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Architectural education in Malaysia today stands at a crossroads. On one hand, our universities are expected to produce graduates ready to take on global challenges—designers who can navigate international standards, cutting-edge technologies, and contemporary urban issues. On the other hand, we face a growing concern that, in the pursuit of global relevance, we are losing touch with the very soul of our architectural identity. The challenge is not just about skills or design theories—it’s about how we teach students to value their own cultural roots, to understand the places they live in, and to carry those stories forward through architecture.

As an educator, I believe we need to fundamentally rethink how we teach architecture in Malaysia. Traditional studio-based learning, while still essential, is no longer enough on its own. It tends to focus on abstract design problems, often disconnected from the realities of Malaysia’s built environment. To truly prepare students for the future, we must introduce alternative, more grounded teaching methods—approaches that help students connect deeply with the country’s diverse architectural heritage and social context. Moving beyond the drawing board, in many architecture schools, the studio remains the heart of the curriculum. It’s where students learn design principles, test ideas, and develop their creative voice. But too often, these studios revolve around hypothetical projects and generic urban settings. Students may graduate with polished portfolios, yet little understanding of what makes Malaysian architecture unique—or why it matters.

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To address this, we must encourage a shift from isolated design work to more experiential and community-centred learning. One way to do this is by embedding students directly in real-life environments through community-based design studios. These are not just academic exercises—they are opportunities for students to work alongside real people, in real places, facing real challenges. Take, for example, a design studio set in a kampung grappling with frequent flooding. Rather than imagining solutions from afar, students can live, listen, and learn within the community—understanding how people use their spaces, how traditional materials respond to local climates, and how cultural values shape the built environment. Through this, design becomes more than a technical response—it becomes an act of empathy, responsibility, and respect.

Walking Through History, Learning from Place
Another powerful method is field-based learning—activities like heritage walks, site visits, and urban mapping exercises. Malaysia offers an incredibly rich architectural landscape: colonial-era shophouses in George Town, wooden stilt homes in Terengganu, Islamic-inspired civic buildings in Putrajaya, and multicultural neighbourhoods shaped by centuries of migration and trade. When students step out of the classroom and into these environments, they begin to understand architecture as something living, layered, and deeply contextual. These experiences also offer an interdisciplinary lens. Walking through Melaka or exploring the back lanes of Ipoh becomes an entry point into discussions about history, sociology, climate, and urban change. As educators, we must guide students not just to observe, but to analyse: Why was this building designed this way? What social forces shaped this neighbourhood? How does this place make people feel, and why? Bridging Past and Future with Technology, of course, engaging with heritage doesn’t mean ignoring innovation. In fact, one of the most exciting developments in architectural education is the use of immersive technologies like augmented reality (AR) and virtual reality (VR). These tools allow students to explore, document, and even reconstruct heritage buildings that may no longer be accessible—such as the original Istana Negara or the Masjid Kampung Laut. What’s powerful here is the ability to connect storytelling with technology. A student might use VR to walk through a long-lost temple, while narrating its cultural significance and architectural details. This not only builds digital literacy, but also a sense of stewardship—understanding that architecture isn’t just about what we build next, but about how we preserve and reinterpret what came before. Creating spaces for dialogue and peer learning. Another area where we can rethink our approach is in how we critique student work. Traditional architecture critiques can sometimes feel intimidating—dominated by lecturer opinions, with little room for student-led discussion. But by encouraging peer-led critiques and collaborative workshops, we create a more inclusive and supportive learning environment.

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Imagine a student presenting a project on “Reimagining Malay Vernacular Architecture in High-Density Cities,” and receiving feedback not just from faculty, but from classmates with different cultural backgrounds and design philosophies. These conversations become rich spaces for critical thinking, where students learn to defend their ideas, reflect on feedback, and broaden their perspectives. Valuing indigenous and traditional knowledge.

Lastly, a truly Malaysian architectural education must give proper place to local and indigenous knowledge systems. Traditional Malay homes, Chinese courtyard houses, and Indian temples all offer valuable lessons—not just in aesthetics, but in climate-responsive design, symbolic space-making, and sustainable material use.

These are not outdated practices to be studied as history—they are rich sources of wisdom that can inspire contemporary design. By embedding this knowledge into our curriculum, we teach students to value what is already here. We remind them that innovation doesn’t always mean invention; sometimes, it means adaptation, reinterpretation, and respect. At its core, reimagining architectural education in Malaysia is about reconnecting students with place, culture, and purpose. It’s about teaching them that good architecture isn’t just beautiful—it’s meaningful. It responds to its context, tells a story, and serves its community.

As educators, our role is not just to pass on knowledge but to nurture awareness, critical thinking, and empathy. By embracing alternative teaching methods—community engagement, fieldwork, digital storytelling, collaborative critique, and indigenous wisdom—we give students the tools to become not just skilled architects, but thoughtful, responsible stewards of Malaysia’s built environment.

In doing so, we don’t just prepare them for the global stage—we prepare them to shape a future where Malaysian architecture remains distinct, resilient, and proudly rooted in its identity.

Amirul Idlan Mukhtar
School of Architecture and Design
Email: @email