The outbreak of the pandemic Covid-19 has transformed the education system in most countries worldwide. Following the lockdown measures in Malaysia, the Malaysian education system has fully transformed from conventional learning to online learning or known as e-learning as an alternative to minimize social contacts and physical communication to curb the transmission of Covid-19. In this regard, this study aims to identify the challenges faced by students in higher learning institutions throughout Malaysia during the implementation of the e-learning program. This study is based on a large sampling consisting of 2394 students from both public and private universities. The result from this study is analyzed through inferential methods such as the Spatial Analysis, the Principal Component Analysis, and the Mann-Whitney U test and through descriptive methods using the frequency analysis and the percentage analysis. Findings from this study suggest that location significantly influenced the challenges faced by students throughout the implementation of e-learning in higher learning institutions. For example, students in rural areas which can be identified as "vulnerable groups" are more likely to face both technical and connection with the internet access, tend to have a declining focus on learning and are prone to physical health problems, facing social isolation and low digital literacy compared to students in urban areas. Based on geographical analysis, students in Sabah, Perlis, and Melaka are most at risk of facing e-learning challenges. An anomaly case of students in Kuala Lumpur, however, posed another different result compared to other cities as they confront similar challenges with students in rural areas. This study provides the nuances of location and its implications for vulnerable groups that may put them at disadvantage in the e-learning program. Findings from this study will help to inform the relevant authorities and policymakers in improving the implementation of e-learning in Malaysia, especially towards the vulnerable groups so that it can be delivered more systematically and efficiently.
This literature review systematically examines the impacts of violating planetary boundaries from 2009 to 2023, emphasizing the implications for human health. Planetary boundaries define safe operational limits for Earth's systems, and their transgression poses significant threats to environmental stability and public health. This paper reviews extensive research on the health effects of breaches in these boundaries, including climate change, biodiversity loss, freshwater use, and aerosol loading. The review integrates findings from numerous studies, providing a critical overview of health impacts across various global regions. The analysis underscores the intricate links between planetary boundaries breaching impacts, highlighting urgent policy and governance challenges. The study's outcomes aim to inform policymakers, businesses, and communities, promoting sustainable development and resilience in the face of escalating global challenges.
Amid the outbreak of the COVID-19 pandemic in the year 2020, educational platforms have been forced to change and adapt from conventional physical learning to virtual learning. Nearly all higher learning institutions worldwide are forced to follow the new educational setting through virtual platforms. Sabah is one of the poorest states in Malaysia with the poorest infrastructure, with the technology and communication facilities in the state remaining inept. With the changes in virtual platforms in all higher education institutions in Malaysia, higher learning institutions in Sabah are expected to follow the lead, despite the state lagging in its development. This has certainly impacted the overall productivity and performance of students in Sabah. Therefore, this study aims to explore the challenges of the implementation of virtual learning among students in Sabah. More specifically, this study seeks to identify vulnerable groups among students based on their geographical location. To achieve the objective of this study, a survey has been conducted on a total of 1,371 students in both private and public higher learning institutions in Sabah. The sample selection for this study was determined using a purposive sampling technique. Based on Principal Component Analysis (PCA), it was found that there are five challenges in virtual learning faced by students in higher learning institutions in Sabah. These are the unconducive learning environment (var(X) = 20.12%), the deterioration of physical health (var(X) = 13.40%), the decline of mental health (var(X) = 12.10%), the limited educational facilities (var(X) = 10.14%) and social isolation (var(X) = 7.47%). The K-Means Clustering analysis found that there are six student clusters in Sabah (Cluster A, B, C, D, E & F), each of which faces different challenges in participating in virtual learning. Based on the assessment of location, almost half of the total number of districts in Sabah are dominated by students from Cluster A (9 districts) and Cluster B (4 districts). More worryingly, both Cluster A and Cluster B are classified as highly vulnerable groups in relation to the implementation of virtual learning. The results of this study can be used by the local authorities and policymakers in Malaysia to improve the implementation of virtual learning in Sabah so that the education system can be more effective and systematic. Additionally, the improvement and empowerment of the learning environment are crucial to ensuring education is accessible and inclusive for all societies, in line with the fourth of the Sustainable Development Goals (SDG-4).