Finding Fulfilment In Teaching In Remote Areas
This article is in conjunction with Teachers’ Day in Malaysia, celebrated annually on May 16.
Spending five years as a teacher in Seduku, Lingga, a remote district in Sri Aman, Sarawak, became a life-changing experience for Nur ‘Afrina Ariff, who hails from Kuala Nerang, Kedah, and knew little about life without technology and Internet access.
Belonging to Generation Z – those born and raised during the rapid growth of information technology – the 29-year-old admitted that, in the beginning, it was difficult for her to adapt to the many limitations of living in such a remote area.
“When I first found out that I was being posted to a remote area in Sarawak, I cried almost every day. It was not only because the place was in a remote area but also because it meant I would have to be separated from my family for several more years.
“I had spent five years studying at the Institute of Teacher Education (IPG) Batu Lintang campus (in Kuching, Sarawak) and hoped to return to Peninsular Malaysia to teach. But fate had other plans,” she told Bernama.
Her parents, who are also teachers, encouraged her to accept the posting.
“Eventually (whilst teaching in Seduku) I realised the true purpose behind becoming a teacher. Everything that had been instilled in me during my five years at the IPG, together with the dedication I saw in the people around me, inspired me to continue this journey and devote myself to educating the students I was destined to meet,” said Nur ‘Afrina, who taught at Sekolah Kebangsaan Dunstan (M) Seduku for five years before being transferred to Sekolah Kebangsaan Perik, Kuala Nerang, in January this year.
WAKING UP AT 4.30 AM
Reflecting on her five years in Seduku, she told Bernama one of the experiences she will never forget was having to wake up as early as 4.30 am every day to ensure she could leave home by 5.40 am.
“The distance from my house to the school is about 45 kilometres. On paper, it may not seem very far, but the journey itself comes with its own challenges, including having to pass through areas affected by high tides because they are located near the river estuary.
“If the tide happens to be high, I have to wait for the water to recede before I can use the road, and sometimes the wait can take up to 50 minutes,” said the teacher, who drove to school every day.
Nur ‘Afrina, who has a Bachelor of Teaching degree in Islamic education, added that when she first arrived at the school, which at the time had only 26 pupils, she did not feel entirely alone because another teacher from Peninsular Malaysia was also serving there.
“However, that did not last long because shortly after, the teacher was transferred back to Peninsular Malaysia. After that, I was the only teacher from Peninsular Malaysia there until just before I moved back to Kedah, when we received two new teachers from the peninsula,” she said.
Acknowledging the many limitations of living in a remote area, Nur ‘Afrina said one of her greatest concerns was the possibility of an emergency involving her family back in Peninsular Malaysia, as the journey from the area to Kuching International Airport took almost three hours.
“As for power outages, water disruptions, unstable Internet connections and similar issues, those are considered normal there,” she said.
TECHNOLOGY CHALLENGES
Nur ‘Afrina, who taught Islamic education, science DLP, physical and health education, moral education and visual arts education at Sek Keb Dunstan, said despite the area’s unstable Internet coverage, her pupils were skilled in using information technology.
“Even though we frequently experienced power disruptions and unstable Internet access, my pupils were good at using all the platforms available through the DELIMA application.
“In the beginning, it was quite challenging, but because the number of pupils was small, the computers provided were sufficient for everyone. This allowed all of them to be trained simultaneously in applications such as Classroom, Canva, Quizizz, Kahoot and Live Worksheet.
“Thank God, their understanding of technology was very encouraging. What made me happiest was seeing them participate in the 2025 digital card competition, where they designed and arranged their digital cards independently,” she said, adding that parental support also played an important role.
DELIMA is an online learning platform that offers learning management system services and educational reference materials for students and teachers. It can be accessed anytime and anywhere through devices connected to the Internet.
What touched Nur ‘Afrina the most was the strong dedication shown by her pupils, who never missed opportunities to participate in competitions.
“I once brought my pupils to participate in a drone competition… at that time, only urban schools usually participated in such events. It was a proud moment to see a small rural school competing alongside schools from the city in various competitions.
“What makes me especially proud is that these children are all good communicators, academically capable, able to solve problems, creative and brave enough to try new things. In fact, they are becoming increasingly skilled in ICT, in line with today’s digital education landscape,” she said.
ADVICE
Nur ‘Afrina, meanwhile, advised new graduates of teacher training institutes to view remote postings as a challenge and to make the most of such opportunities to enrich their life experiences, which in turn can help them become better educators.
“As a teacher, I believe my responsibility to educate students comes first, and I am prepared to serve wherever I am needed. I believe the experience of serving in a remote area has helped me become more independent and patient, and committed to carrying out my responsibilities.
She added that educators from Gen Z, in particular, possess a strong advantage in digital literacy, which should be fully utilised in educating children who were born into an era where technology is already deeply embedded in everyday life.
“Today’s generation grows up surrounded by technology and exposed to a vast amount of information, so teachers must adopt approaches that are more flexible and creative. Teachers need to understand their students’ emotions, interests and learning styles so that they feel appreciated and enjoy learning.
“To me, these challenges are not reasons to give up, but opportunities for teachers to continue learning and adapting in order to ensure that education remains relevant to today’s generation,” she said.
UNSTABLE INTERNET CONNECTION
Unlike Nur ‘Afrina, who started teaching immediately after graduating, Valentine Doimis only became a teacher when he was already approaching his late 30s.
Before opting for a teaching career, Valentine, who has a Bachelor’s degree in visual arts technology from Universiti Malaysia Sabah, worked as a technician in Kota Kinabalu from 2018 to 2023.
However, a deep passion for teaching drove the 38-year-old from Kampung Kolubaan Kiulu in Tuaran, Sabah, to apply for a teaching post. In 2024, he was recruited as a contract of service teacher by the Ministry of Education and posted to Sekolah Kebangsaan Lusong Laku in Belaga, Sarawak (the nearest major town is Bintulu, about 200 km away).
He subsequently completed a one-year postgraduate diploma in teaching course at the IPG Tun Abdul Razak campus in Kota Samarahan, Sarawak, by attending classes during the school holidays. Currently still serving at Sek Keb Lusong Laku, Valentine teaches English, visual arts, moral education, as well as design and technology.
Valentine, who got married recently, said he accepted the Sarawak posting despite having to live far away from his wife, who resides in Kota Kinabalu.
Recalling the first time he travelled to the school, Valentine said the memory remains vivid because he had to endure a gruelling 10-hour trip from Bintulu along extremely challenging roads.
“To be honest, I did not fully believe people when they said the journey to Lusong Laku is extremely difficult because my hometown also has hilly, unpaved roads. But after experiencing the journey myself, I was shocked at how different it was from what I had imagined,” he said.
He said one of the main challenges he faced in discharging his duties as a teacher was the unstable Internet connection.
DETERMINATION
Valentine added that his perspective on the teaching profession changed after having served in the Lusong Laku school for two years.
“My experience of working in the interior made me appreciate the teaching profession even more. I realised that a teacher’s role goes beyond delivering knowledge… teachers also become mentors, listeners and sources of inspiration for their students.
“What affected me most was the determination of the pupils who continued coming to school despite facing many hardships. For example, those from distant villages, some as young as seven years old, have to live far away from their parents and stay in the hostel,” he said.
Valentine added that one of the most touching moments as an educator in a remote area is seeing pupils who were initially shy or less confident gradually become brave enough to step forward and show improvement in their studies.
“Moments like these bring a sense of fulfilment that is difficult to describe as a teacher,” he said, adding that his motivation to continue teaching grows stronger each time he witnesses the children’s resilience, progress in learning and achievements despite the many obstacles they face.
Expressing his hopes for the future of education in the country, Valentine said he wants every child in Malaysia, regardless of location, to have equal access to quality education.
“I also hope that education in rural areas will continue to receive attention, particularly in terms of infrastructure, technology and human capital development,” he said.
He also advised those interested in entering the education field to do so with sincerity.
“The teaching profession is not merely a job; it is a great responsibility in shaping future generations and the nation. Every profession comes with its own challenges, but for teachers, the satisfaction of seeing their students succeed is something truly meaningful,” he said.
