18/05/2026

MONDAY | MAY 18, 2026

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COMMENT by Ahmad Ashaari Alias

Living together yet thinking apart M ALAYSIA has long taken pride in its multicultural identity and increasingly multigenerational society. people with similar experiences and communication styles. Over time, this tendency can unintentionally create invisible social boundaries. less attention. Unity is frequently presented as a concept to be memorised rather than a skill to be practised. Students may learn definitions of diversity in classrooms but receive limited opportunities to develop meaningful collaboration across

to bridge differences rather than merely acknowledge them. In education, this could involve embedding intercultural and intergenerational collaboration into learning activities rather than relying solely on theoretical civic modules. In workplaces, structured mentorship should move in both directions – allowing senior employees to share institutional knowledge while younger employees contribute digital expertise and fresh perspectives. Most importantly, we need to rethink how we define unity. Unity does not mean uniformity. It is not about everyone thinking, behaving or communicating in the same way. Rather, it is about creating a shared environment where differences are understood, respected and leveraged for collective progress. Malaysia’s multicultural and multigenerational reality is not a problem waiting to be solved but a complexity requiring thoughtful management. Whether we succeed depends not on how frequently we speak about harmony but on how intentionally we practise it in our daily interactions. The question is no longer whether diversity exists – it clearly does. The more important question is whether we are willing to move beyond simply living alongside one another and start genuinely growing together. Ahmad Ashaari Alias is a lecturer at the Centre for Languages and Pre-University Academic Development, International Islamic University Malaysia. Comments: letters@thesundaily.com

The multigenerational challenge is equally significant. Today’s workplaces bring together employees from vastly different eras and experiences. Baby Boomers and Gen X employees may place greater value on hierarchy, loyalty and structured communication while Millennials and Gen Z often prioritise flexibility, work-life balance, purpose driven careers and digital fluency. Problems emerge when these differences are reduced to stereotypes. Younger employees are often labelled as entitled or impatient while older employees may be perceived as resistant to change. Such assumptions oversimplify reality and ignore the fact that different generations were shaped by different economic conditions, technologies and social expectations. These misunderstandings are increasingly visible in workplaces and educational settings. A younger employee requesting flexible work arrangements may be viewed as lacking commitment while an experienced employee struggling with rapid digital transitions may be unfairly perceived as outdated. The issue is not necessarily competence or attitude. Often, it is a failure to understand different expectations and communication styles. Our education system and institutions have not fully adapted to this growing complexity. While students are taught concepts of unity and tolerance, practical intercultural and intergenerational skills often receive far

IN conjunction with Teachers’ Day celebration this year, themed “ Guru Bitara, Nadi Negara ” (Teacher Champions, the Nation’s Pulse), Institut Masa Depan Malaysia (Masa) extends its appreciation and heartfelt gratitude to all educators across the country for their immeasurable dedication, iron commitment and selfless sacrifices to forge the soul of Malaysia’s future. This year’s theme is more than a symbolic expression. It represents a profound recognition of teachers as the driving force behind national development and societal progress. The role of teachers as catalysts for change and agents of social transformation requires continuous support from all stakeholders. To sustain and amplify their monumental impact, unwavering and comprehensive support must flow from every corner of the society – the Education Ministry, policymakers, educational institutions and every citizen – who cherishes Malaysia’s growth and future. In the era of the Fourth Industrial Revolution and the transition towards a digital economy and artificial intelligence, our national education From classrooms and lecture halls to workplaces and public institutions, we often hear slogans celebrating diversity, inclusivity and harmony. Yet, beneath these well-meaning narratives lies a more complex question: Are we truly managing multicultural and multigenerational integration effectively or are we merely coexisting in parallel worlds? On paper, Malaysia’s diversity is a strength. We are home to a rich blend of ethnicities, languages and religions, alongside a workforce that now spans up to five generations – from Baby Boomers nearing retirement to Gen Z entering the labour market. This combination should – in theory – produce innovation, resilience and stronger social understanding. Different experiences and perspectives should complement one another. However, in practice this diversity often reveals friction, misunderstanding and silent fragmentation. In many multicultural settings, what we frequently observe is “surface harmony”, where tolerance exists but meaningful engagement remains limited. Malaysians generally interact comfortably across cultures in formal settings such as schools, universities and workplaces. However, friendships, social circles and even online communities often remain segmented by ethnicity, language or familiarity. This separation is not necessarily driven by hostility. More often, it is shaped by familiarity bias, where individuals naturally gravitate towards

“Diversity alone does not automatically create understanding. Systems must be intentionally designed to bridge differences rather than merely acknowledge them.

different social, cultural or generational backgrounds. As a result, we may be producing individuals who are globally connected online but increasingly fragmented offline. Young people today can communicate instantly with people around the world through technology, yet meaningful interaction within their own communities may remain limited. Digital connectivity does not automatically translate into social understanding. Workplaces also face similar challenges. Many organisations continue to adopt one-size-fits-all policies despite managing employees with vastly different expectations and working styles. Leadership approaches that were highly effective decades ago may no longer resonate with younger employees who expect dialogue, feedback and recognition. At the same time, rapid shifts towards digitalisation can unintentionally alienate older employees who may require more structured support during transitions. So, are we doing it right? The answer is perhaps uncomfortable: partially – but not sufficiently. Moving forward requires shifting from passive diversity to active inclusion. Diversity alone does not automatically create understanding. Systems must be intentionally designed

Teachers should be appreciated for their unwavering service, sacrifices and dedication in nurturing the champions and visionaries of tomorrow. – MASRY CHE ANI/THESUN

LETTERS letters@thesundaily.com

Teachers: The mentors that shape a nation

system faces an urgent need to adapt rapidly to technological advancements and evolving global market demands. Today’s teachers are expected to be more than traditional educators. They must possess technological proficiency, understand the dynamics of digital learning and be capable of fearlessly integrating cutting-edge innovation into their teaching. A key challenge lies in ensuring that the emphasis on future-ready skills does not come at the expense of foundational education, including literacy, numeracy and values-based learning. There is a real risk that the future ready agenda may become overly rhetorical if foundational learning disparities, particularly between urban and rural communities, are not addressed systematically. The Malaysia Education Blueprint 2026–2035, launched by the Education Ministry in January, positions teachers as the primary drivers of national education transformation. But bold positioning alone is woefully insufficient. The policy must go beyond cosmetic

recognition for their contributions. Masa wishes all educators a meaningful and inspiring Teachers’ Day. Thank you for your unwavering service, sacrifices and dedication in nurturing the champions and visionaries of tomorrow. You are not only teachers; you are the unshakeable backbone, the blazing torch and heartbeat of national development. Azril Mohd Amin Chief Executive Officer Masa

mental well-being must be placed at the forefront of the ministry’s agenda as educators who are emotionally, mentally and physically resilient are better equipped to fulfil their responsibilities effectively. Masa urges the Education Ministry to undertake more proactive and systematic measures to strengthen the dignity and standing of the teaching profession through improved access to modern educational infrastructure and technology, continuous competency development opportunities and appropriate

improvements to deliver real, structural change. Long-standing structural issues such as excessive non-academic workloads, assessment pressures and limited opportunities for continuous professional development must be resolved. Teachers’ well-being remains a national priority. Findings by the National Union of the Teaching Profession indicate that mental health concerns among teachers demand sustained and urgent attention. As such, work-life balance and