Education evolves and progresses globally in a technology-driven world, highlighting the integration of VUCA elements of volatility, uncertainty, complexity, and ambiguity in lessons. Learners are molded to equip themselves with the world and real-life knowledge in their readiness to adapt to the VUCA world. Global education consists of preparing learners for the VUCA world. This study aimed to investigate the current English as a Second Language (ESL) teaching practices and the ESL teachers' incorporation of VUCA elements in ESL lessons. This study was conducted quantitatively using a survey questionnaire. This study was administered to 30 ESL teachers from different secondary schools in a district in Malacca. The results from the questionnaire revealed that the ESL participants had positive perceptions toward the adaptation of VUCA in the current ESL lessons. Most of the ESL teachers agreed that they adapted VUCA elements into the activities during lessons, although some showed uncertainty about their knowledge and understanding of VUCA. From the high agreement levels in the findings, it can be concluded that the ESL teachers agreed that VUCA elements through problem-based, digital-based, collaborative, and challenging activities in English lessons are beneficial to assist students' meaningful and autonomous learning. Based on these findings, implications were made for enhancing ESL teachers' knowledge, understanding, and skills in adapting VUCA in lessons in response to global education demand.
Nitrate is one of the primary nutrients associated with sedimentation and fuels eutrophication in reservoir systems. In this study, water samples from Bukit Merah Reservoir (BMR) were analysed using a combination of water chemistry, water stable isotopes (δ2H-H2O and δ18O-H2O) and nitrate stable isotopes (δ15N-NO3- and δ18O-NO3-). The objective was to evaluate nitrate sources and processes in BMR, the oldest man-made reservoir in Malaysia. The δ15N-NO3- values in the river and reservoir water samples were in the range +0.4 to +14.9‰ while the values of δ18O-NO3- were between -0.01 and +39.4‰, respectively. The dual plots of δ15N-NO3- and δ18O-NO3- reflected mixing sources from atmospheric deposition (AD) input, ammonium in fertilizer/rain, soil nitrogen, and manure and sewage (MS) as the sources of nitrate in the surface water of BMR. Nitrate stable isotopes suggested that BMR undergoes processes such as nitrification and mixing. Denitrification and assimilation were not prevalent in the system. The Bayesian mixing model highlighted the dominance of MS sources in the system while AD contributed more proportion in the reservoir during both seasons than in the river. The use of δ13C, δ15N, and C:N ratios enabled the identification of terrestrial sources of the organic matter in the sediment, enhancing the understanding of sedimentation associated with nutrients previously reported in BMR. Overall, the nitrate sources and processes should be considered in decision-making in the management of the reservoir for irrigation, Arowana fish culture and domestic water supply.