Dr. Chi Sheh is an Associate Professor at University of the West, teaching in the areas of finance, accounting, statistics, and economics. Dr. Sheh received his PhD in Finance from the University of Houston. Dr. Sheh published a book chapter titled “A Buddhist Perspective on Humanizing Business”, where he lays out practical implications of Buddhism for Humanizing Business. Dr. Sheh has published several articles on business education and served as the invited speaker to numerous international business conferences on the interface between artificial intelligence and business. Dr. Sheh is the Director of the UWest Socially Responsible Investment Fund, where he directs MBA students in the selection of socially responsible companies, mutual funds, and ETFs based on detailed analysis of financial data as well as ESG metrics. Dr. Sheh is also the founding advisor to the Sustainable Investing Club at UWest, which seeks concrete and practical ways to make investing more sustainable, and in the process serve as a platform to foster innovative ideas in sustainable investment. His professional experience also includes working as a financial analyst for Enron Corporation, in the areas of Power Trading, International Energy and Water Project Development, and Commercial Energy Risk Management and Services.
The case method has long served as a foundational pedagogy in business education, yet traditional static cases struggle to reflect the dynamic, interactive, and ethically complex nature of contemporary managerial decision-making. Recent advances in generative artificial intelligence (AI), particularly conversational chatbots, present new opportunities to reconceptualize business case analysis. Rather than treating AI as a productivity or content-generation tool, this paper positions AI chatbots as pedagogical agents capable of simulating stakeholder interaction, uncertainty, and ethical tension. Drawing on experiential learning theory, constructivist perspectives, and business ethics scholarship, the paper develops a conceptual framework for AI-driven scenario realism in business case pedagogy. The framework specifies core dimensions, learning mechanisms, and ethical design principles that extend the traditional case method into a dynamic, dialogic learning model. The paper contributes to management education theory by clarifying how AI can deepen managerial judgment and ethical reasoning without displacing instructor authority, offering guidance aligned with theory-informed pedagogy.
Dr. Mimi Fitriana is an Associate Professor at IMU University, Malaysia. She is actively engaged in academic scholarship and professional service, with extensive involvement in conferences, forums, and public talks at both national and international levels. She has presented her research at numerous conferences as a keynote and invited speaker and has contributed to both international and local research grant collaborations and scholarly publications. Her academic excellence has been recognized through multiple Best Research Paper and Best Presenter awards, as well as accolades from research innovation and exposition platforms. Dr. Fitriana is a member of the Malaysian Society of Clinical Psychology (MSCP) and the Asian Behavioural Cognitive Therapies Association (ACBTA), and serves as a Research Fellow at Young Minds Malaysia. She also practices as a Clinical Psychologist with the Malaysian Relief Agency (MRA), where she led the Mental Health and Psychosocial Support (MHPSS) project during the COVID-19 pandemic. Beyond academia and clinical service, Dr. Fitriana is actively involved in professional training and capacity-building initiatives. She delivers training and development programmes in Mental Health and Psychosocial Support (MHPSS) for NGOs, industry employees, officers, university lecturers, and students. She also conducts workshops on emotional intelligence (EQ), leadership development, and research methodology, for corporate and academic audiences.
Digital Health Literacy: Leveraging Technology for Sustainable Health Promotion, Health Motivation and Behaviour Change
Digital health literacy is a key determinant of health behavior change and sustainable health promotion, yet its role in motivating individuals remains underexplored. Digital health information seeking behaviour has been lacking and individuals’ skills to apply it in their lives has been limitedly reported. Socio demographic disparities and those with lower education and income have been reported to have lower health literacy. Therefore, this paper emphasises how digital health literacy, mediated by individual motivation, influences the adoption and maintenance of healthy behaviors among Malaysian. The focus of this paper is the importance of digital wellbeing among Malaysian youth to motivate health information seeking behaviour for sustainable behaviour change. Linking digital literacy to motivation, behavior change, and long-term health outcomes beneficial for more knowledge and application of the eHealth literacy programmes. This paper also highlights the effectiveness of technology-enabled interventions, including mobile health applications, online health education modules, and interactive social media campaigns, which are designed to enhance motivation, engagement, and sustainable behavior change. Psychological and behavioural interventions highlight barriers such as digital access gaps and literacy disparities as well as enablers including culturally tailored content and gamified engagement strategies. This serves as evidence-based, scalable, and sustainable digital health promotion programs that empower Malaysian youth to translate knowledge into meaningful and lasting health actions.
Keywords: Digital health literacy, Motivation, Technology, Sustainability, Health promotion