Latest news with #SULAM
Barnama
24-06-2025
- General
- Barnama
- Empowering Youth Through Knowledge, Values, And Social Responsibility
Opinions on topical issues from thought leaders, columnists and editors. One progressive initiative that successfully unites these two worlds; academia and community life is through the implementation of Service Learning Malaysia – University for Society (SULAM) programme that provides a meaningful experience and learning platform. The programme was introduced by the Ministry of Higher Education (MOHE) in 2019. In an increasingly connected and challenging world, the role of higher education institutions is no longer confined to lecture halls. Today, universities serve as vital agents of social change by bridging academic knowledge with real-world societal solutions. The goal is to produce graduates who are academically excellent and socially conscious, volunteer-minded, and equipped with strong interpersonal skills. In the context of Malaysia MADANI, which emphasises humanistic values, inclusivity, and integrity, SULAM is seen as a crucial catalyst in nurturing a balanced and sustainable human capital. It is an experiential learning approach that integrates academic knowledge with community engagement. More than just encouraging students to step into the community, SULAM requires them to apply the knowledge gained in class to address real-world problems faced by local communities. At the same time, these activities are framed within SULAM's emphasis on experiential learning, where real-life experience with communities enhances student learning. For example, courses in da'wah and new media are utilised to develop digital campaigns addressing issues such as cyberbullying, community fragmentation, and moral decay. Meanwhile, science and religious studies are applied in environmental awareness campaigns and water conservation projects with school students and local communities. One of the innovative approaches in SULAM's implementation is the integration of STREAM, which stands for Science, Technology, Religion, Engineering, Arts, and Mathematics. This integration not only adds multidisciplinary dimensions to the curriculum but also reinforces the values and responsibilities of social engagement in real-life community settings. Under this model, student-led community engagement activities go beyond conventional knowledge delivery and involve interdisciplinary knowledge applications aligned with the STREAM framework. This integration demonstrates how SULAM as a method and STREAM as content and context complement each other to promote holistic learning. It not only stimulates students' critical and creative thinking but also nurtures empathy, active engagement, and social responsibility. The 2025 ExploreSTREAM SULAM Programme, organised by Universiti Sains Islam Malaysia (USIM) at the national level recently, is an example of the STREAM-SULAM integration. It has involved over 1,000 USIM students and 21 schools from Negeri Sembilan, Kuala Lumpur and Putrajaya. The programme incorporates 14 USIM SULAM courses, including Electronic Da'wah and Campaign, Inclusive Digital Society, STREAM Mentoring, Braille Applications in Quran and Sunnah, Polymer and Water Chemistry, Plant and Animal Physiology, and Mathematical Modelling and Personal Management. Besides, Quranic Recitation Education, Islamic Wealth Management, Computational Physics Applications, Risk Management, Medical Instrument Design and Application, and Environmental Law. This approach helps students realise that their learning is not purely theoretical, but holds significant practical and social value. More importantly, when combined with the integration of naqli (revealed) and aqli (rational) knowledge, it offers a form of education that harmonises intellect with revelation, technology with values, and innovation with humanity within a values-based framework. Integration of Naqli and Aqli knowledge A distinct feature of this approach is the application of the integration of naqli and aqli (INAQ) knowledge in community engagement activities. Naqli knowledge refers to revelation-based sources such as the Quran and Hadith, while aqli knowledge encompasses rational fields such as science, technology, and mathematics. Merging these two dimensions in activities reflects a holistic Islamic worldview. For example, campaigns promoting social unity are not only grounded in strategic communication techniques, persuasive messaging, and digital media skills but are rooted in Quranic values like tolerance, brotherhood, and compassion. This INAQ approach emphasizes spirituality, morality, akhlaq, and social responsibility. It aligns with maqasid syariah and ensures the learning process remains grounded in religion, culture, and local values while responding to the demands of globalisation and technological advancement. Towards high-impact higher education SULAM is more than just a programme. It represents a transformation in higher education that prioritises High-Impact Educational Practices (HIEPs). This approach empowers students to become agents of social change, future leaders, and responsible citizens. Another key element of SULAM is its deep commitment to experiential learning. This can be seen in practices like Community Resilience Experiential Learning (CARE), which focuses on building community resilience through collaboration between universities and local communities. Students involved in such programmes are not merely completing rubric-assessed academic tasks. Instead, they are deeply immersed in understanding community challenges and needs. They engage in discussion, planning, implementation, and evaluation with the community such as identifying problems, co-creating solutions, and uniquely, applying the integration of naqli and aqli knowledge as part of a much deeper learning process than conventional lectures offer. In an age where social and technological challenges are growing increasingly complex, holistic education is a necessity. SULAM proves that a learning approach that combines theory and practice, values and knowledge, can produce graduates who are ready for the workforce, capable of leading positive change toward a more just, resilient, and prosperous society. Multi-stakeholder collaboration The success of these programmes would not be possible without the support of multiple stakeholders and industry partner. Partnerships with government agencies, non-governmental organisation (NGOs), and industry sectors have opened the door to more impactful and competitive programmes. For instance, the 2025 ExploreSTREAM SULAM Programme, conducted in collaboration with Petronas Dagangan Berhad, was supported by the Negeri Sembilan Islamic Religious Council (MAINS), Yakult, SugarBomb, MOSTI STEM Camp, and AEON BiG Putrajaya. Contributions in the form of expertise, logistics, or funding further enhance the scalability and sustainability of such programmes. Conclusion SULAM and STREAM approach blended with the integration of naqli-aqli knowledge, shows that impactful learning can happen outside the classroom. Through active student engagement with the community, not only is knowledge broadened, but human values and positive interpersonal communication are cultivated. This represents a form of civilisational education that nurtures the mind and character, as well as nation-building. It is hoped that more higher education institutions will adopt SULAM as a core approach for future education. One that is inclusive, values-driven, and meaningfully contributes to national development, and well-being of the ummah and society at large. -- BERNAMA Dr Kartini Kamaruzzaman is the Deputy Dean (Academic and Internationalisation), Faculty of Leadership and Management,Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan. Dr Norsimaa Mustaffa is the Head of Programme, New Media Communications Programme, Faculty of Leadership and Management, Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan.
Malay Mail
19-05-2025
- Health
- Malay Mail
Creating value through the power of sustainability — Nor Malina Manan
MAY 19 — What does it mean to be a sustainable educator in today's world? For me, it goes beyond simply delivering lessons or meeting curriculum outcomes. It's about cultivating values that endure both in the classroom and in our clinical practice and aligning what we teach with the realities our students will face in a changing world. My journey toward sustainability in education began with a mix of personal experience and institutional exposure. As a principal investigator (PI) under the Universiti Malaya Sustainability and Development Centre (UMSDC) grant, I was fortunate to participate in workshops focused on the United Nations Sustainable Development Goals (SDGs). These sessions opened my eyes to how deeply sustainability intersects with healthcare, education, and daily professional routines. One realisation struck me clearly: the sheer amount of waste generated in our clinical teaching environment, both in materials and mindset was something we could no longer ignore. This insight marked the beginning of my commitment to embed sustainability into my teaching and clinical supervision. It wasn't long before that commitment took shape in the form of action. Together with my students, we won first place in a university-level SULAM (Service Learning Malaysia–University for Society) project in 2024, where judges highlighted our innovation, sustainability-driven teaching methods. Since then, sustainability has become an integral part of how I teach, think, and practice. Sustainability in the classroom and the clinic As a tertiary educator involved in oral healthcare, I view sustainability through the lens of both SDG 4 (Quality Education) and SDG 3 (Good Health and Well-being). This dual perspective helps me design learning experiences that are not only effective but also socially and environmentally conscious. In my classes, sustainability shows up in both content and delivery. I encourage the use of digital tools to reduce paper waste, foster critical discussions around the environmental impact of clinical materials, and integrate principles of low-waste dentistry into treatment planning exercises. For example, my students reflect on the balance between infection control and environmental responsibility in their clinical exercise. They explore the use of reusable vs. disposable items, challenging them to think beyond cost and convenience. One of our more engaging initiatives involved using toy food models and simple items you'd find in a local supermarket or toy shop to teach children about healthy and unhealthy eating habits. The activity mimicked real-life dental scenarios in a fun, hands-on way. But more than that, it opened a conversation about responsible consumption, aligning with SDG 12 (Responsible Consumption and Production). It was a reminder that impactful teaching doesn't always require expensive tools. Sometimes, everyday items can make the message more relatable. Aligning with institutional goals At the university level, sustainability is no longer just a buzzword, it's a strategic priority. Universiti Malaya has outlined its commitment to sustainable development through its Sustainability Policy 2021–2030, and I see this not as a top-down directive, but as an invitation to act meaningfully within our own teaching domains. As a PI in UM's sustainability efforts, I've helped to develop content that aligns with relevant SDGs, particularly SDG 3, SDG 4, and SDG 12. I've also supervised student-led projects that translate these goals into real-world clinical and community engagement strategies. Our students aren't just learning sustainability. They're living it through projects, outreach, and reflective practice. The role of the educator One of the most important things I've learned is that being a sustainability-minded educator doesn't require sweeping reform. It starts with small, intentional shifts by choosing reusable materials, integrating environmental themes into class discussions, or simply asking students to consider how their actions impact others. In a profession where it's easy to be overwhelmed by content delivery and KPIs, we sometimes forget the influence we have in shaping how our students think not just about knowledge, but about responsibility. I believe that every clinical simulation, every audit discussion, and every class activity is an opportunity to model a sustainable mindset. Ultimately, my message to fellow educators is this: we each hold the power to shape a more responsible generation of professionals. While institutional support is valuable, individual effort matters just as much. The way we teach today will shape how our students practice tomorrow. A Teachers' Day reflection As we celebrate Teachers' and Educators' Day on May 16th here in Malaysia, I take this moment to express my gratitude to all educators who continue to give their best, especially those who go the extra mile to incorporate sustainability into their work. We may not always see the immediate impact of our choices, but over time, those small shifts create lasting change. In our hands lies the future and not just of our students, but of the communities they will serve. Let us continue to lead with care, teach with purpose, and inspire with action. All the best to my fellow educators on this meaningful journey. * Dr Nor Malina Manan is a dental lecturer at the Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, Universiti Malaya, and may be reached at [email protected] ** This is the personal opinion of the writer or publication and does not necessarily represent the views of Malay Mail.
