Landscape Architecture Education in the Malaysian Context

Malaysia’s Commitment to the SDGs

In September 2015, Malaysia joined 193 member states in committing to the 2030 sustainable development Agenda at the United Nations General Assembly in New York. Following this commitment, Malaysia took concrete steps to integrate the sustainability agenda at the national level. The National SDG Council was established to coordinate planning and oversight for the SDGs, a move later incorporated into the 11th Malaysia Plan in 2018. Building on these initiatives, the National SDG Center was founded in 2022 under the Economic Planning Unit within the Prime Minister’s Department. This center is responsible for enhancing SDG-related programs and monitoring their implementation in Malaysia (Ministry of Economy, 2023).

The Twelfth Malaysia Plan (RMK12) continues to prioritize the national SDG agenda, emphasizing a green development approach to enhance Malaysia’s socioeconomic progress (Prime Minister Department, 2021). In support of this, strategic objectives based on sustainable principles have been outlined, focusing on areas such as the green economy, circular economy, water resource management, food security, and smart farming. These strategies aim to promote green growth and advance the nation’s sustainability goals by 2030. In addition, the National Physical Plan 4, developed by PLANMalaysia, guides Malaysia’s sustainable physical development efforts, aligning closely with the SDGs (PLANMalaysia, 2021). Aligned with the Membangun Malaysia Madani blueprint, the Malaysian government has emphasized sustainability and aims to develop a new generation of sustainable leaders. The Ministry of Finance has partnered with the United Nations to launch the MySDG Foundation, highlighting Malaysia’s commitment to sustainable development (Ministry of National Unity, 2023). This initiative supports the global focus on sustainability and aims to manage a collaborative United Nations trust fund while promoting sustainable development aligned with the 2030 Agenda (Ministry of Finance, 2022).

Malaysia has also implemented several policies to reflect sustainability principles. These include the Ecological Fiscal Transfer, Water Sector Transformation Agenda 2040, a taxonomy based on Principles and Climate Change 2021, Sustainability Sukuk 2021, the National Energy Policy (2021–2040), the Voluntary Carbon Market, and Long-term Low-emission Development Strategies. In addition, tax exemptions for electric vehicles were introduced in 2022. Recognizing the need for practical evaluation of these policies, the Department of Statistics Malaysia introduced the SDG Indicator in 2019. This framework aims to track progress toward the 2030 Agenda and guide future sustainability planning (Department of Statistics Malaysia, 2020).

Malaysian TVET Within the Context of SDGs

The TVET sector plays a crucial role in advancing national sustainability objectives and should actively develop initiatives that align with these goals. Recognizing this, TVET has been prominently featured in Malaysia’s governmental policies, especially regarding its transformation. The Eleventh Malaysia Plan (RMK11) highlighted human capital development with an emphasis on enhancing TVET. Building on this, the RMK12 prioritizes aligning labor market dynamics to support inclusive and sustainable economic growth. Thus, TVET is central to preparing the workforce for the future, particularly in developing skills relevant to green jobs (Prime Minister Department, 2021).

The Malaysian Ministry of Education’s Education Development Plan 2013–2025 reaffirms the country’s commitment to advancing its educational landscape. The Vocational Technical Education and Training Division (BPLTV) aims to excel in technical and vocational pedagogy through strategic empowerment initiatives. In line with this, BPLTV plans to implement robust TVET programs across its network, which includes 86 vocational colleges and 9 technical high schools nationwide (BPLTV, 2023). This approach reflects Malaysia’s broader development strategy, emphasizing the importance of sustainability. TVET is thus a key component in building a skilled workforce that will contribute to the country’s ongoing development. By integrating sustainability into TVET, Malaysia aims to cultivate a competent workforce capable of driving its sustainability goals forward.

ESD—A Challenge

The SDGs emphasize the critical role of education in achieving Agenda 2030 by balancing current needs with future generations’ rights. Achieving this involves integrating economic, social, and environmental considerations to ensure equitable living conditions for everyone (Ghazali et al., 2021). ESD has emerged as a critical concept aimed at preparing individuals to contribute to the SDGs (Md Zain & Aiyub, 2021). It highlights education’s role in unlocking individual potential, driving economic growth, fostering social advancement, and promoting global citizenship (Jasmi & Kamis, 2019). In addition, there is a growing emphasis on creating inclusive educational systems that support lifelong learning to address global challenges effectively.

However, research indicates a concerning need for more awareness and prioritization of SDG 4, which focuses on quality education (Theresa et al., 2020). Similarly, SDG 17, which emphasizes partnerships for the goals, needs more prominence in educational and research contexts, according to community perceptions. Furthermore, studies show that many educational institutions globally still need to adequately incorporate content related to sustainability, with only 53% including information on climate change in their curricula (UNESCO, 2023). This gap is troubling, given that educational institutions play a crucial role in promoting sustainable development by equipping students with relevant knowledge, skills, and values (Balakrishnan et al., 2021).

Therefore, educational institutions have a dual role in the sustainable development paradigm: they serve as both knowledge hubs for sustainable innovations and as developers of human capital aligned with sustainability goals (Nyerere et al., 2021). Within this context, TVET stands out as a critical educational approach capable of fostering human capital that aligns with national development objectives. Therefore, integrating sustainable development concepts into TVET curricula is essential to comprehensively develop students’ cognitive, skill-based, and value-oriented competencies.

Greening TVET—A Pathway to Agenda 2030

The UNESCO has advocated for the incorporation of sustainability within TVET through the “Greening TVET” initiative, aligning with Agenda 2030 (UNESCO-UNEVOC, 2017). Central to this initiative is the infusion of sustainability principles into the curricula and training methodologies of TVET institutions. The overarching objective is to equip TVET graduates with the requisite skills to address industry demands while considering the environmental implications of processes, technologies, and material usage. Furthermore, previous research suggests that such greening initiatives enhance the economic and market value of TVET graduates (Asnawi & Djatmiko, 2016; Pavlova & Huang, 2013). The imperative for educational institutions to embrace sustainable practices for both environmental stewardship and economic viability is well-recognized (Ibrahim et al., 2020). Every academic discipline holds potential avenues for imparting knowledge on sustainability and its future relevance. Accordingly, curricula across disciplines should be adapted to address not only environmental challenges but also social and economic dimensions, equipping graduates with multifaceted skills aligned with contemporary needs (UNESCO-UNEVOC, 2017).

In the Malaysian context, TVET has emerged as an essential driver for local socioeconomic advancement. Empirical evidence substantiates the significant contribution of TVET to Malaysia’s economic progress, mainly through the cultivation of a skilled domestic workforce (Subramaniam & Bush, 2022). A notable evolution within the TVET framework is the transition of vocational and technical high schools into vocational colleges, aiming to offer specialized fields that prepare students for roles as skilled and semi-skilled professionals attuned to industry demands (Shuaibu et al., 2019). In contrast to conventional educational paradigms, the pedagogical emphasis within vocational colleges gravitates toward practical instruction, which is foundational to effective vocational training (Agir & Mohd Matore, 2022). Aligned with SDGs Agenda, TVET stands as a critical domain within the broader framework of ESD, specifically in SDG Target 4.3. To this end, it is imperative to imbue TVET programs with a comprehensive sustainability ethos, ensuring that vocational colleges, given their diverse skill offerings, are integral to this transformative agenda (UNESCO, 2019). Thus, the curricular and operational facets of vocational colleges should be systematically designed to encompass environmental, social, and economic imperatives, thereby fortifying the quality and relevance of TVET offerings in an increasingly interconnected world.

Policy Considerations and Curriculum Development

In the context of evaluating the policies and curricular advancements relevant to landscape architecture education in Malaysia, it is imperative to review and update the existing approaches governed by the Malaysian Ministry of Education, with particular emphasis on the TVET sector. This article emphasizes the importance of immediately integrating sustainability principles into the TVET curriculum, aligning with global benchmarks such as UNESCO’s 2030 SDGs. Such alignment not only enhances the employability of graduates but also strengthens TVET’s contribution to building a sustainable society. Regular curriculum reviews, ideally conducted every 5 years, along with close collaboration with industry, are necessary to ensure relevance to current industry needs and environmental changes. While the Malaysian Education Blueprint tends to adopt a techno-optimistic approach, this might perpetuate unsustainable practices. Hence, a more holistic approach that balances technological advancement with environmental sustainability should be considered to ensure the well-being of both humanity and the planet.

The use of interdisciplinary approaches that incorporate sustainability principles into existing courses, as well as the development of new modules focusing on sustainable development, is crucial for fostering meaningful change. Furthermore, involving students in sustainability-related research projects, would seemingly enhance their learning experience and deepen their understanding and practice of sustainability principles. Nevertheless, it is essential to acknowledge obstacles such as institutional limitations and opposition to transformation, as these factors can slow down the progress of the implementation process. Consequently, the Ministry of Education and the TVET division must cultivate an atmosphere that encourages innovation and collaboration, thereby ensuring that the incorporation of sustainability into the curriculum is effectively implemented and contributes to the advancement of a more sustainable future.

Collaboration Across Institutions and Knowledge Sharing

Collaboration between TVET institutions, other educational bodies, and industries is essential in strengthening the practical relevance of teaching to current industry needs. This effort ensures that TVET graduates remain aligned with the increasingly sustainability-focused job market. Such collaborations not only leverage the diverse expertise of each party but also enhance a holistic approach to sustainability education in line with the SDGs. By sharing resources, practical experiences, and conducting joint research, various initiatives can be explored to empower TVET education within the sustainability context. For example, international initiatives led by digital learning communities in Asia have demonstrated how the sharing of digital knowledge and open educational resources can enhance learning across institutions and broaden the understanding of sustainability (Yang & Wu, 2024). The use of digital technology for resource sharing not only facilitates access to information but also opens opportunities for innovation in sustainability education. In Central Asia, lifelong learning approaches utilizing information technology (IT) have helped institutions overcome challenges in environmental resource management. Such practices could be adapted in Malaysia to strengthen sustainability-focused education (Amanzholova et al., 2024).

In Malaysia, there is significant potential for research collaboration in developing green infrastructure. For instance, partnerships between TVET institutions and universities can introduce sustainable practices on campuses, such as rainwater harvesting, agroecology, and waste management techniques (Mohd Ali et al., 2023). This approach provides TVET students with hands-on practical training while building essential technical skills to address environmental challenges. Academic knowledge can be combined with TVET’s practical experience, enriching the learning process and preparing graduates with the necessary skills for a sustainability-driven job market. Moreover, collaboration should not be limited to local institutions but also extend to international partnerships. Joint research projects, knowledge-sharing platforms, and multinational initiatives can broaden the scope of sustainable education. Cross-border collaboration can offer access to best practices from other countries and additional resources that may not be available in Malaysia. For instance, collaboration within global digital communities allows educators and students to access learning materials from abroad, promoting better alignment between education and future sustainability needs. However, challenges such as resource constraints, including financial limitations, infrastructure, and a lack of expertise, must be addressed to ensure more effective and sustainable collaboration. To achieve the desired integration of sustainability in TVET education, strategic planning and full support from stakeholders are critical.

Concluding Comments: Adapting Educational Approaches Across Fields

The integration of sustainability in TVET education in Malaysia should be viewed as a cross-disciplinary effort, not limited to specific programs. Each field offered within TVET, whether technical, vocational, or management-oriented, contains unique sustainability elements that need to be incorporated to meet industry demands and drive sustainable development. This comprehensive approach ensures that sustainability is embedded not only in the curriculum but also in the practical training and day-to-day practices that graduates, including those from landscape architecture, will carry into their workplaces (Sern et al., 2021). Emphasizing graduate employability through the integration of sustainability in TVET aligns with the growing demands of the job market, which increasingly favors green practices. In this context, incorporating green technologies, such as the use of renewable energy and sustainable infrastructure development, into the curriculum can significantly enhance graduates’ ability to contribute to sustainable development. It also equips them to navigate the Fourth Industrial Revolution, where green technology and environmental innovation are becoming more prominent (Jusoh et al., 2024). Aligning sustainability elements in TVET curricula with industry practices is crucial, especially given the rapid technological advancements. A flexible and responsive curriculum ensures that graduates have the skills necessary to support sustainability agendas across various sectors.

However, there are challenges to overcome in making this approach effective. One such challenge is the negative perception of vocational education, which is often seen as less prestigious compared with traditional academic pathways (Omar & Mohd. Desa, 2023). This perception can be shifted by integrating sustainability principles across all educational fields, including more traditional academic areas, to elevate the value of TVET as an equally important educational pathway contributing to the country’s sustainable development. Continuous efforts are required to address resource constraints and institutional challenges in implementing sustainability programs. In the Malaysian context, adapting educational approaches across various fields and institutions is crucial to preparing the nation for increasingly complex global challenges. Integrating sustainability principles into all aspects of education, including landscape architecture, will contribute to a more sustainable, inclusive, and resilient future.