Guiding Principles for Affective Domain Assessment and Micro-Learning in Malaysian Higher Education: A Review Analysis

This study investigates the incorporation of affective domain evaluation and micro-learning techniques in Malaysian higher education. The affective domain is vital for cultivating students’ emotional and social competencies, which are fundamental for comprehensive education. This review examines established frameworks (like Krathwohl’s taxonomy) and diverse assessment approaches such as reflective diaries, surveys, and rubrics, and it underscores the burgeoning trend of micro-learning as an educational strategy. Micro-learning improves engagement and retention by delivering knowledge in concise, manageable parts, especially pertinent in the contemporary digital learning landscape. The analysis also integrates real examples from Malaysian classrooms and universities (undergraduate, diploma, and postgraduate levels) to illustrate practical applications of affective assessment and micro-learning. The findings highlight the importance of integrating emotional learning with cognitive abilities to cultivate well-rounded graduates who can excel in dynamic, interconnected global environments. This integration corresponds with national educational strategies designed to foster holistic development in Malaysian higher education, and the included examples demonstrate how these theoretical suggestions can be put into practice.