It has always been the goal of the National Education Philosophy to mould a balanced individual - physically, emotionally, spiritually and intellectually. This can be clearly seen through the Malaysian Education Plan 2015-2025 (Tertiary Education) which aims at enhancing a holistic education that goes beyond religion, ethnicity and individual capability. In the ever evolving global landscapes that we have immersed in, holistic human capitals are deemed necessary, with their connectedness to God, fellow human beings and other creatures being an indispensable element in it.

This being said, CG A.D.A.B thus is introduced as a way to guide the whole academe, academics particularly, towards a comprehensive design of delivery and learning which is based on adab and amanah.

In Education 5.0, adab is knowing one’s proper place (in relation to others): the Creator (spiritual), human (social) and environment (non-living and living things). When this essence is grounded in education, the individuals will be able to achieve a sense of respect, love and appreciation for knowledge and its scholars, leading them thus toward proper and right action in the future. Adab in education can be seen as a catalyst, promoting civility, understanding and mutual respect among fellow human beings and toward their surroundings. While amanah is upholding the trust to God the Creator, playing a role as a vicegerent responsible to other people and environment, the concept that echoes the very essence of adab itself.

The A.D.A.B Model in Designing Delivery and Learning Experience

A-Analysis

• Align content to outcomes

• Anticipate learner needs

• Analyse learning context and learning environment

• Analyse current advances in the field

• Analyse community issues and challenges

D-Design

• Design connectedness to knowledge, people, environment and the Creator

• Design awareness to the world and workplace

• Deliver in context – contextual learning, real world

• Deliver within a respectful learning environment

A-Assess

• Assess learning continuously, ipsatively, synoptically with the purpose of improving learning

• Evaluate engagement, involvement and interaction with knowledge, people, and environment including respectfulness

• Assess essential transversal skills

B-Build in Belief

• Embed reflection

• Espouse values

• Engender strong conviction

• Enhance faith

Elements in A.D.A.B Model

There are seven elements involved in the A.D.A.B Model which can be applied by the academics in their delivery and learning, with Element 1 being of utmost importance at the beginning of any delivery. The following elements are not necessarily sequential, with Elements 5, 6 and 7 are seen as unique in delivery processes.

All in all, the UiTM A.D.A.B Model is a model for designing academic delivery. It supports the embedment of value in delivery and learning to create balanced and holistic students, capable of being in sync with the Creator, fellow humans and other living and non-living things in their surroundings.

Digital Resources for A.D.A.B

a) Video sharing

• Model A.D.A.B dalam Education 5.0 (watch here)

• A.D.A.B in ODL 5.0 (watch here)

• Bual Bicara Model A.D.A.B dalam Pengajaran dan Pembelajaran Pasca Covid 19 (watch here)

• Simposium A.D.A.B dalam Pendidikan (watch here)

• UITM A.D.A.B Model in T&L (watch here)

• Quality in Higher Education (The Root of Things... A.D.A.B in Leading, Pursuing and Delivering Knowledge) (watch here)

b) Slide sharing

• Model A.D.A.B dalam Education 5.0 (read here)

• A.D.A.B in ODL 5.0 (read here)

• UITM A.D.A.B Model in T&L (read here)

• Panduan Pelaksanaan Model A.D.A.B di dalam Penyampaian & Pembelajaran di UiTM (read here)

• A.D.A.B in Education (Presentation Version) Prof Kamal (read here)

• Quality in High Education(Prof Suhaimi) (read here)

You may contact us at
izahuiaum@uitm.edu.my