The Role of Socioeconomic Disparities in Orang Asli Education in Malaysia: Advancing Continuous Educational Improvement through Technological Development and Innovative Teaching Methods

Abstract

Socioeconomic disparities have long been a critical barrier to educational equity, particularly among marginalized communities such as the Orang Asli in Malaysia. The Orang Asli, the indigenous peoples of Peninsular Malaysia, face systemic challenges that hinder their access to quality education, perpetuating cycles of poverty and limiting opportunities for upward social mobility. This paper examines the intersection of socioeconomic factors and educational outcomes within the Orang Asli community, highlighting how income inequality, geographic isolation, cultural marginalization, and insufficient infrastructure contribute to persistent educational gaps. It argues that addressing these disparities requires a multifaceted approach centered on leveraging technological advancements and innovative teaching methods to foster continuous educational improvement.

The study explores the potential of digital technologies, including e-learning platforms, mobile applications, and internet connectivity initiatives, to bridge the accessibility gap faced by remote Orang Asli settlements. By integrating culturally relevant content into technology-driven pedagogies, educators can create more inclusive learning environments that respect and incorporate indigenous knowledge systems while aligning with national curriculum standards. Furthermore, the paper emphasizes the importance of capacity-building programs for teachers working in Orang Asli communities, equipping them with skills to implement blended learning models and adaptive teaching strategies tailored to diverse student needs.

In addition to technological interventions, this research advocates for policy reforms aimed at reducing structural inequalities in resource allocation and improving collaboration between government agencies, non-governmental organizations (NGOs), and local stakeholders. Such partnerships are essential for designing sustainable solutions that empower the Orang Asli through education. The findings underscore the transformative role of innovation and inclusivity in dismantling entrenched barriers, offering a pathway toward equitable educational opportunities for the Orang Asli. Ultimately, this paper calls for a paradigm shift in Malaysia’s educational framework one that prioritizes social justice, respects cultural diversity, and harnesses the power of technology to advance continuous improvement in educational outcomes for all.