To meet national goals, youths urge schools to move beyond exam-based learning
FOR Malaysia to produce more researchers, schools need to step up, say three participants of the BRATs Young Journalist Programme, run by The Star’s Newspaper-in-Education (Star-NiE) team.
Recently, Science, Technology and Innovation Minister Chang Lih Kang said almost 400,000 researchers are needed over the next five years to sharpen the nation’s innovative edge.
He said under the National Policy on Science, Technology and Innovation, the target is to have 200 researchers per 10,000 members of the workforce by 2030.
According to the National Research and Development Survey 2023, the ratio of researchers rose to 55 per 10,000 members of the workforce in 2022, up from 33 per 10,000 in 2020.
While the minister’s call focuses on science and technology fields, the students believe a research mindset should be nurtured across all disciplines, starting in schools.
Read on for the youths’ take. For updates on the BRATs programme, go to facebook.com/niebrats.
Guiding curiosity beyond textbooks
WHEN most people think of research, they picture scientists in laboratories or graduate students working on their theses.
But research doesn’t only happen under microscopes; it begins whenever curiosity meets passion.
Curiosity pushes you to explore, while passion keeps you going despite the challenges. Together, they turn interest into action and dreams into progress.
If Malaysia wants to produce more researchers, schools play a powerful role in sparking that curiosity early.
Instead of teaching only for exams, educators can help students see how their passions connect to global challenges and how research, whether in science, art or social studies, can shape a better future.
Research is not just about finding answers; it is about asking questions that matter, daring to imagine solutions, and caring enough to make a difference.
When schools encourage exploration through hands-on projects, inquiry-based learning and open discussions, students begin to think like researchers –observing, experimenting, analysing evidence and devising solutions.
Having the freedom to explore beyond textbooks has opened my eyes to many challenges the world faces today. Three issues I care deeply about are mental health, climate change, and education inequality.
Mental health has become one of the biggest struggles among young people. I have seen how stress, isolation and constant comparison can drain motivation and confidence.
I want to be part of the change that normalises open conversations about emotions. I have started by writing articles and giving speeches on self-awareness and emotional balance, and I hope to study psychology to better support others.
Then there is climate change, which affects every living thing. The more I learn, the clearer it becomes that small actions matter. I have been adopting low-waste habits, reusing materials for projects, and giving talks on simple ways to care for the environment.
Someday, I hope to combine my passion for science and storytelling to show how sustainability begins with small daily choices.
Education inequality is also close to my heart. Many children still struggle with poor access to technology, quality teachers, or even safe learning spaces.
I may not be a teacher, but I can still raise awareness. Every child deserves the chance to discover their potential, no matter where they come from.
By empowering students to investigate issues like these, through school research projects, collaborations or community work, educators can nurture both curiosity and empathy, two qualities every changemaker and future researcher needs.
Every discovery begins with curiosity, and every change begins with one person who chooses to act.
I want to be a changemaker, and I hope this article inspires you to be one too – because if not you, then who? — By ISABEL TANG, 14
The power of asking why
CURIOSITY is what Malaysia needs more of. As our leaders call for more researchers to drive innovation, schools can help nurture that mindset early.
Students should see research not as something intimidating or limited to laboratories, but as a way to explore questions about the world around them.
Teachers can make it part of everyday learning through projects, discussions and storytelling.
When students investigate topics they truly care about, they don’t just memorise facts; they will learn to think critically, empathise, and act responsibly.
Research is everywhere, from understanding how people think and behave to how they build communities. That realisation changed how I see the world and my role in it.
I began by studying computer science, drawn to how logic and innovation solve problems. Later, I switched to corporate communication because I wanted to understand people better – how we express ourselves, connect, and influence one another.
Even though I moved into a different field, my love for research never faded; it grew stronger.
For my final-year project, I explored how Malaysian cultural values shape students’ coping strategies towards cyberbullying. That experience showed me how broad and deeply human research can be.
Now, I’m especially interested in how social and behavioural studies can address real-world issues like mental health, digital safety, and sustainability.
These problems may seem unrelated, but they all revolve around how people think and act.
Technology alone can’t solve social problems; we must also understand the people behind them and why they think and behave the way they do.
Doing research, even outside of class, has become something I genuinely enjoy. Reading studies, analysing patterns, and asking “why” and “how” help me see connections that others might miss. It has also made me a better communicator.
When I understand how people behave or make decisions, I can engage them more meaningfully. It gives me confidence in conversations, makes me curious about others’ perspectives, and keeps me learning beyond textbooks.
If I can play a small part in this effort, it would be by continuing to study how culture and communication shape human behaviour.
I want to keep learning about mental health, environmental awareness, and technology ethics, and use that knowledge to spark better conversations about these issues.
In the end, research isn’t only about finding answers; it’s about understanding people and the world we live in, and using that knowledge to create change.
Whether in communication, technology or psychology, research will always be the bridge between curiosity and impact. And that’s the bridge I want to keep crossing. — By DANIEL FADZLAN, 22
Creating ripples of change
SCHOOLS should encourage project-based learning that requires students to identify local problems and design real-world solutions, empowering them with the experience that their actions can indeed create ripples of positive change.
In the Malaysian context, I feel a profound urgency to address three pressing issues: youth suicide linked to bullying and family conflict, the rising tide of preventable chronic diseases due to poor health awareness, and the pervasive shadow of sexual harassment.
The growing incidence of youth suicide is a silent epidemic that breaks my heart. Reports of individuals pushed to the edge by relentless bullying or fractured home environments reveal a critical failure in our social support systems – one that deserves more research.
I believe the solution lies not only in crisis intervention, but also in providing proactive emotional and mental support.
As a psychology major, I have volunteered with my university’s peer support society to create safe, non-judgemental spaces where students can be heard.
By promoting peer support systems, we can build a culture where seeking help is seen as a sign of strength, not weakness – something I hope future research will continue to affirm and expand.
Secondly, the epidemic of diabetes and obesity in Malaysia persists, even though many chronic illnesses are preventable through diet and lifestyle changes.
I use social media to share simple, culturally tailored, nutritious meal ideas and workout routines that do not require a gym membership.
I also plan to collaborate with local community centres to organise free health screenings, making preventive care more accessible. These small community initiatives can generate data and insights for public health research.
Finally, the normalisation of sexual harassment is a pervasive injustice that erodes a person’s sense of safety.
Effective intervention must focus on educating individuals about consent and accountability, guided by social research that examines root causes and prevention strategies.
I am committed to calling out microaggressions in my own circles and supporting survivor-led organisations. I also plan to advocate for stronger enforcement and awareness of anti-sexual harassment policies in universities and future workplaces.
To inspire more students to pursue fields that drive positive change, schools must reposition the social sciences and behavioural research as essential, impactful disciplines alongside traditional science, technology, engineering and mathematics.
Inviting role models from social work, public health and non-profit sectors can make these pathways tangible. — By CHARIS CHIANG EN-HUI, 22
With the theme of the article in mind, carry out the following English language activities.
1 Think about one problem in your school that you would like to solve (for example, bullying, littering, or lack of school spirit). Imagine you are a researcher studying this problem. Prepare a short presentation to explain why this problem is important and what could be done to solve it. After everyone has presented, the class will vote on one top issue to work on together.
2 Look through today’s newspaper for issues facing Malaysia (for example, climate change, rising living costs, or mental health). In groups, discuss ways you can help solve one of the issues.
The Star’s Newspaper-in-Education (Star-NiE) programme promotes English language learning in primary and secondary schools nationwide. For Star-NiE enquiries, email starnie@thestar.com.my.
