Date
Publisher
arXiv
Artificial Intelligence (AI) is transforming education globally, and Malaysia
is leveraging this potential through strategic policies to enhance learning and
prepare students for a digital future. This article explores Malaysia's
AI-driven education landscape, emphasising the National Artificial Intelligence
Roadmap 2021-2025 and the Digital Education Policy. Employing a policy-driven
analysis, it maps AI applications in pedagogy, curriculum design,
administration, and teacher training across primary to tertiary levels. The
study evaluates national strategies, identifies challenges like digital divides
and ethical concerns, and conducts a comparative analysis with the United
Kingdom, the United States, China, and India to draw best practices in AI
policy and digital transformation. Findings highlight Malaysia's progress in AI
literacy and personalised learning, alongside gaps in rural infrastructure and
teacher readiness. Recommendations include strengthening governance, investing
in equitable infrastructure, and fostering public-private partnerships.
Targeting researchers, policymakers, and educators, this study informs
Malaysia's path to becoming a regional leader in AI-driven education and
contributes to global comparative education discourse.
Study at a glance
- Question: How is Malaysia integrating artificial intelligence into education policies, and what lessons emerge from international benchmarks?
- Setting and data: Malaysia, with comparative policy benchmarks from the United Kingdom, United States, China, and India; national policy documents and prior literature.
- Method: Policy-driven analysis and comparative literature review
Why it matters
Understanding how national strategies guide artificial intelligence in education helps developing, multicultural nations navigate digital transformation, address infrastructure gaps, and prepare students for an emerging digital economy.
Key findings
- Malaysia has established strategic policy frameworks to advance artificial intelligence literacy and personalized learning, but policy implementation faces significant rural infrastructure deficits.
- Only an estimated 30 percent of Malaysian educators possess adequate training to effectively integrate artificial intelligence tools into their pedagogical practices.
- A proposed hybrid model combining U.K. ethical governance, U.S. research collaboration, Chinese centralized planning, and Indian inclusive digital infrastructure could address domestic gaps.
Summary drafted with AI from the full paper and may contain errors. See the full paper for details.
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