https://mojet.net/index.php/mojet <p>Malaysian Online Journal of Educational Technology (MOJET) is an online international electronic publication addressing the current issues in the field of education &amp; educational technology. MOJET serves as a forum of researchers, staff and students to raise issues across disciplinary boundaries and facilitate exchange of views in the field of educational technology.</p> <p><strong>Publication Frequency:</strong> Quarterly / every three months / 4 issues per year (January, April, July, October). Possible articles should be reviewed anonymously by members of an editorial board.</p> <p>The reviewing process usually takes 4 to 6 months.</p> <p><strong><span style="color: #000000;">Publication Fee:</span> </strong>There is no publication fee for the manuscripts published in MOJET. As the publication language of the journal is in English, the authors of the manuscripts that have accepted to publish must have proofreading after all editorial, and peer review processes have been completed.</p> <p><span class="VIiyi" lang="en">If the articles are accepted in accordance with a quality publication policy, the companies that are accepted as proofreading service will be notified to the authors.</span></p> <p>MOJET utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.</p> Bilge Publishing en-US Malaysian Online Journal of Educational Technology 2289-2990 https://mojet.net/index.php/mojet/article/view/583 <h1>^{Climate change presents a global challenge requiring innovative and collaborative approaches to mitigate its impact. This article explores the intersection of community engagement, infrastructure management, and student involvement in addressing climate change. Engaging communities in decision-making initiatives fosters a sense of shared responsibility and encourages the adoption of more sustainable practices. Infrastructure management is essential to this endeavor to achieve eco-friendly design, maximize energy efficiency, and guarantee resilience against climate-related disasters. In addition, including students in climate action produces a future generation of leaders who are aware of environmental issues and know how to promote sustainable solutions. A quantitative survey using a standardized questionnaire was conducted. The target participants were school administrators and teachers at the public senior secondary schools in Kwara State, Nigeria. The data was analyzed using SmartPLS 3.0. The findings from the relationships demonstrate the significance of educational strategy elements in mitigating climate change issues. These findings reveal a significant gap in how we turn student involvement into real climate action in schools. The study emphasizes the need to enhance collaboration between schools and their communities, along with planning for sustainable infrastructure, as essential strategies for effective management. The insights gained from this research are invaluable for policymakers, school leaders, and education stakeholders who are working to create educational policies that weave sustainability into the fabric of school management practices. This research will contribute to knowledge such that these three elements (community engagement, student involvement &amp; infrastructure management) provide a comprehensive strategy for mitigating climate change that empowers students to take the lead in empowering community-driven activities backed by strong infrastructure. Also, this coordinated approach not only strengthens community resilience but also supports larger international initiatives to mitigate climate change.}</h1> Nimota Jibola Kadir Abdullahi Ifeoma P. Okafor Muhinat Bolanle Bello Copyright (c) 2025 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2025-10-28 2025-10-28 13 4 88 103 10.52380/mojet.2025.13.4.583 https://mojet.net/index.php/mojet/article/view/606 <p>This study, guided by the Community of Inquiry (CoI) framework, investigated the levels of implementation and relationships between teaching, social, and cognitive presence in online MBA programs at five Ethiopian private higher education institutions. It also analyzes the impact of the teaching and social presence on the cognitive presence. Using a survey questionnaire, the author analyzed data from 245 students using descriptive statistics, correlations, and multiple linear regression. The findings indicate that teaching presence was perceived as strong, while social presence was lower, particularly in group cohesion. All three presences showed significant positive correlations. Teaching presence had the strongest correlation with both social (r=0.44) and cognitive (r=0.32) presence. Regression analysis confirmed teaching presence as a strong predictor of cognitive presence (β=0.302, p&lt;0.001), while the influence and unique predictive contribution of social presence was minimal. The study underscores the crucial role of effective instructional design and teaching presence in online learning within this context and recommends enhancing collaborative learning to optimize outcomes. </p> Fetene Regassa Melka Copyright (c) 2025 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2025-10-28 2025-10-28 13 4 104 121 10.52380/mojet.2025.13.4.606