HRMARS - As the educational landscape in Malaysia evolves amidst the digital transformation of Education 5.0, Malaysian Independent Chinese Secondary Schools (MICSS) face unique challenges in teacher professional development. This paper explores a multi-dimensional approach to teacher education, drawing on over two decades of leadership and curriculum reform experience. By integrating diversified classroom assessments, school-based training models, and the emerging role of Artificial Intelligence (AI), this study proposes a sustainable framework for enhancing teacher professional competency while maintaining the cultural identity of Chinese education in Malaysia. Ultimately, this framework aims to empower educators to navigate the complexities of a globalized pedagogical environment, ensuring that MICSS graduates are equipped with both 21st-century skills and a deep-rooted appreciation for their cultural heritage.
Huey et al. (Mon,) studied this question.