Future-proofing ourselves with STEM

The recently announced results of the 2024 Sijil Pelajaran Malaysia (SPM) brought encouraging news. Statistics revealed that overall student performance reached its highest level since 2013, with the National Average Grade (GPN) improving to 4.49 from 4.60 the previous year.

Additionally, 94 per cent of the 402,956 candidates qualified for their SPM certificate, and 3.7 per cent achieved straight As in all subjects – a notable rise from 3.1 per cent in 2023.

This progress reflects the positive impact of investments and reforms in the national education system. However, beneath these commendable figures lies a persistent concern: the future of Science, Technology, Engineering, and Mathematics (STEM) education in Malaysia. While student enrolment in the STEM stream rose to 50.8 per cent in 2024, it still falls short of the long-standing national target of 60 per cent.

The declining interest in STEM is not new, and stems from a range of complex factors. Chief among them is the perception that STEM subjects are difficult, unappealing, and disconnected from everyday life. Students who lack early exposure to real-world applications often struggle to see the practical value and career potential in these fields. This is further compounded by a shortage of teachers trained in innovative teaching methods, and limited access to modern learning facilities – particularly in rural areas.

The impact of this waning interest is evident in Malaysia’s performance in the 2022 Programme for International Student Assessment (PISA). The country recorded declines across all three core domains – mathematics, reading, and science – compared to the 2018 results. Mathematics scores dropped by 32 points, reading by 27, and science by 21 – equivalent to a loss of roughly one to two academic years of learning. With an average score of 409, Malaysia now ranks 54th out of 81 participating countries (ISIS Malaysia, 2024). These results raise serious questions about the effectiveness of our current educational strategies in developing scientific and technological aptitude among students.

In response to these worrying trends, the government has introduced several strategic initiatives. The 2024 national budget allocated RM100 million to upgrade computer labs and STEM learning equipment in schools nationwide. This investment aligns with the broader effort to enhance digital skills and technological literacy among students. Additionally, the formation of a cross-ministerial Special STEM Committee aims to foster greater policy alignment between the education sector and industry needs.

The Investment, Trade and Industry Ministry (MITI) has also partnered with the Education Ministry and other agencies through the New Industrial Master Plan (NIMP) 2030. A key focus of this plan is to ensure a sufficient supply of skilled workers in science and technology to support Malaysia’s ambition of becoming a regional technology hub.

Nevertheless, policy intervention alone will not suffice. A deeper transformation in the educational culture is needed. STEM curricula must be restructured to emphasise contextual, project-based, and problem-solving learning. This approach would help students connect theoretical concepts to real-world challenges. Equally important is providing professional development for teachers, enabling them to deliver lessons in ways that are engaging, creative, and aligned with current industry demands.

Public communication strategies also need refinement. Negative perceptions of STEM must be addressed through widespread and assertive awareness campaigns. Parents – who often play a decisive role in their children’s academic pathways – should be made aware of the vast career prospects in STEM and its importance to national development. Schools can collaborate with industry partners to organise site visits, mentorship programmes, and innovation competitions, giving students first-hand exposure to STEM careers.

The success seen in the 2024 SPM shows that Malaysian students have the intellectual capability to excel. However, without clear direction and comprehensive exposure to strategic fields like STEM, that potential risks being underutilised. If Malaysia is to remain competitive in an increasingly technology-driven global economy, efforts to cultivate STEM interest and capabilities must be intensified – through holistic, inclusive, and sustainable investments.

Dr Jehana Ermy Jamaluddin is director of the Centre for Academic Advancement and Flexible Learning (CAFEL) and a senior lecturer at the Department of Electrical and Electronic Engineering, Universiti Tenaga Nasional.

The views expressed here are the personal opinion of the writer and do not necessarily represent that of Twentytwo13.