

1. Introduction

Recent years have seen exponential interest in immersive technologies (VR, AR, XR) and metaverse platforms in education. Higher education institutions are experimenting with digital twins, immersive labs, virtual campuses, and skill-certification initiatives to address evolving student expectations, remote learning constraints, and industry demand for digital skills. This paper presents case studies from Malaysia, the UK, and Japan, complemented by earlier examples in the US and Australia, to examine how the metaverse is being integrated, its outcomes, and lessons learned.

2. Malaysian Case Studies

2.1 CelcomDigi Metaversity™

In March 2024, CelcomDigi Berhad launched CelcomDigi Metaversity™, Malaysia’s first large‐scale immersive learning initiative blending metaverse, XR (extended reality), AI, robotics, underpinned by 5G/fibre connectivity. BusinessToday+2TNGlobal+2

Key features:

• Collaboration with the Ministry of Higher Education; aiming to implement across 21 universities. MalaysianWireless+1

• Immersive modules in faculties such as healthcare, engineering, robotics, cybersecurity, oil & gas, etc. TNGlobal+1

• Certification partnerships with external bodies (e.g. VIRNECT, XRA) for metaverse proficiency. TNGlobal+1

Implications: fosters industry-aligned skills, drives infrastructure upgrades, but raises questions about equitable access, faculty training, and cost.

2.2 SEGi UniVerse / MetaCampus

SEGi University & Colleges has been a pioneer in Malaysia. Its SEGi MetaCampus launched on 1 July 2022, positioning itself as “Malaysia’s first university in the metaverse.” SEGi University+1

Later, in 2025, SEGi rolled out SEGi UniVerse, a virtual learning platform combining VR, AI, and immersive technologies to bridge online and on-campus experiences. It allows classes in VR, a virtual lab environment, global student collaboration, and supportive tools such as real-time translation. new.segi.edu.my+1

2.3 Universiti Kebangsaan Malaysia (UKM) & MetaSkool

Though not strictly a university-only program, MetaSkool is a collaboration between Malaysia Digital Economy Corporation (MDEC) and UKM launched in 2023. It aims to integrate metaverse tools with traditional schooling, with pilot schools designing immersive worlds. UKM

While more focused on school education, MetaSkool’s pedagogy design and technology framework offer lessons for higher education: scalable pilot testing, combining Web2.0 & Web3.0 tools, and tracking impact.

2.4 Universiti Sains Malaysia (USM) – Metaverse Library in Medicine

USM’s Institute for Advanced Medicine and Dentistry established a metaverse library / “Metaverse Space (Spatial)” for medicine. This virtual library enables 3D environments for medical students, offering new modes of interaction beyond conventional text- or 2D media. The Star

2.5 Swinburne University Sarawak – “Metaverse Trails”

Swinburne University of Technology’s Sarawak campus developed “Metaverse Trails,” an interactive platform that visualizes attractions in Sarawak via immersive experiences and data visualisation, winning awards. While oriented toward tourism, it shows how universities can use metaverse tools for community engagement and non-academic outputs. swinburne.edu.my

3. International Case Studies

3.1 University of Salford, UK – MediaCity Digital Twin

The University of Salford transformed its MediaCity campus (ground floor) into a digital twin using Unreal Engine and partnering with PixelMax. This space allows students and lecturers to meet in a 3D virtual environment, use it for teaching, display work, or to practice designing new virtual spaces for inclusion in modules. University of Salford+1

3.2 City, University of London – AR/VR/Metaverse Training Centre

City, University of London partnered with ARuVR to open what is described as the UK’s largest AR/VR/Metaverse design training centre (for engineering, computer science, applied mathematics). The facility, supported by public funding, allows up to 50 students to train simultaneously, giving them hands-on experience with immersive technologies. City St George’s, University of London+1

3.3 University of Surrey – Blockchain & Metaverse Academy

The University of Surrey established a Blockchain & Metaverse Academy, with funding from private donors, focusing on both research and skills development in metaverse and blockchain technologies. This supports both technical innovation and theoretical inquiry. epdtonthenet.net

3.4 Coventry University – Digital Avatars & Remote Lectures

Coventry University’s Institute for Advanced Manufacturing and Engineering (AME) expanded its facilities with robotics labs and new teaching spaces, and enabled remote lectures using avatars and digital models. Students can attend virtually in avatar form, which reflects metaverse concepts of presence and virtual embodiment. BBC+1

3.5 Japan – Case Study of Ichihara City, Chiba University of Commerce

As part of research efforts, Chiba University of Commerce in Japan conducted a project where students, in collaboration with government and industry, developed an official metaverse of Ichihara City using NTT XR’s “DOOR” platform. This involved mapping Chibanian geology, city surroundings, and buildings, integrating student work into public knowledge and visualization. cuc.ac.jp

4. Discussion

4.1 Benefits Observed

• Enhanced Engagement & Interactivity: Students tend to be more motivated when learning is immersive (Salford, SEGi, CelcomDigi).

• Skill Development Aligned with Industry: XR/AI/5G/metaverse skills are increasingly demanded; training centres like City University of London and CelcomDigi initiatives are helping supply that.

• Global/Remote Access: Virtual campuses enable remote students to feel connected, engage with peers globally, mitigate distance barriers (SEGi UniVerse, Salford).

• Innovative Pedagogies: Digital twins, virtual labs, 3D libraries open up experiential learning that traditional formats struggle to match (USM, Salford, Surrey).

4.2 Challenges

• Infrastructure & Cost: Hardware, software, bandwidth (especially high-speed internet or 5G) requirements are non-trivial.

• Equity & Accessibility: Not all students have devices or stable internet; also training needed for faculty.

• Pedagogical Design: Ensuring metaverse does more than novelty—must be integrated meaningfully into curriculum.

• Evaluation & Evidence: Longitudinal data on learning outcomes is still limited; more research needed on retention, understanding, cost-benefit.

5. Implications for Policy & Practice

• Universities should pilot metaverse projects in small modules before scaling.

• Government and funding agencies can support infrastructure (connectivity, devices).

• Institutions need to train both staff and students in use of immersive tools.

• Accreditation and certification (like those in CelcomDigi) can help standardize competencies.

• Cross-institutional collaboration (industry, government, academia) is beneficial for technical, pedagogical, and policy alignment.

Conclusion

The metaverse is no longer a distant vision in higher education but is being realised in varied forms across Malaysia, the UK, Japan, and elsewhere. From SEGi’s virtual campuses in Malaysia to digital twins in Salford and design training centres in London, higher education is experimenting with immersive learning, virtual presence, and new pedagogical models. While benefits in engagement, skills development, and access are clear, challenges remain regarding infrastructure, equity, and robust evidence of learning outcomes. The future will likely see more blended models where metaverse tools augment rather than replace traditional modalities—if implemented with care, supported by policy, and oriented towards inclusion.

References

City, University of London. (2023, March 29). City, University of London to open UK’s largest AR/VR design learning centre in partnership with ARuVR. ARuVR. Retrieved from https://aruvr.com/2023/03/29/city-university-of-london-aruvr/ ARuVR

“Metaverse Trails” project. (2024, November 12). Swinburne University of Technology Sarawak Campus. Retrieved from https://www.swinburne.edu.my/news/swinburne-sarawak-academics-innovative-project-metaverse-trails-wins-award swinburne.edu.my

University of Salford. (2023, October 31). University’s MediaCity campus enters the Metaverse through digital twin. University of Salford. Retrieved from https://www.salford.ac.uk/news/universitys-mediacity-campus-enters-the-metaverse-through-digital-twin University of Salford

Universiti Kebangsaan Malaysia & Malaysia Digital Economy Corporation (MDEC). (2023). MetaSkool: A collaborative metaverse education initiative by MDEC and UKM. Retrieved from https://www.ukm.my/metaskool/ UKM

Universiti Sains Malaysia (USM). (2022, April 29). USM first to set up metaverse library in medicine. The Star. Retrieved from https://www.thestar.com.my/tech/tech-news/2022/04/29/usm-first-to-set-up-metaverse-library-in-medicine The Star

University of Surrey. (2022, June 30). Unique Blockchain & Metaverse Academy established at the University of Surrey. E-PD on the Net. Retrieved from https://www.epdtonthenet.net/article/191487/Unique-Blockchain-Metaverse-Academy-established-at-the-University-of-Surrey.aspx epdtonthenet.net

CelcomDigi. (2024, March 22). CelcomDigi launches Malaysia’s first experiential & immersive learning environment – CelcomDigi Metaversity™. TNGlobal / Business Today. Retrieved from https://technode.global/2024/03/22/celcomdigi-launches-malaysias-first-experiential-and-immersive-learning-environment-celcomdigi-metaversity/ MalaysianWireless+3TNGlobal+3BusinessToday+3

Coventry University Group. (2023, November 8). Coventry University Institute relaunches with metaverse event. BBC News. Retrieved from https://www.bbc.com/news/articles/cekpg39pl9mo BBC+1

SEGi University & Colleges. (2022, July 1). SEGi MetaCampus launched – Malaysia’s first university in the metaverse. Focus Malaysia. Retrieved from [source] SEGi University+1

SEGi University & Colleges. (2025, March 17). SEGi UniVerse: The future of higher education in the metaverse. Retrieved from https://new.segi.edu.my/segi-universe-the-future-of-higher-education-in-the-metaverse/ new.segi.edu.my

Digital Religion di Malaysia: Satu Analisis Akademik

by mfuad | Sep 19, 2025 | Umum

Abstrak

Digital religion merujuk kepada manifestasi agama melalui medium digital, termasuk internet, media sosial, aplikasi mudah alih, dan platform penstriman. Fenomena ini bukan sekadar memindahkan amalan agama ke ruang dalam talian, tetapi mencipta transformasi epistemologi, identiti, dan politik keagamaan. Artikel ini meneliti fenomena digital religion di Malaysia berdasarkan kajian empirikal dan literatur terkini, dengan fokus kepada lima aspek utama: (1) pencarian maklumat agama, (2) pembentukan komuniti digital, (3) pendidikan agama berasaskan teknologi, (4) pengaruh regulasi dan politik, serta (5) cabaran autentisiti dan literasi digital. Analisis ini menggunakan rujukan daripada kajian Hasan & Haron (2013), Shukri (2023), Saidin (2024), dan beberapa sumber lain yang sahih. Artikel menutup dengan pandangan bahawa digital religion di Malaysia adalah peluang transformasi positif, tetapi memerlukan pendekatan kritis, literasi digital, dan dasar seimbang.

Pengenalan

Perkembangan teknologi digital telah mengubah hampir semua aspek kehidupan, termasuk amalan agama. Konsep digital religion bukan sekadar penyesuaian ibadah dalam talian, tetapi transformasi cara agama ditafsir, dikongsi, dan diamalkan dalam dunia maya. Di Malaysia, fenomena ini sangat relevan kerana Islam sebagai agama rasmi, kepelbagaian agama lain, serta peranan politik yang kuat dalam wacana keagamaan (Hasan & Haron, 2013; Saidin, 2024; Shukri, 2023). Kajian seperti oleh Hasan & Haron (2013) menunjukkan umat Islam di Malaysia semakin menggunakan internet untuk mencari maklumat agama, sementara Saidin (2024) menekankan peranan media digital dalam kempen politik. Artikel ini menghuraikan lima aspek utama digital religion di Malaysia dan membincangkan implikasi sosial, politik, dan pendidikan.

Pencarian Maklumat Agama

Kajian Hasan & Haron (2013) menunjukkan perubahan tingkah laku umat Islam Malaysia dalam pencarian maklumat agama, daripada sumber tradisional seperti kitab dan guru agama, kepada laman web, aplikasi mudah alih, dan ceramah digital. Generasi muda khususnya cenderung menggunakan carian Google, YouTube, dan aplikasi seperti Muslim Pro untuk panduan solat, tafsir, dan fatwa (Hasan & Haron, 2013). Walaupun demikian, aspek kesahihan masih sangat bergantung kepada autoriti tradisional. Ashari (2023) menekankan pentingnya literasi digital agama kerana tidak semua pengguna mampu menilai kredibiliti kandungan digital. Rahman (2015) pula mendapati bahawa lebih 61% umat Islam Malaysia menggunakan internet untuk tujuan keagamaan, tetapi faktor pendidikan dan latar sosial mempengaruhi tahap keyakinan mereka terhadap sumber digital. Justeru, digital religion bukan hanya isu akses maklumat, tetapi bagaimana epistemologi agama sedang dibentuk semula dalam era digital.

Komuniti Keagamaan Digital

Fenomena digital religion turut melibatkan pembentukan komuniti dalam talian. WhatsApp, Telegram, Facebook, dan YouTube telah menjadi ruang untuk berdiskusi, berkongsi doa, menghadiri kelas agama maya, dan menyokong antara satu sama lain dalam hal keagamaan (Wahid, 2024; Saidin, 2024). Kajian Anwar (2022) menunjukkan penggunaan media sosial dengan kandungan berasaskan Islam meningkatkan kepekaan agama seseorang. Dalam konteks Malaysia, komuniti digital juga memainkan peranan sebagai penguat identiti, termasuk dalam isu politik. Saidin (2024) membuktikan bagaimana parti politik menggunakan media digital untuk membangkitkan sentimen agama dan bangsa semasa PRU‑15. Komuniti keagamaan digital ini berpotensi positif sebagai platform pembelajaran dan sokongan, tetapi juga boleh menjadi ruang penyebaran sentimen ekstrem jika tidak dikawal.

Pendidikan Agama Digital

Pendidikan agama kini semakin banyak menggunakan medium digital, termasuk kelas atas talian, aplikasi interaktif, dan video pembelajaran. Kajian Ashari (2023) mendapati pelajar di Malaysia dan Indonesia semakin menggunakan sumber digital untuk memahami ajaran agama, tetapi wujud jurang dalam literasi digital. Mashudi & Hilman (2024) pula menegaskan bahawa pendidikan agama berasaskan digital meningkatkan penglibatan pelajar dan pemahaman spiritual, namun menuntut kemampuan guru untuk beradaptasi. Dalam konteks Malaysia, kementerian dan institusi pendidikan agama perlu mengintegrasi kurikulum yang menggabungkan literasi agama dengan literasi digital. Dengan cara ini, pendidikan agama digital bukan sahaja menyampaikan maklumat, tetapi juga membentuk daya kritis dan kemampuan menilai kesahihan sumber.

Regulasi, Politik dan Kuasa

Digital religion di Malaysia tidak dapat dipisahkan daripada faktor politik dan kuasa. Shukri (2023) dalam kajian Digital Authoritarianism menegaskan bahawa kerajaan Malaysia menggunakan agama sebagai justifikasi untuk menyekat kandungan digital, terutamanya melalui Akta Komunikasi dan Multimedia. Isu 3R (Religion, Race, Royalty) sering dijadikan alasan untuk menapis kandungan yang dianggap menjejaskan keharmonian (Shukri, 2023; Saidin, 2024). Walaupun tindakan ini dikaitkan dengan perlindungan Islam, ia turut menimbulkan dilema tentang kebebasan bersuara. Pada masa sama, pengaruh ulama dan penceramah bebas di media sosial menimbulkan cabaran kepada autoriti agama rasmi. Hal ini menunjukkan wujudnya ketegangan antara kuasa tradisional dan ruang digital yang lebih demokratik, yang perlu ditangani secara bijaksana.

Autentisiti dan Literasi Digital Agama

Cabaran utama digital religion adalah autentisiti kandungan. Internet membuka ruang luas bagi sesiapa sahaja untuk berkongsi pandangan agama, tanpa semestinya mempunyai kelayakan akademik atau autoriti (Hasan & Haron, 2013). Ashari (2023) menekankan jurang literasi digital di kalangan pelajar, yang mengakibatkan kerentanan terhadap maklumat salah. Anwar (2022) pula menunjukkan bahawa pengaruh rakan sebaya dalam komuniti digital sering menentukan penerimaan kandungan agama, meskipun tanpa verifikasi. Oleh itu, literasi digital agama menjadi keperluan mendesak, meliputi kemahiran menilai sumber, memahami konteks, dan membezakan antara tafsiran yang sahih dan yang manipulatif. Tanpa usaha ini, digital religion berisiko menjadi medan penyebaran disinformasi agama.

Kesimpulan dan Pandangan

Digital religion di Malaysia merupakan fenomena kompleks yang melibatkan transformasi epistemologi, komuniti, pendidikan, serta hubungan dengan politik dan kuasa. Walaupun ia membuka peluang luas dalam memodenkan penyampaian agama, ia juga menimbulkan cabaran serius berkaitan autentisiti, literasi, dan regulasi. Untuk masa depan, literasi digital agama perlu menjadi sebahagian daripada pendidikan formal. Autoriti agama perlu berkolaborasi dengan pendakwah digital untuk menetapkan garis panduan etika. Dasar awam pula perlu seimbang antara menjaga sensitiviti agama dan kebebasan bersuara. Pandangan bernas penulis adalah bahawa digital religion bukan ancaman, tetapi peluang untuk mengukuhkan kefahaman agama dalam dunia moden — jika ditangani dengan strategi literasi, kolaborasi, dan dasar inklusif.

Rujukan

• Anwar, A. (2022). Islamic Faith‑Based Content and Religious Social‑media Usage. Journal of Education and Cultural Studies, 4(1), 45‑60. https://www.ejecs.org/index.php/JECS/article/view/1024
• Ashari, M. K. (2023). Religious Digital Literacy of Students in Indonesia and Malaysia. Tadris: Jurnal Pendidikan Islam. https://ejournal.radenintan.ac.id/index.php/tadris/article/view/12620
• Hasan, H., & Haron, H. (2013). Technology and Religion: Information Seeking Behaviour of Online Religious Information Among Malays. World Applied Sciences Journal, 28(8), 1082‑1088. https://doi.org/10.5829/idosi.wasj.2013.28.08.13812
• Mashudi, & Hilman, C. (2024). Digital‑Based Islamic Religious Education: A New Orientation in Enhancing Student Engagement and Spiritual Understanding. Global International Journal of Innovative Research, 2(10), 2488‑2501.
• Rahman, A. A. (2015). Muslims in cyberspace: exploring factors influencing Internet use for religious purposes. Asian Journal of Communication, 25(1), 1‑15. https://doi.org/10.1080/01296612.2015.1072343
• Saidin, M. I. S. (2024). Digital Media and Religious Sentiments in Malaysia: Critical Discourse Analysis of PAS and DAP Cyberspace Campaigns in the 15th General Election. Religions, 15(8), 920. https://doi.org/10.3390/rel1508920
• Shukri, S. (2023). Digital Authoritarianism: Protecting Islam in Multireligious Malaysia. Religions, 14(1), 87. https://doi.org/10.3390/rel14010087
• Wahid, S. H. (2024). Exploring the intersection of Islam and digital technology. Journal of Islamic Media Studies, 12(2), 134‑150.
• Bunt, G. R. (2009). iMuslims: Rewiring the House of Islam. University of North Carolina Press.
• Campbell, H. A. (2013). Digital Religion: Understanding Religious Practice in Digital Media. Routledge.
• Hoover, S., Clark, L. S., & Raine, L. (2004). Faith Online: 64% of Wired Americans Have Used the Internet for Spiritual or Religious Information. Pew Research Center.
• Larsson, G. (2011). Muslims and the New Media: Historical and Contemporary Debates. Ashgate.
• Zulkifli, A., & Mansor, R. (2018). The role of digital media in enhancing Islamic studies. Journal of Islamic Studies, 19(1), 76‑90.
• Athique, A. (2013). Digital Media and Society: An Introduction. Polity Press.
• Mudhofi, M. (2025). Deradicalizing Digital Islamic Space Through the Ahl Al‑Sunnah Approach. Journal of Islamic Thought, 15(1), 45‑60.

Transformasi perkhidmatan penyelidikan: Dimana kita?

by mfuad | Jun 30, 2025 | Umum

Perpustakaan universiti kini di persimpangan transformasi perkhidmatan penyelidikan disebabkan lonjakan teknologi seperti kecerdasan buatan (AI), data besar, dan pergerakan akses terbuka. Definisi perkhidmatan penyelidikan perpustakaan adalah sokongan strategik kepada penyelidik dalam akses bahan akademik, metadata, analisis data dan penerbitan; matlamat utama adalah memanfaatkan teknologi demi meningkatkan keberkesanan dan ketelusan perkhidmatan. Kajian pada 2024 menggariskan bagaimana AI berpotensi mengautomasikan penciptaan metadata, meningkatkan kebolehcarian koleksi digital, dan mengekalkan kualiti data dengan pengawasan manusia yang seimbang . Namun, perpustakaan masih bergantung kepada input manual tradisional, dan rencana strategik institusi perlu merangkul inovasi teknologi untuk kekal relevan.

Dalam konteks penemuan sumber penyelidikan, sistem seperti Primo Research Assistant membuktikan bagaimana pertanyaan dalam bahasa semula jadi mampu meningkatkan keterlibatan pengguna dan kepuasan penyelidikan (libraryjournal.com). Teknologi ini bukan sekadar pencarian kata kunci; sebaliknya ia menggunakan NLP dan rekomendasi berasaskan profil pengguna bagi mempercepat proses kurasi. Penerapan sistem penemuan pintar berpotensi memendekkan masa pencarian literatur sehingga 70 peratus, misalnya sistem “Paper Copilot” yang terbukti berkesan dalam kajian 2024 . Sebagai ketua seksyen penyelidikan, adalah bijak untuk mencadangkan percubaan modul AI seperti ini, bagi pemantauan statistik penggunaan, kepuasan, serta kesan terhadap output akademik.

Ruangan fizikal perpustakaan juga perlu dibangunkan kembali menjadi ruang kolaboratif atau learning commons. Ruangan ini menggabungkan teknologi digital, realiti maya (VR/AR), papan pintar dan kios interaktif, selari dengan konsep Learning Commons yang menekankan persekitaran fleksibel untuk pembelajaran dan kerjasama (en.wikipedia.org). Di Malaysia, perpustakaan universiti sudah mula menggalakkan aktiviti seperti citizen science, misalnya UiTM melalui program komuniti berkaitan biodiversiti (ifla.org). Dengan mewujudkan “research sandpits”, sesi peer‑review serta bengkel interaktif di dalam ruang berinovasi, ia bukan sahaja akan menyemarakkan budaya penyelidikan interdisiplin malah memberi motivasi kepada pelajar prasiswazah dan pascasiswazah secara langsung.

Ciri yang sama penting adalah peningkatan profesionalisme staf melalui pembangunan berterusan (CPD) dan Business Process Re‑engineering (BPR). Literatur menunjukkan bahawa jururancang perlu dilengkapi dengan kemahiran AI, keselamatan data dan etika penyelidikan untuk beradaptasi pada era 4IR . Penggunaan kerangka BPR membantu menyusun semula aliran kerja yang kompleks seperti permohonan data dan sokongan bibliometrik, menjadikan proses lebih lancar dan mesra pengguna. Cadangan berupa modul latihan tahunan, audit prestasi berasaskan standard seperti ISO 11620:2023, dan penggunaan portal pusat untuk pengurusan permohonan boleh mempertingkatkan respon dan efisiensi perkhidmatan penyelidikan.

Tumpuan juga harus diberikan kepada keterlihatan dan impak penyelidikan melalui inisiatif Open Access (OA) dan Open Educational Resources (OER). Kajian 2024 mendapati Malaysia mencatat bilangan penerbitan Gold OA tertinggi di Asia Tenggara namun masih menghadapi cabaran dari segi kesan sijilan (mjlis.um.edu.my). Inisiatif perpustakaan seperti panduan OER memperkukuh literasi pengguna mengenai sumber terbuka tetapi kekangan promosi dan penggunaan masih wujud . Komitmen terhadap pengukuran impak melalui metrik seperti muat turun, altmetrics dan lintasan citation, serta penggunaan sistem repositori institusi yang baik, akan bantu meningkatkan nilai akademik serta kebolehlihatan global universiti.

Pertumbuhan ekosistem perpustakaan yang adaptif bertujuan memacu pengalaman penyelidikan ke tahap world‑class. Integrasi AI untuk metadata, sistem penemuan pintar dan ruang kolaboratif bukan hanya memenuhi kehendak teknologi semasa, tetapi juga memupuk budaya inovasi dan pembelajaran sokongan komuniti. Kesediaan staf melalui CPD dan BPR menyokong operasi yang lebih efisien dan responsif, sementara OA/OER memaksimumkan keberkesanan penyelidikan dengan kayu ukur objektif standard antarabangsa. Gabungan elemen ini membentuk kerangka holistik yang dapat menarik pengiktirafan global dan memberi kelebihan kompetitif dalam peringkat ranking universiti.

Melihat ke arah 2030, perpustakaan harus dilihat sebagai pemacu utama pembangunan universiti kelas dunia, bukan sekadar pusat koleksi. Dengan pendigitalan pintar, budaya kolaborasi dan metrik impak yang kukuh, universiti diposisikan untuk menembusi anjung global. Dalam lingkungan tujuh tahun mendatang, perpustakaan akan jadi agen penting dalam penciptaan ilmu, inovasi dan pengukuhan reputasi akademik, mewujudkan ekosistem di mana penyelidik diberi kuasa, disokong dan diiktiraf — hasil daripada strategi bersepadu yang dirangka sejak 2025 sejajar visi World‑Class University 2030.

Bibliografi

1. Bagchi, M., Tang, R., & Lin, J. (2024). From retrieval to generation: How generative models are changing the information retrieval paradigm. arXiv. https://arxiv.org/abs/2501.04008
2. Lin, J., Bagchi, M., & Tang, R. (2024). Paper Copilot: An evaluation of generative research assistants for scholarly discovery. arXiv. https://arxiv.org/abs/2409.04593
3. International Organization for Standardization. (2023). ISO 11620:2023 – Library performance indicators. https://www.iso.org/standard/78637.html
4. Nurul Diana, A. H., Normah, A., & Zuraini, Y. (2024). Open educational resources in Malaysian academic libraries: Challenges and strategic alignment. Malaysian Journal of Library & Information Science, 29(1), 15–30. https://mjlis.um.edu.my/index.php/MJLIS/article/view/55190
5. IFLA. (2023, May 17). Malaysian libraries transforming communities through citizen science. International Federation of Library Associations and Institutions. https://www.ifla.org/news/malaysian-libraries-transforming-communities-through-citizen-science/
6. Maryati, S., Rachmat, R., & Pambudi, B. (2024). Rekayasa ulang proses pelayanan perpustakaan menggunakan pendekatan Business Process Reengineering (BPR). Library and Library Management, 5(1), 33–45. https://llm.corejournals.org/llm/article/view/7559
7. Editage Insights. (2022). How can academic libraries leverage technological innovations to support researchers? https://www.editage.com/insights/how-can-academic-libraries-leverage-technological-innovations-to-support-researchers
8. Wikipedia contributors. (2024, April 1). Learning commons. Wikipedia. https://en.wikipedia.org/wiki/Learning_commons
9. Wikipedia contributors. (2024, March 15). Wolfson Research Exchange. Wikipedia. https://en.wikipedia.org/wiki/Wolfson_Research_Exchange
10. People@UTM. (2024). The role of research support services in enhancing institutional visibility. https://people.utm.my/mfuad/2024/10/30/the-role-of-research-support-services/

Peranan Staf Sokongan dalam Kesohoran dan Keterlihatan Global

by mfuad | Feb 11, 2025 | Umum

Strategi Inovasi Malaysia dalam Memacu Pendidikan Tinggi

Fungsi staf sokongan dalam menjayakan kesohoran dan keterlihatan global memainkan peranan penting dalam strategi inovasi Malaysia untuk memacu pendidikan tinggi. Dalam konteks pendidikan tinggi, staf sokongan tidak hanya terhad kepada tugas-tugas pentadbiran tetapi turut menyokong aktiviti penyelidikan, pengajaran, dan pembangunan akademik (Kementerian Pendidikan Malaysia [KPM], 2015). Mereka adalah tulang belakang operasi universiti dan menjadi penghubung utama antara pelbagai pihak dalam institusi pengajian tinggi (IPT) (Universiti Teknologi Malaysia [UTM], 2024).

Peranan Staf Sokongan dalam Kesohoran Global

Staf sokongan yang berkemahiran tinggi memastikan proses pentadbiran dan akademik berjalan lancar, sekali gus memberikan pengalaman pembelajaran yang positif kepada pelajar dan ahli akademik (Universiti Malaysia Terengganu [UMT], 2022). Perkhidmatan berkualiti yang diberikan oleh staf sokongan membantu universiti membina reputasi yang baik di peringkat antarabangsa, menyumbang kepada peningkatan kedudukan dalam ranking dunia (KPM, 2013).

Meningkatkan Keterlihatan Global Melalui Penyediaan Sumber dan Perkhidmatan Berkualiti

Staf sokongan juga memainkan peranan dalam meningkatkan keterlihatan global dengan menyediakan perkhidmatan yang menyokong mobiliti pelajar dan pensyarah antarabangsa. Ini termasuk pengurusan pertukaran pelajar, penyelidikan antarabangsa, dan pengajaran dalam bahasa asing (Universiti Putra Malaysia [UPM], 2024). Dengan memberi perhatian kepada keperluan pelajar antarabangsa, universiti dapat menarik lebih ramai pelajar luar negara, sekali gus meningkatkan keterlihatan global mereka (UMT, 2022).

Sokongan dalam Pembangunan Inovasi Pendidikan

Inovasi dalam pendidikan tinggi memerlukan sokongan yang padu daripada staf sokongan, yang bertindak sebagai fasilitator dalam pelaksanaan teknologi pendidikan dan pembelajaran digital (Kementerian Sains, Teknologi dan Inovasi Malaysia [MOSTI], 2021). Mereka bertanggungjawab terhadap pengurusan infrastruktur teknologi pendidikan, latihan pensyarah, dan pemantauan kualiti pembelajaran dalam talian (UTM, 2024). Dengan memperkenalkan pembelajaran digital dan penggunaan teknologi terkini, universiti dapat menawarkan program yang lebih fleksibel dan menarik kepada pelajar global (KPM, 2024).

Menyokong Strategi Inovasi Malaysia dalam Pendidikan Tinggi

Malaysia mempunyai pelbagai strategi inovasi yang bertujuan menjadikan pendidikan tinggi sebagai pemacu utama pembangunan negara. Staf sokongan memainkan peranan penting dalam melaksanakan dasar dan program yang dirangka oleh pihak pengurusan universiti, seperti Pelan Pembangunan Pendidikan Malaysia 2015-2025 (KPM, 2015). Mereka membantu memastikan semua aktiviti universiti berjalan mengikut perancangan dan menjana hasil positif (UMT, 2021). Sebagai contoh, staf dalam bahagian pembangunan pelajar boleh menyokong program kemahiran insaniah yang diperlukan dalam dunia pekerjaan global (UTM, 2024).

Kesimpulan

Secara keseluruhan, staf sokongan memainkan peranan penting dalam memastikan kesohoran dan keterlihatan global universiti. Mereka bukan sahaja membantu dalam operasi harian tetapi juga menyokong inovasi dan pembangunan strategik untuk meningkatkan daya saing universiti di peringkat antarabangsa (UPM, 2024). Dengan sistem sokongan yang efisien dan proaktif, Malaysia dapat memperkukuhkan kedudukan pendidikan tinggi di peringkat global (KPM, 2024).

Rujukan

• Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
• Kementerian Pendidikan Malaysia. (2015). Pelan Pembangunan Pendidikan Malaysia 2015-2025 (Pendidikan Tinggi). Putrajaya: Kementerian Pendidikan Malaysia.
• Kementerian Pendidikan Malaysia. (2024). Strategi Peningkatan Kualitas Menuju Perguruan Tinggi Berkelas Dunia. Diperoleh daripada https://dikti.kemdikbud.go.id/wp-content/uploads/2024/03/BUKU-STRATEGI-PENINGKATAN-KUALITAS-MENUJU-PERGURUAN-TINGGI-BERKELAS-DUNIA.pdf
• Kementerian Sains, Teknologi dan Inovasi Malaysia. (2021). Dasar Sains, Teknologi, Inovasi Negara (DSTIN) 2021-2030. Putrajaya: Kementerian Sains, Teknologi dan Inovasi Malaysia.
• Universiti Kebangsaan Malaysia. (2015). Pelan Pembangunan Pendidikan Malaysia 2015-2025 (Pendidikan Tinggi). Diperoleh daripada https://www.ukm.my/strategi-ukm/pelan-pembangunan-pendidikan-malaysia-2015-2025-pendidikan-tinggi/
• Universiti Malaysia Terengganu. (2021, Julai 1). 20 tahun UMT: Meningkat Unggul, Cipta Kecemerlangan. Diperoleh daripada https://www.umt.edu.my/highlight-2021-bm/20-tahun-umt-meningkat-unggul-cipta-kecemerlangan/?lang=ms
• Universiti Malaysia Terengganu. (2022). Laporan Tahunan UMT 2022. Diperoleh daripada https://www.umt.edu.my/wp-content/uploads/2024/08/Laporan-Tahunan-UMT-2022.pdf
• Universiti Putra Malaysia. (2024). Blueprint Keterjaminan Makanan UPM. Diperoleh daripada https://upm.edu.my/upload/dokumen/20240611093803BLUEPRINT_KETERJAMINAN_MAKANAN_UPM_small.pdf
• Universiti Teknologi Malaysia. (2024). Majlis Amanat Naib Canselor 2024. Diperoleh daripada https://chancellery.utm.my/vicechancellor/wp-content/uploads/sites/12/2024/02/20240123-FINAL-EDARAN-DALAMAN-TEKS-AMANAT-NAIB-CANSELOR-UTM-2024-1.pdf
• Universiti Teknologi Malaysia. (2024, Oktober 30). UTM disaran rancang strategi bagi kelangsungan pendidikan tinggi masa hadapan. Diperoleh daripada https://news.utm.my/ms/2024/10/utm-disaran-rancang-strategi-bagi-kelangsungan-pendidikan-tinggi-masa-hadapan/

Emerging Trends in Library User Education in University Libraries

by mfuad | Dec 4, 2024 | Umum

University libraries are undergoing significant transformations to keep up with evolving technological trends and the changing demands of users. As institutions of higher learning focus increasingly on digital learning and research, library user education must adapt. Libraries are now playing a pivotal role in supporting academic success by integrating new technologies, fostering collaborations with academic departments, and offering personalized services. The following sections explore key emerging trends in library user education, emphasizing their impact on university libraries and offering suggestions for their future development.

1. Integration of Technology
The integration of technology is one of the most prominent trends in library user education. University libraries are focusing on improving digital literacy by incorporating new technologies such as virtual reality (VR), artificial intelligence (AI), and immersive online learning platforms. These tools enable libraries to create interactive and engaging educational experiences for students, enhancing their research capabilities and information retrieval skills. For example, some libraries are introducing VR tours and simulations to teach users how to navigate complex databases or simulate real-life research scenarios. Additionally, the Internet of Things (IoT) is being used to automate routine library tasks, such as self-checkout systems, overdue notifications, and online fine payments, thus improving operational efficiency and user experience (Bagavathi, 2023). To maximize the potential of these technologies, libraries should ensure that staff members receive adequate training and are equipped with the knowledge to manage and teach emerging technologies effectively.

2. Collaboration and Curriculum Integration
Libraries are increasingly collaborating with academic departments to integrate information literacy and other library services into the curriculum. This trend is driven by the recognition that information literacy is essential for academic success and the development of critical thinking skills. Libraries are working with faculty to design assignments and projects that require students to use library resources effectively, ensuring that students are prepared for research-intensive courses. For instance, some libraries have partnered with departments to co-teach classes, where librarians introduce research tools and techniques to students alongside faculty lectures. Makerspaces, another emerging trend, are also becoming integral to university libraries. These spaces encourage students to engage in hands-on learning, where they can experiment with tools for building prototypes, creating digital content, or solving engineering challenges. The integration of makerspaces into library education can foster creativity and innovation while equipping students with practical skills for the workforce. Libraries should consider expanding these partnerships by offering more cross-disciplinary programs and incorporating real-world problem-solving activities that align with current academic trends (Chen & Yang, 2024).

3. User-Centered Services
User-centered services have become a core focus for university libraries as they seek to tailor their educational programs to the specific needs of students. By using data analytics, libraries can create personalized learning experiences, ensuring that students receive the resources and support they need for their academic journey. For example, libraries may use analytics to track students’ use of digital resources and suggest relevant materials based on their academic interests and course requirements. Additionally, libraries are offering virtual services to support remote students, such as online reference consultations, digital resource access, and live webinars on information literacy skills. The rise of distance education has prompted libraries to rethink how they engage with off-campus users, with an increasing number of institutions providing online tutorials and digital workshops. To further enhance the user experience, libraries should invest in user feedback mechanisms that allow students to provide input on what services they find most helpful, ensuring that library services evolve in line with user needs (Mubofu & Mambo, 2023; Moyo, 2004).

4. Professional Development and Innovation
For university libraries to maintain their relevance in a rapidly changing landscape, continuous professional development for librarians is essential. As technology continues to advance, librarians must be trained in new tools, systems, and services that can enhance user education. This includes learning about data management, digital scholarship, and how to design user-centered services that meet the needs of diverse student populations. Moreover, librarians need leadership training to manage the growing demands for new technologies and resources, ensuring that libraries can effectively navigate changes and contribute to the overall academic mission of the institution. Leadership and strategic planning have become critical in libraries as they address the challenges posed by technological disruptions and shifting educational trends. For example, training library staff to lead collaborations with academic departments and support the integration of library services into the curriculum can help libraries stay ahead of the curve. Libraries should prioritize ongoing education for staff, ensuring they are equipped to handle both technological advancements and evolving user expectations (Sandhu, 2015; Kaushik et al., 2019).

5. Addressing Emerging Challenges
While libraries are innovating and expanding their services, they face challenges in balancing core functions with the introduction of new technologies. The integration of advanced technologies like AI, IoT, and robotics is reshaping library services, but it also requires libraries to maintain their traditional roles, such as collection development, cataloging, and providing reference services. Libraries must develop strategic plans that allocate resources effectively to meet both traditional and emerging demands. For instance, while offering virtual reference services may be crucial for remote learners, libraries must continue to invest in physical resources like print books and physical archives that remain essential for some users. Additionally, libraries must adapt to the broader trend of the Fourth Industrial Revolution (4IR), which has seen the rise of AI and machine learning in education. Academic libraries are incorporating these technologies to enhance research, streamline administrative tasks, and support the development of digital scholarship. Libraries must carefully navigate this transformation by ensuring that technological integration does not compromise traditional library functions but instead enhances them. Strategic resource allocation, careful planning, and investment in both human and technological resources will be key to ensuring the long-term success of university libraries in the face of these challenges (Ocholla & Ocholla, 2020; Saunders, 2015).

Summary Table

These trends highlight the growing importance of adapting library user education to an increasingly digital world. By integrating emerging technologies, focusing on user-centered services, and fostering collaboration with academic departments, university libraries can continue to provide valuable support for students and faculty. To further advance these efforts, libraries should invest in staff training, technological infrastructure, and strategic planning to meet the challenges and opportunities of the evolving academic landscape.

References

• Awoyemi, R. R. (2022). Library engagement with emerging technologies in research and learning. In Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies.
• Bagavathi, A. (2023). Emerging trends and impact of Internet of Things in academic libraries. Library Progress International.
• Chen, C.-M., & Yang, Y.-C. (2024). A game-based augmented reality navigation system to support makerspace user education in a university library. Electronic Library.
• Elliot, P. (2021). The view from square one: Librarian and teaching faculty collaboration on a new interdisciplinary course in world civilizations. In Integrating Library Use Skills Into the General Education Curriculum.
• Guo, J., Zhang, H., & Zong, Y. (2017). Leadership development and career planning. In Organizational Culture and Behavior: Concepts, Methodologies, Tools, and Applications.
• Kaushik, A., Kumar, A., & Biswas, P. (2019). Handbook of research on emerging trends and technologies in library and information science.
• Moyo, L. M. (2004). The virtual patron. In Emerging Issues in the Electronic Environment: Challenges for Librarians and Researchers in the Sciences.
• Mubofu, C., & Mambo, H. (2023). Adequacy of LIS curriculum in response to global trends: A case study of Tanzanian universities. Open Information Science.
• Ocholla, D. N., & Ocholla, L. (2020). Readiness of academic libraries in South Africa to research, teaching, and learning support in the Fourth Industrial Revolution. Library Management.
• Saunders, L. (2015). Academic libraries’ strategic plans: Top trends and under-recognized areas. Journal of Academic Librarianship.
• Sandhu, G. (2015). Re-envisioning library and information services in the wake of emerging trends and technologies. In Proceedings of the 4th International Symposium on Emerging Trends and Technologies in Libraries and Information Services, ETTLIS 2015.