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<p>The study explores how Malaysian higher education institutions incorporate the principles of the circular economy, SDG 12, and Society 5.0. A qualitative research design was used. Eleven in-depth interviews were conducted with faculty and administrators directly involved in sustainability initiatives. Findings suggest i that HEIs are increasingly incorporating concepts such as resource efficiency, waste reduction, and life-cycle thinking into selected courses and campus practices, although at an uneven rate. Key barriers include limited funding, outdated infrastructure, low awareness, and resistance to interdisciplinary teaching. Enablers include strong leadership commitment, external partnerships with industry and government, active student engagement, and growing f interest in experiential learning models like living labs. The study highlights the perceived role of Society 5.0 technologies, in particular, artificial intelligence, the Internet of Things, and data analytics, in enhancing CE education through real-time monitoring of waste and energy systems, interactive simulations, and strengthened decision-making in sustainability projects. The findings are exploratory and reflect the perspectives of sustainability-engaged participants. The study contributes a context-specific understanding of how CE and SDG 12 are being incorporated unevenly within Malaysian HEIs and how Society 5.0-related technologies are perceived as supporting CE education, while outlining implications for curriculum integration, campus-based learning, and future research.</p>

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From Awareness To Action: Reimagining Circular Economy Learning in Malaysian Higher Education

  • 期刊论文

  • 发表日期：

    2026年3月2日

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  • Sharareh Shahidi Hamedani,
  • Sarfraz Aslam,
  • Shafi Mohamad,
  • Shaheen Mansori,
  • Shervin Shahidi Hamedani

摘要

The study explores how Malaysian higher education institutions incorporate the principles of the circular economy, SDG 12, and Society 5.0. A qualitative research design was used. Eleven in-depth interviews were conducted with faculty and administrators directly involved in sustainability initiatives. Findings suggest i that HEIs are increasingly incorporating concepts such as resource efficiency, waste reduction, and life-cycle thinking into selected courses and campus practices, although at an uneven rate. Key barriers include limited funding, outdated infrastructure, low awareness, and resistance to interdisciplinary teaching. Enablers include strong leadership commitment, external partnerships with industry and government, active student engagement, and growing f interest in experiential learning models like living labs. The study highlights the perceived role of Society 5.0 technologies, in particular, artificial intelligence, the Internet of Things, and data analytics, in enhancing CE education through real-time monitoring of waste and energy systems, interactive simulations, and strengthened decision-making in sustainability projects. The findings are exploratory and reflect the perspectives of sustainability-engaged participants. The study contributes a context-specific understanding of how CE and SDG 12 are being incorporated unevenly within Malaysian HEIs and how Society 5.0-related technologies are perceived as supporting CE education, while outlining implications for curriculum integration, campus-based learning, and future research.