Development (ESD) in Malaysia encounters various challenges that must be addressed for successful integration into the education system. One of the primary challenges is the lack of awareness and understanding of sustainability concepts among educators and students, which impedes the effective implementation of ESD initiatives Karim (2021). Furthermore, the ambiguity and complexity in grasping the actual concept of sustainability create barriers to incorporating sustainable practices in higher education institutions (Harizan, 2022). Financial constraints and limited resources also pose significant challenges to promoting sustainability in education. The insufficiency of funding and resources for sustainability initiatives obstructs the development and implementation of ESD programs in educational institutions (Harizan, 2022). Additionally, the low adoption of eco-school status and environmental excellence certifications underscores the necessity for schools to be more cognizant of the success factors that can lead to the effective implementation of ESD (Mohamoud et al., 2020).

Another critical challenge in implementing ESD in Malaysia is the lack of commitment and awareness among students and faculty members. Without a strong dedication to sustainability and environmental consciousness, instilling sustainable practices and values within the education system becomes arduous (Harizan, 2022). Moreover, obstacles to sustainable practices, such as the high cost of sustainable refurbishment and the lack of sustainability awareness among the Malaysian population, impede progress towards sustainable development (Klufallah et al., 2018). The cultural diversity and multicultural society in Malaysia also present challenges in promoting sustainability education. Ethnic preferences in education and the absence of government support for certain educational initiatives, such as Chinese education, highlight the complexities of integrating sustainability across diverse cultural backgrounds (Xia et al., 2018). Additionally, the deficiency in policy support and regulatory frameworks for sustainable practices, like regulating food marketing to children, emphasizes the necessity for stronger policies to promote sustainability in various sectors, including education (Ng et al., 2021).

In conclusion, addressing the challenges in implementing Education for Sustainable Development in Malaysia necessitates a multi-faceted approach involving raising awareness, securing adequate funding, enhancing knowledge and commitment among stakeholders, and developing supportive policies and regulatory frameworks. By overcoming these challenges, Malaysia can advance towards a more sustainable education system that equips students to be active contributors to sustainable development.

References

Harizan, S. (2022). Distance education effectiveness and barriers in developing a positive attitude towards sustainability: mediation of innovativeness. Turkish Online Journal of Distance Education, 23(4), 131-158. https://doi.org/10.17718/tojde.1182768

Karim, S. (2021). Critical success factors of knowledge on sustainability in malaysian higher education. Turkish Journal of Computer and Mathematics Education (Turcomat), 12(5), 74-83. https://doi.org/10.17762/turcomat.v12i5.732

Klufallah, M., Othman, I., Nuruddin, M., & Khamidi, M. (2018). Barriers to sustainable practices towards low carbon emission projects in Malaysia. International Journal of Engineering & Technology, 7(3.7), 47. https://doi.org/10.14419/ijet.v7i3.7.16205

Mohamoud, A., Maon, S., & Kassim, E. (2020). Exploring critical success factors of education for sustainable development (esd) in Malaysia. Journal of International Business Economics and Entrepreneurship. https://doi.org/10.24191/jibe.v5i2.14237

Ng, S., Kelly, B., Yeatman, H., Swinburn, B., & Karupaiah, T. (2021). Policy inertia on regulating food marketing to children: a case study of Malaysia. International Journal of Environmental Research and Public Health, 18(18), 9607. https://doi.org/10.3390/ijerph18189607

Xia, N., Yang, Y., & Lee, Y. (2018). Chinese education in Malaysia under Malaysian ethnic politics. Journal of Politics and Law, 11(2), 23. https://doi.org/10.5539/jpl.v11n2p23

Written by Yang Qammarina Binti Mohd Toha

#This piece is solely the personal opinion of the author and does not necessarily reflect HIVE Educator’s stance.