By Assoc Prof Samsul Ariffin Abdul Karim

Malaysia is intensifying efforts to strengthen Science, Technology, Engineering, and Mathematics (STEM) education as the nation advances towards its long-standing 60:40 policy target, amid growing demand for a highly skilled workforce in the era of Artificial Intelligence (AI), Industrial Revolution 4.0 (IR4.0), and the emerging IR5.0 landscape.

The 60:40 policy, first recommended by the Higher Education Planning Committee in 1967 and implemented in 1970, aims to ensure that 60 per cent of students pursue science and technical streams, recognising STEM as a cornerstone of national development and innovation-driven growth.

A steady recovery in STEM enrolment

Recent data shows that STEM enrolment at the upper-secondary level hit 50.83 per cent in 2024, successfully crossing the halfway mark and reflecting a steady recovery after years of decline. This is a significant improvement from 41.84 per cent in 2019 and a rebound from 45.73 per cent in 2023.

A more granular analysis, however, shows persistent structural gaps. At the upper secondary level, notable gender and urban-rural disparities remain, with urban schools generally benefiting from better access to laboratories, digital infrastructure, and qualified STEM teachers.

Tackling the deficit in student interest and performance

Despite the quantitative improvement, student motivation and the perception of STEM subjects remain key hurdles. The Ministry of Education noted a prevalent mindset among students that STEM subjects are complicated, boring, and unrelated to real-world practices.

Global benchmarks further highlight the challenges. In the Programme for International Student Assessment (PISA) 2022, Malaysia's scientific literacy score of 416 fell below the OECD average of 485, placing Malaysian students in the bottom one-third. Compared to 2018, the PISA scores of 15-year-old students dropped by 32 points in Mathematics and 21 points in Science. Corroborating this deficit in motivation, PISA survey responses revealed that 65 per cent of students disagreed that Mathematics is easy, and 49 per cent disagreed that Science is easy.

STEM within the Malaysia Education Blueprint 2026–2035

To reverse these trends, the Malaysia Education Blueprint 2026–2035 (RPM 2026–2035) reinforces STEM as a central pillar of national education reform, with a strong focus on developing future-ready talent. Acknowledging industry realities, the Ministry of Education has also proposed a targeted goal of having 20 per cent of students specifically enrolled in the pure science stream by 2035.

The Blueprint strengthens STEM education through competency-based and interdisciplinary curriculum reforms under the upcoming Kurikulum Persekolahan 2027 (KP2027). It places a heavy emphasis on computational thinking, data literacy, AI integration, and problem-solving skills, ensuring students can apply theoretical knowledge in real-world contexts.

It also prioritises teacher capability development, digital transformation in classrooms, and improved access to modern teaching tools.

Ministerial perspective: STEM as a national priority

Minister of Science, Technology and Innovation, Datuk Chang Lih Kang, stated that STEM education is a key enabler of Malaysia’s aspiration to become a high-technology and innovation-driven nation.

He had also said that STEM education is not just about producing scientists and engineers, but about building a future-ready generation capable of leading in artificial intelligence, green technology, and digital innovation.

To cultivate a science-driven society, the Ministry of Science, Technology and Innovation (MOSTI) has introduced the STI 100³ framework. Complementing this are massive grassroots outreach programmes.

For instance, the Malaysia Techlympics has proven highly successful in sparking organic interest, consistently drawing an average of nearly 1.4 million participants a year, and already recording 1.7 million for 2025.

Beyond national policy, grassroots initiatives led by the author – such as MATHS INNOVATE BRIGHTLAB 4.0 (MIB 4.0) and the Maths for All Programme – continue to give primary and secondary students early exposure to real-world problem-solving and the use of Generative AI platforms.

Way forward

Achieving the 60 per cent STEM target requires a whole-of-nation approach involving schools, universities, industries and communities.

Institutions of higher learning are encouraged to collaborate closely with agencies such as the Ministry of Science, Technology and Innovation (MOSTI) and the Ministry of Education Malaysia (MOE), as well as NGOs, industry partners and professional bodies to co-develop STEM modules, outreach programmes and teacher development initiatives.

Universities can serve as knowledge hubs by designing research-informed curricula and training educators in innovative pedagogies such as inquiry-based and project-based learning. Industry partners can contribute real-world challenges, mentorship and exposure to emerging technologies, ensuring stronger alignment between education and workforce needs.

NGOs and community organisations can expand access through STEM camps, mobile laboratories and community-based innovation programmes, particularly in rural and underserved areas.

These collaborations can be strengthened through public-private partnerships, joint funding mechanisms and national platforms under STI 100³, supported by hackathons, innovation challenges and nationwide STEM competitions.

Digital platforms further enhance scalability through open-access content, virtual laboratories and AI-assisted learning tools that extend STEM learning beyond the classroom.

As Malaysia advances through the implementation of the Malaysia Education Blueprint 2026–2035 and strengthens its innovation ecosystem, sustained collaboration and strategic investment in STEM education will be critical in shaping a resilient, future-ready generation capable of thriving in the IR4.0 and IR5.0 era.

-- BERNAMA

Samsul Ariffin Abdul Karim is an Associate Professor at the School of Quantitative Sciences, UUM College of Arts & Sciences, Universiti Utara Malaysia (UUM), and leads strategic and industrial engagement as Chairman for Strategic and Industrial Linkages.

He received his PhD in Mathematics from Universiti Sains Malaysia (USM) and is a Professional Technologist registered with the Malaysia Board of Technologists (MBOT).

Shamsul Ariffin is also a Senior Research Fellow at the Institute of Strategic Industrial Decision Modelling (ISIDM) and Quaternion Fourier Transform Research Group (Q-FourT), Hasanuddin University, Makassar, Indonesia.

He can be reached at samsul.ariffin@uum.edu.my .