As Malaysia prepares for Kurikulum 2027’s shift to values-based, student-centred learning, targeted teacher training is building capacity through practical strategies that nurture empathy, emotional growth, and stronger teacher-student bonds.
For the first time, 70 teachers from across the country have completed formal training in building Emotional Intelligence through Program Guru KARISMA (Karakter Inspirasi Masyarakat)—a year-long initiative designed and led by Arus Academy, with full funding from Yayasan Hasanah, a foundation under Khazanah Nasional, and Ministry of Finance Malaysia. The initiative is part of broader efforts to prepare educators for Kurikulum 2027—Malaysia’s next major curriculum reform that emphasises holistic development, including values, emotional intelligence, and responsible citizenship.
Character education and Social and Emotional Learning (SEL) is a proactive educational approach that helps students understand and manage their emotions, build empathy, communicate effectively, resolve conflicts, and collaborate with others—skills that support academic success, mental well-being, and positive lifelong behaviours.
Held in conjunction with the Sidang Guru Kemuncak KARISMA 2025, the culmination of the programme brought together 300 educators, including the 70 trained participants, for a one-day national summit that blended expert-led workshops, classroom showcases, and panel discussions focused on holistic education. Teachers explored how to embed SEL into academic subjects—an increasingly vital competency under Kurikulum 2027.
“Kurikulum 2027 will shift the role of teachers beyond content delivery—it’s about nurturing emotionally grounded, values-driven young people,” said Alina Amir, Co-founder of Arus Academy. “Program Guru KARISMA equips teachers with the tools and mindset to create meaningful learning environments that reflect this shift. This is about elevating the teaching profession—preparing educators to meet the emotional and social needs of today’s learners with confidence and care.”
The summit featured a national showcase of over 125 classroom activities and 70 action research projects led by the KARISMA cohort. These highlighted how SEL practices can boost student engagement, reduce classroom conflict, and build stronger interpersonal connections in the learning environment.
International SEL expert Keeth Matheny, founder of SEL Launchpad, also participated in the Summit, leading sessions alongside interactive masterclasses on SEL-integrated pedagogy, teacher wellbeing, and holistic student assessment. A multidisciplinary panel of experts from education, corporate, and civil society sectors also convened to discuss new models of student assessment that measure not just academic outcomes, but also empathy, collaboration, and social responsibility.
“When we equip teachers to lead with empathy and intention, we’re not just transforming classrooms—we’re shaping a more compassionate and resilient education system for Malaysia,” said Siti Kamariah Ahmad Subki, Trustee & Managing Director at Yayasan Hasanah. “As a catalyst foundation, Yayasan Hasanah is committed to enabling systemic, people-centred reforms in education. Through Program Guru KARISMA, we’re investing in teachers as agents of change – a vital part of the wider ecosystem that supports our children’s growth. Alongside families, communities, and the whole-of-nation effort, teachers will be equipped with the skills and confidence to nurture a generation of empathetic, socially conscious learners.”
This initiative aligns with the Malaysian Education Blueprint 2013–2025 and supports the global education commitments under the United Nations Sustainable Development Goal (SDG) 4.7. This target calls for the integration of global citizenship, human rights, peace, and sustainability into education policy, curriculum, teacher training, and assessment. Program Guru KARISMA supports this by helping teachers deliver on the three learning domains of Global Citizenship Education (GCED)—cognitive, socio-emotional, and behavioural—through interactive, student-centred pedagogy, teacher wellbeing training, and more holistic approaches to student assessment.
