In Malaysia, teachers have a critical role in promoting sustainable development through education. Integrating sustainable development goals into the curriculum entails adopting pedagogical approaches that emphasize sustainability. Said & Ahmad (2021) highlight the importance of pedagogy for sustainable development among geography teachers in Malaysia to effectively implement the SDGs in education. This highlights the importance of educators integrating sustainability principles into their teaching methods to foster environmental consciousness and encourage proactive measures among students.

Additionally, understanding the key success factors related to sustainability in Malaysian higher education is crucial for promoting environmental awareness and sustainable behaviours. Karim (2021) emphasizes the role of teachers as environmental citizenship role models to instil desirable characteristics and promote sustainable development. Teachers play a crucial role in shaping students’ perspectives and actions on sustainability. Therefore, it is essential for them to demonstrate sustainable practices in their everyday lives and teaching methods. In Malaysia, the successful integration of sustainability principles into the education system through Education for Sustainable Development depends on a thorough understanding of key success factors.

Mohamoud et al. (2020) explore the critical success factors of ESD in Malaysia, emphasizing the importance of environmental knowledge, attitudes, and practices among student teachers. Teachers’ commitment to ESD is crucial in fostering a culture of sustainability within educational institutions and society at large. In the context of sustainable forest management and achieving SDGs, regulatory frameworks and initiatives play a significant role in Malaysia. Nasrullah et al. (2021) discuss the strategies undertaken in Malaysia towards sustainable forest management and achieving SDGs, highlighting the importance of community participation and government initiatives.

Teachers can contribute to sustainable forest management by educating students on the importance of preserving forests and biodiversity for sustainable development. Moreover, the integration of global competence into Malaysian education is essential for achieving quality education and promoting sustainable development. Yaccob et al. (2022) emphasize the role of ESL teachers in attaining SDGs through inclusive and accessible quality education. By incorporating global competence into ESL lessons, teachers can equip students with the necessary skills to address global challenges and contribute to sustainable development efforts. In conclusion, teachers in Malaysia play a pivotal role in promoting sustainable development through education. By integrating sustainability principles into their teaching practices, fostering environmental citizenship, and embracing ESD, teachers can empower students to become agents of change towards a more sustainable future.

References

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

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

Nasrullah, N., Purnomo, E., Salleh, A., Murad, A., Putra, A., & Siregar, R. (2021). Regulatory framework and initiatives for realizing sdgs in achieving sustainable forest management: a comparison between indonesia and malaysia. E3s Web of Conferences, 316, 04018. https://doi.org/10.1051/e3sconf/202131604018

Said, M. and Ahmad, M. (2021). Pedagogy for sustainable development among geography teachers towards implementing sustainable developmnet goals (sdgs). Jurnal Pendidikan Geosfer, 6(2), 134-142. https://doi.org/10.24815/jpg.v6i2.23651

Yaccob, N., Yunus, M., & Hashim, H. (2022). The integration of global competence into malaysian english as a second language lessons for quality education (fourth united nations sustainable development goal). Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.848417

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.