SCHOOL OF CIVIL ENGINEERING, COLLEGE OF ENGINEERING

SERVICE-LEARNING MALAYSIA UNIVERSITY FOR SOCIETY (SULAM)

(FINAL REPORT)

EMPOWERING YOUTH TO TACKLE CLIMATE CHANGE

COURSE CODE : ECC589 ENGINEERS IN SOCIETY

ADVISOR : DR. NORLIANA SULAIMAN

CLASS : EC2208A3

GROUP :3

NO. NAME STUDENT ID

1. MOHAMMAD HARITH HAKIM BIN ISMAIL 2019295164
2. MOHAMMAD AMREENSHAH BIN AMRAM MUKHTAR 2019295112
3. MUHAMAD HAFIZ ASYRAAF BIN ABD RASHID 2019229926
4. MOHAMAD HAIRUL ASYRAF BIN HAIRULNIZAM 2019685472

LECTURER:
TS. DR. SITI HAMIDAH BINTI ABDULL RAHMAN
DR. NURUL NORAZIEMAH BINTI MOHD PAUZI

DATE OF SUBMISSION: 20TH JULY 2023

 TABLE OF CONTENTS

1.0 Introduction .......................................................................................................................... 1

1.1 Background of Study ........................................................................................................ 1

1.2 Problem Statement ........................................................................................................... 1

2.1 Observation and Assessment of Problem ............................................................................. 2

2.2 Conflicts Relevant Between Different Stakeholders to Problem ......................................... 3

4.0 Purpose of ISP, Challenges and Issues Between Standard and Codes of Practice .............. 5

5.0 Initial Stage of Design / Development of Solutions ............................................................ 6

6.0 Potential Ethical Issues/Professional Misconduct and Solutions......................................... 7

7.0 Discussion on The Multiple Ideas Forwarded into Prototyping .......................................... 9

8.0 Explanation on The Proposed Innovative Solutions .......................................................... 11

10.0 Detail Final Design and Innovative Civil Engineering Solution ..................................... 13

11.0 Engagement with User/Community to Test the Solutions to the Problems and to Get
Feedbacks for Improvement. ................................................................................................... 18

13.0 Final Report ..................................................................................................................... 23

References ................................................................................................................................ 27

Appendix .................................................................................................................................. 28

LIST OF FIGURES
FIGURE NO.. TITLE PAGE
Figure 1 Linkage between stakeholders 5
Figure 2 Discussion session with school authorities. 9
Figure 3 Discussion with all groups about the activities proposed. 9
Figure 4 A video presentation on climate change. 15
Figure 5 Creating poster on climate change. 16
Figure 6 Presenting poster on climate change 17
Figure 7 Kahoot and quizzes on climate change and gift-giving to the 18
winners.

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1.0 Introduction

1.1 Background of Study

One of the most important problems that people are facing right now is how climate
change is affecting the world. "Climate change" refers to long-term changes in the Earth's
climate, especially rises in average temperatures around the world, as well as the effects these
changes will have on ecosystems, weather patterns, and human cultures. Scientists have
concluded that climate change is almost entirely caused by human actions, such as burning
fossil fuels and cutting down trees, which both release large amounts of greenhouse gases into
the air which act like a blanket to trap heat, the average temperature of the world is rising at a
worrisome rate. This is hurting our environment and our society in a lot of different ways.

According to a report by The World Bank, by 2030 an accumulation of 130 million

additional people will face poverty due to climate change. Millions of children face an
increased danger of being victims of violent crime because of climate change's effects on their
livelihoods and the increased struggle for limited resources. If nothing is done about climate
change, droughts will continue to become more severe, land degradation and desertification
will continue to advance at an alarming rate, and the global food problem will become even
more severe. The effects of climate change are having devastating knock-on effects on human
society.

1.2 Problem Statement

Climate change awareness raises various issues that must be addressed. Firstly, there is
a general lack of public understanding of the seriousness of the situation and its possible
consequences. Many people still have a hazy knowledge of the origins, consequences, and
urgency of climate change. This information gap impedes collaborative attempts to properly
address the issue. To solve this, thorough and accessible climate change education and
information must be provided to the public.

Second, the accessibility and dependability of climate change information is a major

problem. Misinformation, opposing viewpoints, and skewed narratives may quickly spread in
today's internet era, leading to widespread misunderstanding. Access to reliable and
trustworthy information is critical for fostering a better knowledge of climate change. Efforts
should be taken to guarantee that trustworthy information reaches the general population

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through different channels such as educational institutions, media platforms, and internet
resources.

Finally, the efficacy of communication and engagement initiatives in boosting climate

change awareness need improving. Climate change is a complicated problem, and reaching out
to varied audiences need customized and inventive methods. Current strategies often fail to
connect with various groups, resulting in a limited influence on awareness and behavioural
change. To successfully explain the urgency and need of tackling climate change,
communication techniques that take cultural, linguistic, and socioeconomic considerations
must be developed.

2.1 Observation and Assessment of Problem

Recent findings reveal that Malaysia occupies the 61st position in the list of countries
where minors face the highest risks due to escalating impacts of climate change (Environment
and Climate, 2022). The National Youth Climate Change Survey Malaysia, conducted by
UNICEF and UNDP, highlights that a staggering 9 out of 10 youth in Malaysia have already
experienced adverse effects related to climate and the environment. Consequently, children and
young people bear the burden of these consequences, which can profoundly affect their health,
well-being, education, and future income. Alarming projections from the World Bank Group
and Asian Development Bank's Climate Risk Country Profile: Malaysia (2021) indicate that
average temperatures in the country could surge by 3.11 degrees Celsius by the year 2090,
assuming the worst-case scenario of climate change (New Strait Times, 2023).

The rapid expansion and development of a nation can significantly contribute to climate
change. As economies grow, they tend to consume more energy, resources, and land, resulting
in increased greenhouse gas emissions. The first contributing factor is the heightened use of
fossil fuels like coal, oil, and natural gas during economic development, releasing substantial
amounts of greenhouse gases. Secondly, industrialization entails energy-intensive
manufacturing operations that emit additional greenhouse gases into the atmosphere. Thirdly,
rapid urbanization and development often lead to deforestation, reducing the Earth's ability to
absorb carbon dioxide, while land conversion for agricultural or urban purposes releases more
carbon dioxide from the soil and vegetation. Moreover, economic growth drives higher demand
for transportation, which further increases vehicle emissions. As nations progress, individual

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consumption of goods and services rises, leading to increased greenhouse gas emissions from
the manufacturing and transportation processes.

Developing countries, like Malaysia, face the challenge of balancing economic growth
with climate change adaptation and mitigation efforts. Despite these variations, the urgency of
addressing climate change remains a global concern that requires collective action from all
nations. Working together to find sustainable solutions is paramount to combat this pressing
issue and secure a more resilient and sustainable future for generations to come.

2.2 Conflicts Relevant Between Different Stakeholders to Problem

Since we are progressing into a technologically advanced world, developers, especially

engineers, are increasingly expected to uphold professionalism and eco-friendly ethics in their
endeavours to shape the world. However, there remain irresponsible parties that neglect these
ethical principles, engaging in uncivilized practices during industrial processes. As a nation
expands, the demand for energy, resources, and land rises, leading to climate change. A
situation further worsens by these unethical parties seeking illegal profits. Economic
development often drives the increased consumption of fossil fuels such as coal, oil, and natural
gas. Despite efforts to promote electric-powered vehicles to reduce reliance on non-renewable
resources, some individuals continue to opt for traditional fuel-based transportation, releasing
significant amounts of greenhouse gases and contributing to rising temperatures.

Furthermore, industrialization introduces energy-intensive manufacturing operations

that emit substantial greenhouse gases into the atmosphere. Though authorities mandate the
installation of Continuous Emission Monitoring Systems to monitor waste effluent emissions,
some premises fail to comply with these regulations, as reported by Berita Harian on 4th August
2019. This causes a failure to remotely acquire air pollutant release data, reach and process the
data and generate reports online for enforcement purposes which exaggerates the emission of
harmful gasses to atmosphere.

Moreover, rapid urbanization and development lead to deforestation, reducing the

Earth's capacity to absorb carbon dioxide and exacerbating climate change. Land conversion
for agriculture or urban use also releases carbon dioxide from the soil and vegetation, further
contributing to environmental degradation.

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 Lastly, economic growth leads to increased demand for transportation, resulting in
elevated vehicle emissions. These collective challenges call for responsible practices, ethical
decision-making, and sustainable solutions to mitigate the impact of climate change and foster
a harmonious coexistence between technological advancements and environmental
preservation.

3.0 Engagement with Local Authorities and Community

In this program, we actively engaged with Perbadanan Kemajuan Negeri Selangor

(PKNS) as our industrial linkage to conduct a thorough assessment of the community's
concerns and knowledge gaps regarding climate change. PKNS played a vital role in providing
valuable information and data related to current climate change issues. Through their expertise
and experience in environmental initiatives in Selangor, they offered valuable insights into
local climate challenges and solutions.

Our community engagement approach was the student community of Sekolah

Menengah Kebangsaan Sultan Salahuddin Abdul Aziz Shah, Shah Alam, focusing on form 4
students. This demographic was crucial, as they represent the future generation who will face
the long-term impacts of climate change. By raising their awareness and understanding of
climate change causes and effects, we aimed to empower them to become agents of positive
change in their communities. By equipping the information and data provided by PKNS, we
fostered a deeper understanding of climate change topics and integrated them into the
curriculum, extending the program's impact beyond a one-day event.

The program itself, named "Empowering Youth to Tackle Climate Change," spanned a
full day and included engaging activities such as video presentation, case studies, poster
creation, Kahoot quiz, and group presentations with awards for the best-performing groups.
These activities not only fostered a sense of competition and enthusiasm but also facilitated
active learning and knowledge retention.

Throughout the program, we closely measured the engagement level of the industrial
panel and the community by evaluating the active participation of students during the activities
and presentations. Furthermore, we conducted pre- and post-program surveys to assess the
knowledge gain and attitude changes among participants.

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 By establishing a robust collaboration with PKNS and implementing a comprehensive
community engagement strategy, we were confident that the program's educational value and
results were substantial. Empowering the youth with knowledge and awareness about climate
change paved the way for a more sustainable and environmentally conscious future, aligning
with the global aspiration to combat climate change by 2030.

COMMUNITY OUR TEAM

PKNS
Low level of Come up with a
Collaborate with us
awareness about program called
to share their
climate change "Empowering
knowledges and
Youth to Tackle
information
Climate Change"

Figure 1: Linkage between stakeholders.

4.0 Purpose of ISP, Challenges and Issues Between Standard and Codes of Practice

The purpose of this Integrated Society Project (ISP) is to raise awareness about the
pressing issues of climate change that we are currently facing. As described on the United
Nations website, climate change refers to long-term shifts in temperatures and weather patterns,
which have significantly impacted the earth's climate cycle. It is crucial to educate the students
of form 4 at Sekolah Menengah Kebangsaan Sultan Salahuddin Abdul Aziz Shah, Shah Alam
about the causes and effects of climate change, and empower them with knowledge on potential
solutions.

The challenges encountered in implementing this ISP are twofold. Firstly, ensuring that
the students understand and acknowledge the complexities of climate change requires an
approach that goes beyond theoretical learning. Therefore, we have strived to supplement the
information and data-driven education with real-life observations and examples, making the
learning experience more engaging and relatable.

Secondly, the availability of data and information on climate change in Malaysia has
been limited. There are relatively few organizations focusing on and actively addressing

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climate change issues. As a result, campaign materials and resources to expose students to in-
depth knowledge about climate change are scarce.

Furthermore, while Malaysia has a National Policy on Climate Change that was
released in 2010, the absence of a specific Climate Change Act presents a challenge. Although
the policy seeks to ensure climate-resilient development and sustainability, having a dedicated
act would further strengthen the country's commitment and efforts to combat climate change
in line with the United Nations' Sustainable Development Goals (SDGs).

Despite these challenges, we have justified our approach by adapting the available data
and information and using real-life examples to enrich the students' learning experience. While
the Climate Change Act is still pending, we acknowledge the existence of the National Policy
on Climate Change, which serves as a guiding framework for climate-resilient development.
By integrating climate change education into the curriculum, we aim to achieve the policy's
objectives, which include:

i. Mainstreaming climate change through wise management of resources and

enhanced environmental conservation resulting in strengthened economic
competitiveness and improved quality of life.
ii. Integration of responses into national policies, plans and programs to strengthen the
resilience of development from arising and potential impacts of climate change.
iii. Strengthening of institutional and implementation capacity to better harness
opportunities to reduce negative impacts of climate change.

5.0 Initial Stage of Design / Development of Solutions

Towards creating awareness about climate change issues globally, our group has come
up with the "Empowering Youth to Tackle Climate Change" program to be conducted at
Sekolah Menengah Kebangsaan Sultan Salahuddin Abdul Aziz Shah, Shah Alam. This program
aims to expose students to various climate change issues while fostering critical thinking,
environmental interest, teamwork, and leadership skills.

As part of the program, we have brainstormed and incorporated various engaging

activities. At the beginning of the program, a video presentation will highlight climate change
issues, including their causes, effects, and solutions. This will encourage students to understand
the urgency of the matter and empower them to take individual actions to address these

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challenges. Furthermore, we have designed a case study handout that will be divided among
students in groups of five. Through this, students will engage in creating posters on specific
climate change topics. This approach not only increases their exposure to climate change issues
but also fosters critical thinking and nurtures their interest in environmental matters.

The next significant activity is the presentation of their posters on climate change
topics. This exercise will help boost students' confidence levels and equip them with essential
presentation skills. As they grow older and enter the workforce, these skills will prove valuable,
enabling them to articulate these issues effectively to their peers, elders, and industry
professionals, thus spreading awareness. Moreover, our group and teachers will evaluate the
presentations based on comprehension, creativity, information, and delivery. This evaluation
will provide valuable feedback, allowing us to enhance the program's effectiveness.

Additionally, we will include a quiz (Kahoot) to gather feedback from participating

students. This post-program feedback will indicate their understanding and knowledge of
climate change issues, enabling us to assess the overall impact of our program.

Furthermore, this program aligns with three Sustainable Development Goals (SDGs):
goal-4 (Quality education), goal-11 (Sustainable cities and communities), and goal-13 (Climate
change), which serves as the primary focus. The incorporation of SDGs in our program
underscores its commitment to comprehensive sustainable development, considering
economic, social, and environmental dimensions. By working towards achieving these SDGs,
we aim to contribute to a sustainable future for all and uphold the principle of leaving no one
behind.

6.0 Potential Ethical Issues/Professional Misconduct and Solutions

In industry, ethical issues arise when a moral conflict occurs and must be resolved. In
other words, it is a circumstance in which a moral standard is called into question. Corporations
and individuals can both be implicated in these conflicts because any of their actions could
result in a conflict. Individuals and corporations can both be implicated in these conflicts since
any of their acts could be deemed unethical. Professional misconduct is defined as
inappropriate behaviour by responsible individuals.

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No. Ethical Issues and Professional Solutions to Overcome
Misconducts
1. Irresponsibility Early environmental education for children
Irresponsible parties’ actions cause is crucial. This will teach kids and instil a
climate change which harms the world, great lifestyle. Individuals, organizations,
society, and future generations. Climate and governments must collaborate to
change contributes to increasing sea address climate change irresponsibility.
levels, harsh weather, biodiversity loss, Professional individuals need to visit the
and health and well-being issues. school and teach few lessons about climate
change.
2. Lack of Awareness To raise awareness of climate change,
Individuals, groups, and cultures lack schools should provide participatory
awareness of climate change's origins, events. Climate change irresponsibility
effects, and remedies. Climate change requires education and awareness.
incorporates natural, human, and social Accurate knowledge and awareness help
systems. people and organizations make appropriate
decisions.
3. Lack Of Knowledge The community need to be exposed with all
Lack of knowledge is one of the main the technique, strategies, and engineering
barriers to addressing climate change. approach that they can adapt to be used to
Many people are unaware of the science help climate change crisis. A curricular
behind climate change, the severity of its activity regarding to protect environment in
impacts, and the actions they can take to avoiding climate change can enhance the
reduce their carbon footprint. knowledge and gain the interest from
students.
4. Negligence of Authority A school community awareness survey is
Governments, organizations, and leaders needed. Professionals and decision-makers
who fail to combat climate change are should prioritize climate action and
considered negligent. Authorities must encourage policies that decrease
lead and execute global climate change greenhouse gas emissions, boost renewable
solutions. energy, and assist adaptation.

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7.0 Discussion on The Multiple Ideas Forwarded into Prototyping

This project main idea is to help the community at Sekolah Menengah Kebangsaan
Salahuddin Abdul Aziz Shah. The representative from school is from department of counselling
that involves teachers Puan Badariah Ismail and Puan Rozilawati Mamat. Several ideas have
been generated during the discussion between both the school side and the team members with
the help of the advisor that can contribute to the school community. Firstly, we proposed a
program about the climate change. The program titled "Empowering Youth to Tackle Climate
Change" will be fill with several activities that can increase the knowledge of climate change
for the school's community. The team members will do all the paperwork regarding the program
and all the activities while the school will allocate a suitable date for the program.

Figure 2: Discussion session with school authorities.

Figure 3: Discussion with all groups about the activities proposed.

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 ITEM PROBLEMS PROPOSED IDEAS
Video Presentation The knowledge of climate Present our own video that
change among school students approved by PKNS to be
is still at unsatisfactory level present for student. The
because students were not video containing the
exposed to climate change introduction, Sustainable
issues at school. Development Goals, factors,
effects, and how to mitigate
climate change.
Creating Poster about climate change According to a teacher from Students will gain more
SMK Salahuddin Abdul Aziz, information from articles
climate change is not in and newspapers given for
educational syllabus at school. them as their sources to
Student cannot differentiate make the poster. In addition,
the causes and effects of students also will alert the
climate change. current issues and realize
that climate change is
important issues.
Poster Presentation According to a teacher from Encourage students to
SMK Salahuddin Abdul Aziz engage with the community.
Shah, some students are shy Boost confident level for
and have low confident during students by presenting their
presentation in class. work to other community
from UiTM. This relax and
fun activities can make them
present very well.
Kahoot and Quiz It’s hard to determine the The question of Kahoot quiz
students understanding by will be prepared by our team.
only asking they understand or This activity helps our team
not. to determine either the
students understand or not
and achieve all objectives of
the program.

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8.0 Explanation on The Proposed Innovative Solutions

After thorough discussions with our team members, the school community
representative, and the advisor, in collaboration with PKNS agencies, we are thrilled to confirm
that the "Empowering Youth to Tackle Climate Change" day program at Sekolah Menengah
Kebangsaan Salahuddin Abdul Aziz Shah will move forward. The program will take place on
a date determined by the school, and it will encompass a series of engaging activities aimed at
enhancing knowledge and raising awareness about climate change. We are excited to announce
that the official launch of the program is scheduled for Tuesday, 13 June 2023, right after the
students' break period. This initiative holds great promise in empowering our youth to become
active agents of change in addressing the critical issue of climate change.

Firstly, the event will be starting with video presentation. Our video on climate change,
which covers important aspects such as the introduction, Sustainable Development Goals
(SDGs), factors contributing to climate change, its effects, and possible mitigations, has been
approved by Puan Azlinda Aziz, Sustainability Director, PKNS. This video aims to raise
awareness among students about the pressing issue of climate change and its impact on our
planet. By presenting this video, we hope to educate and inspire students to act and contribute
to a more sustainable future. Through visual storytelling and engaging content, we aim to
highlight the urgency of addressing climate change while emphasizing the importance of
individual and collective efforts in achieving the SDGs. In addition, all students involve are
divided into four groups and seat in their box during this session.

Then, students will be discussing and utilize knowledge gained from video
presentations on climate change among their group members. They will also be provided with
relevant articles, newspapers, markers, glue, scissors, and Mahjong paper to create posters.
Each team will focus on a different climate change issue, fostering a comprehensive
understanding of various aspects. Two judges which is teachers will evaluate the posters based
on creativity, innovative, informative, and teamwork. This hands-on activity promotes active
engagement, collaborative learning, research skills, and effective communication. It serves as
a practical application of knowledge, reinforcing understanding and empowering students to
advocate for sustainable practices.

Once the students have completed making their posters, they will be given the
opportunity to present their work to the other groups, judges, and our team. During these
presentations, the other groups will actively engage and focus, gaining valuable information

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about the different climate change issues addressed by their peers. This activity serves as a
platform for knowledge exchange, allowing students to learn about various aspects of climate
change in a concise and impactful manner. Moreover, presenting their posters in front of an
audience will boost their confidence and enhance their communication skills. By fostering an
environment of sharing and learning, this activity contributes to a holistic educational
experience for the students, encouraging them to become well-informed advocates for climate
change mitigation.

After the poster presentations, the program will proceed to a Kahoot quiz session. In
this segment, each student will participate individually rather than as part of their groups. The
questions and answer options will be displayed on the screen for everyone to see. To select
their answers, students will have the opportunity to move to one of the four boxes on the floor,
each representing a different answer choice. With the quiz format, students will be actively
engaged in the learning process, testing their knowledge on climate change and related topics.
This interactive activity not only promotes critical thinking and recall but also adds an element
of physical movement, making the session both educational and enjoyable. By incorporating
this Kahoot quiz, we aim to reinforce the understanding gained from the earlier activities and
further enhance the students' knowledge on climate change issues.

As the program draws to a close, all the groups will gather to receive their well-deserved
prizes. Our team representatives, along with the judges, will have the honour of presenting the
awards to the winners. This moment of recognition will not only celebrate the students' hard
work and dedication throughout the program but also serve as an inspiration for their future
endeavours in tackling climate change. A survey will be created using Google Forms. The
survey responses will be crucial to determine the output that student gain from this program.
After that, a photography session will take place, involving all the students and teachers.
Capturing this memorable occasion will not only preserve the memories but also showcase the
collective efforts and enthusiasm of the entire school community. The closing ceremony will
mark the successful conclusion of the "Empowering Youth to Tackle Climate Change"
program, leaving a lasting impact on the students and fostering a sense of pride in their
contributions towards a sustainable future.

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10.0 Detail Final Design and Innovative Civil Engineering Solution

Project Description

Sekolah Menengah Kebangsaan Sultan Salahuddin Abdul Aziz Shah is the first and
oldest secondary school in Shah Alam. It was initially established in 1978 on a 9.6-acre piece
of land and founded by its first principal, Mr. Kasim Bin Sohoot. During the first two months,
it was known as Sekolah Menengah Shah Alam and operated in the premises of Sekolah
Rendah Seksyen 16, Shah Alam. The school officially commenced its operations in Section 2,
Shah Alam (its current location) on 1st March 1979, after the school building was completed.
The school emblem and flag were designed in 1983. The design concept for this integrated
society project is to create awareness about climate change issues we are facing nowadays
especially among the target group which is the Form 4 students. In this project, final year civil
engineering students have engaged with teachers from Sekolah Menengah Kebangsaan Sultan
Salahuddin Abdul Aziz Shah while collaborating with PKNS with help to run the “Empowering
Youth to Tackle Climate Change” program to share the knowledge.

The developing design concept were divided into 3 steps:

• Site surveying of the school location and facilities of the school.

• Engagement with the school with the purpose of gathering input through interviews.
• Analysis of the most effective strategy for implementing the climate change awareness
campaign.

Project Design Purpose

Climate change program is important among secondary school students of Sekolah

Menengah Kebangsaan Sultan Salahuddin Abdul Aziz Shah since they are the future of our
country. Firstly, it enhances environmental awareness by helping students grasp the
consequences of human activities on the planet and their own role in addressing climate issues.
By understanding the challenges posed by climate change, students become more conscious of
their impact on the environment and are encouraged to make informed decisions for a greener,
sustainable future. Next, climate change education promotes sustainable practices. By raising
awareness about climate change, students are encouraged to adopt habits such as reducing
energy consumption, practicing waste reduction, and making environmentally conscious
consumer choices. These small but meaningful changes can collectively have a positive impact
on the environment. This program can be correlated with 3 SDG’s which are goal-4 (Quality

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education), goal-11 (Sustainable cities and communities), and goal-13 (Climate change). Last
but not least, climate change awareness inspires advocacy and leadership. When students learn
about the challenges posed by climate change, they are more likely to become passionate
advocates for climate action and environmental protection. They can take on leadership roles
within their communities, fostering a culture of sustainability and inspiring others to join the
cause. In conclusion, climate change awareness among secondary school students plays a
crucial role in creating environmentally conscious and responsible individuals. It equips them
with the knowledge and tools to address climate challenges, empowering them to be active
contributors to a more sustainable and resilient future for our planet.

Solution to The Problems

1. Launch a video presentation regarding to climate change.

The problem highlighted is the lack of knowledge about climate change among school
students, primarily due to their limited exposure to climate change issues at school. To address
this issue, the proposed solution is to conduct a video presentation that focuses on climate
change education. The video will be presented after the introduction of the program to give the
overview to the students about the climate change. The video presentation serves as an effective
medium to deliver information to students in a visually engaging and informative manner. We
present our own video that approved by PKNS to be present for student. The video containing
the introduction, Sustainable Development Goals, factors, effects, and how to mitigate climate
change. A video presentation can capture students' attention and engage them with dynamic
visuals, animations, and graphics. This captivating approach makes complex concepts easier to
understand and remember. The video can cover various aspects of climate change, including
its causes, impacts, and possible solutions. By presenting a comprehensive overview, students
gain a deeper understanding of the issue and its significance. The video ensures consistent and
standardized delivery of climate change education. The video presentation allows students and
teachers to revisit the content whenever needed, reinforcing the learning experience. From the
video presentation, we can achieve the goal-4 (Quality education) from the Sustainable
Development Goals.

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 Figure 4: A video presentation on climate change.

2. Creating posters on climate change among groups

The problem stated is that school students cannot differentiate the causes and effects of
climate change, mainly because climate change is not included in the educational syllabus at
school. To address this issue, the proposed solution is to create posters among student groups.
Student Involvement: Involving student groups in the creation of posters fosters active learning
and ownership of the information. Students will research, collaborate, and design the posters,
allowing them to develop a deeper understanding of the topic. While climate change might not
be part of the official educational syllabus, the creation of posters can be seamlessly integrated
into existing subjects such as science, geography, or art. This approach ensures that climate
change education aligns with the school's curriculum. As students work on the posters, they
internalize the knowledge about the causes and effects of climate change. The process of
researching and organizing information reinforces their understanding and memory retention.
The posters serve as conversation starters, encouraging peer-to-peer discussions about climate
change. Thus, students can share their insights, ask questions, and engage in meaningful
dialogues on the topic. the solution of creating posters among student groups offers an effective
and engaging way to address the lack of climate change education in the school syllabus. From
the creation of posters, we can achieve the goal-4 (Quality education) from the Sustainable
Development Goals.

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 Figure 5: Creating poster on climate change.

3. Poster Presentation and Evaluation

The problem identified is that school students have low knowledge about climate
change, coupled with low confidence in presenting the topic. To address this issue, the proposed
solution is to implement a posters presentation and evaluation. Once the posters are created,
students will prepare presentations based on the information depicted on their posters. They
can rehearse their presentations in the group to enhance their confidence and public speaking
skills. Students will present their posters and deliver their presentations to their peers. This
fosters a supportive learning environment where students can share their knowledge, exchange
ideas, and provide feedback to one another. After each presentation, students and teachers will
provide constructive feedback and evaluation. This process encourages students to critically
assess their own work and improve their presentation skills over time. It also helps identify
areas where students may need additional support or clarification. Following the presentations,
a question-and-answer session and group discussion can be conducted. This allows students to
engage in meaningful conversations, clarify doubts, and deepen their understanding of climate
change through interactive dialogue. The poster presentation and evaluation process provide
students with a platform to showcase their knowledge, enhancing their confidence in discussing
climate change. Regular opportunities to present and receive feedback will contribute to their
growth and self-assurance over time. From the presentation of posters, we can achieve the goal-
4 (Quality education), goal-11 (Sustainable cities and communities), and goal-13 (Climate
change) from the Sustainable Development Goals.

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 Figure 6: Presenting poster on climate change.

4. Kahoot and Quiz

The problem at hand is the challenge of accurately determining students' understanding

of a topic by merely asking if they comprehend it or not. To tackle this issue, the proposed
solution involves the use of quizzes and Kahoot, an interactive game-based learning platform.
Quizzes serve as effective tools to assess students' comprehension of specific climate change
concepts, employing multiple-choice, true/false, or fill-in-the-blank questions. These
assessments provide immediate feedback to us, allowing for formative evaluation and
identifying areas where students may be struggling. On the other hand, Kahoot engages
students in a fun and competitive environment, utilizing gamification elements such as points
and leaderboards. Through Kahoot quizzes, students participate individually or in teams,
benefiting from real-time feedback and reinforcement of correct understanding. Furthermore,
the combination of quizzes and Kahoot caters to diverse learning styles, ensuring inclusivity in
the assessment process. The continuous use of these tools enables us and teachers to monitor
students' progress throughout their learning journey, making data-driven decisions to tailor
instruction and support individualized needs. Ultimately, quizzes and Kahoot provide a
dynamic and interactive approach to assessing students' understanding of climate change,
fostering a more engaging and effective learning experience. Furthermore, we also give some
gifts to the winners from both Kahoot and quizzes games. It can boost their interest in joining
our games. From the creation of posters, we can achieve the goal-4 (Quality education) from
the Sustainable Development Goals.

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 Figure 7: Kahoot and quizzes on climate change and gift-giving to the winners.

11.0 Engagement with User/Community to Test the Solutions to the Problems and to Get
Feedbacks for Improvement.

Engagement With Comprehensive Elaborations of Constructive/ Practical Feedback

The result from the activity and program that had been held at Sekolah Menengah
Kebangsaan Sultan Salahuddin Abdul Aziz Shah shows that civil engineering students
succeeded in engaging with their target community, which are students at this secondary
school. Besides that, our team has also achieved a good level of engagement with PKNS in
making a successful program that is beneficial to the community I terms of civil engineering
field. Our goal was to ensure that every activity and program that have been held gave a
permanent message and input to the target community so that they would apply it in their daily
lives.

We created a questionnaire survey about the program for the target community, which
was our students after the program finished at the school. The objective of the program survey
was to measure the effectiveness of the program in improving the students’ knowledge about
climate change awareness, thus determining whether the target community was concerned and
learned something from the program. The students were required to answer several survey
questions at the final stage of the program. The questionnaire survey option answer will be
agreed, neutral or disagreed. The survey included the questions about what they knew about
their knowledge before and after the program. This action was to re-evaluate the level of
understanding and knowledge of the students after completing this program. This project’s
feedback will also create an idea and knowledge to improve this program in terms of many
aspects, for instance, the efficiency of the program and the potency of the outcome. The
questionnaire survey was one of the requirements of “Outcome Base Education”.

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 Based on the result of questionnaire survey, it appears that many of them aware about
the presence of climate change. These survey results indicate that there is a varied level of
awareness among the respondents regarding climate change. While a significant percentage
agree that they are completely aware with 46.7%, a notable portion remains neutral or
disagrees, suggesting that there is room for improvement in raising climate change awareness
among this group. It can be concluded that most of them knew that climate change has getting
prevalent through environment. However, the questionnaire survey aimed to gauge students'
preparedness for today's lesson. The results showed that 40% of respondents agreed that they
felt prepared, while 26.7% were neutral, and 33.3% disagreed with their level of preparedness.
The responses indicate a diverse range of feelings among the students regarding their readiness
for the lesson. Further analysis may be needed to identify specific factors influencing these
responses and to address any potential areas of improvement in student preparedness.

The questionnaire survey focused on assessing participants' ability to identify the cause
of climate change and to evaluate the impact of the program on participants' knowledge and
awareness regarding climate change after attending the program. The results revealed that
86.7% of respondents agreed that they were able to identify the cause of climate change, while
13.3% disagreed. The results revealed that 66.7% of respondents agreed that their knowledge
and awareness improved after the program, while 33.3% disagreed. The majority of
participants expressed a positive outcome, indicating that the program effectively contributed
to their understanding of the causes of climate change and their knowledge and awareness of

19
climate change after the program. However, further analysis could explore the reasons behind
the disagreement among the remaining participants and identify potential areas for
improvement in the program's content or delivery to enhance overall comprehension.

The results indicate a diversity of perspectives on the inclusion of climate change in the
secondary school curriculum. Some respondents expressed support for introducing a dedicated
syllabus on climate change, recognizing its importance as a critical global issue. On the other
hand, a notable portion of students disagreed or remained neutral, suggesting potential
reservations or differing opinions about the necessity of a separate syllabus. Possible reasons
for disagreement or neutrality are curriculum overload and competing priorities.

The questionnaire survey aimed to assess participants' willingness to share the

knowledge about climate change gained from the program with their relatives. The majority of
participants expressed a positive inclination to share the knowledge they acquired during the
program with their relatives, indicating a potential for cascading awareness. However, a
significant portion either disagreed or remained neutral, suggesting that there might be various
reasons influencing their decision such as lack of confidence, relevance to relatives,
communication barriers and time constraints.

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 There are several suggestions that have been collected from the students with variety
of answers. One of them tells that there are few causes of climate change that they learned are
slightly hard to understand. Thus, we realise that few causes need to be changed to get the
better understanding about climate change among all students. They are also telling that more
mentors need to be recruited and attendance of lecturer will improve the program smoothly.
Thus, we need to communicate and refer this suggestion among civil engineering students and
lecturers. Furthermore, we need to find more budget in conducting this program since they said
that more outdoor activities and prizes will catch their interest in joining this program. The time
management of the program need to be improved too since the respondent said that there is
time consuming that making them for being late in coming home from school. However, we
can conclude that this program runs effectively since the almost all students have improved
their knowledge regarding to climate change.

Issues For Effective Implementation of the Proposed Solution

Professional Engineering Practices (PEP) of climate change refer to the application of

engineering principles, techniques, and ethical standards in addressing the challenges and
impacts of climate change. These practices involve utilizing engineering expertise to develop
and implement solutions that mitigate the effect of climate change, adapt to changing
environmental conditions, and promote sustainable practices.

One of the issues for the effective implementation of video presentation related to
climate change is by collaborating with professional engineers. As we can observe, the
collaboration with the professional engineer can enhance better understanding of climate
change among students. We can collaborate with engineers to develop educational resources
and curriculum materials that emphasize the role of engineering in addressing climate change.
These resources can incorporate case studies, hands-on projects, and interactive activities to
engage students and foster a deeper understanding of the subject. Furthermore, engineers can
employ graphics, animations, and infographics to simplify complex climate change concepts
and engage students in an easily understandable manner. By considering these relevant issues,
professional engineering practices can enhance the impact of video presentations in promoting
climate change awareness among students. The collaboration between engineers, educators,
and students contributes to creating informative, visually engaging, and environmentally
conscious video content that fosters a deeper understanding of climate change and inspires
action for a sustainable future.

21
 Another issue for the effective implementation of creation posters related to climate
change is by using sustainable materials. This encourages the use of eco-friendly and
sustainable materials in creating the posters. We must explore options such as recycled paper,
vegetable-based inks, and other environmentally friendly materials to minimize the
environmental impact of poster production. Thus, we must provide them these materials when
they create the posters. In addition, we should provide a sample model of poster with these
materials. Furthermore, it may gain interest among them to participate in creating the posters.
By addressing these relevant issues, professional engineering practices can enhance the impact
of poster campaigns in schools, fostering a deeper understanding of climate change among
students.

Another issue for the effective implementation of creation posters related to climate
change is the real-world applications and age-appropriate complexity of the quizzes and
Kahoot. There are few questions that cannot be answered from the students during the program.
So, the quizzes should be tailored to the age and grade level of the students. We need to strike
a balance between challenging students and providing questions that are understandable and
suitable for their level of knowledge. Regarding to the real-world applications, students can be
asked about the impacts of climate change on communities, ecosystems, and global events to
understand its tangible effects. By addressing these relevant issues, professional engineering
practices can enhance the impact of quizzes in promoting climate change awareness among
students. The collaboration between engineers and educators ensures that quizzes effectively
educate and inspire students to take an active role in addressing climate change challenges.

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13.0 Final Report

The main purpose of this community project is to create awareness about climate
change issues we are facing nowadays. This project is also an initiative in increasing the
awareness of the students towards climate change and also to discuss with the professional
linked industry about this issue. We realized the lack of awareness from the community about
climate change around that area. We had approached the Perbadanan Kemajuan Negeri
Selangor (PKNS) asking permission to conduct this project with their assistance and guidance.
For that, we had conducted a site visit and meeting with Sekolah Menengah Kebangsaan Sultan
Salahuddin Abdul Aziz Shah to deliver the problems and some questions from the community.
During the meeting, we had discussed all the problems related to the climate change program.
The representative had given full cooperation, opinions and solutions relating to the issues. We
have made a programme about “Empowering Youth to Tackle Climate Change” to students of
Sekolah Menengah Kebangsaan Sultan Salahuddin Abdul Aziz Shah. The programme was held
on 13th June 2023. We realized the lack of awareness of climate change, so we introduced and
conducted a video presentation regarding to climate change to students. We had prepared the
video presentation a week before the programme started. The video presentation was done so
they can use as a reference when doing poster and future use. On the day of the programme,
we shared generally about the causes and effects of climate change. We shared knowledge
about climate change and gave them exposure about it by having presentation of posters from
the students. We also guide them in doing the poster by giving articles as references and we
teach them regarding of their topics of presentation. Before the programme ended, we had some
games and fun activities to know their understanding about climate change. We made few
games such as Kahoot and quizzes and we give the gift and present to whoever win the games.
Some pictures were taken as the evidence during the programme can be seen at Appendix.

We had to distribute questionnaire surveys after the programme to collect information

from the students on their knowledge about climate change and give them opportunities to
convey the issues, complain and opinions about the program. The data obtained from the
questionnaire result were analysed. After being distributed to the students, we had to get
feedback from the students and community on the effectiveness of this community project.
From the data analysed, we had received 15 responses from students. There are 93.3% of
respondents have better understanding about climate change after joining the program. The
students also know how to differentiate between the causes and effects of climate change. Most

23
of the respondents also agree that the awareness of climate change is the important things in
their surroundings and future life.

Timeline

24
Action Plan

No. Activity Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week Week Week Week Week
10 11 12 13 14

1. Briefing on the course subject

and the E-Sulam Project

2. Brainstorming on the project

title and contents

3. Find the related advisor and

discuss on project

4. Engagement with community

and industrial representatives

5. Preparation of Borang C and

project proposal

6. Submission of Borang C and

project proposal

7. Preparation of interim Report

8. Submission of interim report

25
9. Preparation of event day

10. Event day

11. Gathering feedback

12.. Presentation of ISP

13. Preparation of final report,

video montage, "Borang

Impak"

14. Submission of final report,

video montage

26
References

School, 21K. (2022, August 9). How to Cultivate Environmental Awareness in Schools? 21K School.

https://www.21kschool.com/blog/how-to-cultivate-environmental-awareness/

Climatic changes-Government policy-Malaysia. I. Malaysia. Kementerian Sumber Asli dan Alam

Sekitar. II. Judul: National policy on climate change. 551.69595

Climate Change | Sector | World Vision International. (2021). Wvi.org. https://www.wvi.org/our-

work/climate-change?gad=1

The Science of Climate Change Explained: Facts, Evidence and Proof. (2023). The New York Times.

https://www.nytimes.com/article/climate-change-global-warming-faq.html

The Economist. (2019, September 21). The past, present and future of climate change. The

Economist; The Economist. https://www.economist.com/briefing/2019/09/21/the-past-

present-and-future-of-climate-change?gclid=Cj0KCQjwu-

KiBhCsARIsAPztUF1CTbw4cWn9T-

2yxotzNm5PZdOeD8ohrD9sIC43PmR5op0ZIKaxLJwaAnbsEALw_wcB&gclsrc=aw.ds

(2019, January 14). Environment; National Geographic.

https://www.nationalgeographic.com/environment/article/global-warming-effects

Nations, U. (2020). What Is Climate Change? | United Nations. United Nations; United Nations.

https://www.un.org/en/climatechange/what-is-climate-change
Our planet is warming. Here’s what’s at stake if we don’t act now. (2015). World Wildlife Fund.

https://www.worldwildlife.org/stories/our-planet-is-warming-here-s-what-s-at-stake-if-we-

don-t-act-now

Heat Waves and Climate Change. (2022, July 27). Center for Climate and Energy Solutions.

https://www.c2es.org/content/heat-waves-and-climate-change/

Environment and Climate. (2022). Unicef.org. https://www.unicef.org/malaysia/environment-and-

climate

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Appendix

Appendix 1: Sekolah Menengah Kebangsaan Sultan Salahuddin Abdul Aziz Shah

Appendix 2 Proposed area for the program.

Appendix 3: Sustainable Development Goals that were set up in 2015 by the United Nations
General Assembly and are intended to be achieved by 2030.

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Appendix 4: Students from Sekolah Menengah Kebangsaan Sultan Salahuddin Abdul
Aziz Shah are listening to program briefing

Appendix 5: Creating poster process from given articles

Appendix 6: Kahoot and quizzes

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Appendix 7: Questionnaire Survey

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