Johor initiative empowers eco-warriors of the future
Iskandar Malaysia Ecolife Challenge (IMELC), launched in 2013 by Iskandar Regional Development Authority (Irda) and Johor Education Department (JPNJ), fosters hands-on sustainability education, covering recycling, energy audits and water conservation.
Universiti Teknologi Malaysia (UTM) senior lecturer in innovative science and mathematics education Dr Nina Diana Nawi said a dedicated recycling module has been a core element of IMELC's low-carbon education since 2015.
'This module promotes the 3Rs (reduce, reuse and recycle), while integrating practical mathematics and science learning, such as weighing recyclable materials and calculating decimal values,' she told StarMetro.
This approach, she said, connected textbook knowledge with real-world environmental practices, boosting both awareness and analytical skills in young students.
'Since its rollout, primary schools across Johor have embraced the module.
'Many have set up internal recycling systems, not only fostering daily sustainable habits but also generating income through the sale of recyclables.
'With support from parent-teacher associations, teachers and local communities, some schools have managed to run structured and consistent recycling initiatives.'
Even used cooking oil was now collected, she said, with some alumni entrepreneurs donating to their former schools.
Between 2015 and 2024, IMELC recorded over 2.7 million units of recycled items including paper, plastic bottles, aluminium and textiles, contributed by students, their families and local communities.
Nina recounted the example of one student who, upon noticing a discarded aluminium can at a restaurant, had sought permission to take it to school for recycling.
'This demonstrates how values instilled at school are carried into daily life.
'These children become sustainability ambassadors who can explain waste management, recycling categories and environmental responsibility to the public.
'Rising urban waste, climate concerns and critically full landfills prompted development of the recycling module because we need impactful education at grassroots level to drive behavioural change.'
The module also aligns with Johor Sustainability Education Action Plan 2025 and supports global frameworks like the United Nations Sustainable Development Goals and Iskandar Malaysia Climate Action Plan 2030.
IMELC efforts are bolstered by industry support, notably from SWM Environment, which conducts school outreach on proper waste segregation.
Most collected items include paper, cardboard, plastics and used cooking oil, with SJKC Foon Yew 2, SJKC Kuo Kuang 2, SJKC Masai and SK Simpang Rengam among the top performers.
'IMELC has also rolled out complementary modules such as 'Say No to Single-Use Plastics' campaign in 2023, which includes awareness booklets, webinars and policies in selected schools to reduce plastic straw and packaging usage,' she said.
Another key initiative, she added, was the composting module teaching students to convert food waste into organic fertiliser, which had led to community gardens in several schools.
'This year, we have upgraded our online platform with updated educational resources and interactive tools, while selected teachers can also visit recycling facilities for first-hand exposure to waste industry operations.
'IMELC is not just about teaching recycling, it is about empowering a generation to act for our planet's future,' Nina said.
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
The Star
31-07-2025
- The Star
Building coastal resilience with nature-based solutions
THE marine and coastal areas of Malaysia, which are home to diverse ecosystems — from coral reefs to mangrove forests — are currently under threat due to climate change. Rising sea levels, changing temperatures and increased storm intensity reinforce the importance of building coastal resilience to ensure that coastal ecosystems, particularly mangrove wetlands and the communities they support continue to thrive. 'Coastal resilience is the ability of coastal systems, encompassing the environment, infrastructures and communities, to participate, absorb, recover from and adapt to adverse events such as coastal erosion, storm surges and sea level rises. 'It's not just about withstanding disasters, but also about bouncing back stronger,' says Dr Teh Hee Min, senior lecturer at the Civil and Environmental Engineering Department of Universiti Teknologi PETRONAS (UTP). 'From a community's perspective, coastal resilience is vital because it safeguards lives, homes and heritage. 'Many of these communities depend on coastal resources for their daily survival, cultural identity and economic resilience,' he says, adding that a robust coastline is also key to protecting critical infrastructures like ports, fisheries and tourism assets. He points out that floods and erosion on coastal areas especially can have a long-term ripple effect on local and even national economies. 'These ecosystems are natural buffers against extreme events and contribute to carbon sequestration and biodiversity. 'So, in essence, coastal resilience is about securing a future where human development and natural systems coexist and support one another,' he emphasises. At UTP, coastal resilience projects led by Teh focus on integrating innovative engineering technologies with ecological awareness and community empowerment. The Tanjung Kepah Mangrove Action Project in Perak, for example, exemplifies UTP's research and consultancy ethos of leveraging the university's cutting-edge research and multidisciplinary expertise to address pressing sustainability challenges. The project solutions directly support the United Nations Sustainable Development Goals (SDGs), namely SDG 13 (climate action), SDG 14 (life below water) and SDG 15 (life on land), aiding in the country achieving its sustainability targets. The project, led by UTP and Wetlands International, is a collaboration with the Irrigation and Drainage Department, Manjung, National Water Research Institute of Malaysia (Nahrim), Parak Forestry Department, Solmax and Pertubuhan Sahabat Hutan Bakau Lekir. The project site at Tanjung Kepah, as its name suggests, was once a prolific mud clam (kepah) production site, but over the years, yields have dropped because of the loss of mangrove forests, which served as barriers against storm surges. Furthermore, replanting efforts over the years also failed because the tender saplings did not stand a chance against the strong sea waves. At its heart, the project is a coastal defence system composed of an offshore 25-metre bamboo wave screen, the first of its kind in Malaysia. Completed in November 2024, the screen has received thumbs-up from various stakeholders. Recently planted mangrove saplings – now sheltered from waves – are seeing a survivability rate of 70%, a remarkable feat as mangrove planting in the open sea garnering a 30% survivability rate is usually considered marvellous, says Teh. He points out that because this is a nature-based solution, the lifespan of the bamboo screen is about three years, by which time the mangrove forest should have grown enough to play its role as a natural defence against storms and strong waves. A 25-meter bamboo wave screen was constructed at Tanjung Kepah to protect newly planted mangrove saplings and reduce wave impact on the hinterland. What's more, the remains of the bamboo structure will also serve as nurseries or dwellings for marine life. Buoyed by the success of the first phase of this project, the plan is to construct another screen, this time further afield in the open sea. Installation of the 30-metre screen is expected to commence in August. Apart from the sites in Perak, UTP's project partner Wetlands International also plans to deploy this technology at a site in Sungai Haji Dorani in Selangor. 'This project at Tanjung Kepah is built around three key pillars, namely, nature-based coastal restoration, multi-stakeholder partnership and community engagement and empowerment,' says Teh, adding that the bamboo used is sourced via a collaboration with SEAD Build, a proponent of sustainable bamboo agroforestry in Malaysia. Apart from the project at Tanjung Kepah, UTP previously undertook another coastal resilience project at Teluk Nipah in Pulau Pangkor, which stemmed from a UTP study revealing that the sandy beach was eroding at a rate of up to three metres a year due to continuous degradation of the shoreline by waves. To gauge the awareness level of the coastal problems in Teluk Nipah among the local community, UTP organised two community engagement sessions in August 2019 and January 2022. The town hall sessions enabled communities in Teluk Nipah and Pulau Pangkor to share their concerns and pain points on coastal problems with local authorities and the need for erosion control measures. Teh, who led the project, explains that UTP designed a 50-metre rock revetment at the beach in Teluk Nipah, which was constructed at the end of 2020. The university also proposed to the authorities a soft approach to mitigate erosion and replenish the existing shoreline through beach nourishment. Final year UTP Civil Engineering students enrolled in the elective course Design of Coastal Structures conducting field measurements of alongshore sediment transport along the shoreline of Teluk Nipah. Nurturing innovation For Teh, being part of the UTP ecosystem has been instrumental in the success of the projects at Tanjung Kepah and Teluk Nipah. 'Here, interdisciplinary knowledge sharing, access to cutting-edge research facilities and institutional support come together to nurture innovation,' he says. He adds that the research also benefited greatly from being part of UTP's Water-Energy-Environment Nexus, which brings together experts in hydrology, botany, environmental engineering and social sciences. 'This allowed for more holistic project planning. UTP's strong emphasis on industry and community engagement also opened doors for funding and collaborations, which enabled us to involve the local communities in Tanjung Kepah and train them in the monitoring and maintenance of the bamboo wave screen.' Beyond research projects, these were real-world initiatives that empowered communities directly impacted by coastal erosion, he adds. 'Building coastal resilience isn't just an engineering challenge, it's a human one. The shoreline is where science meets society. 'The greatest success comes from when we design with the people and nature in mind. Interventions when rooted in local knowledge supported by research and powered by collaborations, can create meaningful, lasting impact. 'More than stopping erosion, it's about restoring dignity to coastal communities and preserving the ecosystem for future generations,' Teh concludes. For more information and enquiries on coastal resilience, email programmeoffice@
The Sun
24-06-2025
- The Sun
Malaysia's first digital school SAM bridges learning gaps for all students
MOST children are able to attend school on a daily basis but there is a minority, either due to a physical disability or other reasons, who are unable to do so. Over the years, the numbers have grown, of those who cannot adapt to a school environment. Covid-19 showed the world how classrooms could be conducted digitally and hence with growing demand, a digital school known as Sekolah Anak Malaysia was born, SAM for short. As a landmark social enterprise founded by LeapEd, SAM is the nation's first digital school, which offers a personalised and interactive online learning experience aligned with the Malaysian national curriculum. Nina Adlan Disney, one of the founders of SAM said it was built and introduced to address learning gaps in the wake of the pandemic, where a post pandemic study conducted by LeadEd and Monash University Malaysia revealed learning gaps in education. This prompted the setting up of SAM, where Nina said: 'The vision is to reach students in underserved and remote communities, ensuring that every child has the opportunity to learn, grow, and thrive - no matter their background or geography,' she said. Thaynhiskha Vijey, 14 years enrolled in the SAM programme last year and she spoke on the reasons why she feels happy to be part of SAM: 'I am enrolled in Form 2 this year and currently involved in project based learning, where we are divided into groups, no matter the level, and we are given a project to complete together. This is very relevant as it prepares me to work with others in a team effort,' she said. Deepa Somanaidu, her mother feels government schools are naturally exam orientated and many students need more than that. Thaynhiskha loves piano and singing and the schedule under SAM gives her the time to have these extracurricular activities. Michelle Koh Moh Cheng, Principal of SAM, said: 'Classes are designed to be interactive and relevant. Our teachers use a range of tools and media – from quizzes and games to virtual science laboratories, collaborative platforms and videos to keep classrooms dynamic and engaging. 'Beyond academics, students take part in the real world, hands-on tasks through project-based learning. For example, one project required students to set up a mock restaurant. They worked in teams to explore nutrition, marketing, budgeting, and graphic design. 'We also have an in person programme (IPP) held twice a year where students meet at a designated location, usually with boarding provided. The students are supervised in a structured environment to build life and social skills,' said Koh. Nina also shared how teachers in SAM are upskilled to face challenges and ensure the digital classroom is navigated to give maximum benefits to students enrolled in it. 'LeadEd has more than 15 years of experience in teacher capacity-building through our flagship 'Trust Schools Programme'. Teacher upskilling and pedagogy lie at the heart of SAM and we ensure students can cope with regular assessments,' she said. 'Another key strategic partner is PayNet, who has been instrumental in providing scholarships and a development fund for SAM. This ensures that SAM is accessible to all students, regardless of their economic background.' Another student, Abdul Muhaimin Abdul Azim, 14 years has a physical disability and had mobility issues in reaching school every morning. Today according to his grandfather, Muhaimin has evolved into a happier student, with many friends and has even continued with his favourite pastime, archery. 'SAM has allowed flexibility in his life as a student and I have no doubt he will do well,' said his grandfather.
The Sun
24-06-2025
- The Sun
SAM bridges learning gaps
MOST children are able to attend school on a daily basis but there is a minority, either due to a physical disability or other reasons, who are unable to do so. Over the years, the numbers have grown, of those who cannot adapt to a school environment. Covid-19 showed the world how classrooms could be conducted digitally and hence with growing demand, a digital school known as Sekolah Anak Malaysia was born, SAM for short. As a landmark social enterprise founded by LeapEd, SAM is the nation's first digital school, which offers a personalised and interactive online learning experience aligned with the Malaysian national curriculum. Nina Adlan Disney, one of the founders of SAM said it was built and introduced to address learning gaps in the wake of the pandemic, where a post pandemic study conducted by LeadEd and Monash University Malaysia revealed learning gaps in education. This prompted the setting up of SAM, where Nina said: 'The vision is to reach students in underserved and remote communities, ensuring that every child has the opportunity to learn, grow, and thrive - no matter their background or geography,' she said. Thaynhiskha Vijey, 14 years enrolled in the SAM programme last year and she spoke on the reasons why she feels happy to be part of SAM: 'I am enrolled in Form 2 this year and currently involved in project based learning, where we are divided into groups, no matter the level, and we are given a project to complete together. This is very relevant as it prepares me to work with others in a team effort,' she said. Deepa Somanaidu, her mother feels government schools are naturally exam orientated and many students need more than that. Thaynhiskha loves piano and singing and the schedule under SAM gives her the time to have these extracurricular activities. Michelle Koh Moh Cheng, Principal of SAM, said: 'Classes are designed to be interactive and relevant. Our teachers use a range of tools and media – from quizzes and games to virtual science laboratories, collaborative platforms and videos to keep classrooms dynamic and engaging. 'Beyond academics, students take part in the real world, hands-on tasks through project-based learning. For example, one project required students to set up a mock restaurant. They worked in teams to explore nutrition, marketing, budgeting, and graphic design. 'We also have an in person programme (IPP) held twice a year where students meet at a designated location, usually with boarding provided. The students are supervised in a structured environment to build life and social skills,' said Koh. Nina also shared how teachers in SAM are upskilled to face challenges and ensure the digital classroom is navigated to give maximum benefits to students enrolled in it. 'LeadEd has more than 15 years of experience in teacher capacity-building through our flagship 'Trust Schools Programme'. Teacher upskilling and pedagogy lie at the heart of SAM and we ensure students can cope with regular assessments,' she said. 'Another key strategic partner is PayNet, who has been instrumental in providing scholarships and a development fund for SAM. This ensures that SAM is accessible to all students, regardless of their economic background.' Another student, Abdul Muhaimin Abdul Azim, 14 years has a physical disability and had mobility issues in reaching school every morning. Today according to his grandfather, Muhaimin has evolved into a happier student, with many friends and has even continued with his favourite pastime, archery. 'SAM has allowed flexibility in his life as a student and I have no doubt he will do well,' said his grandfather.
