The Badilisha Digital Resource Centers (DRC) project is a school-community affiliate initiative that transforms educational institutions into hubs for regional digital resilience. By leveraging professional-grade telecommunications infrastructure, we create a “Digital Commons” where university innovation directly fuels community economic growth.

​Partners & University Assets:

Building on my foundation as an alumnus of Uganda Christian University, we collaborate with local institutions such as the University of Nairobi and Kenyatta University and Dar Salaam University in Tanzania(IYF Partnered in April 2025). We utilize university assets—specifically ICT faculty and student researchers—to provide technical oversight and data-driven management for our community networks. This academic rigor is reinforced by my professional background as a Telecom Engineer for Safaricom and Zuku, ensuring all installations meet industrial standards.

​Community Need & Proven Impact:

Many youth-led enterprises in our region struggle with the “last mile” of digital access. We have already addressed this by successfully installing managed internet services at Green Palm Secondary School and St. Claret Primary School. These sites serve as real-world proof that school-based digital hubs can effectively provide the connectivity required for local business incubation and student success.

Work Plan & Reinvestment Model:

During this partnership, we will:

​Deploy Wireless Internet Service Provider (WISP) Access Point Repeaters to extend university connectivity into surrounding neighborhoods.
​Implement a Social Revenue-Sharing Model where a percentage of service fees is reinvested into the hub for long-term maintenance and student innovation stipends.
​Develop our 3.5-acre flagship site in Utange into a regional center for digital business continuity and an international franchise training ground.

Uzbekistan is strengthening its national commitment to environmental protection, green infrastructure, sustainable land use, and climate-resilient education.

AUT aims to serve as a regional driver for sustainable technology and green education. Through Prof Zalina’s leadership, the conference brought together academia, government, community groups, and industries to co-design solutions aligned with �鶹��Ƶ principles of:

• community impact
• long-term partnerships
• scalable solutions
• real-world implementation

The conference was designed to:

• Accelerate Green University transformation
• Strengthen capacity in green technologies, IoT, and smart systems
• Support environmental education and sustainability literacy
• Enhance university–community partnerships
• Link AUT to global and ASEAN networks working on sustainability

The conference was honoured by major international and national keynote leaders:

His Excellency Ilham Tuah

Ambassador of Malaysia to Uzbekistan
Delivered an inspiring keynote on Malaysia–Uzbekistan cooperation in sustainable development, education diplomacy, and future green partnerships.

WWF-Malaysia

Representatives shared insights on:

• climate resilience
• biodiversity conservation
• community-driven environmental solutions
• green innovation partnership models

Their presence strengthened international environmental collaboration with Uzbekistan.

MARDI (Malaysian Agricultural Research and Development Institute)

Provided expert perspectives on:

• smart agriculture
• land sustainability
• innovative farming technologies
• research opportunities for Uzbekistan–Malaysia collaboration

These keynote contributions elevated the scientific, diplomatic, and technical depth of the conference.

Key Components of the Conference

5.1 Academic & Technical Sessions

• Smart environmental monitoring technology
• IoT and AI for sustainability
• Green campus and green metrics
• Smart agriculture & land management
• Circular economy and eco-innovation
• Environmental education models

5.2 Local Environmental Authorities & Community Partners

• Local environmental protection departments
• Municipal green development offices
• NGOs and eco-community organisations
• Youth and student sustainability groups

5.3 Industry & Innovation Partners

• Green technology companies showcased:
• renewable solutions
• low-cost environmental sensors
• smart farming tools
• waste-to-resource technologies

Role of Professor Dr Che Zalina Zulkifli

As Director of ICGTSS AUT and Conference Chairperson

• Developed the conference theme, structure, and academic direction
• Coordinated international speakers and keynote leaders
• Strengthened partnerships with environmental authorities and industry
• Integrated �鶹��Ƶ frameworks into the conference design
• Positioned AUT as a Central Asian hub for green technology & smart systems
• Ensured high-quality scientific, educational, and community outcomes

�鶹��Ƶ Alignment

• Strengthened AUT’s status as a regional leader in green technology
• New pathways for international collaboration with Malaysia (government, WWF, MARDI)
• Enhanced academic capacity in sustainability and smart systems
• Empowered student and faculty contributions to local environmental challenges
• Increased opportunities for �鶹��Ƶ aligned future projects across Uzbekistan

⸻

Future Directions

• Annual continuation of the AUT Green Conference
• Establishment of AUT as a Central Asia �鶹��Ƶ Demonstration Campus
• Joint training programs with WWF-Malaysia and MARDI
• University–local authority collaboration on green city initiatives
• Applied research and community projects on land, water, and biodiversity

This conference reflects the outstanding leadership of
Professor Dr Che Zalina Zulkifli,
whose international work continues to advance green technology, sustainable education, and community-driven innovation across Malaysia, Uzbekistan, ASEAN, and the global �鶹��Ƶ network.

The approach aligns fully with the �鶹��Ƶ Model, which connects university expertise with community-driven challenges, ensuring real implementation, measurable outcomes, and long-term impact.

Farmers and local communities in Samarinda face several limitations:

• High cost of modern farming equipment
• Inefficient water usage and traditional irrigation methods
• Lack of exposure to IoT-based agricultural tools
• Limited opportunities for green entrepreneurship

These issues restrict productivity and sustainability, creating a clear need for accessible, low-cost, technology-supported farming solutions.

Project Description

3.1 Smart Farming Technology

EduGreen@UPSI introduced practical and affordable tools:

• IoT soil moisture sensors
• Climate monitoring (temperature, humidity)
• Automated smart watering systems
• Mobile dashboard for real-time monitoring

3.2 Low-Cost DIY Farming Systems

To ensure community scalability, Prof Zalina’s model emphasised affordability and local materials:

• DIY vertical farming modules
• Low-cost drip irrigation kits
• Compost tea nutrient production
• Microcontroller-based automation (ESP32/NodeMCU)

Each system can be built with RM30–RM100, enabling widespread adoption.

3.3 Economic and Business Model Integration

The Faculty of Economy supported:

• Micro-costing of farming operations
• Market analysis for urban farming products
• Business model development for micro-enterprises
• Circular economy concepts (waste → compost → product → income)

Student Engagement & Academic Integration

Following �鶹��Ƶ’s experiential learning principle, students:

• Built and tested IoT prototypes
• Conducted on-field deployment in test plots
• Collected and analysed farm data
• Prepared business plans for community farmers

Lecturers incorporated smart farming topics into teaching modules, creating sustainable academic continuity.

Outcomes and Impact

5.1 Community Impact

• Farmers adopt simple, low-cost technologies
• Improved water efficiency through automation
• Increased awareness of sustainable agriculture practices

5.2 Educational Impact

• New curriculum components for Smart Farming and IoT Agriculture
• Cross-faculty collaboration strengthened
• Students gain hands-on, real-world problem-solving experience

5.3 Economic Impact

• Potential 20–40% reduction in operating costs
• Opportunities for student-led agritech entrepreneurship
• Local communities can commercialise DIY farming kits

Future Plans

1. Establish �鶹��Ƶ–EduGreen Smart Farming Hub at UNTAG 1945.
2. Conduct annual Smart Agriculture Bootcamps for students and communities.
3. Produce joint research papers and policy briefs.
4. Expand the project to more districts in Kalimantan and ASEAN.

Leadership

This project reflects the leadership of
Professor Dr Che Zalina Zulkifli,
who continues to extend Malaysia’s green technology innovation to the global community through �鶹��Ƶ aligned programs.

Led by Prof. Dr. Che Zalina Zulkifli, this programme integrates:

• Academic coursework (Communication course under Faculty of Language & Communication),
• Student leadership development (HEPA Green Portfolio),
• Technical and agricultural guidance from MARDI,
• Hands-on composting infrastructure at EduGreen Centre.

The initiative reflects the �鶹��Ƶ philosophy: a real-world sustainability challenge matched with university expertise and an applied learning framework that directly benefits communities.

The EduGreen Compost Program is structured around a three-tier �鶹��Ƶ-aligned implementation approach involving academic integration, community engagement, and institutional collaboration.

1. Academic Integration: Communication Course Collaboration

The Faculty of Language & Communication incorporated this project into its “Communication Course”, allowing over 300 students per semester to:

• Practice communication strategies through environmental messaging,
• Produce campaign videos, posters, and awareness materials,
• Conduct presentations and dialogues with local stakeholders,
• Reflect on sustainability practices through structured assignments.

This transforms composting from a technical activity into a communication-driven behavioural change programme, aligned with UPSI’s mission to produce environmentally responsible graduates.

2. Student Leadership (HEPA Green Portfolio)

• Selected student leaders manage compost operations,
• Organise green campaigns at colleges and hostels,
• Monitor food waste collection,
• Conduct workshops for peers and schools,
• Coordinate data reporting (waste diverted, compost produced, participation rates).

This creates a leadership pipeline where students gain environmental management skills while contributing to UPSI’s green campus agenda.

3. Technical Guidance & Local Government Collaboration (MARDI)

• Expertise in composting science,
• Technical validation of the composting system,
• Training modules for university and school participants,
• Advisory support for scaling the programme to district-level agriculture offices.

This strengthens the initiative’s credibility and aligns it with Malaysia’s national agricultural sustainability framework.

4. EduGreen Centre Infrastructure

• Demonstration site for composting technology,
• Training hub for UPSI and external visitors,
• Data collection and monitoring centre,
• Research facility for smart compost innovation (IoT, sensors, etc.).

This infrastructure enables the programme to serve as a national and international model for integrating green technology into education.

Environmental Impact

• Significant reduction of organic waste from UPSI cafeterias and hostels.
• Production of high-quality compost used for campus landscaping and community gardens.
• Measurable decrease in waste collection frequency, contributing to carbon-footprint reduction.

Educational & Academic Impact

• Students experience authentic learning by applying communication theories to real sustainability issues.
• Faculty integrates applied environmental content into assignments and assessments.
• Increased student confidence in public speaking, project management, and advocacy.

Community Engagement

• Workshops delivered to schools and local communities.
• Composting awareness expanded to nearby districts through MARDI collaborations.
• Strengthened public understanding of waste reduction and circular economy practices.

Institutional Impact

• UPSI moves closer to its Green Campus and Green University targets.
• Recognised as a model for other Malaysian universities seeking curriculum-based sustainability integration.
• Strong cross-faculty cooperation—an important indicator of long-term sustainability culture.

Alignment with the �鶹��Ƶ Model

The EduGreen Compost Program demonstrates full alignment with �鶹��Ƶ’s foundational principles:

1. Community-Identified Needs: Food waste and environmental awareness were key issues identified by:

• HEPA,
• MARDI,
• campus management,
• local communities.

2. University Courses Integrated

The Communication course integrates sustainability into academic learning, making the project part of structured coursework.

3. Long-Term Partnerships

• UPSI (EduGreen Centre, FBK, HEPA),
• MARDI,
• schools and local communities.

4. Student Leadership and Engagement

Students lead compost operations, communication campaigns, workshops, and reporting—demonstrating authentic �鶹��Ƶ style engagement.

5. Scalable Model

The programme is now ready for:

• Expansion to all UPSI faculties,
• Replication in Malaysian schools through teacher training,
• International demonstration to Central Asia and Southeast Asia through EduGreen partnerships.

Future Expansion

The next phase includes:

• Integrating IoT and Smart Sensors for automated compost monitoring,
• Producing research publications and a Composting Guidebook,
• Expanding green entrepreneurship models for students,
• Establishing EduGreen Compost Demo Sites in partner schools,
• Preparing the programme as a national �鶹��Ƶ model case study.

The EduGreen Compost Program is a powerful example of how curriculum, community, and technology can merge under the �鶹��Ƶ approach.
By combining academic learning, local government support, and real environmental action, UPSI has created a scalable, impactful, and internationally relevant sustainability model. The programme continues to strengthen UPSI’s position as a regional leader in environmental education and green innovation, guided by the visionary leadership of Prof. Dr. Che Zalina Zulkifli and supported by dynamic faculty and community partners.

The E-Sport EduGreen Environmental Education Initiative is an innovative, youth-focused sustainability programme that integrates digital engagement, E-sports culture, environmental literacy, and community behavioural change.
Developed and led by Prof. Dr. Che Zalina Zulkifli, this initiative has rapidly expanded across Malaysian communities, involving:

• 174 green schools in Seberang Perai
• Local government partnerships (MBSP & MBPP)
• �°¹�–M������������� collaboration
• Industry support (Flex Technology, Amphenol, CIMB EcoSave, Habitat Foundation)

This model demonstrates an impactful synergy between education, technology, environmental advocacy, and policy relevance—perfectly reflecting the �鶹��Ƶ mission of leveraging university expertise to solve community challenges. The programme is built on a multi-layered, community-based �鶹��Ƶ structure, with UPSI acting as the academic anchor.

Implementation follows four major pillars:

1. Academic Integration

• Environmental education modules embedded into digital learning, E-sport game design, and STEM-based activities.
• Pre-service and in-service teacher training through EduGreen@UPSI.
• Use of data-driven methodologies to track learning outcomes and behaviour change.

2. Local Government Collaboration

• The Seberang Perai City Council (MBSP) adopted E-Sport EduGreen as part of its city-wide sustainability and anti–single-use plastics campaign.
• Program supports municipal objectives: waste reduction, green campus development, and youth engagement.

3. Industry & Civil Society Support• Industry partners sponsor:

• Digital infrastructure
• School implementation kits
• Educational content production
• �°¹�–M������������� contributes expertise in environmental messaging and community outreach.

4. Community & School Engagement

• School tournaments merge E-sport excitement with environmental missions.
• Students complete real-world sustainability tasks (recycling campaigns, green innovation projects) to earn in-game or tournament rewards.
• This framework builds lifelong green habits using a youth-friendly approach.

The project demonstrates measurable achievements aligned with �鶹��Ƶ’s outcome-based impact model.

1. Educational Impact

• 30,000+ students reached directly through Eco-Digital activities.
• Significant improvement in environmental awareness, measured through pre/post assessments.
• Increased student leadership in zero-waste and green innovation initiatives.

2. Community Impact

• 174 schools implemented environmental action plans.
• Measurable reduction in single-use plastics in several districts.
• Stronger collaboration between schools, local government, and communities.

3. Institutional Impact

• UPSI recognized as a national leader in digital environmental education.
• Municipal governments adopted the programme as part of their annual sustainability agenda.
• Scalable model for national and regional replication.

4. Policy Influence

• The programme is now used as a reference model for:
• Green school certification
• Youth engagement strategies
• Local government environmental outreach

 Alignment with the �鶹��Ƶ Model

The E-Sport EduGreen project fully embodies all five �鶹��Ƶ pillars:

1. Community-Identified Needs

• waste management,
• single-use plastic reduction,
• lack of youth engagement in environmental programmes.

2. University Support & Academic Integration

• curriculum development,
• research,
• teacher training,
• monitoring and evaluation.

3. Long-Term Partnerships

• MBSP
• �°¹�–M�������������
• Industry partners
• Ministry of Education (state-level)

4. Student & Faculty Engagement

• digital innovation
• game design
• community-based environmental projects
• Faculty contribute research, module development, and supervision.

5. Scalable Model with Measurable Impact

This �鶹��Ƶ aligned model has already expanded from:• pilot schools → district-wide → state-wide impact
The system can be replicated across ASEAN, Central Asia, and global �鶹��Ƶ partners.

Future Expansion

The initiative is now positioned to expand into:
• AI-driven environmental learning modules
• Green E-Sport international tournaments
• Cross-country �鶹��Ƶ collaboration (Malaysia–Uzbekistan)
• Youth sustainability leadership academies

With �鶹��Ƶ global visibility, this model can become a flagship example of how technology, sustainability, and community partnership can transform environmental education.

The E-Sport EduGreen Environmental Education Initiative stands as an exemplary �鶹��Ƶ project—demonstrating how a university-led, community-driven model can generate real, measurable sustainability outcomes while engaging the next generation through innovative digital tools. UPSI and Prof. Dr. Che Zalina Zulkifli continue to commit to expanding this model internationally and contributing to the �鶹��Ƶ mission of building sustainable, resilient, community-engaged universities around the world.

Sustainable Communities Collaborative Contact Info

University Faculty Contact
Scott Muirhead
Lecturer, Business Administration Program
srm5@psu.edu