2024 International Conference on Arts, Education and Management(ICAEM2024)



Mandana Barkeshli.jpg


Prof. Nidhi Agarwal

Lincoln University College, Malaysia

Research Area: E-Learning, Pedagogy and Education, Educational Psychology/ Management Education

Brief introduction: Ph.D. (Education), M.BA, M.Sc. (Chemistry), M.Ed.

Professor, Faculty of Social Sciences, Arts and Humanities, Lincoln University College,Malaysia. having teaching  experience of more than 18 years in teachingEducational Pedagogy and Educational Psychology.

Along with holding the position of professor, she is serving herself as Chairperson of CTE UP chapter.She is the author of 32 books and chapters at National and International level in the area of Education, Educational Psychology and Methods and Technique skills for teaching and have contributed more than 54 research papers in various Journals including Scopus Indexed, UGC listed and Peer reviewed and presented her research papers in several national and international conferences. 

Dr. Nidhi is also the Editor-in-Chief of the two journals Global Journal of Progressive Education, Gyanodaya Journal of Education. Peer reviewer of the WOS-indexed international scientific journal Education Issues in the 21st Century and member of the Editorial Board of the Scopus-indexed Q1 journal. She is an active member of the Organization for Women's Science in the Developing World (OWSD), UNESCO and AIATE, GE & RA. She is an international commentator for the International Conference on Information Science and Information Technology in the United States and has organized various national conferences, workshops, FDP programs, seminars, etc. under the banner of CTE and GERA. She received the Best Principal Award for Teacher Education Institution in Gauravatanpraskar, India.

Title of Keynote Speech: A phenomenological study on promoting global citizenship through Transdisciplinary Education of Malaysia, Bangladesh, India and China

Abstract: This study offers a case study of how transdisciplinary education fosters global citizenship. The goal of global citizenship education is to create citizens who are aware of international issues, feel a part of a global community, and have the knowledge, skills, and attitudes required to make a constructivecontribution to a sustainable and interconnected world.

The idea of "promote global citizenship through transdisciplinary education" seeks to instil a sense of duty and belonging to the globe and its various cultures, peoples, and surroundings. It entails instructing students in multiple subjects and viewpoints, including history, geography, languages, the arts, science, and ethics. Additionally, it promotes reflection, empathy, discussion, and action on themes of peace, human rights, sustainability, and diversity. The study takes a qualitative approach and focuses on a particular school setting that embraces transdisciplinary education to encourage its pupils' sense of global citizenship. The case study examines the methods, projects, and educational opportunities the institution used to foster global engagement and viewpoints.

The study will conduct the classroom observations, questionnaire with Teachers, administrators, and students, as well as document analysis of college students, Malaysia, China, Bangladesh and India to collect data. To find important themes and patterns connected to fostering global citizenship through transdisciplinary education, the qualitative data is analysed using thematic analysis.

The results of this study help to advance knowledge of transdisciplinary education and its function in promoting global citizenship. For educational institutions, politicians, and practitioners trying to put into practise successful initiatives for encouraging global perspectives and involvement among students, they offer helpful insights. The case study exemplifies the benefit of transdisciplinary learning in fostering global citizenship. In training students to be engaged and responsible members of society, it emphasises the value of multidisciplinary approaches, experiential learning, teamwork, reflection, and technological integration.

Keywords: Global Citizenship, Transdisciplinary Education, Case Study.


A. Prof. Dr. Junfeng Diao

Hainan Normal University, China

Research Area: Digital Transformation in Education; ICT Competency of TVET Teachers

Brief introduction: Diao Junfeng, Ph.D., graduated from Tsinghua University, is an Associate Professor at the School of Education, Hainan Normal University. He serves as a supervisor for master's students and is recognized as a high-level talent in Hainan Province, being one of the first batch of "South China Sea New Star" philosophical and social science talents. Over the past five years, he has published more than 10 academic papers, including 3 in CSSCI, 2 in Peking University core journals, 3 in SSCI, 1 in EI, and 1 full-text reprint in the Renmin University of China's replication materials. Additionally, one of his papers is included in the World Health Organization (WHO) Covid-19 Research Database. He has led three provincial and ministerial-level research projects, one department-level project, and one university-level project, and has participated in several national-level research projects.

Title of Keynote Speech: Research on Standard and Training Implementation for Dual Professional Vocational Teachers’ Teaching Competency in the Information Age

Abstract: The information age imposes new requirements on the teaching competency of TVET teachers. This study aims to theoretically explore the new connotations of teaching competency for dual professional teachers in vocational education in the information age, elucidate its constituent elements, and construct teaching competence standards. In practice, it provides a framework and tools for the diagnosis and assessment of teaching competence in vocational colleges, serving as a reference for the improvement and innovation of the professional development mechanism for vocational college teachers in the information age. Through the assessment of 815 teachers, this study categorizes them into six types. Based on these research findings, the existing teacher training program within the team was optimized. The effectiveness of the standards-based training program was confirmed through four rounds of iterative training applications.


A. Prof. Dr. Shafie Mohamed Zabri

Universitie Tun Hussein Onn Malaysia, Malaysia

Research Area: Department of Business Management, Universiti Tun Hussein Onn Malaysia

Brief introduction: Shafie is currently the Dean of the Faculty of Technology Management and Business at Tun Hussein University of Malaysia (UTHM).Prior to this appointment, he was seconded to the Ministry of Higher Education Malaysia (MOHE) as the Director of Education Malaysia London for 4 years. He oversees the internalisation activities between higher education institutions in Malaysia with higher education institutions in United Kingdom, Ireland and the European region. Apart from that, Education Malaysia London also oversees the development and wellbeing of Malaysian students in UK, Ireland and Europe, as well as the management of Education Malaysia offices in London, Belfast and Dublin.

Title of Keynote Speech: Developing agile and resilient micro, small and medium enterprises (msmes) through a framework sustainable financial management practices

Abstract: In recent years, the incorporation of sustainability into financial management emerged as an essential element of business strategy and has garnered considerable attention. Micro, Small, and Medium-Sized Businesses (MSMEs) are of utmost importance to the global economy, as their financial sustainability is essential to their continued growth and survival. This study aims to provide a comprehensive analysis of the framework associated with sustainable financial management practices in the context of MSMEs. In order to maintain the long-term viability of small firms, it is imperative to establish a comprehensive framework comprising sustainable financial management practices. The five fundamental components of sustainable financial management practices are budgeting, financial reporting, cash flow management, risk management, and sustainability. Each of these factors is thoroughly assessed in light of the context and actual practices of MSMEs. In order to accurately represent the overall framework, a subsequent index of significance will be developed and then incorporated into the sustainable financial management index (SFMI). This index aims to provide a framework for evaluating the sustainable financial management practices of MSMEs. This is hoped to enable enhanced provision of financial assistance for MSME that aligned with their objective development and in turn increasing their agility and resilient. This is also helping the governments specifically in providing much needed financial support and assistance for MSMEs.