IN recent years, many countries, including Malaysia, have focused on STEM (science, technology, engineering, and mathematics) education.

STEM is often heralded as the saviour of nations, with leaders and policymakers extolling it as the path to progress and prosperity.

However, it is imperative to question whether the relentless focus on STEM is a sustainable and well-rounded approach to education, especially in a diverse and complex nation such as Malaysia.

Malaysia has emphasised STEM subjects in response to a declining number of students in these fields.

My concern is not on the overemphasis on STEM per se but rather that without changes to STEM education, such as making the subjects more engaging and relevant to students, there would not be enough students pursuing STEM at the tertiary level.

The notion that only science and mathematics can rescue a nation has stifled the development of a more balanced and inclusive education system.

While STEM disciplines are undoubtedly important, the author believes that the narrow focus neglects the value of a comprehensive education encompassing both the sciences and the humanities.

One of the prevailing issues with the education system is the prevalence of a “one-size-fits-all” approach in which students are expected to continue their studies in engineering and science programmes.

Some of us even grew up with the idea that only these programmes guarantee a “bright future”.

This unfair comparison does not help secondary school students decide on their major in their later studies. Education should be tailored to individual strengths and passions.

A more effective approach would be to recognise that not all students are naturally inclined towards science and mathematics and that this diversity of talents should be celebrated and nurtured.

The declining interest in education in general, not in just STEM, among Malaysian students can be attributed to various factors.

The lure of gig economy jobs such as food delivery platforms is enticing to many young Malaysians due to economic pressures and a sense of hopelessness regarding the value of education.

The root cause lies in the perceived lack of economic opportunities for graduates.

As a result, many students question the relevance of pursuing higher education when they see their peers earning quick money in the gig economy. This economic uncertainty overshadows the potential benefits of education and contributes to the diminishing enthusiasm for learning.

In this context, it is perplexing that policymakers and influential figures focus predominantly on the decline in STEM enrolment.

While STEM education is undoubtedly critical to technological advancement and innovation, it is not the sole solution to Malaysia’s complex challenges.

A well-rounded education system should not prioritise one discipline over another but should embrace diversity and inclusivity. Many of our most pressing challenges in today’s rapidly changing world are complex and multifaceted.

They do not fit neatly into any traditional academic silos. Climate change, for example, involves scientific and technological solutions as well as political, economic and social considerations.

This is where cross-disciplinary collaboration becomes essential. Imagine a team of engineers, environmental scientists, economists, and sociologists working together to develop sustainable solutions for a greener future.

It is at the intersection of these disciplines that some of the most innovative and effective solutions can be found.

The global perspective on education has evolved to recognise the critical role of a well-rounded education that extends beyond STEM subjects.

Countries such as Finland, often cited as an educational success story, have prioritised a holistic approach to learning. Finnish students engage in a curriculum that includes not only rigorous STEM subjects but also places a strong emphasis on the arts, social sciences, and physical education.

The results are striking; Finnish students consistently rank among the top performers in international assessments of student achievement.

What sets Finland apart is its recognition that an education system should foster creativity, critical thinking, and a deep understanding of the human experience.

This approach has not only produced academically successful students but has also cultivated a society that values empathy, innovation, and a comprehensive understanding of the world.

Malaysia can draw valuable lessons from such global models as it re-evaluates its educational priorities.

In conclusion, the prevailing emphasis on STEM education in Malaysia is a cause for concern, especially when it overshadows the importance of a holistic and diversified education system.

The challenges faced by students and graduates go beyond the realm of STEM and touch upon larger societal issues, including economic disparities and lack of opportunities.

Policymakers and leaders must reassess their priorities and adopt a more inclusive approach that values STEM and non-STEM fields.

It is only through such a balanced perspective that Malaysia can nurture a generation of well-rounded individuals equipped to tackle the complex challenges of the future.

Education should not be a zero-sum game but rather a platform for empowering all Malaysians to realise their potential and contribute to the nation’s growth. – October 2, 2023.

* Chu Min Wei holds a degree in Journalism (minor in Political Science) from UTAR and is a member of the Agora Society. She is interested in the study of subculture and media, and believes that institutional reform could have a greater impact on marginalised subcultures and the media landscape.

* This is the opinion of the writer or publication and does not necessarily represent the views of The Malaysian Insight. Article may be edited for brevity and clarity.