Mental health is a growing concern among people worldwide. Mental health issues are one of the main factors contributing to adolescent health-related burden. Malaysia, in particular, has seen an increase in the number of youths facing mental health issues. The government aims to take action by promoting mental health well-being as well as providing care and recovery to those who are affected. This study aimed to examine measures that could potentially improve and curb mental health issues among youth in Malaysia by adopting the use of behavioural intervention technologies. Three underlying models of intervention were studied, namely, the internet intervention model, Fogg behaviour model, and persuasive system design. A total of 103 respondents between the ages of 18 to 23 years participated in the research survey, and the results revealed that mood changes and thoughts, feelings, and actions were the intervention strategies that showed a positive significance in the improvement of mental health among youth in Malaysia. Social distractions, peer motivation, ease of access to help, and sense of belonging and mindfulness did not show a positive significance when it came to behavioural intervention technologies used to improve mental health.
The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. It shows that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers' ability to innovatively deliver content to students.