(Reflections from a meeting with the Penang State Education Director Mohamad Dziauddin Mat Saad)

By Associate Professor Dr. Shaik Abdul Malik Mohamed Ismail

Recently, I had the pleasure of visiting the office of the Penang State Education Director. The meeting was informal and friendly, a gesture of goodwill; yet it turned out to be a very meaningful conversation. Interestingly, I had the privilege of teaching him in a Master’s Curriculum Studies course back in 2010, and this meeting marked the first time we had met in more than a decade. During our discussion, we spoke extensively about resilience and STEM education, and he shared many valuable insights from his experience.

One of the main topics that emerged was the need to increase interest in STEM among Penang school students. The Director expressed a strong desire to encourage more students to take STEM subjects in Form 4, which would create a robust feeder system for university STEM programmes and help meet the demands of Penang’s industrial sector, particularly in electronics and electrical engineering fields.

He also applauded the role of USAINS and Universiti Sains Malaysia in nurturing young scientific talent through initiatives such as the Young Scientist Programme (YSP2025). This programme coaches underprivileged students from regular schools in Penang to compete in Science Castle Asia and, subsequently, Science Castle Tokyo in Japan, through the Barn Owl Research Program@USM. The programme focuses on innovative, eco-friendly approaches to pest control, including ideas for eradicating rodents in sustainable ways. Fostering STEM interest is essential for inspiring creativity, practical problem-solving, and preparing students for meaningful careers while contributing to the state’s economic and environmental goals.

Developing resilience

While building STEM skills is critical, our discussion also highlighted that academic success alone is not enough. Equally important is developing resilience, which enables students to navigate challenges, manage stress, and stay engaged even when learning becomes difficult. In psychological terms, resilience is the ability to adapt positively in the face of adversity, stress, or setbacks. It includes emotional regulation, cognitive flexibility, self-efficacy, and the capacity to seek support when needed.

Resilient students are able to bounce back from difficulties, maintain motivation, and approach challenges constructively rather than being overwhelmed. Research shows that resilience develops within the individual and is strengthened by support from teachers, peers, families, and the school environment.

The Malaysian Education Blueprint, or PPPM 2013–2025, emphasises holistic student development, highlighting the importance of emotional intelligence, leadership, critical thinking, creativity, problem-solving, adaptability, and collaboration. These qualities are closely linked to resilience and equip students to thrive in school, higher education, careers, and life beyond the classroom.

We also explored practical ways to support resilience in students. Teachers can play a pivotal role by giving regular, constructive feedback, encouraging students to set and review personal learning goals, facilitating group problem-solving activities, and creating opportunities for students to reflect on challenges and successes.

School leaders can strengthen resilience by organising mentorship programmes, promoting collaborative projects, integrating social-emotional learning into daily routines, and ensuring that counselling and support services are accessible to all students.

SMK Tun Hussein Onn, Penang - Gold Medal Winners in the Poster Competition at Science Castle World, Tokyo.

Contribution from families and communities

Families and communities contribute by discussing challenges openly with children, modelling positive coping strategies, supporting participation in extracurricular activities, and volunteering in school-based initiatives such as peer mentoring or science clubs. These tangible actions help students develop the skills and mindset needed to manage difficulties, persist in learning, and build confidence in their abilities.

This focus on resilience also reinforces the development of STEM interest. Students who are resilient are more likely to take on challenging subjects, explore creative solutions, and persist through setbacks when tackling complex problems. By nurturing resilience alongside academic engagement, Penang schools can cultivate learners who are capable, adaptive, and motivated to pursue STEM pathways. This integrated approach supports individual growth while advancing broader educational and industrial goals, ensuring that students are prepared for future academic challenges and meaningful careers while contributing to the state’s development.

The conversation highlighted the importance of collaboration among teachers, school leaders, families, and the wider community in supporting student success. When resilience and curiosity are nurtured together, students are better prepared to meet the challenges of school, higher education, and life beyond the classroom.

Sharing these insights with educators and education officers can inspire practical classroom strategies, promote holistic development, and strengthen policies that prioritise resilience and STEM education.

The Penang State Education Department will collaborate in future STEM and related programmes initiated by USAINS and Universiti Sains Malaysia, further supporting students’ engagement, skills development, and pathways to meaningful careers.

We hope this reflection encourages meaningful dialogue and motivates concrete actions across schools and the education system, ensuring that every student develops the skills, confidence, and mindset to succeed.

Penang State Education Director Mohamad Dziauddin Mat Saad holds a Master’s degree in Curriculum Studies from Universiti Sains Malaysia.

Shaik Abdul Malik Mohamed Ismail holds a PhD in Curriculum and Instruction from the University of Wisconsin-Madison, USA. A former dean, he is currently an Honorary Associate Professor of Education at the School of Educational Studies, Universiti Sains Malaysia.

(The views expressed in this article are those of the author(s) and do not reflect the official policy or position of BERNAMA.)