The rapid advancement of Artificial Intelligence (AI) in recent years has brought significant transformations to various sectors of human life, including the economy, healthcare, industry, and education. In a world increasingly driven by data and digital technology, Science, Technology, Engineering, and Mathematics (STEM) education is also undergoing a notable transformation. AI is not only becoming a subject within STEM curricula but is also increasingly utilized as a tool to improve the effectiveness of teaching and learning processes through intelligent learning systems and data analytics.
At the global level, the importance of technology-related skills is rising in tandem with shifts in the global employment landscape. The Future of Jobs Report 2025 by the World Economic Forum states that skills such as data analysis, artificial intelligence, and software development are projected to be among the most in-demand competencies by 2030 (World Economic Forum, 2025). The report further estimates that digital transformation has the potential to create millions of new job opportunities requiring advanced technological skills, thereby positioning STEM education as a critical foundation for developing the future workforce.
In the Malaysian context, efforts to strengthen STEM education have shown positive progress, with statistics indicating that 50.83% of Malaysian students are enrolled in STEM streams in 2024, up from 41.84% in 2019. This development signals growing student interest in science and technology fields (Ministry of Education Malaysia, 2024). This upward trend aligns with the Malaysia Education Development Plan, which emphasizes the importance of STEM in fostering an innovation-based economy.
At the state level in Sarawak, progress in STEM education has also been encouraging. Student enrolment in STEM fields in Sarawak reportedly reached 50.8% in 2025, a significant increase from 34.68% in 2023 (Sarawak Tribune, 2025). While this progress is viewed positively, the Sarawak government continues to target 60% student participation in STEM by 2030, in line with the state’s technology-driven and digital economy development aspirations.
Beyond increasing enrolment, efforts to strengthen STEM education in Sarawak also involve providing technological infrastructure in schools. For example, more than 1,200 primary schools in Sarawak have been equipped with mini-computers such as Raspberry Pi to introduce students to basic programming and Internet of Things (IoT) skills from an early stage of education (Sarawak Tribune, 2025). This initiative aims to stimulate student interest in technology fields and build a strong foundation for digital literacy.
Compared to developed nations, investment in educational technology has become a key catalyst for transforming education systems. Countries such as Singapore and South Korea have implemented various initiatives to increase the use of digital technology in classrooms. Data from the Organisation for Economic Co-operation and Development (OECD) indicates that approximately 37% of teachers in OECD countries use generative AI technology in their professional tasks. Meanwhile, countries like Singapore report usage rates significantly higher than the global average (OECD, 2026). Additionally, more than 60% of teachers in South Korea have received training related to digital technology and AI, reflecting a high level of readiness among educators (OECD, 2026).
Simultaneously, the use of artificial intelligence (AI) in the education sector has shown significant growth globally. According to a study conducted by the United Nations Educational, Scientific and Cultural Organization (UNESCO), nearly two-thirds of higher education institutions worldwide have developed or are in the process of formulating guidelines for AI usage. This development reflects increasing acceptance of the technology within the global education ecosystem (UNESCO, 2025).
The application of AI in education also enables automated analysis of student learning data, thereby helping teachers more accurately identify individual student needs. Beyond enhancing teaching effectiveness, AI also opens new opportunities for experimental learning and scientific simulation. Digital simulation technology allows students to conduct virtual experiments without requiring expensive physical laboratory equipment. A systematic review of AI applications in STEM education indicates that 45% of AI applications involve intelligent tutoring systems, while 18% relate to learning analytics, highlighting the important role of this technology in supporting personalized learning (OECD, 2026).
Although AI technology offers numerous benefits, its implementation also faces certain challenges. Key challenges include insufficient teacher training and the digital divide between urban and rural areas. In Malaysia, more than 430,000 teachers had participated in training related to digital technology usage by 2024, demonstrating the government’s commitment to enhancing educators’ digital competencies (Ministry of Education Malaysia, 2024).
Access to digital technology is also a critical factor in ensuring the effective implementation of AI in education. Statistics from the Department of Statistics Malaysia show that 96.8% of households in Malaysia had internet access in 2023, a significant improvement compared to previous years (Department of Statistics Malaysia, 2023). However, a digital divide persists in rural areas, particularly in states such as Sabah and Sarawak, which face unique geographical challenges.
Globally, the digital divide remains a major issue in implementing technology-based education. According to a report by the International Telecommunication Union (ITU), approximately 67% of the world’s population used the internet in 2024, indicating that a substantial portion of the global population still lacks access to digital resources (International Telecommunication Union, 2024). This situation underscores that the implementation of AI in education must be accompanied by efforts to strengthen digital infrastructure to ensure inclusive access to education.
In addition to infrastructure challenges, ethical considerations and data security are also primary concerns in the use of AI in education. UNESCO emphasizes that AI must be implemented responsibly, ensuring student data security and algorithmic transparency. OECD reports further indicate that approximately 60% of education systems in developed countries have introduced policies related to AI usage, particularly concerning academic integrity and student data security (OECD, 2026).
In conclusion, artificial intelligence holds significant potential to transform the future of STEM education by delivering smarter, more flexible, and personalized learning experiences. Statistics from Sarawak, Malaysia, and various other countries demonstrate that the adoption of digital technology and AI is increasingly widespread within the education sector. With a balanced approach that integrates technological innovation with human capacity development, artificial intelligence has the potential to serve as a key catalyst in shaping a more dynamic education system that remains relevant to the demands of the 21st century.
References
1. ITU. (2024). Measuring Digital Development: Facts and Figures 2024. itu.int. https://www.itu.int/en/itu-d/statistics/pages/facts/default.aspx
2. Department of Statistics Malaysia. (2023). ICT Use and Access by Individuals and Households Survey Report 2023. www.dosm.gov.my. https://www.dosm.gov.my
3. GIMINO, G., TAN, T., & RAGANANTHINI VETHASALAM. (2024, July 16). STEM enrolment hits 50.83% for 2024, up from 41.84% in 2019, says Education Ministry. The Star. https://www.thestar.com.my/news/nation/2024/07/16/stem-enrolment-hits-5083-for-2024-up-from-4184-in-2019-says-education-ministry
4. OECD Digital Education Outlook 2026: Exploring Effective Uses of Generative AI in Education. (n.d.). https://www.oecd.org/content/dam/oecd/en/publications/reports/2026/01/oecd-digital-education-outlook-2026_940e0dd8/062a7394-en.pdf
5. Sarawak Registers 50.8 Per Cent Enrolment In STEM | Sarawak Tribune. (2025, April 15). New Sarawak Tribune. https://www.sarawaktribune.com/sarawak-registers-50-8-per-cent-enrolment-in-stem/
6. UNESCO survey: Two-thirds of higher education institutions have or are developing guidance on AI use. (2025). unesco.org. https://www.unesco.org/en/articles/unesco-survey-two-thirds-higher-education-institutions-have-or-are-developing-guidance-ai-use
7. The Future of Jobs Report 2025. (2025, January 7). World Economic Forum. https://www.weforum.org/reports/the-future-of-jobs-report-2025
