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| LETTERS:Malaysia is often reminded of the importance of building a strong foundation in science, technology, engineering and mathematics (STEM) to remain competitive in a global knowledge economy.
There are more than 200,000 STEM teachers who dedicate themselves to nurturing curiosity, shaping problem-solving skills and inspiring the next generation of innovators.
This vast pool of educators is a vital national asset in preparing students for future challenges. It also demonstrates that Malaysia has invested heavily in human capital for education.
Every day, these teachers make complex concepts accessible, from explaining the laws of physics to guiding students through coding exercises.
They do not merely transfer knowledge, but also cultivate critical and creative thinking skills that are increasingly in demand in the modern workforce. Without this strong teaching force, Malaysia's ambition to advance as in innovation-driven economy would be impossible.
However, numbers alone is not enough if resources, facilities and teaching methods do not match current needs. Many teachers in rural or under-resourced schools still struggle with limited access to digital tools and laboratories.
This creates a gap where students in urban centres may enjoy more exposure to STEM applications, while others fall behind. Bridging this divide is crucial.
Another factor is that Malaysia has thousands of students who need to be guided and inspired, which places a heavy responsibility on teachers.
To address this, universities and industries have begun to play a stronger role in strengthening STEM education. Collaborations bring students closer to real-world applications, whether through mentorship programmes, industrial training or exposure to advanced research facilities.
Such partnerships help teachers by reinforcing classroom learning with practical experiences that broaden student's perspectives and career aspirations.
At the same time, true reformation of STEM education should take place along the entire education pathway, beginning from kindergarten and extending to higher education institutions.
This continuity ensures that STEM learning is not fragmented but instead builds consistently from one level to the next.
Malaysia is fortunate to have more than 200,000 STEM teachers, but the value of this strength depends on how well the country supports them while linking schools, universities and industries.
By investing in resources, training and collaboration across all levels of education, Malaysia can turn this numerical advantage into a powerful engine for national growth.
DR HIDAYATULLAH MOHAMMAD ALI
Senior Lecturer
Department of Aerospace Engineering
Faculty of Engineering
Universiti Putra Malaysia |
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