The Implementation of Micro-credential in Arabic Language Courses for Tourism Industry

The Implementation of Micro-credential in Arabic Language Courses for Tourism Industry

Norasiah Yunus, Suzzana Othman, Ijlal Saja, Adhanawati Abdul Rapa, Jamsuri Mohd Shamsudin

Academy of Language Studies, University Technology MARA, Cawangan Selangor, Kampus Shah Alam, Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000169

Received: 28 July 2025; Accepted: 03 August 2025; Published: 02 September 2025

ABSTRACT

The tourism industry in Malaysia is experiencing increasing demand for Arabic-speaking professionals due to the growing number of tourists from the Middle East. However, traditional Arabic courses often lack flexibility and practicality, especially for learners with time and work constraints. To address this, a micro-credential-based Arabic language course tailored to the tourism industry was developed. The main objective of this study was to evaluate the implementation of this course, focusing on three components: reading comprehension, grammar skills, and the use of teaching videos as instructional tools. This study employed a quantitative research design using a descriptive survey method. A structured questionnaire was distributed online via the uFuture platform to 100 students enrolled in the micro-credential course. Items were measured using a five-point Likert scale, and the questionnaire demonstrated high reliability with a Cronbach’s Alpha of 0.87. Data were analyzed using SPSS version 29.0, applying descriptive statistics such as mean, standard deviation, and ranking. The findings revealed high student satisfaction across all components, with mean scores exceeding 4.5. For H₀₁, results showed that students achieved high levels of reading comprehension and grammar skills, particularly in Lesson 5 (R3 mean = 4.82). For H₀₂, teaching videos (TV) emerged as the most effective component, with the highest overall mean of 4.64, supporting the hypothesis of significant differences in effectiveness between components. In conclusion, this study affirms the potential of micro-credentials to enhance Arabic language learning in professional contexts, offering a flexible and industry-relevant approach aligned with the goals of lifelong learning and employability.

Keywords: Micro-credential, Arabic Language Learning, Tourism Industry, Teaching Videos, Reading and Grammar Skills

INTRODUCTION

Background of the Study

The tourism industry is one of the key sectors contributing to Malaysia’s economic growth. According to the Tourism Malaysia Report (2020), prior to the COVID-19 pandemic, this sector generated over RM86 billion in revenue for the Ministry of Domestic Trade and Consumer Affairs (KPDN). Among the growing tourism markets is the Middle East, which has recorded an increase in tourist arrivals each year from 2022 to 2024, with figures reaching 10 million, 20 million, and 25 million respectively (Malaysia Tourism Statistics, 2022). This includes an initiative to attract more Arab tourists, with an estimated 6,000 visitors expected in conjunction with Visit Malaysia Year 2026 through Islami Cruise (IKIMfm, 2025). Meanwhile, the Association of Southeast Asian Nations (ASEAN) 2025 is making a significant impact on the tourism industry by involving Arab Republic countries in travel to Malaysia (Astro Awani, 2025). This situation has created a need for Arabic language proficiency among students and the local tourism workforce.

Proficiency in foreign languages, particularly Arabic, can enhance communication and the quality of services provided to Arab tourists. However, conventional learning often faces limitations in terms of time, cost, and flexibility. Therefore, the micro-credential approach has emerged as a new alternative that is more flexible and modular. Through this method, students or workers can acquire specific skills in a focused manner and within a shorter period of time (Oliver, 2019).

Developed countries such as Australia, the United Kingdom, and the United States have integrated micro-credentials into their higher education systems and industrial training (AQF, 2021). In Malaysia, the implementation of the Malaysian Micro-credential Framework by the Malaysian Qualifications Agency (Malaysian Qualifications Agency, 2020) demonstrates the government’s commitment to promoting flexible and continuous learning in line with the principles of lifelong learning.

In the context of Arabic language courses for tourism, the micro-credential approach can be used to strengthen specific skills such as reading comprehension, grammar proficiency, and the use of videos as teaching aids. Studies have shown that learning through videos can enhance student engagement and facilitate content understanding, especially in foreign language learning (Mayer, 2009; Sarah et al., 2024).

Based on these needs, a study was conducted to evaluate the implementation of a micro-credential Arabic language course focusing on three main components: reading skills, grammar, and the use of instructional videos, particularly in the context of the tourism industry.

The Importance of the Study

This study contributes to the development of more flexible and accessible micro-credential-based Arabic language course content. The findings assist educational institutions in designing teaching methods that are more responsive to students’ needs, particularly within the context of the tourism industry.

Moreover, this study is closely related to global efforts to enhance the quality of education, in line with the Sustainable Development Goal 4 (SDG 4), which emphasizes access to quality education and lifelong learning (United Nations, 2015). Through the micro-credential approach, educational opportunities become more open and accessible, especially for non-traditional learners who are unable to pursue full-time conventional programs (Oliver, 2019; Malaysian Qualifications Agency, 2020).

This is in line with Malaysia’s higher education policy and digital strategy as outlined in the Higher Education Blueprint 2015–2025 and the Malaysia MADANI framework, which emphasize the values of inclusivity, lifelong learning, and sustainability (Ministry of Higher Education, 2023). Therefore, this study is expected to support a more sustainable and impactful transformation of higher education. Thus, the alternative hypothesis (H1) of this study is that there is a significant difference in the level of micro-credential usage in the Arabic language course for tourism.

The objectives of the study are as follows:

1. To evaluate students’ level of reading comprehension in the micro-credential course for Arabic language in tourism.
2. To identify the level of grammar skills proficiency among students.
3. To examine students’ perceptions of the use of teaching videos as instructional tools in the micro-credential course for Arabic language in tourism.

LITERATURE REVIEW  

Micro-credential in Education

The transition to online learning during the COVID-19 pandemic significantly impacted Arabic language instruction in Malaysian public universities. Zain, Zaidi, and Hassan (2021) investigated this shift and found that online platforms offered flexibility and accessibility that benefited students, particularly through the use of multimedia tools such as videos, quizzes, and interactive content. These tools enhanced learners’ engagement and supported the development of listening and vocabulary skills. However, the study also highlighted persistent challenges, including limited internet access in rural areas, reduced opportunities for real-time speaking practice, and minimal interaction with native speakers. Although platforms like Kahoot, Quizlet, and Google Classroom were seen as useful by lecturers, the need for proper pedagogical and technical training was emphasized to maximize their effectiveness.

Several scholars have since proposed hybrid or blended learning models as a more effective approach to Arabic instruction. While online learning has proven effective for teaching vocabulary, grammar, and listening comprehension, speaking skills and cultural immersion remain underdeveloped. To address this, interactive tasks, oral assessments, and virtual cultural exchanges are recommended to provide more holistic language acquisition experiences.

In parallel with the rise of online education, micro-credentials have emerged as a prominent component of Malaysia’s digital learning strategy, especially after 2020. Institutions such as Universiti Technology MARA (UiTM), Universiti Sains Malaysia (USM), and Open University Malaysia (OUM) have implemented micro-credential initiatives aimed at delivering short, modular, and stackable courses aligned with workforce demands (Malaysian Qualifications Agency, 2020). These programs enable learners to upskill or re-skill through focused, industry-relevant content, often delivered via digital platforms. Supported by the Malaysian Qualifications Agency, micro-credentials offer recognized digital certifications or badges that can enhance employability and serve as building blocks for formal qualifications.

In the field of Arabic language education, micro-credentials hold potential for delivering practical communication skills in niche areas such as tourism and business. Rahim and Shamsudin (2022) underscore the importance of tailoring Arabic instruction to specific industry needs, thereby making it more accessible and relevant for targeted learners. This reflects a broader trend in higher education toward personalized, lifelong learning pathways.

Despite their growing global prominence, micro-credentials in Arabic language instruction—particularly for professional purposes—remain underdeveloped. Azmi et al. (2024), for example, conducted a qualitative study on tourism-related micro-credential programs from the perspective of Malaysian students. The findings identified key benefits such as time efficiency, resource accessibility, employability, and support for lifelong learning. Students valued the modular structure and the opportunity to earn digital certifications that matched their career aspirations. The study concluded that micro-credentials effectively complement formal education while enhancing job readiness in dynamic sectors like tourism.

Regionally, a seminar organized by UNESCO Multisectoral Regional Office in Bangkok and the Korean Educational Development Institute (UNESCO-KEDI) (2023) reported the increasing integration of micro-credentials into higher education systems across ASEAN, particularly in tourism and hospitality. However, it noted a gap in language-based micro-credentials, especially in Arabic, highlighting an area of untapped potential. This observation is supported by Class Central (2024), which reported that over 60% of the 3,600 micro-credential programs offered globally focus on business and technology, with minimal representation in languages or tourism.

Micro-Credential Model

To address this gap, several conceptual models have been proposed. One example is the TAM-Based Micro-Credential Model (1989), which applies the Technology Acceptance Model to Arabic language instruction in institutions like UiTM and IIUM. This model prioritizes perceived usefulness through real-life communication skills, ease of use via accessible digital platforms, and learner motivation by incorporating gamified elements such as badges and digital portfolios. The instructional design typically includes stackable modules with video lessons, quizzes, and speaking tasks, culminating in certified micro-credentials.

Further innovation can be seen in the work of Azmi et al. (2024), who developed a microlearning-based Arabic model for Indonesian tourism awareness groups (Pokdarwis). Using the first two phases of Thiagarajan’s 4D model—Define and Design—the authors produced digital e-books and multimedia materials, including videos, infographics, and audio dialogues. These materials focused on seven key tourism-related topics such as greetings, directions, food services, and travel planning. The model was tailored for visual and auditory learners, emphasizing short, flexible learning segments. Expert evaluation confirmed the materials’ effectiveness in enhancing Arabic communication skills for tourism contexts.

Despite these advancements, significant gaps remain in the application of micro-credentials to Arabic language education. Most existing programs continue to rely on traditional classroom approaches or target general Arabic proficiency. Research is still limited on how modular, tech-driven micro-credentials can support specific learner groups—such as working adults, professionals, or tourism workers—seeking Arabic for practical, real-world communication. Additionally, few studies have investigated long-term outcomes such as learner motivation, retention, or the impact of blended models that integrate culturally contextualized content and task-based assessments. This highlights an urgent need for further research to design, implement, and evaluate micro-credential frameworks that are tailored to the evolving needs of Arabic learners in diverse, industry-relevant contexts.

METHODOLOGY

Research Design

This study adopts a quantitative approach using a descriptive survey design. This design is appropriate for identifying patterns and levels of student perceptions regarding the implementation of a micro-credential-based Arabic language course in the field of tourism. Creswell (2014) explains that descriptive surveys are useful for identifying perspectives on a particular phenomenon.

Instrument

The main instrument in this study is a structured questionnaire developed based on three key constructs related to the micro-credential approach in the Arabic language course for tourism:

• Reading comprehension
• Grammar skills
• Teaching video

The questionnaire items use a five-point Likert scale (1 = strongly disagree to 5 = strongly agree), allowing the researcher to more accurately measure respondents’ tendencies and perceptions (Creswell, 2018). The questionnaire was reviewed by experts in the fields of Arabic language and instructional technology to ensure content validity. A pilot test was conducted on 30 students, and the overall Cronbach’s Alpha reliability value was 0.87, indicating a high level of reliability (Pallant, 2020).

Data Sampling

This study involved 100 students enrolled in a micro-credential Arabic language course in the field of tourism. Respondents were selected using simple random sampling, which provides an equal chance for all students to be included in the study (Creswell, 2018). The sample size was chosen based on the principle that quantitative descriptive studies may use samples ranging from 30 to 500 participants, depending on the research design and population (Creswell, 2018).

According to Sekaran and Bougie (2016), a sample size of 100 is sufficient for small to medium-scale studies that employ descriptive statistics such as mean and standard deviation. Furthermore, in educational research that focuses on structured questionnaires, a minimum sample of 100 is considered adequate to provide a general representation of the student population, as long as the selection is made randomly. Therefore, the sample size of 100 in this study is deemed appropriate and sufficient to meet the research objectives and ensure the reliability of the basic statistical analyses used.

Data Collection

The questionnaire was distributed online through the future platform, the official system used by students to access the micro-credential course. The questionnaire link was embedded within the learning module, and notifications were sent to students. Respondents were given a brief explanation, and their consent was obtained online. All information was handled confidentially and used solely for academic purposes.

Data Analysis

Data were analysed using SPSS software version 29.0. Descriptive statistics such as mean, ranking, and standard deviation were used to identify the levels of student proficiency and perceptions across the three constructs of the study. These statistics help illustrate the tendencies of respondents toward language learning through the micro-credential approach.

• 00–2.33 = Low
• 34–3.66 = Moderate
• 67–5.00 = High
  (Hair et al., 2010)

FINDINGS

Table 1 presents the students’ responses on five main learning components, which consist of five lessons (L1, L2, L3, L4, L5) covering aspects of reading comprehension and grammar skills (R1–R5), as well as the teaching video (TV).

Table I Mean of findings based on reading comprehension, grammar skill and teaching video in micro-credential

Table 2 Standard deviation of findings based on reading comprehension, grammar skill and teaching video in micro-credential

Overall, all components in Table 1 and 2 recorded an average mean score above 4.0, indicating a high level of student satisfaction with the learning materials provided. For the reading comprehension and grammar skills components, item R3 recorded the highest score with an average of 4.82 in Lesson 5 (L5), reflecting strong student agreement on the effectiveness of the material in this aspect, particularly at the end of the learning session. Item R2 started with a lower score (4.38) in L1 and L2 but gradually increased to 4.80 in L5, indicating improved student acceptance of the material. Other items such as R1, R4, and R5 also showed stable performance and slight improvements across the five lessons, reflecting consistency in the quality and effectiveness of the materials.

Meanwhile, the teaching video (TV) component consistently received the most positive feedback, with the highest average score of 4.82 in Lesson 5 (L5) and the lowest at a mean of 4.47. This indicates that students frequently utilized videos in their learning. The positive response is attributed to the visual and interactive approach, which facilitates better understanding of concepts. The consistently high scores for the TV component across all five lessons demonstrate that teaching videos are effective in delivering content in an engaging, relevant, and easy-to-understand manner with practical application. Overall, the table confirms that the learning materials—covering reading comprehension, grammar skills, and teaching videos—successfully met students’ expectations, especially when delivered through a progressive approach tailored to their needs.

Table 3 presents the overall mean, standard error, standard deviation, and ranking for all subtopics in Lessons 1 to 5, which include five components related to reading and grammar (LR1–LR5) as well as the use of teaching videos (LTV). This analysis is relevant for testing the alternative hypothesis (H₁), which states that there is a significant difference in students’ mastery levels of reading, grammar, and video usage in the micro-credential course.

Table 3 Findings of Lesson

Based on Table 3, all average scores are high (above 4.50), indicating a good level of student satisfaction and mastery. However, the differences in scores among the components suggest the presence of variation that supports the alternative hypothesis H₁. The LTV component recorded the highest average score of 4.64 and ranked first, with the lowest standard deviation (0.610). The data indicate that students consistently rated teaching videos as the most effective method in supporting their understanding.

In contrast, the LR2 component recorded the lowest average score of 4.56 and ranked last (sixth). This indicates that students perceived the content in Lesson LR2 as less effective, although it still falls within the high category compared to the others. Meanwhile, Lessons LR3, LR4, and LR5 were positioned in the middle ranks with average scores ranging from 4.58 to 4.60, reflecting balanced acceptance but still showing noticeable differences in terms of perception and mastery.

Based on Table 2, all average scores are high (above 4.50), indicating a good level of student satisfaction and mastery. However, the differences in scores among the components suggest the presence of variation that supports the alternative hypothesis H₁. The LTV component recorded the highest average score of 4.64 and ranked first, with the lowest standard deviation (0.610). The data indicate that students consistently rated teaching videos as the most effective method in supporting their understanding.

The data supports the alternative hypothesis that there are significant differences in students’ mastery levels of reading comprehension, grammar skills, and teaching video through the Micro-credential Arabic for Tourism course. As such, this study highlights that the instructional approach used in certain subtopics, particularly LR2, could be improved. Meanwhile, the use of video has proven to be a highly effective tool and can be further strengthened in the instructional design of the micro-credential course.

Fig. 1 Micro-credential in Arabic Language Courses for Tourism Industry (Source: uFuture, 2025)

Figure 1 illustrates the structure of the micro-credential-based Arabic language course, specifically tailored for the tourism industry. The modules are organized according to basic Arabic language skills adapted to real-life situational contexts. The development was carried out in stages based on industry needs. Although industry data is still limited, relevant criteria have been highlighted. Through the micro-credential approach, students not only gain language knowledge but also acquire practical communication skills that can be applied in tourism-related careers. Various activities such as e-quizzes, assessments, exercises, and engagement tasks can be carried out through the micro-credential platform.

DISCUSSION

Based on the findings, students provided positive feedback on the implementation of the micro-credential in the Arabic language course for the tourism industry. This result is consistent with the study by Zain, Zaidi, and Hassan (2021), which found that online platforms and multimedia tools such as videos and quizzes help students improve their vocabulary and listening skills more effectively. In the present study, the TV component recorded the highest average in both tables, further indicating that teaching videos are the most effective element.

Furthermore, the high average scores for the reading comprehension and grammar skills components (R1–R5) indicate that the modular approach used in the micro-credential course effectively helps students understand the content in a more organized manner. The findings also support those of Rahim and Shamsudin (2022), who emphasized the importance of Arabic language instruction tailored to industry needs. These results are also consistent with the study by Azmi et al. (2024), which found that short, flexible module structures and the support of digital materials can enhance students’ motivation and employability. This is clearly reflected in Table 2, where all components recorded average scores above 4.5, indicating a high level of acceptance.

In addition to reading and grammar mastery, as well as the effectiveness of teaching videos as shown in Tables 1 and 2, there are several other aspects that deserve attention—particularly in terms of employability, student motivation, and learning flexibility. Firstly, student employability is closely linked to the structure of the micro-credential-based course. A study by Azmi et al. (2024) revealed that students view digital certification as an added value that enhances their career prospects, especially in the tourism sector, which requires basic Arabic language skills for customer communication. This is supported by the findings of the current study, which indicate that students are satisfied with content that is practical and industry-oriented.

Secondly, student motivation is also a crucial factor influencing the effectiveness of the course. The short and clearly structured modular format offered in this course enables students to stay more focused, feel less overwhelmed, and remain more motivated to complete their tasks. This aligns with the microlearning approach, which emphasizes step-by-step, need-based learning (just-in-time learning). The high scores for the video and quiz elements indicate that interactive approaches can significantly enhance students’ motivation and interest in learning.

Thirdly, in terms of learning flexibility, the findings of this study also highlight the advantages of micro-credential courses, which can be accessed online anytime and anywhere. This approach is particularly relevant for students who are working or have other commitments. As emphasized by MQA (2020), micro-credentials support the concept of lifelong learning and self-directed learning, thereby providing opportunities for adults and professionals to upskill without having to pursue conventional full-time education.

However, there are limitations such as the lack of research related to micro-credentials, insufficient training, and limited cultural interaction. Although high scores were achieved, the variation among components indicates that there is still room for improvement, particularly in developing more effective oral communication skills. Overall, the findings of this study support previous research, which suggests that the micro-credential approach can enhance Arabic language learning in professional contexts. Nevertheless, a more balanced approach that includes oral practice and interactive activities is still needed to achieve more comprehensive learning outcomes.

Limitation

This descriptive statistical analysis is appropriate to use, namely the findings of the mean score and standard deviation to answer the research questions. This study does not compare or contrast each construct to achieve the objective. The study also does not evaluate the effectiveness of micro-credentials but examines their usage among students. Nevertheless, the findings can be generalized to micro-credential users. Furthermore, this is not a study aimed at developing video of micro-credentials.

CONCLUSION

This study concludes that the implementation of micro-credential-based Arabic language courses for the tourism industry is effective in enhancing students’ language proficiency, particularly in reading comprehension, grammar skills, and through the use of teaching videos. The key finding reveals that teaching videos received the highest satisfaction scores among all components, indicating their effectiveness in improving understanding and engagement. The main impact of the study is the confirmation that a modular, digital approach tailored to industry needs can boost student motivation, employability, and flexibility in learning, especially for working individuals. For future research, it is recommended to explore the development of micro-credential modules that focus on improving oral communication skills and incorporate more interactive, culturally immersive activities to ensure a more effective language learning experience.

ACKNOWLEDGMENT

Thank you and the highest appreciation to UiTM Melaka for the financing and sponsorship of this research. Thank you also to the collaborative strategic partners from Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia (IIUM).

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