Climate change poses serious risks to Malaysia. Rising temperatures, unpredictable rainfall, flash floods, and coastal erosion are already impacting livelihoods, agriculture, and infrastructure. These environmental challenges are especially pressing in smaller districts like Alor Gajah, located in the state of Melaka. With limited resources and planning capacity, local authorities often struggle to prepare communities, especially young people, to understand and act on climate-related issues.

Many districts across Malaysia face educational gaps, particularly when it comes to climate change literacy. Students in areas like Alor Gajah have limited access to climate-related resources and up-to-date learning opportunities. This restricts their ability to understand how environmental issues affect their everyday lives and limits their role in shaping solutions. Without targeted interventions, these areas risk perpetuating a cycle where the next generation remains underprepared to face the climate crisis.

This gap became especially visible through surveys and studies showing the low level of climate awareness among young people. Despite their clear potential, students have few opportunities to engage with the science, technology, and leadership skills necessary to drive meaningful environmental change. Addressing this disparity requires robust educational initiatives and approaches responsive to the local context, culture, and needs of these communities.

The Opportunity

Recognizing this challenge, Universiti Kuala Lumpur, Malaysian Institute of Chemical and Bioengineering Technology (UniKL-MICET), initiated the “Youth Climate Leaders: Empowering High School Students Through Climate Change Literacy” program. This program was designed to equip students with the tools, knowledge, and confidence to become climate advocates and emerging leaders within their schools and communities.

The program was envisioned as a transformative opportunity. By introducing a structured curriculum focused on climate science, sustainable practices, and global citizenship, students could not only learn but also lead. While the program focused on Sustainable Development Goal 4 (quality education), it also advanced other key goals such as SDG 13 (climate action), SDG 11 (sustainable cities and communities), and SDG 17 (partnerships for the goals).

The initiative combined the values of the SDGs with Science, Technology, Engineering, and Mathematics (STEM) education to deliver a program that not only conveyed knowledge but also fostered leadership and problem-solving skills. Learning activities emphasized hands-on engagement and real-life application, helping students understand how their local environment is linked to global climate challenges.

This program applied the �鶹��Ƶ Model, which brings together universities and local governments to co-design responses to real-world challenges. This was one of the first �鶹��Ƶ Asia efforts in Malaysia, and it demonstrated how the model can be adapted to strengthen environmental education and youth engagement.

The Partnership

The success of this initiative depended on strong collaboration among key partners, including UniKL-MICET, the Alor Gajah Municipal Council, the Alor Gajah District Education Office, and two participating public secondary schools: Sekolah Menengah Kebangsaan Dato’ Haji Talib Karim (Dato’ Haji Talib Karim Public Secondary School) and Sekolah Menengah Kebangsaan Pulau Sebang (Pulau Sebang Public Secondary School). The student participants were all Form 6 students, enrolled in pre-university studies under Malaysia’s national education system.

The success of this initiative depended on strong collaboration among key partners, including UniKL-MICET, the Alor Gajah Municipal Council, the Alor Gajah District Education Office, and several local secondary schools. Strategic and financial support was provided by the U.S. National Science Foundation (NSF) through START International and �鶹��Ƶ Asia, a regional network that is part of the global �鶹��Ƶ.

UniKL-MICET led the program design, developed and delivered the educational content, and provided ongoing mentorship and evaluation. The Alor Gajah Municipal Council was a vital local partner, facilitating community participation and ensuring local relevance. The District Education Office helped integrate the program with national education priorities, maximizing the program’s reach and sustainability.

Together, this partnership strengthened the district’s ability to respond to climate challenges while investing in long-term leadership among youth.

The Result

Over two months, participating students engaged in workshops, hands-on activities, and a Climate Action Project that significantly improved their understanding of climate issues. Post-program surveys indicated a 70 percent increase in climate awareness, empowering students with foundational knowledge to engage meaningfully with environmental challenges.

In addition to learning new concepts, students strengthened their leadership and communication skills through group projects and public presentations. Their growth was evident during the closing seminar, where they presented creative and practical solutions to issues such as waste management and carbon footprint reduction. These projects inspired sustainable behaviors within their schools and generated momentum for continued climate engagement.

Looking Ahead

The success and enthusiasm generated by this initiative point to a strong case for expansion. Future versions of the Youth Climate Leaders program will incorporate more hands-on projects related to renewable energy, sustainable urban planning, and nature-based solutions. These new components will give students further opportunities to apply climate leadership in their communities.

The team is also exploring the development of a mentorship network, connecting students with environmental professionals, UniKL faculty, and previous participants to offer continued guidance and resource-sharing. This network would help sustain engagement beyond the program’s timeline and build a growing community of youth climate leaders in the region.

Expanding digital platforms will also play a key role, giving students access to learning materials, updates on climate actions, and a space to share their projects. Additional follow-up programs, such as advanced workshops or internships with local organizations, will help students deepen their knowledge and continue their leadership journey.

By applying the �鶹��Ƶ Model in Alor Gajah, this program demonstrated how a locally grounded, university-supported initiative can empower young people to become active agents in the climate transition. It is not only a model for Malaysia, but an inspiration for how �鶹��Ƶ Asia partners can build community-driven sustainability through education.

Partnership Contact Information

Section of Environmental Engineering Technology,
Universiti Kuala Lumpur-Malaysian Institute of Chemical and Bioengineering Technology
Dr. Nadia Razali

nadiarazali@unikl.edu.my

Written by: Jonathan Kroeze and Jenn Sauer
Edited by: Kay Phanthuwongpakdee

Soc Trang Community College, a public institution under the People’s Committee of Soc Trang province, Vietnam, has grown significantly since its founding in 2002 as Soc Trang Vocational School, attaining college status in 2007. With a primary mission of training a skilled technical workforce for Soc Trang and neighboring provinces, the college has become a critical educational resource in the region.

The recent deployment of the �鶹��Ƶ model in Viên An village represents an exciting chapter for the college. This consultancy initiative, supported by the college, An Giang University’s Climate Change Institute, and local government bodies, seeks to bolster agricultural resilience against climate challenges such as droughts and saltwater intrusion. Through this collaboration, students from both institutions actively engage in sustainable farming practices, bridging academic learning with real-world impact and supporting Vietnam’s commitment to the Sustainable Development Goals (SDGs) by prioritizing quality education, partnerships, and climate action.

The proximity of the college to Viên An, located within Tran De District, coupled with An Giang University’s expertise, fosters a powerful synergy. Students and lecturers from both institutions bring innovative solutions to address the specific agricultural needs of Viên An’s residents. This hands-on experience enhances students’ practical skills and builds a foundation of knowledge and adaptability essential for tackling climate resilience in small-scale farming.

A standout feature of this consultancy is its planned integration into the academic programs at the college. Students benefit from a reciprocal learning environment by embedding project elements directly into the curriculum, where theoretical concepts are tested in real-world agricultural settings. This approach aligns perfectly with the �鶹��Ƶ model, enabling lecturers to leverage students’ collective knowledge and fresh ideas to efficiently support the community’s needs. The collaboration ensures that innovative and sustainable farming practices are continuously developed, benefiting the local community and students, who gain a meaningful and applied education in climate resilience and sustainable agriculture.

Through the �鶹��Ƶ model’s framework, this initiative strengthens the community and aligns the college and An Giang University with Vietnam’s national goals. It exemplifies the power of partnerships to create sustainable futures, embodying the spirit of SDG-aligned education and action at the local level.

Fun Facts about the Soc Trang Community College

Year �鶹��Ƶ Program Established | 2023
Country | Vietnam
Public or Private Institution | Public

City Partners

2023 | Viên An

Contact Info

Le Thi Xa
Lecturer
School of Education, Soc Trang Vocational College
ltxa@stcc.edu.vn

The Problem

Permatang Pauh’s paddy farmers were facing two critical challenges: inefficient agricultural waste management and shrinking incomes. The burning of paddy husk post-harvest contributed significantly to greenhouse gas emissions, deteriorating air quality, and increasing health risks. Many farmers relied on outdated practices, with over 80% resorting to open burning. With most farmers nearing retirement age and limited exposure to modern farming methods, their ability to generate sustainable income was severely impacted. The community needed a solution to both reduce environmental harm and increase the farmers’ profitability.

The Opportunity

Recognizing that better waste management could lead to environmental and economic benefits, the �鶹��Ƶ Model was adopted to empower farmers and youth. If local farmers could learn sustainable practices like composting and aquaponics, they could turn agricultural waste into valuable organic compost, boost crop yield, and diversify their income. The project envisioned a greener future through smart farming, where knowledge-sharing between academia, local government, and industry could spark lasting change.

The Partnership

The project was led by Sultan Idris Education University (UPSI) in partnership with the Seberang Perai City Council (MBSP) and Urbanest Sdn Bhd. Prof. Dr. Che Zalina Zulkifli from UPSI spearheaded the initiative, bringing expertise from university professors and students. “This collaboration bridges the gap between academia and the real-world challenges farmers face,” said Prof. Che Zalina. The Green Edu Centre, the first of its kind in Malaysia, provided the training ground for the 42 farmers and youth. “We aim to localize the technology, making it accessible and affordable for the community,” said a representative from Urbanest. MBSP’s involvement ensured the program aligned with local government initiatives to promote sustainability. Together, the partnership trained participants in composting, aquaponics, and fertigation techniques, all designed to reduce environmental damage while increasing income potential.

The Result

The results were immediate and promising. “97.5% of participants rated the program 4 or 5 stars,” said Karthigayan Gunasegaran, a project lead from UPSI. Farmers who had never received formal training before learned how to turn agricultural waste into organic compost, drastically reducing their reliance on harmful practices like open burning. “The training gave us the tools we needed to not only protect our land but also make more money,” shared one local farmer. The Green Edu Centre is now a hub for ongoing research and community education, ensuring the knowledge continues to grow beyond the initial project.

Looking Ahead

The partnership is committed to continuing its support for farmers in Permatang Pauh. Plans are already in place for follow-up training sessions that will focus on expanding smart farming techniques to more farmers. With the right funding, the program will also incorporate an agro-business component, helping farmers access new markets and reduce their reliance on traditional wholesale channels. The journey toward sustainable, smart farming is just beginning, and the partnership aims to keep the momentum going for years to come.

Partnership Contact Information

Seberang Perai City Council Contact
Mr. Chew Eng Seng
Local Agenda 21 Officer
Seberang Perai City Council
eschew@mbsp.gov.my

Written by: Alice Murphy
Edited by: Kay Phanthuwongpakdee