The rapid expansion of internet-enabled educational ecosystems has transformed higher education institutions into digitally dependent knowledge environments. However, disparities in accessibility, service performance, and user adoption continue to challenge the effective integration of internet services within academic communities, particularly in state-subsidized universities in developing regions. This study proposes an empirical framework to evaluate internet service accessibility, network performance, and adoption behavior among faculty members and students in a government-subsidized university in Catanduanes. The framework integrates constructs from technology acceptance, communication theory, and behavioral learning models to systematically examine user experience and infrastructural adequacy.

Using a structured analytical approach grounded in Likert-scale-based measurement methodology (Brown, 2013), the study conceptualizes three core dimensions: accessibility (availability and affordability), performance (speed, reliability, and stability), and adoption (behavioral intention and actual usage). Prior research highlights that internet usage in educational environments is influenced by institutional readiness, user competence, and perceived usefulness (Cheung & Huang, 2005; Katz & Aspden, 1997). Additionally, communication efficiency and technological infrastructure significantly shape learning outcomes and digital engagement (Bokhari, 2012; Sun et al., 2008).

The findings suggest that while internet services are moderately accessible within the institution, performance inconsistencies and limited digital literacy hinder optimal adoption. The study contributes a structured empirical model for evaluating internet service ecosystems in academic settings and provides actionable insights for policymakers, ICT administrators, and educational planners in similar socio-economic contexts.

This study develops a multidimensional framework for integrating culinary vocational training with Islamic education within juvenile rehabilitation centres in Malaysia. The increasing number of at-risk and incarcerated youth necessitates rehabilitative models that combine skill acquisition with moral and spiritual development. Traditional rehabilitation programs often treat vocational training and religious education as separate domains, resulting in limited holistic transformation outcomes. Guided by a mixed-methods research design grounded in educational and organizational development theory (Creswell, 2008), this study synthesizes existing empirical and conceptual literature to propose an integrated intervention framework.
The proposed model aligns culinary arts training—focused on employability, discipline, and technical competence—with Islamic education, emphasizing moral values, ethical behavior, and personal accountability. Findings from literature synthesis suggest that integrated programs enhance behavioral rehabilitation, improve employability readiness, and strengthen psychosocial stability among juvenile offenders. Furthermore, institutional factors such as leadership credibility, curriculum design, and environmental support significantly influence the effectiveness of training transfer (Elangovan & Karakowsky, 1999).
The study contributes to rehabilitation pedagogy by offering a structured, culturally responsive framework tailored to Malaysian juvenile centres. It highlights the importance of holistic rehabilitation approaches that combine technical skill development and spiritual reintegration. The framework also provides policy implications for youth development agencies seeking to improve rehabilitation outcomes through integrated education systems.

The construction industry in Malaysia increasingly demands graduates who possess not only technical expertise but also strong soft skills such as communication, teamwork, leadership, and problem-solving. However, a persistent mismatch exists between industry expectations and graduate competencies, particularly in construction management education. This study applies the Rasch Measurement Model to evaluate the psychometric properties of soft skills competency requirements for construction management graduates in Malaysia. Drawing upon established measurement theories and prior studies on soft skills development in technical education contexts (Bond & Fox, 2007), this research constructs a validated measurement framework for assessing employer expectations.

Using secondary synthesis of industry expectations and competency constructs derived from Malaysian construction education literature, the study conceptualizes a Rasch-based measurement structure to transform qualitative soft skills attributes into quantifiable latent traits. The model ensures unidimensionality, item reliability, and person-item mapping to identify competency gaps between graduates and industry expectations. Findings suggest that communication, teamwork, and adaptability are the highest-ranked soft skills demanded by Malaysian contractors, while leadership and critical thinking exhibit significant competency gaps among graduates.

The Rasch analysis demonstrates strong measurement reliability and item-person separation, indicating that soft skills competencies can be effectively quantified for curriculum development. The study contributes to competency-based education reform by providing a structured psychometric approach for aligning academic outcomes with industry needs in construction management education.

Technical and Vocational Education and Training (TVET) remains a strategic instrument for addressing youth unemployment and enhancing socio-economic development in Nigeria. However, persistent structural, institutional, and pedagogical constraints have limited its effectiveness in achieving meaningful youth empowerment outcomes, particularly in Kano State. This study develops a systems-based assessment model to analyze the interrelationships between TVET constraints and empowerment outcomes, drawing on secondary empirical literature. The model integrates curriculum relevance, institutional capacity, resource adequacy, policy implementation, and labor market alignment as interconnected subsystems influencing employability and entrepreneurial readiness among youths. Findings from synthesized literature indicate that inadequate training materials, weak curriculum integration, poor funding mechanisms, and limited industry linkage significantly reduce TVET effectiveness (Adebisi, 2007; Ofoha et al., 2009). Conversely, evidence suggests that strategic reforms in curriculum design, skills alignment, and policy execution can substantially improve youth employment outcomes (Ajibola, 2008; Kennedy, 2011). The study concludes that a holistic systems-based intervention is essential for optimizing TVET performance in Kano State. It recommends integrated policy coordination, enhanced infrastructure investment, and dynamic curriculum restructuring aligned with industrial demands.