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The explosion of technology has revolutionized the teaching and learning process in higher education. Students are using the digital technology to aid their learning process. In this sense, digital divide exists among students in higher education as they come from different socioeconomic backgrounds. Thus, this study aims to examine the digital usage among the students from the low-income families (B40) in higher education institutions.

The data was drawn by using an online survey from the undergraduates (low-income families B40) in Malaysia higher education institutions. In total, 391 responses were collected. The data was analysed using structural equation modelling method.

The results showed that performance expectancy and facilitating conditions have a significant relationship with digital usage. In addition, personal innovativeness has positive significant effect on performance expectancy and effort expectancy.

This study sheds light on the students from the lower income family behaviour while using digital technologies for their learning purpose.

The study further contributes to the new knowledge on students from the low-income family’s behaviour in using digital technology for their learning process.

The advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from paper-based to technology-supported assessments. This study aims to examine how technology support student's online assessments in higher education institutions from diverse background.

Data were collected from 411 undergraduates in both public and private universities in Malaysia and analysed using partial least square-structural equation modelling.

The findings implied that performance expectancy and resources-facilitating conditions have a positive significant relationship with behavioural intention. IT experience moderates the relationship between effort expectancy, social influence and behaviour intention to use online assessment.

This study offered new insights into the intention to use online assessment among diverse student's background.

In the Malaysia National Higher Education Strategic Plan 2007–2020 and Malaysia Education Blueprint (Higher Education) 2015–2025, the country plans to become one of the international education hubs across the globe. One of the critical strategies is to increase the diverse number of international academics in Malaysian tertiary institutions. As an outcome of strategic initiatives derived from the blueprint, Malaysia has continuous recruitment of international academics in the country's universities. Against this background, this chapter will discuss my experiences as an international academic from Nigeria in a research institute in a Malaysian university. I will relate a few personal and professional issues and challenges that encountered in the course of my service in the country. I will then propose some practical suggestions to overcome these challenges.