https://journalarsvot.com/index.php/aspen <p><strong>Jurnal Asian Pendidikan (ASPEN) [ISSN 2735 2331 eISSN 2805 4350]</strong> is an open-access journal which publishes empirical research articles in the field of primary education, secondary education, higher education, technology, learning, teaching and assessment. The journal aims to provide an international forum for the presentation of original fundamental research, interpretative reviews and discussion of new developments in the area of education. The journal welcomes research articles from teachers, educators, researchers, academics, trainers, police developers and practitioners on all aspects of education, technology, learning, teaching and assessment to publish high quality peer-reviewed papers. The journal welcomes submissions written in either English or <em>Bahasa Melayu </em>(Malay Language).</p> <p>ASPEN is published online with a frequency of <strong><u>TWO (2) issues per year (June and December)</u></strong>. Besides that, special issues of ASPEN will be published non-periodically from time to time.</p> <h3>Open Access Policy</h3> <p>This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.</p> Association for Researcher of Skills & Vocational Training – ARSVOT en-US Asian Pendidikan 2735-2331 https://journalarsvot.com/index.php/aspen/article/view/874 <p>This study investigates the effectiveness of digital play-based learning (DPBL) on emergent literacy outcomes among preschool children in Malaysian private preschools. Guided by sociocultural learning theory, the study employed a convergent mixed-methods design involving a quasi-experimental literacy intervention (n = 84 children) and qualitative interviews with six preschool teachers. Quantitative findings show that the DPBL group achieved significantly higher gains in phonological awareness (p &lt; .01, d = 0.71) and vocabulary (p &lt; .05, d = 0.54) compared to the control group using traditional worksheets. Qualitative analysis revealed three themes: (a) digital play increases engagement and sustained attention, (b) multimodal activities support differentiated learning, and (c) teachers require greater digital-pedagogical competence. Integrated findings suggest that DPBL enhances early literacy when accompanied by intentional teacher scaffolding. The study recommends the development of a national digital pedagogy framework for early childhood education aligned with Malaysia MADANI and the Digital Education Policy (DEP).</p> Nurmuma Kamarina Jamil Zaheril Zainudin Norasiah Ismail Copyright (c) 2026 Zaheril Zainudin, Nurmuma Kamarina Jamil, Norasiah Ismail https://creativecommons.org/licenses/by-nc-sa/4.0 2026-01-24 2026-01-24 6 1 1 9 10.53797/aspen.v6i1.1.2026 https://journalarsvot.com/index.php/aspen/article/view/878 <p>This study investigated the influence of teachers’ ICT skills on employability of students’ specializations in electrical installations and maintenance works in Nigeria using correlational research design. The study was guided by two research questions and two null hypotheses tested at .05 level of significance in the study. The study population consisted of 102 respondents, made up of teachers from technical colleges in Edo and Delta States. Since the total population of Electrical Installation and Maintenance Works teachers in Edo and Delta States owned technical colleges was relatively small and manageable (102), the study adopted a census sampling technique. Therefore, all Electrical and Electronic teachers in the technical colleges in Edo and Delta States were included in the study. Data were collected using a questionnaire titled Influence of Teachers’ ICT Skills on the Employability of Students’ Specialization in Electrical Installation and Maintenance Work. Analysis of the data involved mean, standard deviation, and linear regression analysis. The study revealed that basic computer literacy skill, internet and research skill, digital teaching skill, coding and programming skill, data analysis and management skill, and troubleshooting and maintenance skill are the information and communication technology skills required by technical college teachers for effective implementation of the Electrical Installation and Maintenance Works curriculum for employability in Edo and Delta States, Nigeria. Based on the findings, it was recommended among others that the management of technical colleges and curriculum developers should strengthen training programs that enhance teachers’ proficiency in advanced ICT tools such as simulation software, IoT-based systems, and multimedia instructional platforms. This will ensure that teachers can effectively integrate modern technologies into classroom and workshop instruction to improve students’ employability.</p> Thompson Oborgare Orogo Jane Itohan Oviawe Copyright (c) 2026 https://creativecommons.org/licenses/by-nc-sa/4.0 2026-01-23 2026-01-23 6 1 10 18 10.53797/aspen.v6i1.2.2026