![[COLUMNIST] Rethinking STEM education for Malaysia's future](https://resizer-awani.eco.astro.com.my/tr:w-177,h-100,q-100,f-auto/https://img.astroawani.com/2016-01/71454047454_ZikaVirus.jpg "[COLUMNIST] Rethinking STEM education for Malaysia's future")
This trend is concerning, especially when considering Malaysia's performance in international assessments. The 2022 results from the Programme for International Students Assessment (PISA), which measures 15-year-old students' reading, mathematics, and science literacy, revealed a decline in all three segments compared to 2018. Moreover, Malaysia trails behind neighboring countries such as Singapore, Japan, and Korea in these crucial areas (see Figure 2).
While multiple factors contribute to this trend, one glaring issue stands out: the heavy and complex curriculum for science and mathematics in primary and secondary schools. This overly ambitious approach has two major consequences.
First, it fails to set a strong foundation in STEM subjects for many students. Rushing through complex topics without ensuring comprehensive understanding creates knowledge gaps that accumulate over time. These gaps make it increasingly difficult for students to keep up as they progress, leading to frustration and a sense of inadequacy.
Second, and perhaps more damagingly, this approach often extinguishes the natural curiosity and interest that children have in science and mathematics. Young minds that once marveled at the wonders of nature or enjoyed solving puzzles find themselves bogged down by rote learning and exam pressure. The joy of discovery and the excitement of problem-solving – essential elements that draw people to STEM fields – are often lost in the rush to cover an extensive syllabus.
Consequently, when the time comes to choose between science and non-science streams in Form 4, many students opt for what they perceive as the easier path. This decision, often made out of fear or frustration rather than genuine disinterest, has far-reaching consequences. It not only affects individual career trajectories but also impacts Malaysia's capacity to develop a robust, technologically advanced workforce crucial for the nation's future.
To address this issue, a fundamental rethinking of our STEM curriculum is necessary. The focus should shift from covering a vast array of topics to cultivating critical thinking, emphasizing problem-solving skills, and incorporating more hands-on and project-based learning. It's crucial to note that simplifying the curriculum doesn't mean lowering standards. Instead, it means creating a more effective learning environment where students can build a strong foundation and develop a genuine passion for STEM subjects.
The government's initiative to establish a dedicated committee to focus on guiding STEM education from the school level through to higher education is commendable. However, it's vital to ensure that constructive feedback and input are not deliberately filtered to paint an overly optimistic picture for Ministers and the cabinet. Educators providing constructive feedback should not face disciplinary action for doing so. Such practices would not only defeat the purpose but also waste valuable resources.
Recent directives from Prime Minister Datuk Seri Anwar Ibrahim to organize a program where 100 young scientists visit 100 schools nationwide to raise students' interest in STEM are praiseworthy. Building on this initiative, Malaysia should consider expanding into a comprehensive STEM Ambassadors program. This program would enlist volunteers from diverse STEM fields to actively engage with students, educators, and local communities. These ambassadors would conduct school visits, organize interactive workshops, and contribute to career fairs, offering students a tangible connection between their studies and real-world applications.
Additionally, harnessing the younger generation's affinity for digital technology could prove highly effective. Developing engaging, educational apps and games centered around science and mathematics concepts could spark and nurture interest in STEM subjects. In these virtual environments, students can experiment, make mistakes, and learn without the fear of academic penalties. The gamification of learning allows for trial and error, promoting a growth mindset. Furthermore, in-game rankings and achievements can serve as intrinsic motivators, encouraging students to continually improve their performance and deepen their understanding of STEM concepts.
Malaysia's future in our technology-driven world hinges on nurturing a new generation of STEM innovators. By addressing the root causes of declining interest in these fields, particularly through curriculum reform, we can pave the way for a more advanced nation. This transformation isn't just about changing what we teach, but how we teach it—rekindling curiosity and equipping youth with essential skills for a rapidly evolving landscape. The time to act is now; rethinking our approach to STEM education is crucial for Malaysia to remain globally competitive. Our children's preparedness for future challenges and opportunities, and indeed our nation's progress and prosperity, depend on successfully implementing these vital educational reforms.
* Eur Ing Hong Wai Onn, a chartered engineer and chartered environmentalist, is a Fellow of the Institution of Chemical Engineers, the Royal Society of Chemistry, and the Malaysian Institute of Management. He is also the author of “A Chemical Engineer in the Palm Oil Milling Industry”
** The views and opinions expressed in this article are those of the author(s) and do not necessarily reflect the position of Astro AWANI.
