by: the Coordinator of the Engineering Education, FKJ

Credit to:
AP. Ts. Dr. Mohd Kamaruddin bin Abd Hamid (Deputy Dean - Academics & International, FKJ)
Prof. Ir. Ts. Dr. Zainal bin Zakaria (Director, UMS Centre for Quality Assurance)
AP. Ir. Dr. Mohd Adly bin Ibrahim (MQA Engineering Programme Panel Assessor)

Introduction and Rationale

In today’s rapidly evolving technological landscape, engineering graduates must be equipped not only with disciplinary knowledge but also with the flexibility, creativity, and resilience to adapt to emerging industrial and societal challenges. The Flexible Learning Pathways (FLP) initiative under the UMS-ALIEN framework responds to this need by reimagining how engineering education is designed, delivered, and experienced.

Anchored in MQF 2.0’s Outcome-Based Learning Domains and EAC 2024’s OBE standards, this approach aligns with Malaysia’s IR 4.0 and Society 5.0 agenda, promoting inclusivity and continuous professional development. It empowers learners to take ownership of their learning journey, accommodating diverse learning styles, life commitments, and career aspirations.

Framework and Core Components

a.Micro-Credentials and Credit Transfer through APEL

UMS-ALIEN integrates micro-credential modules across engineering programs that can be stacked and recognized for formal credits through Accreditation of Prior Experiential Learning (APEL).

• Learners can accumulate short-course credentials aligned with program CLOs and MQF domains.

• Industry-endorsed micro-credentials ensure relevance and employability, allowing working professionals and students to reskill or upskill flexibly.

• APEL enables recognition of prior learning and experience, bridging academic qualifications with workplace competencies.

b. Blended and Experiential Learning Ecosystem

The delivery model integrates online, hybrid, and physical environments, emphasizing accessibility and engagement.

• Blended learning combines synchronous and asynchronous activities for flexibility.

• Hybrid laboratories enable students to conduct virtual experiments using digital twin simulations, remote sensors, and augmented reality tools.

• Experiential learning emphasizes problem-solving, teamwork, and design thinking through industry-linked projects and cooperative education.

c. Learner Autonomy and Digital Empowerment

UMS-ALIEN encourages self-paced, mastery-based progression through personalized dashboards and continuous formative feedback.

• AI-driven analytics support adaptive learning, helping students track performance and growth.

• Integration with reflective e-portfolios and peer-review activities nurtures metacognition, communication, and leadership, key MQF 2.0 learning outcomes.

• The approach supports lifelong learning by embedding flexibility within program structures and assessment strategies.

Outcome and Alignment

UMS-ALIEN’s FLP model strengthens alignment with:

• MQF 2.0 Domains: Knowledge, cognitive skills, values, interpersonal, leadership, communication, numeracy, and digital literacy.

• EAC 2024: Outcome-based teaching, continuous quality improvement, and stakeholder engagement.

• Sustainable Development Goals (SDG 4 & 9): Quality education and industry innovation.

Graduates emerge as future-ready engineers—adaptable, ethical, and capable of navigating complex technological and societal transformations.

Future Directions

UMS plans to expand the FLP initiative through:

• Integration with national digital credential ecosystems (MDEC, MQA MyCreds).

• Collaboration with industry and MTUN partners for co-developed micro-credentials.

• Incorporation of GenAI-driven personalized tutoring and predictive learning analytics for continuous improvement.

This evolution reinforces UMS’s mission as a Future-Ready Engineering University, aligning education, innovation, and industry to drive Malaysia’s sustainable transformation.