06/07/2025

ON SUNDAY JULY 6, 2025 theSunday Special XII E DUCATION is one of the hottest topics to be discussed and in Malaysia, the traditional educational model often falls short in preparing graduates for real-world challenges. The good news is that we are seeing consistent progress towards practical learning.

Practical learning as a catalyst for sustainable innovation​ BY DAYANA SOBRI

Practical learning, also known as expe riential learning or applied learning, refers to educational methods that go beyond classroom theory by engaging students in real-world tasks, hands-on projects, simulations and workplace experiences. These approaches are designed to develop subject matter knowledge and essential soft skills like communication, critical thinking, teamwork and adaptability. This form of learning includes: • Project-Based Learning (PBL): Solving real or simulated problems over a period of time. • Simulation-Based Learning: Using digital tools to model systems or pro cesses. • Industry Collaborations: Involving internships, industrial visits or live case studies. • Laboratory Work and Field Studies: Applying classroom theories in practi cal environments. A 2023 Graduate Tracer Study by Malaysia’s Ministry of Higher Education revealed that only 85.5% of Malaysian graduates were employed within six months of graduation, highlighting a persistent employability gap. Employers often cite a lack of practical experience and soft skills as key reasons graduates struggle to adapt to workplace demands. Moreover, the World Bank’s 2021 Malaysia Economic Monitor emphasises that “Malaysia must invest in education systems that deliver not only cognitive skills but also socio-emotional and technical competencies,” especially as the country transitions towards a high income economy. Dr Sharizal Ahmad Sobri, a senior lecturer at Nottingham Trent University’s (NTU) Department of Engineering, sheds light on the importance of integrating practical learning to bridge this gap.​

Sharizal

How does your teaching approach address these needs? We foster collaboration, critical thinking and adaptability by adopting method ologies like PBL and simulation-based learning. Students engage with diverse, multidisciplinary teams, mirroring the collaborative nature of real-world problem-solving. For example, NTU’s MSc students work on group projects analysing case studies, designing innova tive solutions and presenting findings to industry professionals.​ What is your vision for the future of education? Education must undergo a fundamen tal transformation to meet evolving demands. Institutions can bridge the gap between theory and practice by embracing pedagogical approaches like PBL, advanced simulation tools and sustainability-focused curricula. These reforms improve educational outcomes and equip graduates to thrive in a world of constant change.​ Any final thoughts on the role of education in sustainable innovation? Education is at a crossroads. The tra ditional model, rooted in lectures and exams, is no longer sufficient. By adopting innovative teaching methodologies and prioritising sustainability and technology, educational institutions can ensure that graduates are job-ready and capable of driving meaningful change. The question is no longer whether education should evolve; it’s how quickly we can implement these changes to keep pace with future demands.​ Sharizal’s insights highlight the critical need for educational reform, emphasising practical learning as a catalyst for sustain able innovation. By aligning curriculum with real-world applications, institutions can prepare graduates to lead and inno vate in an ever-changing global landscape.

What inspired your focus on practical learning? During my tenure at Universiti Malaysia Kelantan (UMK), I noticed that while my engineering students excelled in theo retical knowledge, they struggled to apply concepts like Life Cycle Assessment (LCA) in real-world scenarios. This observation led me to adopt a PBL approach, allowing students to engage directly with sustain ability concepts, such as the circular economy and carbon footprint analysis.​ How has this approach been implemented? I’ve integrated advanced simulation tools like FlexSim at NTU into the MSc Engineering Management programme. This enables students to model and op timise systems, focusing on efficiency and sustainability. For instance, they’ve simulated supply chain networks to iden tify innovative ways to reduce costs and environmental impacts.​ What evidence supports the effectiveness of experiential learning in driving innovation? Research indicates that students engaged in PBL are significantly more likely to develop innovative solutions than those in traditional learning environments. Additionally, reports emphasise the need for practical skills in digital tools and sus tainability as key drivers of organisational innovation.​ Beyond immediate job readiness, how does practical learning empower graduates? Practical learning equips students to lead transformational change across organisa tions and industries. Graduates can drive

digital transformation and operational efficiency advancements by integrating emerging technologies and sustainability into their strategies.​ How central is sustainability in your teaching methodology? Sustainability is integral. At UMK, I introduced openLCA software, enabling students to analyse environmental impacts in manufacturing processes comprehensively. This hands-on ap proach fostered a deeper understanding of circular economy principles. At NTU, students use tools like FlexSim to model zero-waste manufacturing systems, dem onstrating how sustainability can drive operational innovation.​ Can you share an example of student success stemming from this approach? One of my students published a paper titled “Life Cycle Assessment (LCA) of Particleboard: Investigation of the Envi ronmental Parameters” in Polymers. This achievement resulted from integrating openLCA software and PBL into the cur riculum, providing practical experience in conducting innovative research on sustainable materials.​ What skills do you believe are essential for the future workforce? The future workforce requires a blend of technical knowledge, practical skills and an innovative mindset. Skills such as analytical thinking, creativity and complex problem-solving are in high demand. Environmental literacy and technological fluency are also crucial in shaping the next generation of leaders, especially in engineering.

Research indicates that students engaged in PBL are significantly more likely to develop innovative solutions than those in traditional learning environments.”