SERES is a transdisciplinary initiative that integrates nature-based solutions (NbS) to strengthen the socio-ecological resilience of the territory. The project, developed by Universidad Pontificia Bolivariana and ICLEI – Local Governments for Sustainability in collaboration with the local administration of La Estrella, works with three educational institutions—Colegio Los Robles, Colegio Canadiense, and Colegio Waldorf Isolda—as platforms for community mediation and knowledge exchange.

The project promotes ecological restoration and food security through small-scale actions such as urban gardens, composting, collective planting days in prioritized areas, and rainwater harvesting systems. To date, the first rainwater harvesting prototype has been built and delivered at Colegio Waldorf Isolda EchavarrĂ­a. Additional prototypes are currently being developed for implementation in other institutions and for the broader community within facilities of the Municipality of La Estrella. In parallel, a guidebook is being developed to systematize the experience and facilitate its replicability, along with the design of a traveling exhibition that will document the process and outcomes of the implemented actions.

As part of the educational component, the course “Ecological and Social Management: Integrated Approaches for the Territory” was developed. The course included approximately 24 hours of sessions distributed over several weeks, strengthening capacities in climate adaptation, collaborative governance, and the restoration of social ecosystems. It was designed for undergraduate students from the Faculty of Architecture and other academic programs, as well as university departments dedicated to science communication and social appropriation of knowledge at Universidad Pontificia Bolivariana. The course also included participation from officials from municipalities affiliated with the ICLEI municipal network and various stakeholders from the Municipality of La Estrella.

Ultimately, SERES seeks to strengthen collaboration between academia, local government, and communities to promote sustainable territorial practices. By integrating environmental education, community participation, and nature-based solutions, the project aims to generate long-term socio-ecological resilience in peri-urban landscapes. Through knowledge exchange, practical interventions, and the development of replicable tools such as prototypes, educational materials, and public exhibitions, SERES aspires to inspire similar initiatives in other territories facing comparable environmental and social challenges.

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.

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 Â鶹ĘÓƵ 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 Â鶹ĘÓƵ-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 Â鶹ĘÓƵ Model

The EduGreen Compost Program demonstrates full alignment with Â鶹ĘÓƵ’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 Â鶹ĘÓƵ 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 Â鶹ĘÓƵ model case study.

The EduGreen Compost Program is a powerful example of how curriculum, community, and technology can merge under the Â鶹ĘÓƵ 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)
• °Â°Âąó–M˛ą±ô˛ą˛â˛őľ±˛ą 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 Â鶹ĘÓƵ mission of leveraging university expertise to solve community challenges. The programme is built on a multi-layered, community-based Â鶹ĘÓƵ 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
• °Â°Âąó–M˛ą±ô˛ą˛â˛őľ±˛ą 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 Â鶹ĘÓƵ’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 Â鶹ĘÓƵ Model

The E-Sport EduGreen project fully embodies all five Â鶹ĘÓƵ 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
• °Â°Âąó–M˛ą±ô˛ą˛â˛őľ±˛ą
• 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 Â鶹ĘÓƵ aligned model has already expanded from:• pilot schools → district-wide → state-wide impact
The system can be replicated across ASEAN, Central Asia, and global Â鶹ĘÓƵ partners.

Future Expansion

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

With Â鶹ĘÓƵ 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 Â鶹ĘÓƵ 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 Â鶹ĘÓƵ mission of building sustainable, resilient, community-engaged universities around the world.

Sustainable Communities Collaborative Contact Info

University Faculty Contact
Heather Karsten, Ph.D.
Associate Professor of Crop Production / Ecology
hdk3@psu.edu
814-863-3179

Developed in collaboration with the Pejabat Pendidikan Daerah (PPD) Bagan Datuk, Perak, under the Ministry of Education Malaysia, and supported by UPSI’s EduGreen Centre, the program actively involves 10 selected schools in the Bagan Datuk district, reaching more than 1,000 students and teachers. The approach integrates online and on-site participation, ensuring flexible and accessible engagement regardless of location.

The core objective of GreenQuest is to make environmental education exciting, competitive, and relevant for today’s digital-native students. Using DSKP (Dokumen Standard Kurikulum dan Pentaksiran) as its educational backbone, the program integrates environmental themes into subjects like Science, Geography, and Pendidikan Moral. Students learn about sustainability concepts—such as climate change, biodiversity, pollution, recycling, and energy conservation—through interactive games and challenges that align with national curriculum standards.

A unique feature of the program is the Green E-Sport Challenge, where student teams participate in digital competitions that simulate real-world environmental problem-solving. These E-Sport-style games push students to design green cities, manage virtual ecosystems, or optimize clean energy usage under time and resource constraints—promoting critical thinking, creativity, and teamwork. This gamified learning environment ensures that environmental education is not only informative but also exciting and highly memorable.

Through the Â鶹ĘÓƵ framework, GreenQuest emphasizes long-term capacity building. Trained student facilitators and teacher mentors—known as Eco-Educators—play a key role in knowledge transfer, ensuring that each school can sustain and expand environmental education activities even after the initial program period. Teachers receive digital resource kits and ongoing professional development support to facilitate curriculum integration and lead school-based green initiatives.

The hybrid implementation model blends:

Online learning platforms for flexible access to games, tutorials, and quizzes.
On-site events, including mini tournaments, reflection sessions, and innovation showcases, which take place in schools or local community centers.
The program’s impact extends beyond knowledge acquisition to include empowerment, behavioral change, and community awareness. By enabling students and teachers to become agents of change within their schools and neighborhoods, GreenQuest contributes to a culture of sustainability that resonates beyond the classroom.

Aligned with national and global priorities, the project supports key Sustainable Development Goals (SDGs) including SDG 4 (Quality Education), SDG 13 (Climate Action), and SDG 17 (Partnerships for the Goals). It also contributes to the Ministry of Education’s push for digital integration, environmental literacy, and community-based education.

In conclusion, GreenQuest exemplifies how digital innovation, curriculum alignment, and strategic partnerships—guided by the Â鶹ĘÓƵ Model—can transform environmental education into a participatory, scalable, and meaningful experience. It empowers students in Bagan Datuk not only to learn about the environment but to become sustainability leaders in their schools and communities.