Achieving the 17-Sustainable Development Goals, specifically the fourth goal emphasising quality education, encounters obstacles in adequately preparing graduates for the workforce. A critical approach to this challenge is STREAM education, integrating 21st-century skills essential for workforce readiness. While virtual learning, predominant in Malaysia, offers access to high-quality education, it raises concerns about skills development for professional success. Students engaged in virtual learning face difficulties in mastering technical skills and soft skills due to a lack of engagement, inclusivity, and interaction. Blended learning, despite incorporating physical classes, restricts interaction and engagement, hindering the development of vital skills. This issue extends to postgraduate students, underscoring the urgent need for attention from educators and policymakers. Without effective intervention, Malaysia’s higher education system may struggle to produce skilled talent, increasing dependence on foreign workers and undermining the country’s SDG targets and development goals. Moreover, it jeopardises Malaysia's ability to achieve the SDG by 2030 and hampers its aspiration to become a developed nation. Therefore, this research aims to examine STREAM skills attainment through an inclusive educational experience. The researchers adopt the Communities of Inquiry (CoI) theory, emphasising social presence, teaching presence, and cognitive presence as elements of educational experience. Anticipated outcomes include differences in STREAM skills attainment and educational experience between online and hybrid mode MBA students, as well as a significant relationship between educational experience and STREAM skills attainment. The expected contribution from this research is to highlight the challenges in virtual and blended learning environments that could possibly thwart holistic development of the MBA students. Findings aim to provide insights for educators and the Ministry of Education on improving learning methods and employment readiness.
Ahmad, S. A., Soo, K. Y., Mohamed Yunos, R., & Mohd Amin, J. (2019). Exploring lecturers’ readiness for 21st century education in Malaysian higher learning institutions. European Journal of Teaching and Education, 1(1), 15–29. https://doi.org/10.33422/ejte.2019.10.27
Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2019). Evaluating e-learning systems success: An empirical study. Computers in Human Behaviour, 102. https://doi.org/10.1016/j.chb.2019.08.004
Alam, G. M., Giacosa, E., & Mazzoleni, A. (2022). Does MBA’s paradigm transformation follow business education’s philosophy? A comparison of academic and job-performance and SES among five types of MBAian. Journal of Business Research, 139, 881–892. https://doi.org/10.1016/j.jbusres.2021.10.038
Ali, G., Jaaffar, A. R., & Ali, J. (2021). STEM education in Malaysia: Fulfilling SMEs’ expectation. In Modeling Economic Growth in Contemporary Malaysia (pp. 43–57). https://doi.org/10.1108/978-1-80043-806-420211005
Buhl-Wiggers, J., Kjærgaard, A., & Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 48(1), 151–173. https://doi.org/10.1080/03075079.2022.2123911
Chan, M. S., Fauzi, M. F., Juhari, S. N., Aliman, N., Rajoo, M., Abdul Wahab, N. M., & Magiman, M. M. (2022). Blended learning practices in Malaysia higher education: A review. Mathematical Statistician and Engineering Applications, 71(3), 1637–1652. https://www.researchgate.net/publication/366984593
Cheawjindakarn, B., Suwannatthachote, P., & Theeraroungchaisri, A. (2012). Critical success factors for online distance learning in higher education: A review of the literature. Creative Education, 3(8), 61–66. https://doi.org/10.4236/ce.2012.38b014
Cheng, X., Mo, W., & Duan, Y. (2023). Factors contributing to learning satisfaction with blended learning teaching mode among higher education students in China. Frontiers in Psychology, 14, 1193675. https://doi.org/10.3389/fpsyg.2023.1193675
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Damm, C. A. V. (2016). Applying a community of inquiry instrument to measure student engagement in large online courses. Current Issues in Emerging ELearning, 3(1), 138–171.
Fletcher, E. C., & Tan, T. X. (2021). Examining the 21st century skillset perceptions of academy and comprehensive school students. Thinking Skills and Creativity, 40, 100817. https://doi.org/10.1016/j.tsc.2021.100817
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2000). CoI framework | CoI. CoI.Athabascau.Ca, 2(2000), 2–3. https://CoI.athabascau.ca/CoI-model/ Goal 4 | Department of Economic and Social Affairs. (n.d.). https://sdgs.un.org/goals/goal4
Hadiyanto, Noeferdiman, Fazri, A., Muis, L., & Dewi, I. U. (2023). Enhancing students’ 21st century competencies: The impact of targeted training on the development of essential soft and hard skills. Jurnal Pendidikan Humaniora, 10(04), 241–247. https://doi.org/10.17977/um011v10i042022p241-247
Haftador, A. M., Tehranineshat, B., Keshtkaran, Z., & Mohebbi, Z. (2023). A study of the effects of blended learning on university students’ critical thinking: A systematic review. Journal of Education and Health Promotion, 12. https://doi.org/10.4103/jehp.jehp
Hixson, N. K., Ravitz, J., & Whisman, A. (2012). Extended professional development in project-based learning: Impacts on 21st century teaching and student achievement. West Virginia Department of Education.
Ho, T. T. N., Subarna, S., & Pham, H. H. (2021). The transformation from STEM to STREAM education at engineering and technology institutions of higher education. International Conference on Management, Social Sciences & Humanities (ICMeSH 2020), 124, 07003. https://doi.org/10.1051/shsconf/202112407003
International Labour Organization. (2021). Skills development in the time of COVID-19: Taking stock of the initial responses in technical and vocational education and training. International Labour Office.
Kang, M. J., & Park, S. (2001). Construction and validation of a social presence scale for measuring online learners’ involvement participants. Educational Technology International, 10(1), 41–57.
Karaca-Atik, A., Meeuwisse, M., Gorgievski, M., & Smeets, G. (2023). Uncovering important 21st-century skills for sustainable career development of social sciences graduates: A systematic review. Educational Research Review, 39. https://doi.org/10.1016/j.edurev.2023.100528
Khoirunnisa, R. N., Darmawanti, I., Dewi, D. K., & Laksmiwati, H. (2023). Students’ academic stress in hybrid learning during the COVID-19 pandemic. Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-008-4_80
Malik, I., & Derioh, G. (2023). The challenges of educational environment on virtual learning among undergraduate students during the COVID-19 pandemic. International Journal of Academic Research in Progressive Education and Development, 12(2).
Malonisio, M. O. (2023). Blended learning modality in teaching statistics in a graduate program of a state university in the Philippines. Jurnal Ilmiah Peuradeun, 11(2), 403–424. https://doi.org/10.26811/peuradeun.v11i2.889
Martins-Pacheco, L. H., Degering, L. P., Mioto, F., von Wangenheim, C. A. G., Borgato, A. F., & Petri, G. (2020). Improvements in bASES21: 21st-century skills assessment model to K12. In CSEDU 2020 - Proceedings of the 12th International Conference on Computer Supported Education (Vol. 1, pp. 297–307). https://doi.org/10.5220/0009581702970307
Md Nawi, S., Mohd Yusof, S., Kamaludin, P. N. H., & Sain, N. (2021). Exploring Malaysian tertiary students’ behavioural, cognitive, emotional and social engagement and disengagement in ODL. International Journal of Academic Research in Business and Social Sciences, 11(4), 1296–1311. https://doi.org/10.6007/ijarbss/v11-i4/9826
Mohammad, S. N., Yusof, M. K. T. M., Puaad, M. B. F. M., Jamal, M. H., & Lee, S. W. (2023). Investigating students’ perception and preferences of online learning in UiTM Pasir Gudang Campus. Asian Journal of University Education, 19(1), 223–234. https://doi.org/10.24191/ajue.v19i1.21228
Nair, S. D., & Nesamany, S. S. (2021). Teacher Perception of Online Teaching Approaches During the Pandemic Covid-19. Asian Journal of Social Science Research, 3(2), 20-38.
Ramayah, T., Cheah, J., Chuah, F., Ting, H., & Ali, M. M. (2018). Partial least squares structural equation modeling (PLS-SEM) using SmartPLS 3.0 (2nd ed.). Pearson.
Rathinam, S., Yap, L. T., Navies, L. G., Murugiah, H., & Mohamad Zulkifli, N. S. (2023). Trends, issues, and challenges in e-learning in the Malaysian education system: A review of literature. Journal of Social Sciences and Business, 2(1), 7–15. https://doi.org/10.5281/zenodo.8152114
Sahoo, S., Panda, M., Patel, S., & Sarathi Mallik, P. (2022). Employability skill among university students in relation to academic stream. International Journal of Advanced Research, 10(11), 96–104. https://doi.org/10.21474/ijar01/15645
Samara, M., Algdah, A., Nassar, Y., Zahra, S. A., Halim, M., & Barsom, R. M. M. (2023). How did online learning impact the academic performance of graduate students amid the COVID-19 pandemic? A case study of the United Arab Emirates. Journal of Technology and Science Education, 13(3), 869–885. https://doi.org/10.3926/JOTSE.2057department
Sharma, R. (2023). Experience of virtual interaction amongst MBA students. International Journal of Multidisciplinary Research, 1(2), 492–503.
Stauffer, B. (2022). What are 21st century skills? ICEV. https://www.icevonline.com/blog/what-are-21st-century-skills
Suyansah, Q., Gabda, D., Jawing, E., Kamlun, K., Tibok, R. P., Wendy, H., & Xe, W. N. Y. (2023). Students’ academic performance and soft skills on graduate employability among students in Universiti Malaysia Sabah. In The 5th ISM International Statistical Conference 2021 (ISM-V) (pp. 020038–1–020038–8). https://doi.org/10.1063/5.0111263
Swan, K. P., Richardson, J. C., Ice, P., Garrison, D. R., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-Mentor, 2(24). http://online.purdue.edu/sites/purdue/files/Validating-a-Measurement-Tool-of-Presence-in-Online-Communities-of-Inquiry.pdf
Razak, A. A., Raime, S., Misron, A., & Zailani, N. F. I. (2025). Conceptualising Educational Experience towards STREAMS Skills Attainment among MBA Students. International Journal of Academic Research in Business and Social Sciences, 15(6), 1090-1102.
Copyright: © 2025 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
