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.

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 �鶹��Ƶ 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 �鶹��Ƶ 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.

The project addresses the urgent need to reduce food and plant waste in urban and peri-urban communities by introducing effective, environmentally friendly composting solutions. The Smart EFWC machine accelerates the breakdown of organic waste into nutrient-rich compost in a clean and controlled manner, making it suitable for use in schools, community gardens, and local farms. By situating the project within the Ayer Hitam Community Centre, which serves as a hub for surrounding neighborhoods in Georgetown, the initiative ensures broad community access, hands-on participation, and visibility.

At the core of the project is a strong focus on research, education, and community impact. From an academic perspective, the EFWC machine supports UPSI students and researchers in studying decomposition processes, waste-to-resource systems, and soil restoration through compost. These activities contribute to environmental research, academic coursework, and student-led innovation in sustainable practices.

A major feature of the project is its commitment to teacher training and school engagement. In partnership with the Habitat Foundation, specialized workshops are conducted for teachers from local schools to deepen their understanding of sustainable waste management and how to incorporate composting into the school curriculum. Teachers receive both theoretical knowledge and practical guidance, enabling them to implement and maintain composting activities in their schools and act as sustainability champions. This train-the-trainer model ensures long-term impact by embedding environmental practices into daily school operations.

The project also includes interactive education programs for students, led by UPSI’s EduGreen Centre Student Committee. These sessions take place during scheduled school visits to the Ayer Hitam Community Centre and include live composting demonstrations, waste separation exercises, and environmental awareness activities. Students learn the science behind composting and the importance of responsible consumption, encouraging them to adopt eco-conscious habits both at school and at home. The educational component runs two to three times a year, ensuring regular community engagement and continual growth of environmental knowledge.

Beyond education, the project supports community-based income opportunities by turning compost into a marketable product. The compost generated from the Smart EFWC machine is collected, packaged, and either used locally for urban farming and gardening or sold by community members. This model supports green entrepreneurship by enabling local families and school eco-clubs to participate in environmentally friendly micro-enterprises.

Environmentally, the project advances key Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). By diverting food waste from landfills and transforming it into a beneficial resource, the project helps reduce methane emissions, enrich urban soils, and foster a culture of sustainability.

In summary, Strengthening Environmental Conservation is a holistic initiative that blends smart technology, hands-on education, and community participation to build a greener future in the Georgetown area. Through strong partnerships with the Habitat Foundation, Ayer Hitam Community Centre, and UPSI EduGreen Centre, the project creates meaningful environmental impact while empowering individuals and institutions to lead the way in sustainability.

The core objective is to reduce organic waste in student residential areas through structured composting programs and to promote environmental awareness among school communities visiting UPSI. The initiative emphasizes both the fundamentals of composting and the application of smart technology to optimize the process.

Read the final student report delivered to the local gov/community partner.

Livable City Year Contact Info
Teri Thomson Randall
Program Manager
terir@uw.edu
206.221.9240

University Faculty Contact
Mark Chen
Interactive Media Design

Local Government / Community Contact
Enzhou Wang
Information Technology