As in most government agencies, the Education Ministry’s planning and development strategy is reactive rather than proactive – and usually in a knee-jerk manner for short-term solutions that address symptoms rather than causes.
This is exemplified by the ministry’s recent proposal to include a subject on character development following the tragic stabbing of a 16-year-old girl by a 14-year-old at a secondary school in Bandar Utama, Petaling Jaya, Selangor.
The education minister announced that this subject will be implemented in the 2027 school curriculum to instil ethical and moral values among students. The authorities concluded that such criminal acts stem from a lack of moral and character development in the current school curriculum – hence the need for a new subject.
Nothing could be worse than this simplistic, off-the-cuff assessment and decision, thinking that a 60-minute weekly class could instil noble character traits in students. Such a proposal would further burden both teachers and students who already have to cope with an extensive list of core subjects.
Character development is a complex matrix involving multiple stimuli, influences, and exposures – and the school is just one of them.
The school, undoubtedly, plays an important role in character building, but not merely through academic subjects. Character development in schools requires experiential learning that could be achieved through extracurricular activities such as sports, creative programmes, and volunteerism, including scouting and the St John Ambulance Brigade.
However, these activities, unlike before, are no longer given the emphasis and recognition they deserve. Schools are more focused on academic achievements, particularly on how many students score As in every subject.
Extracurricular activities contribute far more to social interaction and character development than merely listening to a teacher lecture about good character. Sporting activities promote teamwork, discipline, and a positive attitude in facing challenges. Creative activities such as dance, music, and drama cultivate coordination, confidence, and collaboration. Scouting, meanwhile, instils volunteerism, community spirit, and shared values among participants.
These activities nurture good character traits and values that benefit both the individual and society.
Equally important is the family unit, which serves as the foundation for moral and ethical values and respect for parents, elders, and teachers. The home environment plays a crucial role in shaping character, with parents serving as role models. However, financial and family challenges can hinder this process.
A family’s social and economic background affects the values imparted to children. Unlike those from M40 and T20 households, students from B40 families often face significant daily struggles. For many, parental guidance is minimal as parents must work long hours to put food on the table and meet essential needs.
In such cases, the community must play its part. Mosques, churches, and temples can have a major influence in shaping the character of young adherents.
Within the Muslim community, mosques should function not only as places of worship but also as community and welfare centres that serve the needy, regardless of race or religion, within their vicinity. Unfortunately, many mosques today have been reduced to mere prayer halls, with donations often banked rather than used to aid the ummah.
Equally vital is the neighbourhood social ecosystem, which can foster cooperation, coexistence, and understanding. Community organisations can engage youths in creative, volunteer, and sporting activities that contribute positively to their growth.
Peer groups, both inside and outside school, also play a key role. Students often identify with the values shared by their peers. However, when certain groups challenge moral and ethical norms, they can foster rebellion that undermines the values taught by schools and families. Parents and teachers must therefore be vigilant about the company their children and students keep.
Today, the digital and AI-driven world has an even greater impact on the minds of students and youths. The internet – through computers and smartphones – has become their window to both real and illusory worlds, exposing them to violence, sex, and distorted cultural values that influence their perceptions and attitudes. Many live in the digital space where the metaverse blurs the line between reality and illusion.
This is the bane of digital and AI technology that shapes impressionable young minds – though it cannot be denied that such technologies also bring significant benefits.
The way to counter these negative influences and foster positive character traits is through strong moral and ethical grounding, complemented by experiential learning. This must be achieved without dogmatism, supported by a robust guidance and monitoring system involving families, schools, peer groups, and communities – allowing youths to explore life meaningfully while developing into responsible and compassionate individuals.
