In recent years, the landscape of education has undergone a transformative shift, largely propelled by the necessity for online learning solutions in response to global challenges. Among the nations deeply affected by this transition is Malaysia, particularly in its region of Sabah. In a compelling study by AlSaqqaf and Hu, researchers delve into the experiences of K12 students as they navigate the complexities of home-based learning. This investigation aims to understand not only the levels of participation among students but also the perceptions they hold regarding their educational experiences during this unprecedented time. Furthermore, the study explores various coping strategies employed by students to manage their academic responsibilities and emotional well-being amid the challenges posed by remote education.
The fear and uncertainty surrounding the COVID-19 pandemic dramatically accelerated the adoption of e-learning platforms across educational institutions worldwide. In Sabah, educators had to quickly adapt traditional teaching methods to fit the digital format, a transition that posed numerous challenges for students and teachers alike. AlSaqqaf and Hu present a thorough examination of these challenges, focusing on both the technological barriers that many faced and the emotional aspects that came into play during home-based learning. As students logged into their virtual classrooms, they encountered not only a lack of access to reliable internet but also the difficulties of remaining focused and engaged in a home environment rife with distractions.
Moreover, this study underscores the disparity in digital literacy that exists among students in different socioeconomic strata. Many K12 learners in Sabah lack the necessary skills to effectively navigate e-learning platforms, leading to feelings of frustration and disengagement. AlSaqqaf and Hu argue that addressing these discrepancies is essential for fostering an inclusive educational environment in which all students can thrive. The authors advocate for targeted training initiatives that empower students with the skills they need to harness technology effectively for their education.
Interestingly, the students’ perceptions of online education reveal a complex interplay between positivity and skepticism. While many appreciated the flexibility and accessibility that e-learning provided, others expressed concerns about the effectiveness of virtual instruction compared to traditional classroom experiences. AlSaqqaf and Hu highlight the importance of recognizing these varied perceptions, noting that educators and policymakers must consider student feedback to enhance the quality of online learning. This feedback loop is crucial for improving pedagogical strategies and ensuring that students remain engaged in their learning journeys.
As students managed their academic workloads from home, the study also highlights the innovative coping strategies that emerged in response to these challenges. Many students turned to peers and family for support, forming study groups via social media and messaging applications to maintain a sense of community amid isolation. AlSaqqaf and Hu shed light on the resilience displayed by students, illustrating how they adapted their routines and embraced flexibility as they faced the daunting tasks of online schooling. This adaptability is a testament to their determination and underscores the potential for growth even in trying circumstances.
Additionally, mental health emerged as a key theme within the study. The pressures of home-based learning took a toll on students, with many reporting feelings of anxiety and stress due to their inability to balance academic demands with the isolation of remote learning. Recognizing the significance of mental well-being, AlSaqqaf and Hu encourage schools to integrate mental health resources and support systems into their e-learning frameworks. Providing students with access to counseling services and promoting open dialogues about mental health can significantly alleviate the burdens they carry.
Furthermore, the role of parents in supporting their children during home-based learning cannot be overstated. The study reveals that increased parental involvement positively influences student participation and motivation in their educational pursuits. AlSaqqaf and Hu commend those parents who took the initiative to provide guidance and establish structured routines that facilitated their children’s learning, suggesting that schools should incorporate strategies to further engage parents in the educational process, especially in hybrid or fully online models.
Throughout the investigation, AlSaqqaf and Hu emphasize the critical role of teachers in facilitating successful home-based learning experiences. Educator adaptability and creativity were paramount in keeping students engaged and motivated while navigating the digital landscape. The researchers advocate for professional development programs that equip teachers with the latest pedagogical skills necessary for delivering effective online instruction. Such training can empower educators to design interactive and personalized learning experiences that can bridge the gap between traditional and online education.
The need for effective communication between educators, students, and parents is another pivotal point made in the study. AlSaqqaf and Hu stress the significance of clear, consistent messaging regarding expectations, resources, and support during the transition to home-based learning. Open lines of communication help build trusting relationships, ultimately enhancing the educational experience for all stakeholders involved. In a world where digital interaction has become the norm, fostering collaboration and transparency is essential for fostering a supportive learning environment.
Drawing on the findings of this research, it is evident that the future of education cannot return to its pre-pandemic state. The lessons learned during this challenging period could reshape the educational landscape, driving innovations that enhance learning experiences beyond traditional educational boundaries. AlSaqqaf and Hu’s study serves as a call to action for educators, administrators, and policymakers to reflect on the challenges faced by students and explore avenues for improvement in online instruction.
In conclusion, as we navigate the aftermath of the pandemic, it is crucial to prioritize the voices and experiences of students in the quest for effective education solutions. AlSaqqaf and Hu’s insightful exploration sheds light on the diverse perceptions, participation levels, and coping mechanisms of K12 students in Sabah during home-based learning. By addressing these facets, the educational community can move towards a more inclusive, supportive, and dynamic learning future that embraces the strengths of both traditional and online teaching methodologies. The urgency for adaptation is clear, and collaboration among all educational stakeholders will be essential for achieving ongoing success in an ever-evolving educational landscape.
Subject of Research: The experiences of K12 students in Sabah, Malaysia during home-based learning.
Article Title: E-learning in Sabah, Malaysia: exploring K12 students’ participation, perceptions, and coping strategies during home-based learning.
Article References:
AlSaqqaf, A., Hu, K. E-learning in Sabah, Malaysia: exploring K12 students’ participation, perceptions, and coping strategies during home-based learning. Discov Educ 4, 313 (2025). https://doi.org/10.1007/s44217-025-00754-6
Image Credits: AI Generated
DOI: 10.1007/s44217-025-00754-6
Keywords: e-learning, Sabah, home-based learning, K12 students, coping strategies, perceptions, participation.
