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Aligned to enrich higher education curricula through High-Impact Educational Practices (HIEPs), Service Learning Malaysia (SULAM) is an experientially-based credit course where students actively lead and participate in service-oriented learning to address community needs. Serving as a dual-focused approach, SULAM is closely linked with the Sustainable Development Goals (SDGs) and further supports the concept of life-based learning across four categories: research-based SULAM, advocacy-based SULAM, indirect SULAM, and direct SULAM. Thus, this article delves into the theoretical underpinnings of SULAM in the context of life-based learning, as well as its policies and relationship with the SDGs. Having established the context, this study aims to assess the knowledge of the SDGs and service-learning methodologies among preservice teachers during their training. It then discusses practical instances based on research data gathered from a quantitative survey involving 549 preservice science teachers who had completed SULAM courses. The findings showed that the preservice teachers exhibited high levels of knowledge of SDGs and service-learning methodologies, indicating a positive shift likely influenced by their initial exposure to these concepts. By recognising the role of service-learning in fostering critical engagement with the SDGs, this study sets the baseline for teacher preparatory courses to address community needs and real-world challenges.

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Preparing Science Teachers for Workplace Dynamics Through Life-Based Learning: A Model Discussion on Service Learning Strategies in Malaysia

  • 章节

  • 发表日期：

    2026年

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  • Zainun Mustafa,
  • Intan Syahida Zulkifli,
  • Mansour Amini,
  • Mohammad Nurul Alam

摘要

Aligned to enrich higher education curricula through High-Impact Educational Practices (HIEPs), Service Learning Malaysia (SULAM) is an experientially-based credit course where students actively lead and participate in service-oriented learning to address community needs. Serving as a dual-focused approach, SULAM is closely linked with the Sustainable Development Goals (SDGs) and further supports the concept of life-based learning across four categories: research-based SULAM, advocacy-based SULAM, indirect SULAM, and direct SULAM. Thus, this article delves into the theoretical underpinnings of SULAM in the context of life-based learning, as well as its policies and relationship with the SDGs. Having established the context, this study aims to assess the knowledge of the SDGs and service-learning methodologies among preservice teachers during their training. It then discusses practical instances based on research data gathered from a quantitative survey involving 549 preservice science teachers who had completed SULAM courses. The findings showed that the preservice teachers exhibited high levels of knowledge of SDGs and service-learning methodologies, indicating a positive shift likely influenced by their initial exposure to these concepts. By recognising the role of service-learning in fostering critical engagement with the SDGs, this study sets the baseline for teacher preparatory courses to address community needs and real-world challenges.