Innovative educational technologies have revolutionized the methods of teaching and learning. Recently, with advancements of artificial intelligence, higher education has begun to adopt new technologies. This conceptual review paper aims to investigate the emergence of using artificial intelligence in teaching and learning in education. It examines the educational consequences of emergent technologies on how institutions teach and the way students learn. This study intends to predict the role of artificial intelligence in the future nature of education in a world. The effective application of artificial intelligence methods is considered as a means of improving the quality of teaching and learning. However, the challenges of integrating artificial intelligence in educational institutions is addressed. Moreover, the challenges faced by students in adopting artificial intelligence in terms of students’ support, teaching, learning, and administration are discussed.  This paper presents a concise overview of the most recent studies to showcase the application of artificial intelligence in educational contexts. The implications and directions for further research are suggested.

This paper aims to provide a comprehensive literature review on the role of employability skills or generic skills in designing, integrating, and assessing curriculum in Malaysian higher education context. This study addresses the issue and challenges of integrating generic skills or employability skills in higher education context. Then the research gap on the lack of integrating generic skills in Malaysian higher education system is highlighted and the past studies which addressed the issue of integrating and assessing generic skills in Malaysian universities are reviewed. The results revealed that some Malaysian universities attempted to integrate generic skills into their curriculum to increase the rate of employability; however, there is an ambiguity regarding the assessment of generic skills in the context of higher education. Further research needs be conducted to investigate the assessment of generic skills.

Recently, it is more demanding to enter job market since current employers hire staff with some life skills such as leadership, communication skills, time management, problem solving skills, and teamwork. The current study aimed to identify the relationship between life skills program, student's personal efficacy and competencies. Moreover, this study investigated eight students’ perceptions of their personal efficacy after understanding life skills program.  This study employs a qualitative research approach using an in-depth interview and self-reporting of the life skills module. The participants were randomly selected among freshman undergraduate students who have passed the life skill modules at Taylor’s University, Malaysia. This study aimed to identify students’ perceptions, competencies after completing life skills modules. It also elaborates on how life skills considered as a technical requirement for hard skills and employees’ future. The results of thematic analysis indicated that embedding the life-skills program in the university curriculum plays a key role in shaping students' personal and social competencies. This finding has important implications for educators and educational policy makers to integrate students’ life skills into curriculum so as to influence students’ professional and interpersonal skills such as team working, communication, leadership, time management, decision making and problem-solving.

The purpose of this study is to investigate international postgraduate students' perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students' perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in languagerelated problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing proper academic language and vocabulary respectively as the most difficult areas in writing. However, with respect to general academic writing skills, they perceived the most difficulties in reviewing and criticizing the literature, writing introduction and research gap. The results of this study implied that international postgraduate students who graduated from non-English medium instruction universities should be supported in terms of English for Academic Purposes (EAP), critical thinking skills and language-related skills to become selfdirected in learning to write.

This study provides an in-depth look at the practices of leadership in selected Malaysian Universities that have been identified as academic leadership. The findings of this study support the fundamental elements that have been previously identified by researchers and professional organizations, as academic leadership. Specifically, academic leaders focus on learning and teaching for students in relation to instructor development.This study employs a qualitative research approach. Thematic method was used to analyze the data. Data were collected through in-depth interview. Based on the findings of this study leadership works towards the future of the university through the development and involvement of instructors to facilitate teaching and learning at Malaysian universities.Based on the obtained results, Malaysian universities planned through sustained programs of educational development to use principles of learning and teaching effectively in designing learning environments for students.  Secondly, academics need a supportive culture to put these principles into practice. To date creating learning culture depends not only on well-educated, well-meaning individual academics, but also on an academic community working together to create a student-centered attitude.

The current review study has presented the challenges of developing and implementing generic competencies in the context of higher education institutions in general and Malaysian higher education in particular. The results of the study revealed that institutional support and commitments should be assigned to increase the awareness of generic competencies and give more value to these skills to affect teachers’ and students’ perception. Furthermore, implementing generic competencies efficiently need enthusiasm and self-motivation of both teachers and learners. However, due to lack of time teachers maintained that they fail to teach generic competencies to cover the course subjects at universities.<br>

This study aims to determine the moderating role of emotional intelligence on the correlation between job performance and leadership styles. This study was carried out in three Malaysian universities, University Kebangsaan Malaysia, University Malaya, and Multimedia University, which include 196 academic leaders as respondents. To examine the direction of the correlation between transformational leadership style and job performance, the researcher employed descriptive statistic. Results revealed the positive correlation between transformational leadership style and job performance (r = 0.64, p <0.0005). Analysis of moderator variable indicated emotional intelligence did not affect the correlation between job performance and the predictor. The findings of this study implied that higher education institutions should identify the influential factors of job performance and they should develop and implement new and appropriate policies to improve job performance among the academic administrators.