UTAR–NPTU collaborations advance the SDGs

In June 2025, UTAR strengthened its global partnerships by hosting two delegations from National Pingtung University (NPTU) for inbound mobility programmes that reflected the spirit of University Social Responsibility (USR) and advanced the United Nations Sustainable Development Goals (SDGs). 

Held from 7 to 16 June 2025, the first programme provided NPTU students with a meaningful opportunity to experience Malaysia through a blend of academic, cultural, and community-based activities. Participants conducted STEAM Project-Based Learning (PBL) sessions at Chinese primary schools in Malaysian Chinese New Villages, working alongside local teachers and students. The programme also included cultural visits to villages, museums, and places of worship, with active participation from UTAR students who collaborated with their NPTU peers in delivering STEAM projects. 

Beyond knowledge-sharing, these activities equipped participants with essential soft skills for the future. Cross-cultural exchanges strengthened communication and language abilities, while applying STEAM concepts in real classrooms enhanced critical and analytical thinking. Collaboration with peers and teachers fostered teamwork, while adapting to diverse environments nurtured cultural intelligence and flexibility. The experience demonstrated how education drives sustainable communities, aligning with SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), and SDG 17 (Partnerships for the Goals). 

The programme also inspired young learners to embrace STEAM learning in fun and interactive ways, sparking curiosity in science, technology, engineering, arts, and mathematics. Around 150 students from SJKC Balakong and SJKC Kg Baru Semenyih participated enthusiastically, reflecting the vision of 「鄉村教育行腳」, an extension of the USR project Suzaku Pioneer: The Tri-Teacher Collaborative Learning Programme for Rural Pingtung Schools.

Through these engagements, the students were able to develop cultural intelligence, leadership, and adaptability while working closely with the community. These experiences embodied the spirit of shared responsibility in advancing sustainable education and community development.

The second programme, conducted from 16 to 23 June 2025, expanded the collaboration to focus on inclusivity and social empowerment. At Dual Blessing (双福升维), a centre supporting persons with disabilities, participants engaged in projects aimed at fostering integration and wellbeing. The immersive experience cultivated empathy and emotional intelligence as students listened to personal stories and interacted meaningfully with the community. Activities were designed to provide persons with disabilities with practical knowledge and wellness skills, while also strengthening their social connections.

Through designing lesson plans, leading discussions, and refining project activities, students enhanced their problem-solving, innovation, and leadership skills. Their contributions also reinforced the importance of moral and professional ethics, reminding participants that inclusivity, respect, and responsibility are essential for social progress. Collectively, these efforts advanced SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities).

Under the theme “让生命不同凡响” (Making the Disadvantaged Life Different), UTAR students also honed their competencies during the preparatory stages of the programme. By integrating diverse skills and perspectives, they gained valuable insights into implementing effective community engagement initiatives. This international collaboration broadened possibilities for innovative service-learning while laying the groundwork for expanding such programmes to more communities in Malaysia.

Since 2023, UTAR and NPTU have conducted in-depth field studies to identify community needs. In 2024, the partnership translated these insights into pilot projects supported by online expert lectures and group discussions. Upon arriving in Malaysia, participants carried out site assessments, presented proposals, and refined their ideas based on community feedback and realities. This year’s programme built on that foundation, with one project personally led by NPTU President Prof Chen Yung-Sen, the overall programme leader—a testament to NPTU’s strong commitment to the initiative.

Together, these two programmes demonstrated how USR can generate lasting impact when education, community, and culture intersect. More than just student exchanges, they fostered sustainability awareness while cultivating soft skills — proving that learning in real-world contexts not only deepens academic knowledge but also prepares students to thrive in a complex and interconnected world. The initiative has also been recognized as a co-curriculum subject and documented under the UTAR CARE Programme. 

Looking ahead, UTAR and NPTU aim to expand these efforts as part of a long-term USR strategy. By continuously integrating academic expertise with real-world challenges, both institutions are committed to nurturing a new generation of socially responsible leaders who embody empathy, inclusivity, and sustainability. These collaborations affirm that when knowledge meets compassion, education becomes a powerful force for meaningful change.