Tag: STEM Outreach

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.

Discussion UMPSA STEM Lab – PPD Pekan

Presented the 2026 program line-up to PPD Pekan, a valued collaborator and supporter since 2016.
We are excited about the upcoming TalentCorp 2026 initiatives scheduled for June and July, which will include workshops for students and teachers focusing on Computational Thinking through block programming and AI, as well as Digital Making with Arduino, Python, Raspberry Pi, and drones. The program will also feature Edge AI applications such as data analytics and AI image processing, alongside the digital literacy and inclusive STEM outreach through PKI. Teacher professional development will be a key component, complemented by training sessions, symposiums, and pedagogical research. Additionally, we aim to strengthen networking through PAJSK at the national level.
Looking forward to engaging in more programs and creating impactful STEM experiences for all.

Best Digital Practices in School – PGBM Pekan

Today, I had the privilege of serving as an evaluator for a program organised by Persatuan Guru Besar Malaysia, Cawangan Pekan, focusing on Best Digital Practices in School. A total of 12 dedicated presenters showcased their digital initiatives, demonstrating how technology is being meaningfully integrated into PdP as well as school management and operations.

The evaluation covered several components, including:

      1. Quality of presentation

      2. Effectiveness of the digital intervention

      3. Creativity and innovation

      4. Improvement and impact

      5. Expansion potential and sustainability

      6. Way forward and future plans

The teachers truly impressed me with their creativity, passion, and commitment to enhancing their digital practices. Their work reflects not only technical skill, but also a deep desire to improve students’ learning experiences and strengthen school governance through technology.

Thank you GB Tuan Mohd Zaki, Pekan District Education Office and Persatuan GB Pekan for this initiative. I am honored to have been part of this meaningful programme. It provided a valuable platform to learn, share, inspire, and be inspired by the incredible work happening in our schools.

Looking forward to collaborating in more initiatives like this and continuing to support our educators as they lead the way in digital transformation.

 

Raspberry Pi Programming 2025/8 SEMSAS Kuantan

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

In the Raspberry Pi IoT session, 30 students and teachers from SEMSAS Kuantan 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 Hanani from SEMSAS Kuantan for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

Dec 1st, 2025

Arduino Programming (AI Assisted) 2025/4 – KV Temerloh and KV Kemaman

Synopsis on AI Assisted Learning @UMPSA STEM Lab module.

Today’s session, in collaboration with Kolej Vokasional Kemaman and Kolej Vokasional Temerloh, involves interactive session for 63 students and teachers.

The session was designed with a clear objective to demystify the basics of Arduino programming and physical computing while leveraging AI tools to make the learning process more intuitive and accessible. For many of these participants, this was their first exposure to the intricacies of coding and the fascinating world of microcontrollers. The use of AI in the learning process provided a significant boost, enabling them to grasp complex concepts more easily and with greater confidence.

The essence of the session was a series of six hands-on activities, each carefully crafted to build upon the previous one, ensuring a gradual yet comprehensive learning experience. These activities were designed not only to teach the basics of programming and electronics but also to illustrate how AI can be a valuable ally in the learning process.

During the session, participants were introduced to the Arduino platform, gaining a solid understanding of its components and the vast potential it holds for creating interactive projects. This foundational knowledge was crucial as it set the stage for the more complex tasks that followed. Leveraging AI tools like ChatGPT, participants witnessed firsthand how AI could assist in generating and debugging code, making the learning process more efficient. This activity demonstrated the practical benefits of AI, especially in reducing the learning curve for beginners.

As they progressed, the participants engaged in the classic “Hello World” of Arduino by writing simple code to control an LED, an experience that built their confidence and deepened their understanding of digital outputs. The next step in their learning journey was the traffic light simulation project, where they applied control structures to manage multiple outputs. This project not only taught them the intricacies of timing and logic but also encouraged them to think critically about how these elements interact in real-world applications.

Further advancing their skills, the participants used AI-generated code to integrate sensors like photoresistors into their projects, introducing them to the world of analog inputs and sensor data processing. The session culminated in an activity where they used an ultrasonic sensor to measure distance, with real-time results displayed, helping them grasp the concepts of pulse measurement and the practical application of their coding skills in tangible, real-world scenarios.

To all the participants, nice meeting you and hope to see you again in the future.

Thank you Cikgu Zuraiah (KV Temerloh) and Cikgu Roziana (KV Kemaman) for coordinating the session between UMPSA STEM Lab and the participants today.

 

Forum AI from Religious Perspective

The highlight of the Teaching & Learning Symposium 2025 at Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) was an interdisciplinary forum titled “Integrating Values in the Age of AI — Insights from Religious Perspectives.” The session brought together international and local scholars to engage in a deep, cross-cultural dialogue on how artificial intelligence (AI) intersects with human values, ethics, and spirituality.

The distinguished panelists included Dr. Mike Brownnutt from The Faraday Institute for Science and Religion, University of Cambridge; Prof. Dr. Esyin Chew from Cardiff Metropolitan University; Dr. Irfan from the Pusat Kemanusiaan, UMPSA; and Dr. Nurul Hazlina, also from UMPSA. The discussion was moderated by Dr. Nurul Noordin, Director of the UMPSA STEM Lab.

The session stood out not only for its diversity of viewpoints but also for the depth of ethical reflection it inspired. The panel examined the question of how religious wisdom traditions can inform the ethical design and use of AI technologies that are increasingly shaping our everyday lives — from classrooms to hospitals to decision-making systems.

Representing the Islamic viewpoint, Dr. Irfan underscored the importance of authenticity and verification in the age of information. He drew a parallel between the Islamic scholarly tradition of verifying hadith and fatwa with the contemporary need to critically evaluate AI-generated content.

According to Dr. Irfan, just as Islamic scholars meticulously examine the chain of narrators (sanad) and content (matan) before authenticating a hadith, educators and users must adopt a similar intellectual discipline when engaging with AI outputs. He emphasized that intention (niyyah), accuracy, and responsibility remain the ethical anchors of any knowledge pursuit, whether derived from human or machine sources. AI, he reminded the audience, should be viewed not as an infallible authority, but as an instrument to assist human reasoning and moral judgment.

From the philosophical perspective, Dr. Mike Brownnutt provided a thoughtful critique of how technology might unintentionally erode the process of human moral and intellectual reflection. He noted that while AI offers immense efficiency and access to knowledge, it risks simplifying complex human experiences and moral dilemmas.

Dr. Brownnutt argued that moral growth and spiritual discernment are formed through a process — one that involves questioning, dialogue, and contemplation. When AI provides instant answers or solutions, it may short-circuit this essential process, diluting the depth of understanding that underpins human wisdom. He urged educators, technologists, and policymakers to ensure that AI remains a servant to human discernment, not a substitute for it.

Adding a practical dimension to the discussion, Prof. Dr. Esyin Chew shared insights from her research in digital education and healthcare. She elaborated on how AI is increasingly being embedded within systems of care, learning, and communication — not merely as a tool but as a medium of collaboration between humans and machines.

Prof. Chew illustrated how AI technologies can enhance empathy in healthcare — assisting in diagnosis, improving accessibility, and supporting emotional well-being. She linked these developments to education, where AI can similarly serve as a bridge between teachers and learners, enriching pedagogical practices. However, she emphasized that this integration must always be guided by values, ensuring technology enhances human connection rather than replacing it.

The conversation among the panelists converged on a shared understanding: while AI holds tremendous potential, it must be developed and deployed within the framework of enduring human values — truth, compassion, accountability, and respect for human dignity.

The forum became a rare and profound meeting point between science, technology, and spirituality. It reminded participants that innovation without ethics can lead to alienation, but when guided by moral and religious insights, AI can become a force for human flourishing.

This thought-provoking session was made possible through the British Council PIE-WISE Grant, a collaborative initiative led by Cardiff Metropolitan University (UK) and UMPSA (Malaysia). The grant aims to foster intellectual exchange, strengthen international collaboration, and promote culturally informed discussions on technology, pedagogy, and ethics.

The forum exemplified how such partnerships can create platforms where faith and science coexist — not in opposition, but in dialogue — guiding humanity toward a future where technology serves, rather than defines, the essence of being human.