Tag: STEM Outreach

Strengthening STEM Education Through Strategic Collaboration with PPD Maran – Roundtable Discussion

Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) STEM Lab today hosted a roundtable discussion with 38 teachers and education officers from schools under the Pejabat Pendidikan Daerah (PPD) Maran and Jabatan Pendidikan Negeri Pahang. The session served as an important platform to explore future collaborations aimed at strengthening STEM education and digital competency development among students in the district.

The discussion brought together educators, school leaders, and STEM practitioners to exchange ideas, identify current educational needs, and explore opportunities for impactful partnerships between UMPSA STEM Lab and schools in the Maran district. The session highlighted a shared commitment to preparing students for a rapidly evolving technological landscape while fostering creativity, innovation, and problem-solving skills.

Several potential collaboration areas were discussed, including the implementation of hands-on STEM programs such as Vibe Coding with Raspberry Pi, Vibe Coding with Arduino Robotics, Dashboard Design and Data Visualization, and Computational Thinking with Artificial Intelligence (AI). These programs are designed to provide students with authentic learning experiences that combine programming, engineering design, data analytics, and emerging technologies.

Challenges in Delivering Digital Making in School in Maran

A special segment of the roundtable focused on sharing evidence-based pedagogical practices developed and researched by the UMPSA STEM Lab. Participants were introduced to a series of research and outreach initiatives that have contributed to the advancement of STEM and engineering education. Among the highlighted works were studies on collaborative STEM outreach programs, game development-based learning for programming education, computational thinking through scaffolded game development activities, digital making skill development using the UMP STEM Cube, IoT-enabled precision agriculture using Raspberry Pi edge devices, and innovative approaches to engineering education. These research outcomes have been published in reputable international journals, including IEEE Transactions on Education, IEEE Potentials, European Journal of Educational Research, International Journal of Evaluation and Research in Education (IJERE), and the Journal of Mechatronics, Electrical Power, and Vehicular Technology.

To illustrate the importance of pedagogy in learning, participants engaged in an interactive activity involving visual communication and instructional scaffolding. In the first exercise, a participant was tasked with describing a house constructed from multiple geometric shapes without showing the image to the audience. Participants attempted to recreate the drawing based solely on verbal instructions, resulting in significant variations and inaccuracies. In the second exercise, participants were first shown the individual geometric shapes before another participant described a more complex image of a car constructed from similar shapes. The resulting drawings demonstrated a marked improvement in accuracy and consistency.

This activity served as a symbolic representation of the educational philosophy practiced by the UMPSA STEM Lab. Rather than immediately introducing complex technologies, the STEM Lab emphasizes structured learning pathways that progressively build learners’ understanding. Through tiered and scaffolded pedagogical approaches, students are first introduced to fundamental concepts before advancing to more sophisticated digital making activities. This methodology has been successfully applied across various STEM outreach programs involving programming, robotics, embedded systems, artificial intelligence, and engineering design.

The discussion also introduced the Lab’s emerging “Vibe Coding AI Structured Pedagogy” framework. While recent advancements in artificial intelligence have made coding more accessible, the framework emphasizes that effective learning requires more than simply generating code. Students must develop computational thinking, problem decomposition, design reasoning, and critical evaluation skills. The structured pedagogy combines AI-assisted development with carefully designed learning scaffolds to ensure that students remain active creators and problem solvers rather than passive users of technology.

A key focus of the discussion was the role of UMPSA STEM Lab in contributing not only technical expertise but also educational content, instructional modules, and tailored pedagogical approaches. Drawing upon its extensive experience in engineering education, the STEM Lab aims to support schools in implementing meaningful STEM learning experiences that are aligned with curriculum requirements while promoting higher-order thinking skills and real-world problem solving.

The collaboration also seeks to create sustainable pathways for teacher professional development, enabling educators to gain confidence in integrating digital technologies and engineering concepts into classroom teaching. Through carefully designed modules and project-based learning activities, students will be exposed to engineering thinking, computational problem solving, and innovative design practices from an early age.

UMPSA STEM Lab remains committed to supporting schools across Pahang in nurturing the next generation of innovators, engineers, and technology leaders. The roundtable discussion with PPD Maran marks an important first step towards establishing long-term partnerships that will enrich STEM education and empower both teachers and students to thrive in the digital era.

The STEM Lab looks forward to working closely with PPD Maran and its schools in transforming ideas discussed during the session into impactful educational programs that benefit learners throughout the district. Through collaboration, innovation, and research-informed educational practices, UMPSA STEM Lab continues its mission of making engineering and technology education accessible, engaging, and meaningful for all learners.

Arduino Programming 2026/2 – KV Tawau, Sabah

UMPSA STEM Lab Arduino Programming can be found here.

Throughout the course, 30 participants from Kolej Vokasional Tawau Sabah were introduced to the concepts of programming loops, conditional statements, and sequential execution. Activities include controlling multiple LEDs, understanding the concept of digital output, using a photoresistor to expand their understanding of sensor interfacing, integrating analog sensors with Arduino and controlling digital outputs based on sensor readings. Towards the end, participants visualize data and messages using an OLED display.

Thank you En Shufi  for coordinating the communication between UMPSA STEM Lab and the participants.

 

 

Robot Literacy 2026/1 – KV Tawau

*UMPSA STEM Lab Robot Literacy – Introduction to Robot and Robotics can be found here.

150 students had participated in this program, in collaboration with Kolej Vokasional Tawau. Students have gone through activities including robot anatomy, actuators and sensors.

Robot Literacy module introduced participants to the basics of robot construction, programming, and problem-solving through interactive challenges.


The initiative aimed to:

  1. Build digital and technical literacy among students.

  2. Nurture creativity, teamwork, and critical thinking.

  3. Spark early interest in engineering, robotics, and STEM-related careers.

Importantly, today’s program also reached underrepresented groups ensuring inclusivity in STEM education.

Thank you Yayasan UMPSA – En Jamil Jaafar, for initiating the program and coordinating the communication between STEM Lab and the participants.

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UMPSA News

Raspberry Pi Programming 2026/1 – KV Tawau

*UMPSA STEM Lab Raspberry Pi Programming Synopsis can be found here.

In the Raspberry Pi IoT session, 20 students and teachers from Kolej Vokasional Kulim were introduced to the concept of the Internet of Things (IoT) using Raspberry Pi on the UMP STEM Cube, a pico-satellite learning kit specifically designed to facilitate engineering learning.

The content covered basic digital input/output operations on onboard LEDs, as well as topics such as dashboard design using gyro meter and BMU280 sensor data, including collecting and storing data in a cloud database. Participants learned to interface sensors with Raspberry Pi boards and develop IoT applications for real-world scenarios. The session provided students with valuable insights into IoT technology and its applications in various domains.

A special appreciation is extended to Cikgu Shufi from KV Tawau, Sabah for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

Nurul April 26th

 

Raspberry Pi Programming 2026/2 – KV Kulim

*UMPSA STEM Lab Raspberry Pi Programming Synopsis can be found here.

In the Raspberry Pi IoT session, 28 students and teachers from Kolej Vokasional Kulim were introduced to the concept of the Internet of Things (IoT) using Raspberry Pi on the UMP STEM Cube, a pico-satellite learning kit specifically designed to facilitate engineering learning.

The content covered basic digital input/output operations on onboard LEDs, as well as topics such as dashboard design using gyro meter and BMU280 sensor data, including collecting and storing data in a cloud database. Participants learned to interface sensors with Raspberry Pi boards and develop IoT applications for real-world scenarios. The session provided students with valuable insights into IoT technology and its applications in various domains.

A special appreciation is extended to Cikgu Aminah dan Cikgu Huraiah from KV Kulim for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

Nurul April 26th

 

 

 

Raspberry Pi Programming 2026/1 – Mentor Training

*UMPSA STEM Lab Raspberry Pi Programming Synopsis can be found here.

In the Raspberry Pi IoT session, 24 UMPSA mentors were introduced to the concept of the Internet of Things (IoT) using Raspberry Pi on the UMP STEM Cube, a pico-satellite learning kit specifically designed to facilitate engineering learning.

The content covered basic digital input/output operations on onboard LEDs, as well as topics such as dashboard design using gyro meter and BMU280 sensor data, including collecting and storing data in a cloud database. Participants learned to interface sensors with Raspberry Pi boards and develop IoT applications for real-world scenarios. The session provided students with valuable insights into IoT technology and its applications in various domains.

A special appreciation is extended to En Mohd Jamil Jaafar for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

 

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TTT – Arduino and Edge Computing

As part of ongoing efforts to strengthen digital pedagogy and future-ready STEM education, a Train-the-Trainer (TTT) Teachers Training Programme was successfully conducted for teachers from across Pahang, focusing on Arduino programming using ESP platforms and Edge Impulse for image classification.

The programme was designed to equip teachers with hands-on experience in digital making while introducing fundamental concepts of machine learning, particularly in the context of computer vision and image classification.

Programme Objectives

The main objectives of this TTT programme were to:

    1. Familiarise teachers with digital making concepts using Arduino and ESP-based microcontrollers
    2. Provide foundational understanding of machine learning, specifically image classification
    3. Introduce Edge Impulse as an accessible platform for developing embedded AI applications
    4. Enable teachers to confidently integrate AI, IoT and embedded systems into classroom teaching and student projects
    5. Support the development of future-ready educators aligned with Industry 4.0 and AI-driven education

Hands-On Learning with Arduino and ESP

During the training, teachers were introduced to Arduino programming on ESP platforms (such as ESP32), covering:

    1. Basic Arduino IDE setup and programming workflow
    2. Interfacing ESP boards with peripherals (camera modules, sensors)
    3. Understanding microcontroller capabilities for edge computing
    4. Deploying lightweight AI models on embedded devices

This hands-on approach allowed participants to move beyond theory and experience how hardware, software and AI intersect in real-world applications.

Introduction to Edge Impulse and Image Classification

A key highlight of the programme was the introduction to Edge Impulse, a powerful yet beginner-friendly platform for embedded machine learning.

Teachers learned:

    1. The fundamentals of machine learning and image classification
    2. How to collect image datasets using ESP camera modules
    3. Data labelling and training simple image classification models
    4. Deploying trained models directly onto ESP devices for on-device inference (edge AI)

Through guided activities, participants successfully implemented basic image classification tasks, gaining confidence in applying AI concepts without requiring advanced programming or mathematical backgrounds.

Building Confidence in Teaching AI and Digital Making

Beyond technical skills, the programme emphasised pedagogical readiness. Discussions and activities focused on:

    1. Translating complex AI concepts into classroom-friendly learning activities
    2. Designing project-based learning (PBL) tasks using Arduino and AI
    3. Encouraging student creativity, problem-solving and ethical awareness in AI use
    4. Aligning AI and digital making activities with school STEM curricula

Teachers shared ideas on how these technologies could be adapted for subjects such as Asas Sains Komputer, Reka Bentuk Teknologi, STEM projects and robotics clubs.

Impact and Way Forward

This TTT programme marked an important step in empowering educators in Pahang with practical skills in embedded systems, AI and digital innovation. By strengthening teachers’ confidence and competency, the programme supports the broader goal of cultivating AI-literate students who are prepared for future technological challenges.

Moving forward, participants are expected to:

    1. Implement Arduino- and AI-based projects in their schools
    2. Act as multipliers, training fellow teachers and students
    3. Contribute to a growing ecosystem of responsible, ethical and sustainable AI education

Conclusion

The Arduino–ESP–Edge Impulse TTT programme demonstrates that machine learning and AI are no longer confined to advanced laboratories. With the right tools and training, educators can bring AI-powered digital making into everyday classrooms—sparking curiosity, innovation and future-ready skills among students.

This initiative reinforces the commitment to strengthening STEM and AI education at the grassroots level, ensuring teachers remain at the heart of Malaysia’s digital and educational transformation.

Publication 2026/3 – Empowering STEM Outreach Programs Through Collaborative Innovation

This year marks a meaningful milestone for the UMPSA STEM Lab — ten years of exploring how we can make STEM learning more engaging, accessible, and relevant. What started as a small initiative has gradually grown into a vibrant community of student mentors, university advisors, collaborators, teachers, and learners who share a common goal: nurturing curiosity and building meaningful digital making skills.

Thank you to all the student mentors, university advisors, and collaborators who have contributed to this journey. The STEM Lab is a collective effort of dedication, creativity, and willingness to experiment, refining teaching modules, and continuously improving the way STEM activities are delivered.

Over the past decade, the STEM Lab has served not only as an outreach platform but also as a space for pedagogical exploration. One of the central questions guiding our work has always been: What is the best way to introduce digital making and engineering thinking to learners? Through workshops, classroom activities, and collaborative programs, we have explored various approaches to make STEM learning more experiential and meaningful.

The programs focuses on developing effective teaching approaches for digital making skill sets and engineering concepts for school children and university students. Engineering concepts such as microcontrollers, IoT systems, FPGA-based digital design, and AI can often feel abstract when taught purely through lectures. The STEM Lab therefore serves as a platform to explore how these concepts can be delivered through hands-on, project-based learning, allowing students to connect theoretical knowledge with practical system development. In this sense, the lab functions as a living environment for engineering education, where ideas about teaching and learning can be tested and refined.

A major component of our work revolves around physical computing. Learning becomes far more engaging when students can interact with the physical world. Over the years, our modules have incorporated a wide range of microcontrollers (Arduino, ESPs), Raspberry Pi single-board computers, and embedded platforms, allowing learners to build systems that sense, respond, and interact with their environment. Through projects involving sensors, actuators, and robotics, students experience firsthand how software and hardware come together to create interactive systems.

Alongside hardware development, programming has always been a central pillar of the lab’s activities. To support learners with different levels of experience, we adopt a gradual progression from block-based programming to line-based programming. Beginners can quickly explore ideas through visual programming environments, while more advanced learners transition toward structured coding, developing deeper understanding of programming logic and computational thinking.

In recent years, the lab has also expanded into AI and embedded intelligence. Using platforms such as Edge Impulse, learners can experiment with edge AI applications such as image classification, demonstrating how machine learning models can run directly on embedded devices. These activities introduce students to the growing field of intelligent systems, where sensing, data processing, and decision-making can occur at the edge.

More recently, the STEM Lab has begun integrating FPGA-based modules into its learning ecosystem. By exposing learners to hardware-level digital design and parallel processing concepts, these modules provide a deeper understanding of how modern embedded systems are built. Together, these platforms form a learning progression, from physical computing to embedded systems, edge AI, and advanced digital architectures.

Looking back over the past ten years, the most meaningful outcome is not simply the number of workshops conducted or technologies introduced. Rather, it is the community that has grown around the STEM Lab. Many of our former mentors have continued their journeys in engineering, research, and education, carrying forward the spirit of exploration that began in the lab.

As we move into the next decade, we hope to continue expanding this ecosystem, strengthening collaborations with educators, researchers, and industry partners while refining how digital making and embedded systems are taught. The future of technology will require not only technical expertise but also creativity, curiosity, and collaboration. These are the values that the STEM Lab strives to cultivate.

To everyone who has been part of this journey — mentors, advisors, collaborators, teachers, and learners — thank you for contributing your time, ideas, and passion. The past ten years have been an incredible learning experience, and the next chapter promises to be just as exciting.