Apply



  • Applications Open

    15th September 2026

  • Applications Close

    24th October 2026

  • Notification of Acceptance

    4th December 2026

  1. Make a copy of and complete the L&T Grant Application Template & Gantt Chart Template
    • The template is a view-only file. Please make a copy of the file in your Google Drive to edit it. Then, save it as a PDF for submission.
  2. Send your completed documents to a peer not involved in the project for feedback. Once received and implemented, fill in Section 5 of the template.
  3. Send your completed documents to your Deputy Head of School (Education) or nominee for comments and endorsement. They should provide their comments in Section 6 of the template.
  4. Click the 'Submit an application' button above to fill in the application. Attach the completed documents from Steps 1 and 2.

Applicants must fulfil the following eligibility criteria: 

  1. The Principal Investigator must be from Monash University Malaysia;
  2. Collaboration across disciplines/schools/campuses/industries will be prioritised;
  3. This MUM Learning & Teaching Grant Scheme does not accept projects which are receiving ongoing fundings from another scheme;
  4. Applicants may apply for a maximum of one MUM Learning & Teaching Grant Scheme per application round as a Principal Investigator;
  5. The Principal Investigator must have a minimum 0.5 contract (fixed-term) within Monash University Malaysia that extends for the duration of the project;
  6. Before submitting the final application, all applications must be
    a. reviewed and provided feedback by a previous L&T grant recipient
    b. endorsed by the Deputy Head of School (Education) or the nominee.

The tiered funding system is designed to support a diverse array of education research projects, providing flexibility to accommodate initiatives of varying scales and impacts. This framework spans from evaluating targeted interventions at the unit level (Tier 1), to mid-scale initiatives within schools (Tier 2), and large-scale, cross-disciplinary collaborations (Tier 3).

Applicants should align their projects with the most suitable tier, considering both the scope and the anticipated impact of their work. Applicants should clearly justify why their project aligns with the level of funding they are seeking.

Funding TierScale/Impact of ProjectProject Duration
Tier 1 - Up to RM 10,000This tier supports pilot projects focused on evaluating and refining innovative learning and teaching practices at the unit or department level. The goal is to enhance the student learning experience and contribute to pedagogical advancements through the assessment of innovations, with clearly defined outcomes and potential for scalability.Projects may extend up to 18 months
Tier 2 - Up to RM 20,000This tier supports projects aimed at driving meaningful improvements in teaching and learning practices within a school. These projects should focus on evaluating and enhancing innovations that contribute to broader pedagogical advancements and demonstrate the potential for cross-departmental implementation and impact at a school-wide level.Projects may extend up to 18 months
Tier 3 - Up to RM 30,000This tier supports large-scale projects with the potential for widespread institutional impact, focusing on evaluating and implementing cross-disciplinary innovations. Projects should drive significant pedagogical advancements and enhance the overall student learning experience, with a clear plan for scalability across the institution.Projects may extend up to 18 months

Applications are assessed by a panel of reviewers. Panelists assess each section submitted on a three-point scale - meets expectations, revise and resubmit, and does not meet expectations. Overall, reviewers will consider the following criterion:

  1. Quality of the proposal
  2. Expected outcomes
  3. Budget allocation is justified and appropriate for the project

Applicant may request up to the maximum budget of each tier category  (i.e. MYR 10,000; MYR 20,000; MYR 30,000). If the proposed project timeline exceeds 12 months, applicant may set aside 30% of the requested budget in Year 2. Timelines should not exceed 18 months.

Approved budget items include:

  1. Research Assistant/s
  2. Translation and/or transcription costs (however this would normally be done by a Research Assistant)
  3. Reasonable participant incentives (incentives for MUM staff participants will not be approved)
  4. Reasonable travel costs for the collection of data (international travel will not be funded)
  5. Expenses relating to hosting of events that relate to dissemination of output (where possible plan virtual events)
  6. Specialised software not already available at MUM or no alternative can be identified

Unapproved budget items include:

  1. CAPEX items such as laptops and tablets
  2. Digital voice recording equipment
  3. Conference travel
  4. Subscription and Publication costs
YearPrincipal InvestigatorSchool / UnitProject
2026Andrew WoonBusinessEnhancing the Effectiveness of Collaborative Learning through the Application of
Compassion Micro-Skills among Undergraduate Business Students at MUM
Chow Ming FaiEngineeringUnderstanding the students’ attitude and perspective on AI-Chatbot Generated Feedback Practices in
Engineering units
Lim Han YinPharmacyA Collaborative Strategy Board Game to Foster Cognitive Flexibility and Applied Chemical Reasoning in Pharmacy Students
Ong Yong SzePharmacyEvaluating the impact of Remote PASS Models in Pharmacology: A Comparative Study of AI Virtual
PASS vs. Senior-Led Padlet PASS
Ronald LeePharmacyDevelopment and validation of a userfriendly GenAI enabled Pharmacy OSCE video marking and
feedback platform to increase marking consistency, ease examiner workload, and improve feedback to
students.
Shalini NagaratnamBusinessEnhancing Student Learning and Engagement through AI Co-Tutors in Large Units
Usha SundralingamPharmacyEnhancing Student Learning Through Feedback-Centred Community Engagement: Embedding
Reflective and Multidisciplinary Practices in the CCE Program
2025Ang Chee WeiScienceVisualising the unseen: integrating 3D software to enhance molecular geometry lesson in first-year chemistry unit CHM1051)
Dawei ZhangPsychologyRefining Formative Feedback for Academic Writing with RAG-Enhanced LLMs: Effectiveness and
Student Profile Predictors
Issac LimEngineeringStudy on Generative AI’s Influence on the Creativity of Undergraduate Engineering Students
Joash Tan Ban LeeScienceEvaluating The Impact of A Gamified Pedagogical Approach to Microbiology Education On Perception
and Knowledge Acquisition In Science Undergraduates
Lau Wee MingJeffrey Cheah School of Medicine and Health SciencesEnhancing Medical Students’ Competency in Clinical Skills Through ATLAS
Li Fern TongPsychologyEvaluating and Examining Skill Acquisition: An Analysis of Counselling Supervision Practices for
Graduate and Postgraduate Students
Nazirul HazimBusinessLeveraging Virtual Reality to Enhance Learning in Vector Geometry and Data Analytics: A
Multi-Disciplinary Exploration within Monash University Malaysia.
Omkar Dastane
Business
Integrating Augmented Reality (AR) into assessment of marketing units – A holistic investigation
Vinod PallathJeffrey Cheah School of Medicine and Health SciencesEvaluating a Constructivist Competency-Focused Instruction in the Preclinical Medical
Curriculum
Wee Wei YeeScienceExploring the Perception of Gamification in Learning and Teaching Statistical Analysis Among Monash
University Undergraduate Students and its Impact on Student Performance
2024Arkendu SenJeffrey Cheah School of Medicine and Health SciencesArtificial Intelligence in Medical Education: Denovo Autogenerated Contextualized Real-life Case Vignette for Authentic Learning, Formative Assessment, and Automated Standardization using the Angoff Methodology
Kyi Kyi ThaJeffrey Cheah School of Medicine and Health SciencesCo-creation of clinical cases by undergraduate medical students and faculty using Generative AI to enhance clinical skills learning
Poovarasi BalanEngineering Sustainability in Engineering Education - Educational Perspectives and Outcomes Blueprint for Engineering Accreditation Exercises
Ronald FookPharmacy The potential of generative AI in assessment marking and feedback in Pharmacy education.
Yap Chuan ShengPharmacyAdvancing pharmaceutical education: evaluating the perceptions and challenges of AI integration among educators in Asian pharmacy programs
Yatinesh KumariJeffrey Cheah School of Medicine and Health SciencesEquipping Medical Students for Responsible Use of AI in their Learning
Yeap Li LingPharmacy Evaluation of the reliability and effectiveness of utilizing generative AI for OSCE preparation in undergraduate pharmacy students
2023Athirah BakhtiarPharmacyMystery Shopping: Translating Skills from OSCE to Real-Life Pharmacy Practice
Ho Kok HoeEngineeringMeasuring the effectiveness of the engineering syllabus with the integration of industry elements on students' interest and ability to learn actual requirement from industry through independent learning
and assessments.
Ken YeongScienceEvaluating the impact of research-led teaching in enhancing students’ learning experience in science: A case study
Kimberley SohBusinessExploring the perception and impact of Generative A.I. in teaching and learning activities: A multiperspective study within Monash University Malaysia
Nicholas KhongPharmacyClinical-based student’s perception of laboratory classroom activities and experimental biomedical practice: a mixed method approach.
Shaun LeePharmacyHow do students approach OSCE cases? An investigation into students’ cognitive processes during OSCEs
2022Alice ChuahPharmacyExamining the predictors and factors that influence Pharmacy students’ preference and depth of discussion in anonymous online discussion forums
Anisha KaurPharmacyUsing resilience diaries as a tool to cultivate resilient and reflective pharmacy students
Arkendu SenJeffrey Cheah School of Medicine and Health SciencesBrain-Based Learning: Knowledge, Perception And Practices Of Monash University Lecturers And Skils Development Training Programme
Chow Ming FaiEngineeringMeasuring the effects of various peer feedback formats on students’ academic performance
Lau Wee MingJeffrey Cheah School of Medicine and Health SciencesEnhancing and Motivating Effective Peer Feedback and Peer Learning in online Clinical Skills
Lee Wai LengScienceEvaluating the impact of Discord on collaborative learning and faculty engagement in higher education
MD Zobaer HasanScienceExploring the Relationship between Cognitive Test Anxiety (CTA) and Academic Success of Science Undergraduates in Monash University Malaysia
2021Chan Chang TikEducation ExcellenceActive Learning, Knowledge Construction and Learning Transformation in Higher Education Settings
Jane TongBusinessThe Impact Of Authentic Assessment On University Identification
Lau Wee MingJeffrey Cheah School of Medicine and Health SciencesStudent Toolkit For Online Interactive Clinical Skills (STOICS)
Narayanan RamakrishnanEngineeringRemote Labs For New ‘Normal’ And Beyond -An Initiative For Space Renovation
Patricia LauBusinessCross-country comparison: University remote teams and team outcomes
Poon Wai ChingBusinessFactors influencing students’ cyberloafing behaviour during online classes
Tan JullyEngineeringInvestigation of the Impact of Online Delivery on Competencies and Professional Skills of Engineering Students
Wong Wei JinPharmacyMapping impact of disruption from COVID-19 on graduating healthcare students as future members of the healthcare workforce
2019/2020Ali RashidiEngineeringDeveloping capability of undergraduate engineering students through mixed reality environment for BIM-based smart building utilities analysis
Amudha KadirveluJeffrey Cheah School of Medicine and Health SciencesInfluence of space on teaching & learning experience
Arkendu SenJeffrey Cheah School of Medicine and Health SciencesBringing the hospital to the classroom through novel augmented reality: design, development and impact evaluation of Clinical Augmented Reality Objects in Physical Examination (CAROPE)
Choo Wee SimScienceDevelopment of authentic learning in laboratory assessment for food bioprocess technology and food processing units
Juliana FrenchBusinessMelting the Research Skill Development (RSD) framework into the Assurance of Learning (AoL) process
Poon Wai ChingBusinessUnderstanding the expectations of Gen Z through complaint behaviour
Poovarasi BalanEngineeringEnhancing student learning experience through creative assignment design and integration of community engagement in engineering education
Saman IIankoonEngineeringActive learning based fluid mechanics lab experiments and application of augmented reality – virtual reality (AR-VR) in engineering education
Vineetha KalavallyEngineeringDifferential impact of fluorescent lighting and LED lighting on active learning among university students
2018Chan Chang TikEducation ExcellenceCollaborative Learning in Informal Spaces: Barriers and Supports.
Foo Su ChernScienceEnhancing student experiential learning using students in tropical aquatic biology (BIO 3810) unit as a case study.
Goh Pei HwaJeffrey Cheah School of Medicine and Health SciencesEnriching the large classroom: Partial gamification of lectures to expand and promote greater student engagement.
Holly BarclayScienceActive learning and cross-campus collaboration to enhance environmental teaching at Monash University Malaysia.
Lau Ee VonEngineeringScavenger Hunt Activity to Enhance Students’ Learning in Engineering Fundamentals.
Nisha Angela DominicJeffrey Cheah School of Medicine and Health SciencesComparison of normal labour teaching in simulation environment versus labour room environment - the Malaysian undergraduate experience.
Pamidi NarendraJeffrey Cheah School of Medicine and Health SciencesPeer Assisted Study Sessions (PASS) leaders today: Are they leaders tomorrow?
Rachel Ting Sing KiatJeffrey Cheah School of Medicine and Health SciencesImplementation of the experiential learning theory in the Master-level group counselling course at Monash University Malaysia for teaching enhancement.
Tam Cai LianJeffrey Cheah School of Medicine and Health SciencesCreative Classroom Designs: The Impact on Learning Engagement and Teaching Competency at Monash University Malaysia.
Thoo Yin YinScienceTransforming teaching of Human Nutrition from didactic lecture to case based learning.
Zoe Yek Sze HueiScienceDeveloping in situ biodiversity projects in existing TEB units and a new fully field-based unit in Human Ecology and Biodiversity.