Research context
In Malaysia, a significant gap in climate change awareness is apparent, particularly among children (Sahani et al., 2022). A recent report on the impacts of climate change on children in Malaysia emphasises that the majority of the children, particularly the ones who live in suburban and rural areas, had never heard the term ‘climate change’ and were unaware of its implications (see UNICEF, 2021).
This deficit stems from multiple factors, including the structure of the educational curriculum, societal dialogue, and media narratives (Monroe et al., 2019). Research indicates that the current educational framework neither adequately highlights the pressing nature of climate change issues nor effectively engages students in comprehending the ramifications of climate change both on local and global scales (Karpudewan et al., 2015).
Additionally, the rich vein of traditional ecological knowledge, embodied within indigenous communities, remains under-utilised and underappreciated in the school curricula (McCarter & Gavin, 2011). This oversight signifies a lost opportunity to cultivate a more holistic and locally grounded understanding of environmental stewardship among children.
Traditional ecological knowledge encompasses invaluable insights derived from centuries of harmonious interactions with local ecosystems (Man & Halim, 2022). However, the prevailing educational framework in Malaysia seems to favour a more Western-centric approach to environmental education, often marginalising indigenous perspectives and practices (Mat Noor, 2022).
Research sites
Central to the project is the active involvement of the three main indigenous ethnic groups residing in the rainforest areas of Peninsular Malaysia in Johor, Kelantan, Pahang, and Perak: the Senoi, Proto-Malay, and Negrito, respectively. These are among the oldest indigenous ethnic groups in Malaysia, and their situated knowledge within the states of Johor, Kelantan, Pahang, and Perak states of Malaysia, will offer the primary research sites for the study.
These sites offer a rich tapestry of indigenous knowledge and practices, deeply interwoven with the natural environment. Each site is a living reservoir of ecological wisdom and traditional practices that have been preserved across generations (Ho et al., 2022). These communities’ symbiotic relationships with their environments have fostered a wealth of practical strategies for sustainable living and natural resource management. The majority continue to practise their traditional cultures and live sustainably.
Our aim is not only to work with these communities, but also with the local organisations, teachers and schools that the indigenous children attend. In collaboration with the Department of Orang Asli Development (JAKOA) – the government department responsible for managing the affairs of indigenous people in Malaysia – we have agreed on the most suitable and advisable research sites (villages) for the three main indigenous communities. JAKOA has helped us locate relevant schools, and 12 schools have willingly agreed to participate in the project (three-six in each community/state).
All the research sites are located between 350 and 400 kilometres from Universiti Kebangsaan Malaysia. Preliminary discussions and engagements with our advisor indicate that the teachers who work in indigenous areas are not locals and rarely engage with the local communities. This strengthens our hypothesis, derived from the literature, that teachers who usually come from outside the community rarely incorporate local knowledge into their teaching.