数字化 Capability Development as Educational Resilience in Times of 不确定性
The Agromarketing Masterclass TikTok 商店 Edition as Educational 创新 for Uncertain Futures
Abd Razzif Abd Razak Faculty of 管理 and Economics, Universiti Pendidikan Sultan Idris, 霹雳, 马来西亚
Original ~17-page manuscript prepared for The IAFOR 日志 of 教育, Special Issue: 教育 in Times of 不确定性 – Rethinking 系统, Practices, and Possibilities. Follows the official 2026 IAFOR template exactly.
Abstract
In an era defined by profound uncertainty marked by rapid technological shifts, economic volatility, and evolving labour market demands education 系统 face mounting pressure to cultivate adaptive, resilient, and future-ready capabilities among learners. 本研究探讨 the Agromarketing Masterclass TikTok 商店 Edition (AMTTSE), a government-led digital entrepreneurship education programme implemented by 马来西亚's Federal Agricultural 营销 权威性 (FAMA), as a case of educational innovation designed to prepare agribusiness entrepreneurs for uncertain futures.
Drawing on official programme performance data from 80 participating companies and 160 entrepreneurs between June and December 2024, the study employs a quantitative descriptive and correlational 设计. Findings reveal that structured experiential training in 实时 commerce and short-form video content generation yielded substantial economic returns (RM6.2 million cumulative sales; ROI of 1:31) while simultaneously fostering digital capability, learner agency, and adaptive marketing competencies.
关键词: educational resilience; digital capability development; experiential learning; entrepreneurial education; technology-enhanced learning; lifelong learning
简介
Periods of uncertainty have become defining features of contemporary educational landscapes. Geopolitical tensions, climate instability, rapid technological advancement, and shifting economic structures have disrupted traditional pathways of learning, work, and economic participation. In such contexts, education must actively equip individuals with the capacities to navigate ambiguity, adapt to disruption, and construct sustainable futures.
This manuscript positions the Agromarketing Masterclass TikTok 商店 Edition (AMTTSE) as a deliberate educational innovation that develops digital capability, experiential learning, and entrepreneurial resilience among agribusiness entrepreneurs facing volatile markets.
文献 审核 & Theoretical 框架
Contemporary scholarship frames uncertainty not as temporary disruption but as a persistent condition. Educational 系统 must cultivate adaptability and the capacity for continuous learning (Biesta, 2022; UNESCO, 2021).
Kolb’s Experiential Learning Theory and Transformative Learning Theory explain how authentic platform-based experiences trigger deep capability development. 动态 能力 Theory is adapted here to describe the micro-level sensing, seizing, and reconfiguring abilities individuals build through structured digital training.
Methodology
The study employed a quantitative descriptive and aggregate correlational research 设计 using the official FAMA Projek Perintis 报告 (December 2024). The dataset covers June–December 2024 and includes 80 companies and 160 entrepreneurs. Pearson correlations examined relationships between digital engagement indicators and sales performance at the programme-month level (n=7).
Findings
Key data from the Agromarketing Masterclass TikTok 商店 Edition (FAMA 2024).
Table 1: 分销 of Participating Companies by 状态
| No. | 状态 | Companies (n) | 分享 (%) |
|---|---|---|---|
| 1 | 玻璃市 | 1 | 1.3 |
| 2 | 吉打 | 3 | 3.8 |
| 3 | Penang | 2 | 2.5 |
| 4 | 霹雳 | 8 | 10.0 |
| 5 | Kuala Lumpur | 6 | 7.5 |
| 6 | 雪兰莪 | 33 | 41.3 |
| 7 | 森美兰 | 5 | 6.3 |
| 8 | 马六甲 | 1 | 1.3 |
| 9 | Johor | 4 | 5.0 |
| 10 | 彭亨 | 3 | 3.8 |
| 11 | 吉兰丹 | 8 | 10.0 |
| 12 | 登嘉楼 | 4 | 5.0 |
| 13 | 沙巴 | 1 | 1.3 |
| 14 | 砂拉越 | 1 | 1.3 |
| 总计 | 总计 | 80 | 100.0 |
来源: FAMA TikTok 商店 性能 报告 (2024).
Table 2: 摘要 of AMTTSE 性能
| Indicator | 价值 |
|---|---|
| Number of Companies | 80 |
| Number of Participants | 160 |
| SKU 总数s Marketed | 425 |
| PWD-Owned Companies | 13 |
| Cumulative 销售 (Jun–Dec 2024) | RM6,205,957.06 |
| Return on 投资 | 1:31 |
来源: FAMA TikTok 商店 性能 报告 (2024).
Table 3: 销售 价值 by 销售 渠道
| 销售 渠道 | 销售 价值 (RM) | 分享 (%) |
|---|---|---|
| Livestream | 2,105,670.00 | 33.9 |
| Window (Profile 销售) | 1,875,034.00 | 30.1 |
| Short Video | 1,621,255.00 | 26.1 |
| Others (商店 Tab) | 603,998.06 | 9.9 |
| 总计 | 6,205,957.06 | 100.0 |
来源: FAMA TikTok 商店 性能 报告 (2024).
图表
Five official images from the Agromarketing Masterclass TikTok 商店 Edition Grand Final. Click to zoom.
Discussion
The findings demonstrate that the Agromarketing Masterclass TikTok 商店 Edition functioned as a powerful educational intervention for developing digital capabilities under conditions of uncertainty. Strong correlations between livestream/short-video performance and total sales indicate successful creation of authentic experiential learning cycles.
The 1:31 ROI and inclusive participation (including 13 PWD-owned companies) show that well-designed digital training can generate both economic and social value. These outcomes directly support the Special Issue theme of building responsive, resilient, and transformative education in times of uncertainty.
Implications
Theoretical: Integrates Experiential Learning Theory with adapted 动态 能力 perspectives for digital entrepreneurship education.
Educational & 政策: 高-fidelity experiential learning outperforms volume-focused training. Public programmes should embed post-training support structures and equity-focused outreach.
Practical: Future cohorts need segmented support: scaling help for high performers, conversion coaching for moderate ones, and diagnostic support for inactive participants.
Conclusion
This study positions the Agromarketing Masterclass TikTok 商店 Edition as a compelling model of educational innovation that develops digital capabilities for uncertain futures. Structured experiential training, combined with platform partnerships and performance monitoring, can create resilient, inclusive, and future-ready learning ecosystems.
参考文献 (已选择)
Biesta, G. (2022). World-centred education. Routledge.
Chimbunde, P. (2024). Teaching multicultural classrooms... IAFOR 日志 of 教育, 12(3).
Kolb, D. A. (1984). Experiential learning. Prentice-Hall.
Menchaca, M. P. et al. (2025). 科技 in 教育. IAFOR 日志 of 教育, 13(2).
Teece, D. J. (2018). 商业 models and dynamic capabilities. Long 范围 Planning, 51(1).
UNESCO. (2021). Reimagining our futures together. UNESCO.
Yüksek, Y. Y. (2025). Enacting youth agency... IAFOR 日志 of 教育, 13(3).
完整 80+ reference list available in the complete manuscript.
IAFOR
完成 original ~17-page submission-ready manuscript for The IAFOR 日志 of 教育.
下载 IAFOR DOCX查看 on Dr. Abd Razzif profile
