Bridging generations: Harnessing traditional ecological knowledge (TEK) for climate change education in Malaysia

Introduction

The urgency of addressing climate change in Malaysia is becoming increasingly apparent as the country faces unpredictable weather patterns, rising temperatures, and rising sea levels. Over the last few decades, Malaysia’s climate has shown increased variability with more frequent and intense weather events. The alternation of rainfall levels has brought droughts in some parts and flooding in others, disrupting local ecosystems and human settlements (Sahani et al., 2022). A report by the World Bank and Asian Development Bank (2021) shows that from 1970 to 2013, Peninsular Malaysia, Sabah, and Sarawak recorded a rise in surface mean temperature from 0.14°C to 0.25°C per decade. During this same period, surface maximum temperatures rose from 0.17°C to 0.22°C, while surface minimum temperatures increased from 0.2°C to 0.32°C per decade. These data have implications with particular regards to the higher possible frequency and intensity of heatwaves due to global warming. These environmental changes threaten different sectors, including agriculture, fisheries, and public health. Thus, there is an urgent need for effective strategies to mitigate these effects and adapt to the changing climate (The World Bank Group and Asian Development Bank, 2021).

Education plays a crucial role in building climate resilience by equipping learners with the necessary knowledge and skills for understanding and responding to climate change challenges (Feinstein & Mach, 2020). Nevertheless, climate change and its corresponding topics are not extensively covered in Malaysia’s primary and secondary school curricula (Karim et al., 2022). The coverage of climate change issues is limited to Biology, and this only touches the surface of the topic. Furthermore, local issues related to climate change are not explored in curricula, resulting in limited understanding and knowledge of its causes, impacts, and potential mitigation and adaptation strategies involving students and teachers (Aziz & Abdullah, 2024).

The value of traditional ecological knowledge

One approach that has potential for enabling a richer and more contextual climate change education in Malaysia is traditional ecological knowledge. Traditional ecological knowledge represents knowledge accumulated by indigenous and local communities based on centuries of interaction with their environment (Berkes, 2000). Such a form of knowledge provides invaluable insights into sustainable living.

Traditional ecological knowledge could play a significant role in climate change education, as sustainability and coexistence with nature are its cornerstones. Traditional ecological knowledge has the potential to support modern scientific understanding by providing context-based applications of ecological principles, thereby allowing learners to holistically consider environmental issues and combine modern science and traditional wisdom as they propose solutions for climate change concerns (Kimmerer, 2012).

Traditional ecological knowledge embodies a strong respect for and deep understanding of the natural world, developed over generations of cultural history via traditional practices and experiential evidence embedded in cultural narratives (Berkes, 2000). The trends contained in this body of knowledge are essential to the principles of sustainable natural resource management, biodiversity conservation, and strategies for achieving resilience against dynamic ecosystem threats around the world. Unlike the concepts found in conventional scientific education, which are abstract and often theoretically framed, traditional ecological knowledge is firmly rooted in real, lived human experiences – concrete experiences that resonate with people’s daily lives (Hamlin, 2013). Such knowledge is thus much more accessible and absorbing for learners of all backgrounds. Various ethnic groups in Malaysia exemplify great rigour through their everyday agricultural and environmental practices, which have been adapted and enhanced over centuries. Indigenous peoples’ exploration of traditional ecological knowledge in sustainable agriculture include crop rotation and intercropping. These approaches have proven effective in prolonging soil fertility while curbing dependence on potentially environmentally dangerous chemical fertilisers (Molnár & Babai, 2021). The practice of traditional irrigation is another example of how traditional ecological knowledge translates into real-life scenarios, providing a vital means to conserve and sustainably use critical natural resources.

Intergenerational traditional ecological knowledge in climate adaptation

There are a few case studies in Malaysia where indigenous communities demonstrate beneficial relations with traditional ecological knowledge on climate adaptation. An example is the Kadazandusun community in Sabah, which uses traditional forest management practices that promote biodiversity and soil conservation (Sintian, 2022). They have established a resilient ecosystem capable of withstanding climatic fluctuations through a combination of indigenous tree planting and forest-friendly agricultural methods.

Traditional ecological knowledge is a living tradition. Elders of the Malaysian communities transmit their ecological knowledge to younger generations through stories and practical demonstrations. Among other lessons, the Orang Asli community teaches youths about seasonal patterns of flowering and fruiting, providing critical knowledge about climate variability and its effects. However, the intergenerational transmission of traditional ecological knowledge is increasingly being neglected, as the older generation is no longer passing it down to the younger generation (Gruberg et al., 2022). This issue arises due to the lack of emphasis on traditional ecological knowledge and climate change in contemporary education systems (McCarter & Gavin, 2011) and the tendency among younger individuals to undervalue traditional practices, viewing them as outdated compared to contemporary technological advancements. Such perceptions contribute to the erosion of cultural heritage and the loss of valuable indigenous knowledge systems. Furthermore, the absence of structured documentation of traditional ecological knowledge further exacerbates the challenge of preserving this valuable knowledge (Berkes, 2018).

Intergenerational exchanges are essential to conserve traditional ecological knowledge and allow it to be reshaped to face modern challenges. Such practices involve youth in community projects and decision-making processes that equip them with relevant skills for the sustainable management of natural resources. These practices reflect the continued anticipation for dialogue between generations to ensure the resilience and adaptability of traditional ecological knowledge.

Connecting traditional ecological knowledge with education

Traditional ecological knowledge provides a unique and rich form of knowledge that can support evidence from modern environmental science. It does so by embodying contextually relevant case studies capable of bridging often substantial theoretical-practice divides in environmental policy and management. While contemporary scientific studies ride on systematic approaches and the rigorous accumulation of empirical work, traditional ecological knowledge embraces holistic and observation-based knowledge systems, gradually and carefully developed over generations through profound cultural experiences and intricate connections with nature (Souther et al., 2023). Traditional ecological knowledge and Western scientific approaches can complement one another, particularly in addressing sustainability challenges. Indigenous knowledge provides rich, localised, and culturally specific insights, while Western science offers a broader, more generalised perspective that extends beyond the local context (Bohensky & Maru, 2011).

The painstaking and thoughtful integration of various knowledge systems offers a far broader and more in-depth approach to understanding and addressing the many challenges posed by climate change (Reid, 2022). The infusion of traditional ecological knowledge into the education system in Malaysia possesses numerous worthwhile and transformative implications for students, educators, and the broader community. It offers students broader insights that are far more nuanced concerning the complex ecological processes and intricate human-environment interactions that form the basis of their world and vastly affect their daily lives. For instance, biodiversity lessons would be significantly enhanced by introducing a plethora of indigenous insights that outline the meaning and significance of local species and their function within a diverse range of ecosystems that inhabit the natural environment. This enriching and vibrant educational experience would foster increased scientific knowledge in students while simultaneously instilling a profound and rich respect for the multifaceted cultural heritage of Indigenous communities and the urgent need for biodiversity conservation (Reihana et al., 2021). The conscious integration of traditional ecological knowledge into education systems would produce custodial ideas of democracy and inclusiveness about the rich context in which environmental conservation exists. Nevertheless, such an integration into formal, informal, and nonformal curricula in Malaysia is currently limited.

Strategies for collaborative and culturally sensitive teaching

Teaching traditional ecological knowledge in the classroom demands a careful and respectful approach. Educators might start by integrating localised examples of traditional ecological knowledge into lesson plans, such as using indigenous water management techniques as case studies in sustainable hydrology lessons. Inviting elders into the classroom for guest lectures or organising field trips could provide students with direct exposure to relevant practices and wisdom, fostering a deeper appreciation for indigenous knowledge systems (Briggs, 2013).

Collaboration among educators, scientists, and local communities is imperative for successfully reconciling traditional ecological knowledge with modern education (Kagle & Baptiste, 2017). Teachers can work with community leaders to identify relevant traditional ecological knowledge that aligns with curriculum objectives, ensuring that the content taught is accurate and culturally sensitive. Such partnerships will enhance education by promoting cultural exchange and understanding.

Moreover, teachers’ professional development is essential for the effective incorporation of traditional ecological knowledge. Participating in culturally responsive teaching workshops can help educators learn how to teach this content competently and respectfully, instilling confidence and amplifying indigenous perspectives (Gay, 2018). A well-prepared teacher with adequate knowledge and tools can provide students with rich and diverse learning experiences.

Conclusion

The integration of traditional ecological knowledge into climate change education in Malaysia offers a promising future for creating environmentally conscious and resilient generations. By blending traditional ecological knowledge with contemporary scientific study, students will be led to appreciate the great importance linked to both knowledge systems and their application to real-world challenges. This will create a deeper sensibility about the interconnectedness of human and ecological systems and the importance of sustainable living.

The reasonable call now for educators and policymakers alike is that traditional ecological knowledge must be given preference for inclusion in educational policies and curricula with an unwavering resolve to utilise indigenous communities as resources of knowledge in the main body of education. This value attribution would set an example for Malaysia in incorporating traditional ecological knowledge into climate change curricula and building up the nation’s adaptive capacity.

In summary, by linking generations through traditional ecological knowledge in climate change education, we can preserve Malaysia’s cultural heritage while giving future generations the wisdom and skills to address pressing environmental challenges. A mixture of traditional ecological and modern scientific knowledge can be a rich rallying point for developing resilient and sustainable societies in the face of climate change.

References

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