The purpose of this study was to determine the entrepreneurial intention level of vocational and technical students in Malaysia. A total of 289 final year students who were enrolled at two different TVET institutions (community colleges and National Youth and Skills Institutes) were chosen to participate in the study.

The present study was intended to measure Malaysian counselors' self-efficacy. The finding shows that Malaysian school counselors have high self-efficacy. Self-efficacy correlated significantly with work experience as a counselor. The study also shows that counselors with postgraduate education are more effacious than their counterparts who have an undergraduate degree only. Counselors' self-efficacy does not differ as a function of gender and program of study. However, what is important is their experiences and advance education.

Background Gamification has remarkable potential in the learning space. The process of creating a gamified system and its influence on human behavior reflect the interaction between educators and machines. Objective The purpose of this pilot study was to present Ethoshunt as a gamification-based mobile app that can be used in teaching and learning ethics. Methods This study involved a mixed-methods research design. The researchers surveyed 39 undergraduate students who were introduced to Ethoshunt in order to examine the relationships between mobile app usability and positive emotions, ethical competency, and user experience. Affinity diagramming was used as a tool to organize the opinions and experiences of participants using featured gamification elements. Results Game dynamics and game mechanics explained the functionality of Ethoshunt. In addition, the learning flow through Ethoshunt was discussed. Overall, the findings were positive, and mobile app usability had the strongest relationship with positive emotions (r=0.744, P<.001), followed by ethical competency (r=0.686, P<.001) and user experience (r=0.614, P<.001). Conclusions Positive emotions could be perceived as an important dimension in the development and usability of Ethoshunt. The researchers suggest that the gamification-based mobile app advocated in this study may provide ideas for ethics educators who wish to develop a technology-mediated learning environment.

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Counseling ethics competency is an essential part of counselor identity development, and counseling ethics education is one major component of knowledge acquisition in counseling profession training standards. The chapter disseminates comprehension on the current trend in teaching and learning counseling ethics education in more effective ways based on the literature than research conducted by the profound counseling researchers, globally. Teaching and learning counseling ethics education undertakings are more than just content acquirement from textbooks; it encompasses salient elements such as safety, connection, respect, engagement, accountability, reinforcement, application, personalization, and teamwork. The chapter stances education foundation as the avenue to gaining knowledge, skills, and basic foundation in learning counseling ethics; education integration as the catalyst to understanding course content and application using experiential activities and hands-on orientation; and education application as the platform to utilizing the code of ethics across courses throughout the training program. The chapter also poses recommendations for counselor educators and counseling students toward enhanced ideas and more effective methods in teaching and learning counseling ethics education to strengthen the educational institutions in meeting the social demands and global challenges.