The rapid advancement of Artificial Intelligence (AI) is evident in our lives today, exerting its influence across different industries – which includes the higher education sector. In acknowledging the impact of this game-changing technology, the Malaysian government is undertaking an ambitious overhaul of its Higher Education Plan in equipping graduates to be future-ready with practical, hands-on experiences.

This transformative shift is set to pave the way for greater involvement of universities that positions them as engines of collaboration, entrepreneurship, and economic growth, and strengthens their capacity to commercialise research. As the world of academia and business find their paths increasingly entwined, the vision now beckons for the creation of campuses that would serve as innovation hubs.

Yet as the rise of AI accelerates, the question lies on the readiness of Malaysia in preparing for these reforms to succeed while broadening the access of higher education for all. It also poses the question with talent retention, since Malaysia faces the challenge of losing out skilled and bright minds to its regional counterparts despite being the nation that welcomes more international students than other countries in South East Asia. 

Andrew Sheng, economist and distinguished fellow at the Asia Global Institute, University of Hong Kong, opines that as countries like Singapore and Hong Kong are offering higher market salaries, this has led to a brain drain of Malaysia’s top talents. “Addressing this talent gap is crucial if Malaysia aims to become a leader in AI innovation - the race for AI dominance is a race for talent. And this is where universities here can play a critical role to close the gap,” he adds. 

A key component, he proposes, is to forge partnerships with global institutions that already harness the power of supercomputing, such as international AI-focused universities that can train and produce the expertise required in safeguarding and elevating the country’s future. 

University of Bristol is home to the UK’s largest, fastest and most powerful supercomputer, the Isambard AI, and which has been at the forefront of supercomputer research since the 1970s. 

The Vice-Chancellor of the University of Bristol, Professor Evelyn Welch, stresses the need for modern education to train students in thinking beyond borders and industries, which would prepare them for roles that drive meaningful change. “Universities must rethink their role in today’s modern world that shifts from mere intellectual pursuit to translating cutting-edge research into practical applications, making global cooperation the driver to accelerating AI talent development,” says Welch. She adds that Bristol traces its deep ties with Malaysia to more than 3,000 alumni, including Sheng, who have all gone on to contribute in different ways across diverse sectors within the region today. 

To facilitate Malaysia’s AI revolution, Sheng and Welch calls for an entrepreneurial culture that helps nurture a supportive ecosystem for startups and innovation – this is where the advent of supercomputing, spinouts, and porous campuses could deliver a reimagined education sector that bolsters Malaysia’s attractiveness as a hub for students, researchers, workers, and businesses. 

In fact, the University of Bristol is constructing a new campus that fosters collaboration among students, businesses, and researchers that embraces AI and cybersecurity, breaking down barriers that allow for innovative ideas to flow freely. It is hoped that universities with strong connections to industry and government can support the country’s startup ecosystem to be more robust, agile, and resilient to modern-day challenges; the contextual reality is that despite the 10x growth of Malaysia’s startups from 300 to over 3,000 in the past decade, many have struggled to succeed. 

Along with embracing AI is the due diligence of ethical AI – a subject responsibility for universities to train and teach their students. Welch points out that while AI is capable of processing vast amounts of harvested data at incredible speed, AI cannot replace the deep understanding or ethical judgement that humans have. “A powerful tool comes with powerful implications – therefore, all future curriculum must not only include business, finance, and data science, but ethical lessons and questions surrounding AI.” 

The AI-driven revolution in Malaysia’s higher education system represents both an opportunity and a challenge. If Malaysia is to position itself as a frontrunner of AI-driven education and innovation, it requires concerted efforts from the government, academia, and industry to create an ecosystem where talent thrives, research is commercialised, and local knowledge is harnessed for global impact.

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