By Asmida Isa

“This is the best experiment of the year!” one boy exclaimed during a recent USM STEM Week programme at Sekolah Kebangsaan (SK) Sri Aman, moments after he successfully extracted strawberry DNA.

His excitement filled the room. For him, it wasn’t just a school experiment; it was the moment science became real, something he could touch and understand.

Every spark of curiosity begins somewhere. For some, it starts with a question, a broken toy, or a simple “why”.

For others, it begins in a classroom filled with laughter, colour, and wonder. That simple experiment reminded me how small, hands-on experiences can shape how a child sees science and themselves.

Sometimes, the biggest ambitions begin with the smallest moments of discovery.

Small sparks, lasting impact

That moment at SK Sri Aman brought to mind a story shared by my colleague, Prof Dr Badrul Hisham Yahaya.

As a boy, he too once took part in a DNA extraction activity just like the one we conducted.

That memory stayed with him for decades, sparking a fascination with science that eventually grew into a distinguished career. Today, he is a scientist recognised both nationally and internationally.

His story is a reminder that science does not begin in a lab or a textbook. It begins with curiosity, with the joy of doing, discovering, and understanding.

Every child deserves that chance to see, to question, and to experiment. When curiosity is nurtured early, it builds more than knowledge. It builds confidence, imagination, and belief in what is possible.

But beyond those individual sparks lies a harder question: how do we sustain them? How do we ensure that the excitement of that first strawberry DNA experiment does not fade into disinterest or worse, discouragement?

Quality and methodology of teaching

One perennial issue in Malaysia’s STEM journey lies in the quality of teaching and methodology.

According to a report by the Institute of Strategic and International Studies (ISIS) Malaysia, a 2023 study by the Academy of Sciences Malaysia revealed that nearly half of our science teachers do not hold a bachelor’s degree in a science field, and opportunities for professional development remain limited.

This gap matters because the way science is taught determines whether students experience it as discovery or as drudgery.

Too often, classrooms remain teacher-centred and textbook-heavy, focused on memorisation rather than exploration.

A 2021 study by researchers from Universiti Selangor showed that this traditional approach discourages curiosity and critical thinking, the very skills that define science itself.

To cultivate true scientific literacy, teaching must evolve from “telling” to “showing”. Children should be encouraged to design, test, and question, to learn not only what the answer is but how we arrive at it.

Inadequate infrastructure and uneven access

Even the most passionate teachers, however, cannot succeed without proper tools.

Across Malaysia, disparities in infrastructure, especially between urban and rural schools, continue to undermine effective learning.

According to a 2024 report by Universiti Teknologi MARA (UiTM), poor laboratory maintenance, a lack of working equipment, and unstable internet connectivity remain persistent barriers to quality STEM education.

When science is confined to theory because a school lacks microscopes or reliable Wi-Fi, students lose out on the most powerful form of learning: doing.

Innovation cannot thrive in an environment where curiosity has no outlet.

Workforce talent gap and brain drain

The ripple effects of weak early exposure extend far beyond the classroom. Malaysia faces a workforce talent gap, a mismatch between academic output and industry needs.

The Malaysian Association of Engineers has reported high dropout rates in engineering programmes due to their intensity, alongside a growing shortage of skilled professionals that contributes to project delays and higher costs (Malay Mail, 2024).

Meanwhile, brain drain remains an ongoing challenge. Talented Malaysians continue to leave for opportunities abroad, citing limited career progression, weak research infrastructure, and a lack of talent recognition at home (Free Malaysia Today, 2025).

All these issues point to a single truth: building Malaysia’s STEM future requires more than producing graduates. It demands an ecosystem that connects quality education, meaningful employment, and national recognition of scientific talent.

Looking forward

Fixing Malaysia’s STEM future requires more than isolated programmes or short-term campaigns.

It calls for a consistent, long-term effort to address the underlying issues that have persisted for years; from teacher quality and training to infrastructure gaps and talent retention.

These challenges are interconnected, and solving one without the others will only offer temporary relief.

First, professional development for teachers must be made a national priority, not an optional exercise.

Equipping educators with the right skills, confidence and resources is fundamental to nurturing a generation that can think critically and creatively.

Second, schools, especially those in rural and underprivileged areas must be given proper laboratories, functional internet access and hands-on materials that make science tangible.

Without equal access to tools of discovery, the STEM dream remains unevenly distributed.

Finally, education must be linked more intentionally to the workforce and innovation ecosystem.

When students can see clear pathways from classroom learning to real-world careers, they are more likely to stay the course.

Building partnerships between universities, industries and policymakers can ensure that Malaysia’s scientific talent finds opportunity at home, not just abroad.

The boy who held a vial of strawberry DNA in his hands may one day design Malaysia’s next great innovation.

But that journey depends on what we do today; how we teach, how we invest and how we value science as a national priority.

-- BERNAMA

Dr Asmida Isa is a Senior Lecturer and Researcher at Institut Perubatan dan Pergigian Termaju (AMDI), Sains@Bertam, Universiti Sains Malaysia (USM).