Building Climate Leaders in Alor Gajah, Malaysia: A Path to Sustainability

The Problem

Climate change poses serious risks to Malaysia. Rising temperatures, unpredictable rainfall, flash floods, and coastal erosion are already impacting livelihoods, agriculture, and infrastructure. These environmental challenges are especially pressing in smaller districts like Alor Gajah, located in the state of Melaka. With limited resources and planning capacity, local authorities often struggle to prepare communities, especially young people, to understand and act on climate-related issues.

Many districts across Malaysia face educational gaps, particularly when it comes to climate change literacy. Students in areas like Alor Gajah have limited access to climate-related resources and up-to-date learning opportunities. This restricts their ability to understand how environmental issues affect their everyday lives and limits their role in shaping solutions. Without targeted interventions, these areas risk perpetuating a cycle where the next generation remains underprepared to face the climate crisis.

This gap became especially visible through surveys and studies showing the low level of climate awareness among young people. Despite their clear potential, students have few opportunities to engage with the science, technology, and leadership skills necessary to drive meaningful environmental change. Addressing this disparity requires robust educational initiatives and approaches responsive to the local context, culture, and needs of these communities.

The Opportunity

Recognizing this challenge, Universiti Kuala Lumpur, Malaysian Institute of Chemical and Bioengineering Technology (UniKL-MICET), initiated the “Youth Climate Leaders: Empowering High School Students Through Climate Change Literacy” program. This program was designed to equip students with the tools, knowledge, and confidence to become climate advocates and emerging leaders within their schools and communities.

The program was envisioned as a transformative opportunity. By introducing a structured curriculum focused on climate science, sustainable practices, and global citizenship, students could not only learn but also lead. While the program focused on Sustainable Development Goal 4 (quality education), it also advanced other key goals such as SDG 13 (climate action), SDG 11 (sustainable cities and communities), and SDG 17 (partnerships for the goals).

The initiative combined the values of the SDGs with Science, Technology, Engineering, and Mathematics (STEM) education to deliver a program that not only conveyed knowledge but also fostered leadership and problem-solving skills. Learning activities emphasized hands-on engagement and real-life application, helping students understand how their local environment is linked to global climate challenges.

This program applied the EPIC Model, which brings together universities and local governments to co-design responses to real-world challenges. This was one of the first EPIC Asia efforts in Malaysia, and it demonstrated how the model can be adapted to strengthen environmental education and youth engagement.

The Partnership

The success of this initiative depended on strong collaboration among key partners, including UniKL-MICET, the Alor Gajah Municipal Council, the Alor Gajah District Education Office, and two participating public secondary schools: Sekolah Menengah Kebangsaan Dato’ Haji Talib Karim (Dato’ Haji Talib Karim Public Secondary School) and Sekolah Menengah Kebangsaan Pulau Sebang (Pulau Sebang Public Secondary School). The student participants were all Form 6 students, enrolled in pre-university studies under Malaysia’s national education system.

The success of this initiative depended on strong collaboration among key partners, including UniKL-MICET, the Alor Gajah Municipal Council, the Alor Gajah District Education Office, and several local secondary schools. Strategic and financial support was provided by the U.S. National Science Foundation (NSF) through START International and EPIC Asia, a regional network that is part of the global EPIC-N.

UniKL-MICET led the program design, developed and delivered the educational content, and provided ongoing mentorship and evaluation. The Alor Gajah Municipal Council was a vital local partner, facilitating community participation and ensuring local relevance. The District Education Office helped integrate the program with national education priorities, maximizing the program’s reach and sustainability.

Together, this partnership strengthened the district’s ability to respond to climate challenges while investing in long-term leadership among youth.

The Result

Over two months, participating students engaged in workshops, hands-on activities, and a Climate Action Project that significantly improved their understanding of climate issues. Post-program surveys indicated a 70 percent increase in climate awareness, empowering students with foundational knowledge to engage meaningfully with environmental challenges.

In addition to learning new concepts, students strengthened their leadership and communication skills through group projects and public presentations. Their growth was evident during the closing seminar, where they presented creative and practical solutions to issues such as waste management and carbon footprint reduction. These projects inspired sustainable behaviors within their schools and generated momentum for continued climate engagement.

Looking Ahead

The success and enthusiasm generated by this initiative point to a strong case for expansion. Future versions of the Youth Climate Leaders program will incorporate more hands-on projects related to renewable energy, sustainable urban planning, and nature-based solutions. These new components will give students further opportunities to apply climate leadership in their communities.

The team is also exploring the development of a mentorship network, connecting students with environmental professionals, UniKL faculty, and previous participants to offer continued guidance and resource-sharing. This network would help sustain engagement beyond the program’s timeline and build a growing community of youth climate leaders in the region.

Expanding digital platforms will also play a key role, giving students access to learning materials, updates on climate actions, and a space to share their projects. Additional follow-up programs, such as advanced workshops or internships with local organizations, will help students deepen their knowledge and continue their leadership journey.

By applying the EPIC Model in Alor Gajah, this program demonstrated how a locally grounded, university-supported initiative can empower young people to become active agents in the climate transition. It is not only a model for Malaysia, but an inspiration for how EPIC Asia partners can build community-driven sustainability through education.

Partnership Contact Information

Section of Environmental Engineering Technology,
Universiti Kuala Lumpur-Malaysian Institute of Chemical and Bioengineering Technology
Dr. Nadia Razali

nadiarazali@unikl.edu.my

Written by: Jonathan Kroeze and Jenn Sauer
Edited by: Kay Phanthuwongpakdee