A NEW subject, Technology and Digital, will be introduced to primary school students nationwide starting in 2027.
The Education Ministry, in a recent Dewan Rakyat sitting, announced that the subject will focus on building learners’ foundations in artificial intelligence (AI).
The ministry added that the subject will carry through into secondary school, complementing related areas such as computer science, information and communications technology, and design and technology.
On top of this, school curriculums will also include the ‘Fasih Digital’ (digital literacy) programme, which has been identified as one of the seven core competency modules every student must master.
This move is, without doubt, a reflection of how deeply technology is shaping not only our future, but also our classrooms. It also reflects the Education Ministry’s commitment in ensuring students, across the nation, are given early exposures to AI.
The initiative is commendable, as AI is no longer just a futuristic concept but an integral part of our daily lives.
From the way we shop online, interact with customer service bots, consume news, or even navigate traffic, AI quietly powers much of our routines.
The decision to introduce AI in primary schools shows recognition that the future workforce cannot afford to be passive consumers of technology.
It is no exaggeration to say that equipping young learners with AI knowledge and skills early will provide them with competencies that are not only relevant today but also critical for tomorrow’s job market.
As industries – from healthcare to agriculture – rapidly embed AI into their operations, the demand for digitally literate workers will only continue to grow.
Starting early also offers psychological benefits, as children are naturally curious and adaptive. By learning AI concepts at an age when imagination runs wild, they are more likely to approach the technology with a sense of possibility rather than fear.
Learning these skills at an early age will undoubtedly nurture creativity and curiosity. It enables students to see AI not just as users, but as creators and innovators.
For instance, instead of merely playing with apps, children could learn how those apps are designed, how chatbots are trained, or how algorithms make decisions.
Experts often stress that introducing AI early helps to demystify the subject. Just as learning a second language becomes easier for children than for adults, learning the language of AI early will make it less intimidating as they grow.
By normalising AI from the start, students may develop a sense of ownership over technology, not intimidation.
This shift in mindset – from passive use to active creation – is crucial if Malaysia is serious about preparing a workforce capable of not only adopting AI but shaping it.
But, for all its promise, this initiative also raises bigger questions.
Are our schools truly ready to teach AI to children as young as seven? AI is not like teaching basic mathematics or spelling – it involves concepts that can be abstract and technical.
Without proper training, there is a risk that teachers may struggle to simplify AI for young learners, leading to rote memorisation instead of genuine understanding.
Are parents and teachers adequately prepared to guide children through such a leap? Parents play a critical role in reinforcing classroom learning at home.
But if many parents themselves are unfamiliar with AI, how can they confidently support their children?
Likewise, teachers must be given sufficient training, resources, and ongoing support to ensure they are not overwhelmed by yet another subject added to their already demanding workload.
And perhaps most crucially, will this new subject ignite genuine curiosity and innovation – or will it risk becoming just another textbook-driven, exam-oriented subject?
Malaysia’s education system has long been criticised for encouraging memorisation over critical thinking.
If AI education becomes reduced to definitions, diagrams, and test answers, then the entire purpose of introducing it at an early age will be defeated.
Bear in mind, if the ministry proceeds with this initiative, schools, students, teachers, and parents will have just over a year to prepare.
That timeline is not generous. Preparing for AI education is not merely about printing new textbooks – it involves teacher training, curriculum development, infrastructure upgrades (such as ensuring schools have sufficient devices and internet access), and parental engagement.
Consider rural schools, where even basic internet connectivity can be unreliable. How will they cope with a subject that requires exposure to digital tools and platforms?
If the implementation gap is too wide, students in rural areas risk being left behind, thus widening the digital divide that already exists.
That said, this initiative should not be viewed only through the lens of challenges. It also presents a rare opportunity to rethink how we teach.
AI cannot be learned meaningfully through rote exercises; it demands experimentation, creativity, and problem-solving.
Imagine if AI classes encouraged children to design simple projects – like creating chatbots that answer fun questions, or coding small programmes that recommend books based on preferences.
Such activities could spark joy in learning, nurture innovation, and instil problem-solving skills that are transferable to many areas of life.
Furthermore, by embedding AI into subjects like science, mathematics, or even art, students could see how technology intersects with different fields.
This multidisciplinary approach would not only make AI more relatable but also break down silos in how knowledge is delivered.
If the Education Ministry wants to be serious about this, preparation cannot be left until the last minute.
Teacher training must begin immediately. Collaboration with universities, tech companies, and educational NGOs could help create training modules that are practical and accessible.
Parents must also be engaged through awareness programmes, so they too can understand and support what their children are learning.
The ministry must also be mindful of balancing ambition with reality. Rolling out AI education across the board is commendable, but it must not come at the expense of further straining schools that already lack resources.
Ensuring equitable access should be the guiding principle.
The introduction of Technology and Digital, with AI at its heart, marks a bold step towards aligning Malaysia’s education system with the realities of the 21st century.
It is a recognition that the future will belong to those who can understand, navigate, and shape technology.
But bold steps require careful preparation. We must ensure that this initiative does not simply add another subject to the timetable but becomes a catalyst for nurturing creativity, innovation, and critical thinking.
Otherwise, the promise of teaching AI to seven-year-olds may risk becoming just another missed opportunity.
With just over a year before the rollout, the clock is ticking. The questions are: how prepared are we today, and will we be ready to rise to the challenge when the time comes?
The views expressed here are those of the writer and do not necessarily represent the views of Sarawak Tribune. The writer can be reached at drnagrace@gmail.com.
