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Over the past year, I’ve had the privilege of leading a research project on the development of 21st-century skills in Malaysian children through digital game-based learning. This project was funded by the Asia Digital Transformation (ADX) Project in ASEAN, under the Japan External Trade Organization (JETRO). Securing this research grant marked a significant milestone in my academic journey, providing a valuable platform to explore innovative pedagogical strategies that align with Malaysia’s national education priorities.

Completing the project from the initial proposal to the implementation of workshop sessions with primary school children was both a professional achievement and a personally rewarding experience. It demanded close collaboration with international research partners, meticulous planning of field activities, and adaptability in working within dynamic school environments. The enthusiastic participation of the children, along with encouraging preliminary outcomes, reinforced the importance of investing in educational innovation that is both scalable and impactful.

A particularly meaningful aspect of the project was the opportunity to work with a team of young adults from ºìÐÓÊÓƵ University, who served as field assistants. Actively involved in facilitating the workshops and collecting research data, these students gained first-hand experience in applied educational research. Their exposure to real-world research contexts offered valuable insights into research methodology, student engagement, and ethical conduct in field settings. Watching their growth in confidence and professionalism affirmed the value of integrating mentorship and practical learning opportunities into higher education. This project not only benefited school children, but it also helped shape the next generation of Malaysian scholars and educators who are committed to evidence-based, learner-centred practices.

Another enriching dimension of this project was the collaborative engagement with Japanese collaborators, which offered fresh perspectives on digital pedagogy and global best practices. Our dialogue on how play can be purposeful and how technology can be designed to enhance learning led to meaningful insights and strengthened the project’s foundation. These cross-cultural collaborations inspired me to reimagine the digital classroom not just as a space for learning but as a dynamic environment where curiosity, creativity, and innovation can flourish. Our fieldwork took place in primary schools across Klang Valley, where children participated in hands-on digital learning workshop sessions designed to simulate real-world challenges.

Digital game-based learning proved to be a compelling medium for developing and assessing key 21st century competencies. Platforms such as Minecraft Education offer open-ended, student-centred environments where learners actively engage in exploration, experimentation, and decision-making. In tasks like designing ideal homes or sustainable cities, students demonstrated critical thinking and problem-solving abilities under realistic constraints. These experiences encouraged them to analyse, adapt, and strategise, as these skills are essential for lifelong learning and future readiness.

Beyond cognitive skills, the platform naturally cultivates communication and collaboration. Team-based activities required students to share ideas, coordinate efforts, and work toward shared goals. Simultaneously, creativity was fostered through freedom of design, allowing students to build unique structures or narratives using the game’s digital tools. When integrated into the curriculum, such activities transform gameplay into purposeful learning experiences. In doing so, digital game-based learning doesn’t just capture attention; it empowers students to take ownership of their learning and develop the skills they need to thrive in a digitally connected, knowledge-driven world.

One of the most rewarding moments of the project was working directly with Malaysian primary school children during the digital game-based learning workshops. Minecraft Education, officially promoted by the Ministry of Education Malaysia, offered a safe and engaging platform where students could learn by doing, thinking, and playing.

Digital game-based learning is more than just a classroom engagement tool; it is a transformational lens through which we can reimagine education. When used with intention, games become powerful environments that nurture leadership, empathy, resilience, and a sense of agency. This project has deepened my commitment to advancing SDG4: Quality Education, not only by ensuring access, but by promoting inclusive, relevant, and future-focused learning experiences. By embedding digital game-based strategies into our national education system, we have the potential to prepare our children not just for exams, but for the demands and opportunities of a rapidly changing world. 

Associate Professor Dr Catherine Lee Cheng Ean
School of Communication and Media Studies
Email: @email