Breaking Digital Divide for the Sustainability Digital Society

 Student Name: Sau Zhi Xin

University Name: Universiti Tunku Abdul Rahman (UTAR), Sungai Long Campus

Origin Country: Malaysia

Chosen Topic:  Breaking Digital Divide for the Sustainability Digital Society 

Digital divide, a controversial yet fascinating idea. It can be understood as a canyon that showcased the disparity in equity between those who have access to technology and the internet and those who have not, which further transforms and impacts how future generations will be living (Oelrich, 2022, para. 1; Institute of Electrical and Electronic Engineers, 2024, para. 1). Today, homosapiens are still thriving to seek solutions to minimize, if possible, stitch up the digital gap between generations to achieve mutual understanding and benefits. In this passage, digital divide issue occurring amongst the indigenous communities in Malaysia will be discussed, solutions will be offered to leverage the achievement of several Sustainable Development Goals encompassing (IV) quality education, (VII) decent work and and economic growth, (X) reduced inequality, and the welfare of (XI) sustainable cities and communities via several practical solutions to embark the pathway to enhanced quality of life.

The natives, also known as Orang Asli which can be identified as an ascribed status being the indigenous group of Malaysia. According to the International Work Group for Indigenous Affairs (2023), it has been estimated that around 11% of Malaysia's 32.4 million people are Indigenous Peoples (para. 1), speaking an estimated 100 indigenous languages (para. 3). They are currently experiencing challenges of lacking access to educational and digital materials because of language barrier and geographical restrictions (Wodon & Cosentino, 2018, as cited in Rahim et al., 2023, p.47). Knowledge was inherited according to the context of their natural lifestyle of living near abundant natural resources including habitat, food, and basic needs for survival and reproduction (Rahim et al., 2023; Celesistinus & Zakaria, 2021, p. 113). Consequently, this causes the indigenous groups to hold low awareness towards the importance of education and digitalization which potentially causes them to suffocate from historical injustice,discrimination and loss of homeland and their unique identities (United Nation, 2009; Jalata, 2013; Errico, 2017, as cited in , Celesistinus & Zakaria, 2021, p.115). Therefore, initiatives should be implemented to prevent them from being undermined within society.

One of the most significant problems regarding their accessibility to reading materials in their own language. There were materials in several languages encompassing Chinese, Malay, English, Tamil or even Jawi. However, the vitality of inheriting their language should not be neglected as the essence of their culture. Because it allows people to express themselves, to think and connect between the past and the future, by all it means language is essential for cognitive growth (Woolfolk, 2010, as cited in Suliman, 2014, p. 356). Majority of the tribes still resisted to move out of their natural habitat, the forest could be due to the fear of losing their trails of heritages under the concrete jungle. However, this results in low access to education due to geographical boundaries. 

Therefore, solar-powered digital libraries could be an environment-friendly solution to resolve their fundamental requirements for acquiring study materials. Rather than forcing change, a mutually beneficial approach can be proposed. Utilising their territories to build a solar-powered community library as a place to generate, illustrate and store their history’s art pieces or stories. The library acts as a place where the fundamental sketch of educational materials in their language is invented. They will feel less offended if the territory was used for their own welfare. Besides, materials in other languages could be delivered to the community library as study materials either in digital or physical copies. Thirusanku & Yunus (2012) established that formal access to English language education is a pathway to a more privileged social status among the indigenous groups (p. 5).  It can be a primary source of education to increase the education level and capability of the indigenous groups in Malaysia. Government could enhance the learning outcome of the indigenous groups via recorded tutorials and send them to their computers in the digital libraries to ensure the materials are accessible locally.  

With education as the stepping stone to a more educational and brighter future, they can sustain their own culture without getting societal support provided by government initiatives. This eliminates another societal problem which is the discrimination towards the indigenous groups. However, it is a long term process that needs to be improvised and observed. Discussions between multiple parties should be involved before implementing this plan into reality. Lee (2024) stated that despite Malaysia's citizens having divergent views, the perennial conflict between upholding equality and preserving ethnic privilege was not ending. The indigenous groups will have stronger power and knowledge to fight for their rights in securing their lands and privileges. 

In conclusion, the education system for the indigenous communities should not be neglected just because of geographical boundaries and language barriers, initiatives should be taken for their future welfare. They were part of the spirit of Malaysia's heritable and endangered culture. Opportunities should be distributed equally among everyone and step towards a digitized society while holding hands together, bringing their distinctive cultural beliefs and practices to show to the world’s stage. Lao Tzu (n.d.) once said “Give a man a fish, and you feed him for a day; teach a man to fish and you feed him for a lifetime (as cited in Cornelissen, 2022, para. 1).” Via providing the basic digital tools, they could learn more knowledge beyond their own tribal culture, further safeguarding their cultural heritage while nurturing intellectual individuals. Together, governments, non-governmental organizations, and academic institutions must put these actions in order to welcome a future encompassing equality, opportunity, and sustainability.

References

Celesistinus, K., & Zakaria, S. R. (2021). An Overview of the Land Development Issues related to Indigenous Peoples in Malaysia. Journal of Tourism, Hospitality and Environment Management, 6(26), 111-120. https://doi.org/10.35631/jthem.626009

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International Work Group for Indigenous Affairs. (2023). The Indigenous World 2023: Malaysia. https://www.iwgia.org/en/malaysia/5125-iw-2023-malaysia.html

Lee, H. A. (2024, October 18). Beneath Polarisation, Malaysia’s Youth Have Common Yearnings for Fairness. FULCRUM. https://fulcrum.sg/beneath-polarisation-malaysias-youth-have-common-yearnings-for-fairness/

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Suliman, A. (2014). The Interference of Mother Tongue/Native Language in One’s English Language Speech Production. International Journal of English and Education, 3(3), 356-366. https://www.researchgate.net/profile/Karwan-Saeed/post/articles_about_english_language_and_learning_issues_in_malaysia/attachment/59d6374a79197b8077994a7b/AS%3A392423172788228%401470572383583/download/33.184152120.pdf

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Who said he wanted a fish anyway? (n.d.). Médecins Sans Frontières, Doctors Without Borders (MSF UK). https://msf.org.uk/article/who-said-he-wanted-fish-anyway#:~:text=Chinese%20philosopher%20Lao%20Tzu%20once,feed%20him%20for%20a%20lifetime'