Empowering the Next Generation: Sustainability and Values-Based Education in Pre-University Programmes

By Delon Chai and Michelle Phua

Sustainability & Values-Based Education

The Malaysian education landscape is evolving to address global challenges, and the latest update to the Malaysian Qualifications Framework (MQF 2.0) is a testament to this commitment. Launched by the Malaysian Qualifications Agency (MQA), MQF 2.0 (2024) mandates the integration of Education for Sustainable Development (ESD) and Values-Based Education (VBE) into higher education curricula. This bold move ensures that educational institutions are not just creating knowledgeable graduates but fostering ethical, compassionate, and socially responsible leaders ready to navigate an increasingly complex world.

But why is this so significant? The answer lies in its transformative potential. By embedding sustainability and values-based principles, institutions can inspire students to tackle pressing global challenges, such as climate change and social inequality. This is particularly impactful in pre-university programs, where young minds are shaped, setting the stage for future success.

Pre-University Education: The Foundation for Future Leaders

Pre-university programmes play a pivotal role in preparing students for the academic and ethical demands of undergraduate studies. At Curtin University Malaysia, these programmes go beyond traditional academic preparation. The institution’s foundation and diploma programmes, catering to fields like commerce, engineering, and arts, provide a multidisciplinary platform to instil sustainability-focused competencies such as critical thinking, problem-solving, and social responsibility.

For instance, Curtin’s Foundation in Arts and Commerce programme could incorporate sustainability through real-world projects. Imagine students collaborating with local small and medium-sized enterprises (SMEs) to develop sustainable marketing strategies. Such hands-on experiences make learning practical, relevant, and inspiring.

Revolutionising Education: A Paradigm Shift

Integrating ESD and VBE requires more than adding topics to the syllabus. It demands a shift in teaching methods, curriculum design, and assessment strategies. Project-based learning, for example, can encourage students to solve real-world problems like waste management or community development. By engaging in such initiatives, students not only deepen their knowledge but also witness the tangible impacts of their efforts.

Assessment methods can also embrace innovation. Collaborating with initiatives like the Ministry of Higher Education’s Service-Learning Malaysia-University for Society (SLICE), institutions can tie student evaluations to community service projects. Additionally, case studies of successful sustainability practices in corporations or engineering projects can teach students how to balance profitability with ethical and environmental considerations. These approaches make learning dynamic and meaningful.

Overcoming Challenges and Charting the Way Forward

Adopting MQF 2.0 is not without challenges. It requires a concerted effort from educators, curriculum developers, and policymakers to ensure relevance and impact. Professional development for educators is critical, equipping them with the tools to deliver sustainability-focused education effectively.

Curtin University’s Sustainable Development Strategy 2030 provides a guiding framework. Transitioning from past spontaneous initiatives to a coordinated and transdisciplinary approach, this strategy emphasises embedding sustainable development principles into every aspect of education. This aligns perfectly with Malaysia’s broader commitment to cultivating holistic, balanced individuals who can contribute meaningfully to society.

Looking Ahead: A Sustainable Future

As Malaysia’s educational institutions embrace MQF 2.0, the potential to shape a generation of socially conscious, environmentally responsible, and ethically grounded graduates becomes a reality. These efforts underscore the importance of pre-university programs as the foundation for nurturing future leaders. With the right strategies and collaborations, the dream of a sustainable future is well within reach.

Delon Chai is the Associate Director of Learning and Teaching at Curtin Malaysia’s School of Pre-U and Continuing Education (SPACE). He holds a Master’s in Business Administration specialising in Finance and is currently pursuing a doctorate in Business Administration. A Fellow of the Advance Higher Education Academy, United Kingdom (Advance HE), Delon has received numerous accolades for his teaching excellence, including the Curtin Excellence and Innovation in Teaching (CEIT) Award for the Global category. His research focuses on diversity, equity, and inclusive practices in higher education, particularly for underprivileged students. Delon can be reached at delon.chai@curtin.edu.my.

Michelle Phua is the Head of Department of Arts and Commerce at Curtin Malaysia’s School of Pre-U and Continuing Education (SPACE). With a Master of Philosophy in Accounting, Michelle is a Fellow of the Advance Higher Education Academy United Kingdom (Advance HE) and a professional member of the Malaysian Finance Association (MFA) and Higher Education Research and Development Society of Australasia (HERDSA). Currently pursuing a Doctorate of Education, her research explores the link between self-efficacy and resilience in pathway students. Michelle is an award-winning educator and leader in curriculum design. She can be contacted at michelle.phua@curtin.edu.my.