Toward Inclusive Digital Teaching in Malaysia: Challenges, Strategies, and Future Directions

Abstract

This study synthesizes equity- and accessibility-oriented approaches to digital teaching in Malaysian higher education and proposes a qualitative design to validate and extend the synthesis. The objectives are to (i) map persistent challenges limiting equitable participation in digital learning, (ii) consolidate practical strategies currently used by institutions and lecturers, and (iii) outline future directions that align with national policy (RMK-12, MyDIGITAL, and the Digital Education Policy). A narrative review of recent scholarship (2020–2025) and sector reports was conducted and organized into four domains—Technical, Pedagogical, Engagement, and Assessment & Feedback. The proposed empirical component comprises two purposively sampled focus groups with experienced lecturers using a semi-structured protocol; transcripts will be analysed through reflexive thematic analysis with double-coding to enhance coherence. The synthesis highlights recurring technical constraints (unstable internet, device shortages, digital divide), limited digital-pedagogy capacity and uneven UDL adoption, online isolation and low social presence, and assessment pressures linked to academic integrity and low-personalization feedback. Cross-cutting, evidence-informed strategies include low-bandwidth and offline contingencies, device-loan schemes and IT helpdesks, continuous professional development with mentoring, inclusive course design, interactive LMS with peer projects and breakout rooms, and formative/peer assessment with multimodal feedback. Future directions prioritize centres of excellence for teaching and learning, AI-enabled teaching assistants and adaptive/personalised learning within robust governance, institution-wide accessibility responsibilities and universal standards, predictive analytics for timely support, and QA rubrics that integrate integrity-by-design. Collectively, the framework provides a practicable roadmap that links immediate classroom tactics to institutional systems change. The forthcoming focus groups are expected to contextualize feasibility, surface discipline-specific nuances, and refine priorities for scalable, policy-aligned implementation in Malaysian universities.