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Artificial intelligence (AI)-powered tools are used to aid the learning and teaching process in higher education. AI technology aims to assist doctoral co-supervision through the model of humanised collaboration. It is discovered that there is a lack of literature review integrating generative AI (GenAI) with doctoral co-supervision processes. This paper investigates how GenAI facilitates the doctoral co-supervision process, including types of AI used, AI in education (AIED) components integration and the extent to which AI applications are useful in doctoral co-supervision. Four research questions posed have guided the study. The findings show AI to be supportive of personalised instruction and assessment and to be used as a collaborative tool. Furthermore, machine learning algorithms with a predictive nature were of immense aid in personalised advice. Nevertheless, the experience of the fusion of AI and mobile technologies in academic mentoring is relatively scarce in empirical studies. It was found that extended case studies and consumer experience were lacking in this area. Even though the potential benefits were clarified, a comprehensive assessment of the dynamic effects called for by more robust empirical investigations is required, considering further constraints. This paper summarises that future investigations and research are still needed.

The rise of online learning has brought about a close connection between micro-credentials and lifelong learning, employability, and new models of digital education. Micro-credentials are considered instrumental in transforming higher education today. This study aims to examine the extent to which micro-credentials have been adopted in Malaysia, focussing on the viewpoint of Higher Education Providers (HEPs). It seeks to identify the challenges faced by HEPs when offering micro-credentials, encompassing technological, organisational, and people-related obstacles. By analysing empirical data, this research intends to propose a conceptual framework that can guide the successful adoption and implementation of micro-credentials within educational institutions. By addressing these recommendations, HEPs in Malaysia can successfully adopt and implement micro-credentials within their institutions. This will not only enhance the learning experience for students but also contribute to the overall transformation of higher education, keeping pace with the demands of the digital age and fostering a culture of continuous learning and skill development.

We investigated the development of a series of e-books designed to support students’ self-learning and teachers’ lecture preparation with the Goal of Quality Education of the Sustainable Development Goals (SDGs). We used the approach for a systematic identification of the process and explored designs and uses of the e-books for primary school students. The design of e-books is to shorten the urban-rural gap and promoting art education. This study reviewed the design with the ADDIE model (Analysis, Design, Development, Implement and Evaluation) which is the use and application of the e-book editor platforms, as well as the way of encourage students’ motivation and interests to sustain learning. Our aim is to record and share in-depth knowledge involved in these processes. By recording and sharing the approach, the result helps develop the related and relevant digital teaching and learning materials for the art education. Finally, we hope other researchers and studies to be inspired or encouraged to investigate and deliver similar lectures on Quality Education of the SDGs.