Sri Bestari Private School in Kuala Lumpur recently hosted the Global South Key AI Teachers' Training Programme from August 26 to 28. The initiative, organised in collaboration with the UNESCO International Science, Technology and Innovation Centre for South-South Cooperation (ISTIC), the Academy of Engineering and Technology of the Developing World (AETDEW), and Sri Bestari itself, brought together educators primarily from Bangladesh, Pakistan, the Philippines, Thailand, Indonesia, and Malaysia. The training also featured speakers from China and Pakistan, alongside local Malaysian trainers.
The programme aimed to provide teachers with a comprehensive overview of how artificial intelligence (AI) education is approached and implemented in different regions, offering participants valuable insights from diverse international perspectives. It highlighted educational methodologies from China and Pakistan while encouraging dialogue among educators representing various countries within the Global South.
At Sri Bestari, AI education is delivered through a balanced curriculum that focuses on both technical understanding and practical application. The school emphasises foundational knowledge of AI development, including core concepts such as coding, machine learning, and relevant mathematical principles like matrices and calculus. Complementing this, Sri Bestari maintains a strong commitment to STEM education, incorporating hands-on experience with sensors, programming languages, electronics, robotics, and drone technologies. This integrated approach aims to prepare students for both developing AI technologies and utilising them effectively in various fields.
School principal Dr Steven Baptist noted that the school recognises two potential paths for students: some may pursue the technical creation of AI systems, while others may focus on implementation and usage. “Either way, the journey begins at school,” he said, expressing optimism about Malaysia’s growing capabilities in narrowing the educational gap with countries such as China.
The training programme also garnered attention from high-level education officials, including Fadziaton Zainudin, deputy director of the Education Ministry’s educational resources and technology division, and Dr Wan Raisuha Wan Ali, deputy director of the educational planning and research division. Their participation, along with attendance by AETDEW fellows from various countries—both in person and online—underscored the increasing importance attributed to AI literacy in education.
Shortly after the training, a delegation of teachers and students from Sri Bestari travelled to Chengdu, China, for a STEM-AI Study Tour. The visit included schools in Sichuan province and Chengdu, providing participants with direct exposure to Chinese practices in AI and STEM education. The experience left a significant impression on the group, with many highlighting the benefits of observing different teaching systems and methodologies firsthand.
Sri Bestari expressed an interest in adapting and integrating some of these international practices into their own educational framework, signalling a continued commitment to advancing AI and STEM learning opportunities for students in Malaysia.