Digital Storytelling is one of the new pedagogical tools that call upon students’ creativity and helps them to “learn by doing”. It is one of the important steps towards creating the 21st-century learning environment as it promotes the integration of student-centred and technology-enriched learning environment for learners. Despite the many benefits that this learning tool has to offer, many educators are still reluctant to integrate this kind of technology in their classes which resulted in low implementation of this technology among the educators.  Therefore, this study is intended to determine pre-service teachers’ experience and perceptions of digital storytelling for 21st-century skills in a learning environment. A set of questionnaire was distributed to 150 trainee teachers from the Faculty of Education in one of the public universities in Malaysia. The result of this study reveals that pre-service teachers’ have moderately experienced the use of digital storytelling in their learning (M=2.98; SD=1.332). The finding also showed that the pre-service teachers responded positively towards the use of digital storytelling in the classroom (M=3.94; SD=0.713). The correlation analysis further showed that the pre-service teachers’ experience with digital storytelling has significantly given the impact on their perception towards the implementation of this tool in the teaching and learning process. Considering the many advantages of the digital storytelling towards the enhancement of 21st-century skills among the younger generations, therefore more aggressive steps need to be done to strengthen the teaching preparation programme in higher educational institutions. This is very important to ensure that the future teachers produced are well-equipped with all the teaching skills and technologies to educate the next millennial generations. KEYWORDS: 21st-century learning, Millennial,  Digital storytelling, Pre-service teachers, Student-centered

Physics is considered as the most challenging area of learning within the field of science, and it usually magnetises fewer students compared to other science related subjects from secondary school to university. Generally, students tend to have a negative attitude towards physics presumably because they lack interest in the subject and the syllabus itself. This research is carried out to study the learning attitude in physics and challenges towards learning force and motion among Form Four students in Klang. A total of 200 secondary schools students who are taking physics subject from six schools participated in the study. A descriptive research design was employed using survey method to analyse the students’ attitude towards learning physics. The findings on the learning attitudes test showed majority of the students have favourable attitudes in learning physics. However, majority of students hold poor score in physics test, probably due to low science grade obtained by students in ‘Penilaian Pentaksiran Tingkatan 3’ (PT3). Another finding from the data revealed that the nature of topic was found to be the most predominance challenge in learning force and motion among the participants. The findings are beneficial as they can serve as a stepping stone in overcoming the underlying sources of difficulty that impede quality learning of physics. More in depth study is needed to look into this matter with more number of participants including teachers who are teaching physics.

Contribution/ Originality: This study is one of the very few studies which have investigated the conceptual understanding of preservice teachers in space science. The findings of the study reveal the needs to integrate more relevant and updated instructional strategies into the classroom to shed light on the misconceptions held by future teachers.

This chapter explores how the elements of responsive and responsible learning were adopted in the first STEM education classroom through collaborative teaching with external experts in a public university in Malaysia. The objectives for the introduction of the course were to enable students to apply the knowledge of mathematical and pedagogical aspects in the teaching of science and mathematics to solve problems in a scientific and systematic manner and to demonstrate the ability to seek new knowledge independently. Three class projects involving collaborators fulfilled 8 weeks of lectures. These included Training of Trainers (ToT), Green Energy Project – Solar Panel and the University Centre for Innovative Delivery and Learning Development (CIDL) focused on Internet of Things (IoT) content. Collaborative teaching in the STEM education classroom has successfully served the specific technical requirements of industry using the design-thinking framework into the university classroom setting.

Learning style has its insightful impact on the particular dimensions of teaching and learning process. Students have their own preferred way to recognize, retain and retrieve information to perform well in academic performance. The purpose of this study is to determine the students' preference learning styles and the correlation between students' academic performance among biology students in one of public universities in Malaysia. A descriptive research design was employed using survey method to analyse the students' preference learning styles and their academic performance. The Perceptual Learning Style Preferences Questionnaire (PLSPQ) developed by Joy Reid (1984) was adopted in this study and distributed to 130 biology students. Data gathered from PLSPQ identified students' learning styles and preferences based on six domains: visual, auditory, kinaesthetic, tactile, group and individual. The findings showed most biology students were strong Visual learner and acquired commendable CGPA ranging from 3.00 to 3.49. However, the present study revealed a weak, negative and very significant correlation between academic performance and kinaesthetic (r= 0.304), visual (r= 0.260) and individual (r= 0.189) due to a weak relationship between both variables. Interestingly, gender difference were found in kinesthetic learning style only. Also, there was a statistically significant difference in Auditory learning style between students who enrolled in minor Chemistry and Mathematics. It is concluded that it was important for the lecturers to cater for the different needs of students' learning styles for science learning to be more interesting and give positive impact to their academic performance. For the future study, a large scale studies are recommended to further investigation on the relationship between learners' learning styles and lecturers' teaching style.