Spiritual intelligence is an emerging term that is widely discussed and accepted as one of the main components that addresses and solves many life problems. Nonetheless there is no specific study being done to synthesize the spiritual intelligence themes from Western and Islamic philosophical perspectives. This research aimed to identify common spiritual intelligence themes from these two perspectives and elucidated its contents by the view of two well-known Islamic scholars; al-Ghazali and Hasan Langgulung. Seven spiritual intelligence themes were identified through thematic analysis; meaning/purpose of life, consciousness, transcendence, spiritual resources, self-determination, reflection-soul purification and spiritual coping with obstacles. These findings will be the groundwork for centered theory of spiritual intelligence themes that synthesize the Islamic and Western philosophical perspectives. It is hoped that this study will contribute significantly to the development of valid and reliable spiritual intelligence themes beyond the social and cultural boundaries.

To achieve human excellence, the authors proposed spiritual intelligence as the core value for holistic education as being outlined in the Malaysian National Philosophy of Education. Currently, the concept of spiritual intelligence is not widely discussed, especially in the context of Malaysian education. This study is focused in developing spiritual intelligence elements through a content analysis of two important texts; Ihya Ulumuddin (Book 3) by Imam al-Ghazali and Manusia dan Pendidikan by Hasan Langgulung. Based on the content analysis conducted, seven elements of spiritual intelligence were identified toward the development of the Spiritual Intelligence Model for Human Excellence (SIMHE).

Purpose – The growth of non-materialistic impulses among people around the world has led to the emergence of a special category of tourism that can be termed ‘spiritual tourism’. This article presents an attempt to provide a conceptual model for spiritual tourism drawing from the literature on spirituality, religion, and tourism. Design/ Approach – As this study intends to build a bridge between spirituality and tourism, the authors reviewed various articles and adopted the Spiritual Intelligence Model devised by Hanefar, Sa’ari, and Siraj (2016) to build a conceptual model of spiritual tourism. Methodology – Content analysis was used to arrange more than forty dimensions of spiritual tourism from the chosen articles. These dimensions were coded and mapped against the Spiritual Intelligence Model. Findings – The emergent dimensions of spiritual tourism showed that tourism offers unique opportunities in guiding human being to gain spiritual development through religion and nonreligion tourism activities/experiences. Originality of the research – The authors developed a Conceptual Model of Spiritual Tourism with seven themes: Meaning/Purpose of life, Consciousness, Transcendence, Spiritual resources, Selfdetermination, Reflection – soul purification, and Spiritual coping (with obstacles). This model intends to serve as a systematic pathway to authors and other researchers for future research related to spiritual tourism.

A good assessment system is one of the preconditions for quality education. Formative assessment is comparatively an emerging idea to assess the students throughout the academic year with the intention to identify and overcome the weaknesses of the students and enhance their learning outcome. Taking these into account, this study attempted to explore the teachers' perceptions of the use of formative assessment in enhancing teaching and learning in Bangladesh higher education. A mixed-method study was employed with survey and semi-structured interview as the data collection methods. 100 participants were randomly (simple random) selected for the survey, and 6 participants were purposively selected for the interviews. For analysing the data, descriptive analysis and content analysis were used. The findings of the study revealed majority of the participants agreed that formative assessment is crucial to enhance teaching and learning in Bangladeshi colleges. Nonetheless, there are some challenges like -teachers' biasness, shortage of teachers, large class, poor infrastructure, insufficient power supply, and heavy workload of the teachers. As a whole, this study will provide a fundamental ground for future research in formative assessment in Bangladeshi colleges specifically and for comparative study with other higher education institutions globally.

This study was initiated to explore the effect of problem-based learning on learners’ attitudes among tertiary level students. The decision to concentrate on a sample from Bangladesh was motivated largely by that country’s poor record to date in pedagogical innovation, meaning that the experiment could take place in the closest thing to an uncontaminated laboratory as this type of research permits. That students’ attitudes towards learning were positively influenced by PBL to a statistically significant degree can be taken as a decisive endorsement of the method as a vehicle for teaching and learning. Clearly, the students who made up the sample have an appetite for constructivist approaches that place them at the center and redefine the teacher as a facilitator, rather than an orator. As a contribution to the debate about future educational directions in Bangladesh, this is highly persuasive.