Parents unaware of govt digital initiative while schools still rely on conventional teaching methods
PETALING JAYA: Parents told theSun that there is little evidence artificial intelligence (AI)-based learning has reached classrooms, with schooling still largely reliant on conventional teaching methods and basic digital materials rather than AI-driven tools.
Parents have also said the government’s initiative in digital learning, Digital Educational Learning Initiative Malaysia (Delima), was never taken to the classroom environment, nor were they aware of it.
Trader Wan Nurraimi, 32, said her understanding of AI-based learning in schools remained limited, adding that classroom teaching still appeared to rely mainly on conventional digital materials.
“From what I understand, schools are still mainly using basic materials from online platforms such as YouTube videos.
“There are attempts to use AI, but mostly at home (after school hours),” she said.
Nurraimi added that she had not been exposed to the Delima platform and was unsure how it functioned in practice.
However, she said while AI platforms appeared comprehensive in theory, their effectiveness would depend heavily on how they were implemented.
“AI platforms seem quite complete. If implemented well, students may not need to depend as much on parents or teachers. But like any platform, there are pros and cons,” she said.
A senior journalist based in Petaling Jaya, Ikhwan Zulkaflee, 37, said he has not observed the use of AI in his children’s classrooms.
“As a parent who works outstation, I still keep track of my children’s learning. As far as I know, AI is not being used in my children’s school,” he said.
Ikhwan also said he was unfamiliar with the Education Ministry’s Delima platform, adding that most of his children’s school assignments at the upper primary level are completed during school hours rather than at home.
“There were times when I wondered why homework was not brought home, but upon checking, most exercises were done in school. It may be the teachers’ approach to fully utilise classroom time,” he said.
However, he expressed concern about over-reliance on AI in learning, particularly for language subjects such as Bahasa Melayu and English.
“If students become accustomed to using AI to generate essays, it could limit their ability to think creatively.
“Technology should be used to enhance learning, not replace the thinking process or become something children depend on entirely,” he said.
Meanwhile, a father from Perlis, Azmi, 43, with two children in secondary school – one attending a boarding school and another enrolled at a national secondary school in Kangar – said he has yet to see any form of AI-based learning being implemented.
“As far as I know, there has been no use of AI in schools yet. Everything is still done using conventional methods.
“And to my knowledge, there isn’t even a computer lab. If there is one, I rarely hear about my children using it. Computer usage is still not very frequent in classroom learning.”
Azmi said while AI-based learning could be beneficial in principle, basic infrastructure – particularly internet connectivity – needed to be addressed first, especially in rural areas.
“It could be good. But if learning is going to be digital, the internet has to be fast. In our area, especially in rural parts, sometimes even making a phone call is difficult because the line is unstable.
“Before moving towards digital learning, the government needs to make sure internet coverage can reach areas with very poor connectivity,” he said.
Education Minister Fadhlina Sidek has said the AI-powered classroom initiative, which began with 27 pilot schools, is expected to be expanded nationwide by 2030.
However, on Dec 19, theSun reported that the National Union of the Teaching Profession and academicians cautioning that teachers remain largely unprepared for the shift, citing absence of structured training, clear guidelines and proper infrastructure at classroom level.
