EBFM4103 Strategic Facilities Management

Education System in Malaysia

The education system in Malaysia is overseen by the Malaysian Ministry of Education

(MOE). Malaysian education can be obtained from government-run schools, private schools
or independently. The education system is mainly focused on primary and secondary schools.
The state government has no authority over the curriculum and other aspects of primary and
secondary school education, which are instead determined by the ministry. There are
standardized exams that are a common feature of Asian countries such as Japan, Singapore
and China (PR).

Malaysian education consists of several levels:

1. Pre-school
2. Primary education
3. Secondary education
4. Vocational education
5. Higher education

Only primary school education is required by law. Therefore, neglecting educational

requirements after primary school does not violate the law. Primary and secondary schools
are managed by the Malaysian Ministry of Education, but policies related to higher education
are managed by the Malaysian Ministry of Higher Education, which was established in 2004.
Since 2003, the government has introduced the use of English as the medium of instruction in
subjects related to Science and Mathematics.

1. Pre-school Education

This is part of the system of national education. Children commence education at

preschools/kindergartens from ages of 4 to 6. Providers of pre-school education are
kindergartens readily available in Malaysia. These schools are formed by government
agencies, NGOs and the private sector. Leading government agencies providing preschool
education comprise Ministry of Education, Ministry of Rural Development plus several
other state level departments. Kindergartens have been mandated to adopt Pre-School
Curriculum which is national and established by the Ministry. This curriculum gives pre-
school children a chance to develop their personality and communication skills
2. Primary Education

Only primary school education is compulsory in Malaysia, where multilingual

public schools, private schools and home educators co-exist side by side. Following
unregulated preschool education, a child enters primary school at age 7 for a period of 6
years. Following schooling in the community language of their choice they must sit for
their primary school achievement test in order to qualify to study further.

The subjects in primary school consist of 11 subjects including languages, math’s,

science, moral education, ICT, art and music. Lower forms in secondary school are
exposed to additional subjects such as Geography and History while upper forms will
begin to choose their desired streams between science or art

3. Secondary Education

There is no identified middle school period although secondary education is

divided into 2 phases. Following the first 3 years of general education students write for
their lower certificate of education. Thereafter they enter either the arts or the science
stream according to personal choice and teacher advice for 2 years. Once in that stream
though, switching opportunities are limited. Following this latter period, they may
complete 6th form, or study for a further 2 years for matriculation exemption.

4. Vocational Education

The department of skills development oversees the establishment and operation of

all public and private training institutions. It has developed almost 1,000 standards for
certificate, diploma and advanced diploma training, and is rolling more out in
approximately 20 identified key areas.

Technical vocational and skills training is offered at the upper secondary schools
to youths between the ages of 15+ and 16+ years of age. There are 860 schools offering
vocational programs

5. Tertiary Education

Tertiary education refers to all formal post-secondary education, including public

and private universities, colleges, technical training institutes, and vocational schools.
Tertiary education is instrumental in fostering growth, reducing poverty, and boosting
shared prosperity. Both public and private universities, collages, university colleges that
 offer foundation, diploma, degree, and postgraduate programs to students who have
successfully finished their secondary education.

Education System Abroad

The overseas education system is quite different from the Malaysian education system
from several aspects such as:

1. The structure of the education system

2. Educational Curriculum
3. Language of introduction
4. Teacher qualifications
5. Technology and online learning

1. The Structure of the Education System

2. Educational Curriculum

The educational curriculum in each country usually has a different focus. The
Malaysian education curriculum consists of three main areas, namely Bahasa
Malaysia, English, and Mathematics, and covers various other areas such as Science,
History, Visual Arts, Music Arts, and Physical Education. In developed countries
such as Japan and South Korea, STEM education (Science, Technology, Engineering,
and Mathematics) becomes the main focus in the curriculum. In smaller countries
such as Singapore and Brunei, the educational curriculum may be more
comprehensive and cover many areas such as Language, Science, History and Art.

3. Language of Introduction

The language of instruction in the education system can vary between

countries. The medium of instruction in the Malaysian education system is Malay. In
France, the medium of instruction in the education system is French, and in Germany,
the medium of instruction is German. In some countries, such as Singapore, there is
more than one official language, and the medium of instruction may be divided by
region or ethnicity.

4. Teacher Qualifications
 Teacher qualification requirements can also vary from country to country. The
Malaysian education system has strict requirements for teacher qualifications and the
need to renew their qualifications. In some countries such as Finland and Germany,
teacher qualifications are highly valued and require a high level of qualification. In
other countries, teacher qualifications may not be as highly valued and the
requirement to renew qualifications may be less stringent.

5. Technology and Online Learning

The introduction of technology and online learning in the education system

can also vary from country to country. In recent years, Malaysia has introduced
technology and online learning in its education system. Developed countries such as
South Korea and Singapore usually have good access to technology and online
learning, while less developed countries may have limited access.

School facilities refer to the physical resources and infrastructure that support the teaching
and learning process in educational institutions. These facilities include instructional spaces
such as classrooms, libraries and laboratories, as well as recreational areas, residential
facilities and general-purpose spaces. They are essential tools for effective education and play
a crucial role in creating an optimal learning environment. School facilities also contribute to
school improvement issues such as reducing class size, ensuring a safe and orderly
environment and providing specialized instruction. A computer-based school facilities
management system can be implemented to survey and maintain school buildings effectively.

The problem of lack of infrastructure facilities in Malaysia education system is: -

- Inadequate infrastructure
- Inefficient information technology material maintenance system (damaged
and cannot be replaced due to allocation issues)
- Imbalance in the distribution of computers between urban schools and
rural schools
- Electricity failure, internet access, and problems in internet connection
speed
- Not all students have desktop or laptop computers equipped with internet
facilities at home
 - The Virtual Learning Environment (VLE) is not yet fully functional and is
still in the process of improvement
1. Inadequate infrastructure

The challenge in terms of insufficient infrastructure facilities is supported by Bayrei

(2008) and Dnyaneshwar (2011)

The process of integrating information technology in Teaching and Learning (PdP)

requires complete equipment and hardware such as sufficient computers according to the
number of students for each class and access to high-speed internet

2. Inefficient information technology material maintenance system (damaged and

cannot be replaced due to allocation issues)

Technical assistance to maintain and use technology resources is very important in

maximizing the use of technology in learning.

3. Imbalance in the distribution of computers between urban schools and rural

schools

Indirectly causing an educational gap between students in urban areas and students in
rural areas.

4. Electricity failure, internet access, and problems in internet connection speed

Even though it has been equipped with 4G high-speed internet access, it is still not
enough to provide the best internet access for every school across the country. This
problem still occurs unless teachers use personal internet such as broadband and hot spot
internet.

5. Not all students have desktop or laptop computers equipped with internet
facilities at home

Having problems to implement Learning and Facilitation (PdPc) completely virtual.

 6. The Virtual Learning Environment (VLE) is not yet fully functional and is still
in the process of improvement

A teacher will feel less enthusiastic if the technology facilities he wants to use are not
well prepared. McKenzie (1999) and Al-Bataineh and Brooks (2003) also agree in this
regard.

There are also problems faced due to the weakness of school teachers. This happens due to
teacher's personal issues as: -

1. Self-efficacy is low
2. The ability of teachers to integrate Multimedia and Communication Technology
(TMK) in Learning and Facilitation (PdPc) effectively.
3. Teacher's teaching attitude
4. The teacher's attitude and integrity
5. Personal and work pressures are overwhelming
6. Have not fully mastered the pedagogical aspects.

There are also issues that come from the teachers themselves. This issue may be
caused by the teacher's personality where the teacher's self-efficacy is low.

1. Self-efficacy is low

Self-efficacy is a person's confidence in his ability to perform a desired behavior

successfully (Bandura, 1977, quoted from Fadhilah, 2013).

Causes them to be less interested in applying it in Teaching and Learning (PdP). Less
interested in learning and exploring the use of Information and Communication
Technology (ICT). This is because they have a feeling of restlessness or computer anxiety
and will always hesitate to use the technological innovation in Learning and Facilitation
(PdPc). The constructivist approach is that it requires a long time for students to complete
assignments and discussions. Indirectly, the syllabus cannot be finished in the set time.
Constructivism can be formulated as an understanding that students actively build their
own knowledge or concepts based on existing knowledge and experience. In this process,
students will adjust the knowledge received with existing knowledge to build new
knowledge.

Therefore, the constructivist approach requires structured study time scheduling and a
flexible timetable. (Moursund 2003).

Therefore, teachers with low efficacy do not dare to use 21st century pedagogy.

2. The ability of teachers to integrate Multimedia and Communication Technology

(TMK) in PdPc effectively.

Although internal training has been given at the school level, it is still not enough,
especially for teachers who lack ICT skills. They need a long time to adjust
themselves. There are also teachers who are not yet proficient in accessing the portal
providing teaching materials and processing information through the website.

They also do not have the skills to operate and manipulate a tool. The smooth
delivery of teaching content will also be disrupted and become ineffective. This will
cause problems in trying to make Frog VLE a teaching tool that involves all teachers
and students. More senior teachers do not have high skills in using Frog VLE.

Low skills will make it more difficult to apply the new innovation. In applying
Frog VLE at school, teachers must know and understand the function of each icon in
the widgets and know how to operate the dashboard so that they can create their own
pages and can be shared with other teachers and students.

3. Teacher's teaching attitude

The teacher's teaching style is autocracy where the teacher does not give direct
opportunities to students to ask questions and give opinions. One-way communication
and teacher-centered teaching. Students had to just accept everything that was
presented without being able to question or refute every lesson that was presented

This prevents students' ideas from developing to form a solid understanding.

According to Omardin Ashaari (1999), teachers who are autocratic and perform their
duties ironically and are too dominant in their behavior when controlling the
classroom can cause students not to be free and think

4. The teacher's attitude and integrity

 The lack of collaboration between colleagues on the use of this innovation makes
it difficult for teachers to use Frog VLE. A teacher must always cooperate with other
colleagues because the progress of learning and student education at school depends
on cooperation and consensus among all the teachers at that school. Cooperation
between teachers can be seen when they both help in preparing a learning website.
Teachers who are more experts in the field of computing can be facilitators for other
teachers, either during internal workshops or indirectly such as when interacting in the
teacher's room.

5. Personal and work pressures are overwhelming

Posey, Burgess, Eason and Jones (2010) stated that teachers are individuals who
have a heavy workload and they don't have time to think about things that have
nothing to do with their profession. Teachers are often faced with students of different
levels in terms of abilities and achievements. This situation requires the teacher's
expertise in determining the PdPc strategy, determining the approach, choosing a
method and setting certain techniques that suit the student's development and abilities.

The chosen strategy must be able to stimulate students actively and be able to help
students understand the concept clearly. So are the challenges in the use of TMK in
PdP.

For teachers to download materials on a virtual learning site in Frog VLE that can
meet all the criteria mentioned is not an easy task. What seems certain, this is another
side task for them apart from teaching activities in class

6. Have not fully mastered the pedagogical aspects.

Pedagogy is learning through play is a learning method that offers a comprehensive

development scope. Among teachers who have limited knowledge and pedagogy, they do
not have the option to do extensive teaching and therefore prefer traditional teaching
(Talbert & McLaughlin 1993).
Ministry of Education Malaysia goal in Artificial Intelligence application

What is Artificial Intelligence?

Artificial intelligence (AI) is the science of making machines that can think like humans. It
can do things that are considered "smart." AI technology can process large amounts of data in
ways, unlike humans. The goal for AI is to be able to do things such as recognize patterns,
make decisions, and judge like humans. Learning, reasoning, problem-solving, perception,
and language comprehension are all examples of cognitive abilities. The summary of AI is
shown in the image below: -

Image source from The Motley Fool

According to the Opengov Asia article, plans to absorb the knowledge of artificial
intelligence have been made since 2017 where the learning of Design and Technology (RBT)
Subjects related to Artificial Intelligence (AI), computer programming and robotics will be
introduced to Year 4 students in 2020.

The ministry's vision is to prepare a future workforce with the necessary Artificial
Intelligence (AI) expertise. Introducing AI concepts at a primary level lays the groundwork
for further exploration in secondary school. Subjects like computer science, information
technology, and design technology will also delve deeper into AI applications. With Artificial
Intelligence, the study information can be perceived in new ways of visualization, simulation,
web-based study environment. Moreover, AI also helps in preparing the content of lessons,
keeping information up to date, and make it adaptable as per different learning curves.

The Ministry of Education (MOE) aims: -

1. To improve teacher competencies through suitable training to ensure they can

effectively guide students in utilizing artificial intelligence (AI) technology
2. To transform education by improving student learning outcomes, improving
teaching practices and optimizing the education process through the use of AI.
3. To produce AI expertise that involves creating intelligent machines that can
perform tasks that normally require human intelligence, such as learning, problem
solving and decision making.
4. To using AI in a variety of ways to provide a more personalized learning
experience by supporting teachers in providing individualized feedback and
enabling assessments appropriate to the level and potential of students.
5. Along with the advancement of technology, the education industry is also
influenced by the development of artificial intelligence (AI) in creating smarter
classrooms that are able to improve the learning experience of students and
educators.
6. The Education Ministry’s plan to teach the basics of artificial intelligence (AI) in
schools from 2027. Malaysia’s primary school curriculum will include the
fundamentals of Artificial Intelligence (AI) by 2027. This initiative, driven by the
Ministry of Education, aims to cultivate a digitally-savvy generation equipped
with the knowledge and skills to thrive in the digital age.
7. The ministry's vision is to prepare the future workforce with the necessary AI
expertise. Introducing AI concepts at a primary level lays the groundwork for
further exploration in secondary school. Subjects like computer science,
information technology, and design technology will also delve deeper into AI
applications.

Along with the launch of the Digital Education Policy (DPD) on 28 November 2023, the
Malaysian Ministry of Education (MOE) plans to produce students who are digitally literate,
artificial intelligence (AI) which is an important element that needs to be highlighted to put
Malaysia on par with the world in facing the challenges of the Revolution 5th Industrial or
5IR.

AI artificial intelligence and TVET skills can help produce highly skilled talent. As our prime
minister said in his recent state of the nation message

"In order to produce more skilled local talent among young people, we have also collaborated
with industry giants in restructuring the country's TVET education.

The artificial intelligence (AI) agenda is also given priority through the establishment of the
country's first AI Faculty"

YAB Dato' Seri Anwar Ibrahim

Prime Minister
National Message
21 May 2024

In rural areas, most of the schools are deprived of basic facilities of education. Missing
school facilities like school building and classrooms, clean water and furniture leads to bad
impacts on students learning process and also on their academic performance. However,
urban schools are also not exempt from the problem of lack of facilities. I will show you an
example of an urban school that also suffers from this lack of facilities. Through the
observations made, there are 2 schools in Selangor that are facing critical problems regarding
the lack of facilities in their schools. The schools are SK Bandar Baru Bangi and SK
Cyberjaya.

Sekolah Kebangsaan Bandar Baru Bangi

SK Bandar Baru Bangi formerly known as SRK Bandar Bandar Bangi was established on
April 11, 1981 and officially operated on May 2, 1981 with 1 block, 8 classrooms and a
canteen. At that time, there were only 8 teachers and 177 students from year 1 to year 4 only.
Mr. Abdul Majid bin Abd. Wahid was selected to be the first Head Teacher.

Nowadays SK Bandar Baru Bangi has 101 teachers and 1848 students. (Data for the year
2023-2024 show in Figure 1). However, the number of classes operating is only 42 classes. If
we divide by the average number of students in each class, there are a total of 44 students for
one class at this SK Bandar Baru Bangi (refer Figure 2). Through this data we can know the
estimated density of students for each class.

Figure 1
 Figure 2

The most significant is the 1st year students as many as 353 people for 8 classes. This is due
to the increase and population density in Sections 1, 2 and 3 of Bandar Baru Bangi. The
number of students will increase every year. The school needs to find a solution to this
problem.

SK Bandar Baru Bangi's layout plan is shown in Figure 3. It would be a great loss if this
problem could not be resolved as soon as possible because SK Bandar Baru Bangi is a
Cluster School of Excellence and School Transformation Program 2025 (TS25).

Figure 3

IT Based School Concept Sekolah Kebangsaan Cyberjaya

SK Cyberjaya also experienced overcrowding of students based on complaints from parents

who said that first year students had to share 1 class with 50 people (shown in Figure 1).
Parents of students hope that the Ministry of Education MOE will speed up the construction
of SK Cyberjaya 2 to ensure that all students can enjoy the school's facilities with complete
and perfect facilities.

Figure 1: Overcrowded of SK Cyberjaya

SK Cyberjaya (SKCJ), is a Sekolah Kebangsaan Cyberjaya located in Persiaran Bestari,

Flagship Zone 2. SK Cyberjaya (SKCJ), is a Cyberjaya National School located in Persiaran
Bestari, Prime Zone 2. It was established in 2004 and offers a Dual Language Program. This
school is a Cluster of Excellence School, Malaysian Trust School and School TS25. nSekolah
Kebangsaan Cyberjaya is a school located in Cyberjaya Smart City. This school was built on
11 acres of land and originally had a "Smart School Level A" concept but was changed to an
IT-based cheerful school concept because the budget was reduced to RM38 million.

On 14 June 2004, SK Cyberjaya started operating with only 13 teachers and 30 students.
Now, after 19 years of operation, SK Cyberjaya has 2704 students, 124 teachers and 12
support staff. SK Cyberjaya is led by Puan Norma bt Edrus.

These students fill 5 classes from Year 1-Year 5. Each class is equipped with modern
infrastructure that includes information and communication technology (ICT) facilities with 7
computers, a television, an overhead projector (OHP) and a radio. In addition, this school
contains 35 Classrooms, 5 Access Rooms, Computer Lab, RBT Workshop, 2 Science Labs,
Music Room, Art Room, Maternity Room and other special rooms. The field, hall and surau
are shared with Cyberjaya Secondary School. The students of this school come from areas
around Cyberjaya such as Dengkil, Desa Pinggiran Putra, Seri Kembangan, Taman Putra
Perdana and Puchong.

Figure 2: SK Cyberjaya

The issue of student overcrowding at SK Cyberjaya is being addressed through several

measures, including student dispersal and the construction of a new SK Cyberjaya (2),
expected to be completed by 2028. Based on a daily ray report dated 4 January 2023,
Education Minister Fadlina Sidek has instructed the Development and Asset Management
Division of the Ministry of Education Malaysia (KPM) to take immediate action to repair the
damage at Sekolah Kebangsaan (SK) Cyberjaya.

The new school will have 36 classrooms and other facilities according to the design-and-
build concept to expedite the construction process. SK Cyberjaya (2) is expected to be
completed by the year 2028. Additionally, the ministry said that short-term solutions are also
being implemented, including the dispersal of Year One pupils from SK Cyberjaya to nearby
schools and the approval for the construction of 12 additional classroom cabins.
Overcrowded schools, such as SK Cyberjaya and SK Bandar Baru Bangi will have significant
implications for public health and the well-being of children, families and teachers.

Effects of Overcrowded & Lack of Facilities

Overcrowded classrooms not only lead to cramped spaces and inadequate facilities, but also
pose significant risks to mental and physical health. Physically, crowded environments
increase the spread of infectious diseases and affect hygiene. The lesson from Covid-19 is
that prioritizing smaller class sizes is not just about comfort, but an important measure to curb
the epidemic.

In cramped classrooms, student-teacher interaction can be reduced and teachers struggle to

provide individual attention and support to each student. Psychologically, students and
teachers experience heightened stress, anxiety and exhaustion, with very little support
available to them. Collectively, these processes can hinder job performance among teachers,
and more importantly, affect academic performance among students, especially those from
disadvantaged backgrounds.

Addressing the root causes of classroom overcrowding, ensuring equitable access to

education and health care are important steps toward fostering a healthier population and
unlocking the country's full economic potential. Such efforts require building additional
schools, redistributing students, and implementing policies for equitable resource allocation.
Advocacy for education infrastructure investment is essential to ensure all children have
access to quality education in a safe environment.

In addition, finance department Multimedia University MMU continues serving the

community & supporting Environmental, Social and Governance (ESG) goals from social
responsibility perspective. Throughout 2021, total of 50 units of used student chairs and
tables were donated to SK Cyberjaya to support and facilitate the teaching and learning
process for its students. The donation aims to facilitate the community especially the school
students which can learn in a good and better condition. In a way, this will also promote
MMU as the preferred higher education institution among the school students for their
tertiary learning program.

The data obtained shows that the school has more students than the number of existing
classes. This will cause students to be in discomfort and also imperfect learning

There are several steps to overcome the problem of lack of school facilities and the weakness
of applying Artificial Intelligence (AI) in school learning. Lack of AI usage in Malaysian
schools is due to unpreparedness for AI-based chatbot adoption, as highlighted in the study
focusing on higher-education institutions.
How to overcome the issue of lack of facilities and infrastructure: -

- Complete Infrastructure
- The school's initiative to implement the constructivist approach
- Teacher initiative
- Teacher's attitude
- Assessment and evaluation system

Complete Infrastructure

1. Adequate infrastructure such as computers, televisions and digital video discs (DVDs)
should be provided. To ensure that this program can operate smoothly, training and
guidance programs will be held which are Basic Computer Use Training, Computer
Use Training for teaching and learning (P&P), Specialized Software Use Training and
Educational Television Use (TVP) training in P&P.

The school's initiative to implement the constructivist approach

1. The school needs to implement the flexible timetable.

2. The first step that needs to be done is to give clear evidence to teachers about the
importance of the constructivist approach and how this approach should be
implemented as best as possible. Continued research on this approach also needs to be
done to strengthen the teaching process and its impact on student learning.

Citing the opinion of Olson and Loucks-Horsley (2000), although John Dewey has already
suggested the practice of learning based on experience since 1906, this practice has not yet
been widely practiced even though almost a century has passed.

Teacher initiative

1. In the context of education, this skill refers to the teacher's skills in the classroom.
The skills that every teacher needs to have are learning skills, thinking skills, planning
skills, facilitation skills, communication skills and management skills (Zarina, 2012).
2. Similarly, in this Frog VLE application, the respondents are teachers who need to
manage their own website, plan learning and communicate with students at any time
by using existing technology. From that, teachers should be sensitive to the changes
that occur in education. Teachers are responsible for developing analytical, critical
 and creative thinking in students. Students are taught to be able to adapt to the
changes happening around them.
3. Implementation of the Frog Virtual Learning Environment. Known as Frog
Virtual Learning Environment (VLE) is a new innovation that is used to create an
efficient environment for teachers, parents and students in particular. Therefore,
teachers themselves should have the initiative to master the latest skills and
knowledge in order to carry out tasks

Teacher's attitude

1. According to Mok (2008), teachers should have good and pure personal, professional
and social qualities. Only teachers with high morals will succeed in carrying out their
duties as educators perfectly, especially in effectively implementing teaching delivery
plans. He also stated that a teacher needs to have high professional qualities such as
curiosity, economic knowledge, love to read, speaking skills, memory and high effort

Assessment and evaluation system

1. KPM will strengthen the assessment and evaluation system so that it is more holistic.
Changing the emphasis of public examinations from content-based to skill-based or
from test-based to general ability. The number of subjects in the public examination
will also be reduced for certain subjects. The term system will be reviewed and
replaced with a semester system to make the schooling environment not exam-
oriented. In order to strengthen the quality of the assessment and evaluation system,
national performance standards will be introduced to be compared with the standards
of other countries

Solution for lack of AI in school education: -

1. Analyze the situation and decide the best AI technology

There are many AI applications that are already available in the market and can be
used to meet educational needs and goals. Teachers should analyze the situation and
decide the best AI technology to use by discussing the benefits and risks, and ensure that
the AI technology is safe to use. With proper planning, both teachers and students will be
able to achieve a satisfying learning experience.
2. Know and be familiar with the uses and benefits of AI

Teachers need to know and be familiar with the uses and benefits of AI. Most AI
technologies are predictive models and can provide new approaches in improving the
quality of education. AI can minimize the barriers commonly encountered in classroom
learning and assist students in completing assignments and learning. Teachers must
understand the potential of AI and make the most of it.

3. Involve students in the organization and development of AI technology

Teachers should involve students in the organization and development of AI

technology. Students should engage in conversations about the AI technology being used
and what tasks can be solved with AI technology. This makes students feel active and
comfortable working with AI technology. On the other hand, if students are not included
in the planning, they may reject or not want to work with AI technology

4. Make sure that they understand the code of ethics related to AI technology

Teachers need to make sure that they understand the code of ethics related to AI
technology. AI can be easily exploited and teachers must understand the strengths and
weaknesses of the AI technology they use. AI can help in providing efficient and
enjoyable learning, but at the same time it can also potentially create problems when not
used properly

5. Exposed to new technologies related to AI

Teachers must be exposed to new technologies related to AI. In this way, the AI
technology used can adapt to the atmosphere and conditions in the school. For example,
in situations where students feel tired and stressed to learn, AI technology may be able to
help with interactive and fun learning.

6. Constantly evaluate the effectiveness of AI technology

AI users must constantly evaluate the effectiveness of AI technology. This assessment

can be done by monitoring the impact of AI technology on students and teachers. The
assessment can also measure existing changes in the quality of education that have
occurred since the adoption of AI technology.
Data Analysis Techniques

The method to organize this study is data analysis. The data of two primary schools as a study
sample was taken to analyze the data and information, which resulted as a whole.

Secondary sources as well as articles, reviews and web pages are also taken to support the
data analysis argument.

The conclusion has been made based on the results of data analysis, which is about the lack
of infrastructure facilities and school facilities in education and also the lack of application of
Artificial Intelligence education in schools and its impact on student learning achievement.

This data is obtained from authentic reference sources and through surveys and interviews
from several primary school teachers

Some measures to address the lack of Artificial Intelligence applications in Malaysian

schools are: -

Through increasing educators' knowledge, refining curriculum frameworks and overcoming

barriers to ICT implementation can help promote the effective use of AI in Malaysian
educational institutions.

Artificial intelligence (AI) has become one of the most significant technological innovations
of the 21st century. This technology not only affects various industrial sectors, but also has
great potential to change and improve education systems in countries around the world.

Traditional education systems often face various challenges, such as gaps in the quality and
accessibility of education, limited resources, and challenges in dealing with changing times.
In this context, the use of artificial intelligence (AI) in education offers tremendous potential
to address these issues and bring positive transformation in the education system. Artificial
intelligence technology has the potential to revolutionize how students learn and educators
teach in Malaysia

Among the key advantages is personalized learning where AI-powered systems can analyze
individual student data, identify strengths and weaknesses and adjust the learning experience
accordingly. This personalized approach increases student engagement and helps them
achieve better academic results. With sophisticated data analysis, AI can identify each
individual's learning needs and preferences. This personalization of learning can increase the
motivation and overall learning outcomes of students.
Additionally, AI can support educators by automating administrative tasks such as grading
assessments or generating reports. By reducing time spent on routine tasks, educators can
focus more on lesson planning, providing individualized attention to students and fostering
critical thinking skills. AI can also be used to develop a more relevant and dynamic
curriculum. By leveraging AI's analytical capabilities to understand future job trends and
market needs, curricula can be tailored so that students are equipped with skills that are
relevant and sought after in the workforce.

It helps create graduates who are better prepared to face global challenges and strengthen the
country's competitiveness in the digital economy. By integrating AI into digital learning tools
such as apps or educational platforms, students can access interactive resources that adapt to
their unique needs. This tool uses machine learning algorithms to continuously assess student
progress. Through real-time feedback and adaptive content delivery, students receive targeted
support for their areas of improvement.

Traditional assessment systems often take a long time to provide feedback to students and
educators. However, with AI, assessment tasks such as exams and homework can be
automatically graded with high accuracy. This allows educators to focus more on the teaching
process and provide faster and more detailed feedback to students. In addition, AI can also
provide individual analysis of students' strengths and weaknesses, helping to identify areas
that need improvement. AI can also act as an assistant to educators, helping them organize
learning materials, presenting relevant resources to students. In addition, AI technology can
support educators in detecting slow student progress or other learning problems, so that
interventions can be made earlier to prevent academic failure.

Educational institutions should prioritize teaching critical thinking, problem solving and
creativity. By cultivating these skills along with technological literacy, students can adapt and
contribute meaningfully to a rapidly evolving society. By embracing the potential of AI and
paying attention to its challenges, Malaysia can create a robust education system that prepares
its citizens to succeed in the digital era.

Advantages AI

The advantages of Artificial Intelligence in education are: -

1. Can form in the improvement and involvement of student motivation. The use of AI
applications in teaching can improve the learning experience in various ways such as learning
exercises and can also guide educators to use a more interactive teaching approach and
produce motivation among students.

2. Improve student performance with increased feedback. AI systems can assess students'
progress, provide them with targeted feedback and identify areas where they need
improvement and can also monitor student behavior patterns, assess their attention levels and
determine if they need extra help in those subjects.

3. Cost-effective learning. Using AI in education can also reduce the cost of education from
the perspective of educational institutions. AI can automate some of the tasks assigned to
administration, teachers, IT and more. For example, AI can carry out daily tasks such as
scheduling, data management and even tutoring.

Disadvantages AI

In addition, there are also disadvantages of AI. Among them is dependence on Technology.
As schools increasingly rely on AI-powered solutions, there is a risk that students will
become so dependent on Technology that it could result in the surrender of important
traditional learning methods and the development of critical thinking and problem-solving
skills.

In conclusion, the growing role of AI in education offers both opportunities and challenges
for teachers. By being proactive in their approach to this technology, educators can leverage
AI to improve student outcomes

The conclusion from this discussion is that many benefits will be obtained especially for
students and school teachers if the school's facilities and infrastructure are in perfect
condition. A good facility and environment at school can provide a conducive learning
environment and support students, thus influencing their achievement. The school is
equipped with sufficient facilities such as a library, computer lab, sports hall and comfortable
classrooms to help students acquire the necessary knowledge and skills.

A safe and secure school environment gives students a sense of comfort and safety, without
affecting concentration and involvement in learning activities. Therefore, students tend to be
more focused and have better academic performance. In addition, smaller class sizes can also
give students more attention and guidance. This is proven based on the Program for
International Student Assessment (PISA) report in Finland, the country obtained the highest
education score in the world, the average number of students in a school is only 195, with a
total of 19 students per class.

According to the World Bank report, The Impact of School Infrastructure on Learning: A
Synthesis of the Evidence published in 2019, governments and communities around the
world need to work to improve education systems and ensure that all children and youth have
the opportunity to go to school, acquire the knowledge and skills needed to live a healthy and
productive life.

Based on the report, student achievement can be improved when the school has a better
physical learning environment. There are recent studies showing that investment in quality
school infrastructure has a positive relationship with student learning.

In this aspect, the development of school infrastructure is expected to reduce the educational
gap in urban and rural areas. Based on research, until now student achievement is still
unbalanced.

The government's efforts to implement AI technology into the school education system is
highly encouraged considering that this technology is developing rapidly nowadays and it is
very helpful and facilitates teaching and learning. Artificial intelligence is playing an
increasingly important role in changing the way students learn and the way teachers teach.
However, like any innovation, there are pros and cons of AI when introducing it into the
classroom and when there are too many challenges going on in the classroom, this is where
human intervention comes in.

By being proactive in their approach to this technology, educators can leverage AI to improve
student outcomes and promote equity in the classroom, while preserving the unique role
teachers play in fostering growth, development and learning among their students.

Steps to overcome Issues of lack of facilities and infrastructure

Adequate infrastructure such as computers, televisions and digital video discs (DVDs) should
be provided. To ensure that this program can operate smoothly, training and guidance
programs will be held, namely Basic Computer Use Training, Computer Use Training for
teachin
Complete Infrastructure.

g and learning (P&P), Specialized Software Use Training and Educational Television Use
(TVP) training in P&P.

School initiative.

To implement the constructivist approach, schools need to implement the flexible timetable.

The first step that needs to be done is to give clear evidence to teachers about the importance
of the constructivist approach and how this approach should be implemented as best as
possible. Continued research on this approach also needs to be done to strengthen the
teaching process and its impact on student learning.

Citing the opinion of Olson and Loucks-Horsley (2000) although John Dewey has already
suggested the practice of learning based on experience since 1906, this practice has not yet
been widely practiced even though almost a century has passed

The education system of different countries differs from each other not only in quality, but
also in the approach to conducting lessons. Depending on the values and culture, their own
individual program is built, according to which students from different countries go. Despite
the differences in learning, paramount is the knowledge and experience that the child receives
as a result. The ability to apply them in real life and the desire to conquer new heights. A
comparison of the education system between Germany, Japan, South Korea, United Kingdom
and Unite Arab Emirates is as follows

Education System in German

Germany is one of the most welcoming countries for foreign students with the best
education system in the world. With so many course options, educational institutions here
ensure quality education. Germany is the only country that offers a good, industry-relevant
education at low or no tuition. Germany abolished high tuition fees for German and
international students in October 2014.

Students of German universities manage their time independently and make up the
curriculum themselves. Attendance of classes, lectures and seminars is free. German
universities have a five-point system. The highest score is “1”, the lowest is “5”. German
diplomas are recognized all over the world. In German universities, you can get bachelor’s,
master’s and PhD degrees. Bachelor’s degree takes three years, master’s degree from one to
two years, and doctoral studies from two to three years. Law, medicine and pharmacy
programs lasts longer. There are humanities universities, universities of applied sciences,
technical, art, film and music colleges in Germany.

Education System in Japan

In Japan, children usually undergo 12 years of formal education which consists of

primary, lower secondary and upper secondary education. Before starting their primary
education at age 6, children have the option of attending kindergarten between the ages of 3
and 5. The Japanese school system primarily consists of six-year elementary schools, three-
year junior high schools and three-year high schools, followed by a two-or-three-year junior
colleges or a four-year college.

Compulsory education lasts for 9 years through elementary and junior high school.
Primary education is compulsory and free. And the senior and high school - paid. The
program between schools may differ from each other, but must necessarily comply with the
state standard. It is normal for the country to have lessons on Sundays. And mothers can go to
classes instead of students and take notes.

Higher education in Japan is divided into colleges of technology, junior colleges and
universities. Colleges of technology provide vocational education to students who have
completed their compulsory education, and grant students associate degrees after five years
of study. Junior colleges offer 2 to 3-year associate degree programs to students who have
completed their upper secondary education and the majority of courses offered are in the
humanities, social sciences and teacher training. Universities offer 4-year bachelor’s degrees
to students who have completed their upper secondary education, as well as 2-year master’s
and 3-year doctoral degrees.

Education System in South Korea

When talking about the best education system in the world, South Korea should not
be missed. It is one of those countries that have put a lot of effort into improving the
education system of the country, and so far it has been successful. Some of the educational
institutions that are among the best universities in the country and even the world, such as
Seoul National University, KAIST - Korea Advanced Institute of Science & Technology,
Pohang University of Science and Technology (POSTECH), Korea University, etc.
 In South Korea, only 20% of public educational institutions. All others are private.
The education system includes bachelor’s degree (4 years), Master’s degree (2 years) and
doctoral degree (3 years). The main feature of admission to universities in South Korea is the
need to pass a test for learning ability (Suneung, the Korean equivalent of SAT). The school
year starts in March. Most Korean universities do not have exact curricula: students can
choose subjects on their own. The learning process takes place in the form of lectures and
scientific discussions. Students often make presentations.

Part of the classes takes place in the form of a discussion between students, but the
topics for discussion are chosen by the teacher. There are a lot of international students in
South Korea, and about 40% of the programs are conducted in English. There are two types
of assessments in South Korea: relative and absolute. The teacher can give a certain number
of marks during the exam. Accordingly, students have a high level of competition.

Education System in United Kingdom

The UK has the most excellent and renowned education system in the world. The UK
education system includes undergraduate, postgraduate and doctoral degrees. The country
offers a wide range of courses. UG courses are designed to help learners gain hands-on
exposure. After three years of UG courses, learners can pursue a master's degree. The one-
year course offers deeper study of a particular subject that makes learners eligible for high-
paying jobs and promotions. Research programs span two to three years, such as the Master
of Philosophy, Doctorate, and Doctor of Philosophy. Private universities and educational
institutions also offer various study abroad programs.

The academic year for study in the UK starts from the month of September to
October. Apart from this, universities also welcome students in January and April.
Admissions beginning in September are for January intake. The courses follow a modern
pedagogy and enjoy a high reputation throughout the world. Learning in UK classrooms goes
beyond textbooks and learners have the opportunity to participate in various seminars,
workshops, webinars and conferences to gain a dynamic learning experience.

United Kingdom is one of the leading countries that is home to some of the most
famous universities in the world that offer top quality education, various courses, best
teachers, etc. Academic degrees from UK universities are well accepted by employers around
the world. Some of the renowned universities in UK are University of Oxford, University of
Cambridge, Imperial College London, University of Edinburgh, London School of
Economics and Political Science (LSE), etc.

Education System in United Arab Emirates

The United Arab Emirates has been attracting international students for a few years.
There are several higher education programs for students, such as bachelor's, master's,
doctoral, associate's degree, and professional courses. Also, there are branches of many
international universities in the UAE. All of these education systems offer great opportunities
for international students who want to pursue a career in their chosen field and are looking for
some of the best education systems in the world. If you want to study abroad, you can visit
the Meridean Overseas website and find attractive courses in some of these countries.

The Tema platform breaks down boundaries and gives you the opportunity to gain
international knowledge no matter where you are. And the availability of prices allows you to
choose a tutor of any qualification and direction.

Mentors will help you learn a language, improve humanitarian and technical subjects
in any language. Go to the "Tutors" section, book a lesson, and start studying the subject.
This is convenient, since everything you need is on the platform.