ISSN: 2226-6348
Open access
The present research finds into the complicated dynamics of Malaysian secondary school teachers' knowledge, preparedness, and attitudes about using the I-Think mind mapping technique, which is a key component in developing 21st-century learning skills. A comprehensive investigation of 101 educators from the Kuala Selangor district reveals a strong association between instructors' depth of knowledge and their readiness to incorporate I-Think mind maps into their educational methods. The findings show a continuous high level of involvement across all evaluated variables, with educators displaying a thorough comprehension of the I-Think maps, as well as a strong preparedness and positive attitude toward using these tools in classroom settings. The analysis emphasizes the vital role of teachers as change agents in realizing Malaysia's educational goals, stating that their knowledge of and dedication to new teaching approaches are critical for developing students' critical thinking and creativity. This study not only illustrates current successes in the adoption of I-Think mind maps, but it also lays the groundwork for future educational strategies aimed at refining and expanding the use of such cognitive tools, ensuring that they meet the changing demands of contemporary education. This study has far-reaching ramifications, providing significant information for educational officials, curriculum designers, and educators working to improve the quality of education in Malaysia and beyond.
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