Nurturing Digital Natives' UMS Industrial Relations Programme Experience

Nurturing Digital Natives' UMS Industrial Relations Programme Experience

Mahadirin Bin Hj. Ahmad, Kee Y. Sabariah Binti Kee Mohd Yussof, Azizan Bin Morshidi, Badariah Binti Ab Rahman
Copyright: © 2023 |Pages: 14
DOI: 10.4018/978-1-6684-6782-4.ch007
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Abstract

This chapter is about the experience of the authors in nurturing the development of digital natives through the subject during a teaching and learning process. Learning practices are explained based on the subject of Labour History in Malaysia, which becomes a fundamental subject and offered during the second semester from six semesters within three years. Through those courses, authors explain the alignment of the weekly topic of the course, course learning outcome (CLO), and student learning activity (SLT) based on Table 4. After that, authors explain the implication of that learning process by focusing on the element of IR4.0, the adjustment from students during movement control order (MCO) and the implication for the development of digital natives. Based on that experience, finally authors provide the conclusion which emphasizes the adaptation process to achieve the goal of “humans with the ability of technology and at the same time trying to humanize the technology” to enhance the relevance and sustainability of IRP UMS.
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Introduction

Notably, when there are changes to the economic climate, the political system and social belief of any nation, education will be the most affected sector. In this context, the higher education system in Malaysia particularly in terms of teaching and learning has become important as the catalyst of change; therefore, these endeavours became diverse and challenging. This paper discusses on the changes and adaptations taken by the Industrial Relations Programme (IRP UMS) to elevate graduates’ knowledge and skills in facing the impact of IR 4.0 in the Malaysian context and prepare them to be digital natives for the future. There are three objectives of this paper. The first objective is to explain the teaching and learning development process. Secondly, to address the changes that took place in the curriculum in line with the requirement set-forth by MQA and UMS. Lastly is to record the authors' actual teaching and learning experiences with the new changes to the curriculum that emphasizing on smart learning programmes. Based on that, the explanations in historical development begin with the concept of Industrial Relations and Industrial Revolution, the development of IRP UMS and followed by the practical experience by the program.

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