Understanding the Educational Innovation Practice in Teaching and Learning among Economic Teacher’s in Klang Valley

¹ Center of Innovative Studies in Learning & Teaching, Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia.
² Department of Education and Graduate Studies, Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia.

^* Corresponding author: mzuber@ukm.edu.my

Abstract

The global health crisis of COVID-19 has transformed the global education landscape, shifting towards digital-based education for teaching and learning. Consequently, the predominant medium for teaching and learning practices is now digital technology. However, the utilization of digital technology, particularly innovations in teaching and learning, is not widely embraced in economic education. This study aims to explore the factors contributing to the limited innovation among economics teachers in the classroom and suggests measures to foster innovation in economic learning. Using a cross-sectional survey design with a qualitative research approach, the research sample involved 12 informants with over 10 years of teaching experience in form colleges around the Klang Valley. Semistructured questions were employed for data collection, and thematic analysis was used to address the study objectives. The results revealed 11 sub-themes within 4 categories representing obstacles to cultivating innovation among economics teachers. Additionally, 5 sub-themes within 2 categories highlighted measures to empower innovation in economics teaching. The study’s findings can serve as a reference for colleges, heads of economic education modules, and the Malaysian Ministry of Education to promote the digitalization and innovation of the economic field.