RCE Penang - 2024

Embracing The Heart of Community Care and Engagement Among Youth: A Collaboration on Reflective Small Scale Study Between Universiti Gadjah Mada (RCE Yogyakarta) and Universiti Sains Malaysia (RCE Penang)
CSV
Basic Information
Title of project : 
Embracing The Heart of Community Care and Engagement Among Youth: A Collaboration on Reflective Small Scale Study Between Universiti Gadjah Mada (RCE Yogyakarta) and Universiti Sains Malaysia (RCE Penang)
Submitting RCE: 
RCE Penang
Contributing organization(s) : 
RCE Penang @CGSS Universiti Sains Malaysia USM PENANG
RCE Yogyakarta Universitas Gajah Mada
Focal point(s) and affiliation(s)
Name: 
Associate Prof Dr Aswati Hamzah
Organizational Affiliation: 
School of Educational Studies, USM Penang, RCE Penang
E-mail: 
aswati@usm.my
Name: 
Dr Azri Faisal Nabhan,
Organizational Affiliation: 
RCE Yogjakarta, Direktorat Pengabdian Kepada Masyarakat Universitas Gajah Mada Indonesia
E-mail: 
azri.faisal@ugm.ac.id
Name: 
Dr Rustamaji
Organizational Affiliation: 
RCE Yogjakarta
E-mail: 
rustamajifarklin@ugm.ac.id
Name: 
Muhammad Azfar Nauval Bin Ilyas
Organizational Affiliation: 
Chairperson of RCE Penang Youth Club
E-mail: 
azfar.naufal1906@gmail.com
Name: 
Assoc. Professor Dr. Japareng Lalung
Organizational Affiliation: 
School of Technology Industry, Universiti Sains Malaysia RCE Penang Coordinator Centre for Global Sustainability Studies (CGSS) Universiti Sains Malaysia
E-mail: 
japareng@usm.my
Name: 
Miss Wan Sharipahmira Mohd Zain
Organizational Affiliation: 
RCE Penang, CGSS Centre for Global Sustainability Studies (CGSS) Universiti Sains Malaysia
E-mail: 
wansharipahmira@usm.my
Format of project: 
Report
Language of project: 
English and Malay Language
Date of submission:
Monday, September 23, 2024
Does this project link to any education and/or sustainable development policy or policies?: 
No
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Indonesia
Location(s): 
Indonesia & Malaysia
Address of focal point institution for project: 
Universiti Sains Malaysia Penang Malaysia
Universitas Gajah Mada Yogjakarta Indonesia
Ecosystem(s):
Mountain, Urban/Peri-urban
Target Audience:
Community, Higher, Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
George Town, a UNESCO World Heritage Site. It has been establishing involvement of local residents, heritage site managers, and local business owners in related community-led conservation activities. Besides that, sustainable ecotourism practices in Penang National Park, inniate community engagement in promoting environmental conservation and sustainable tourism. As a hot spot of tourism activities bicycle has been introduced as an alternative mode of transport in this area. With the target in reducing the carbon footprint of tourism and enhancing the tourist experience in George Town. Similar cases being focal of observation in the city of Yogyakarta which shared a similar nature of being a UNESCO World Heritage site.
Description of sustainable development challenge(s) in the area the project addresses: 
There are 3 focal point of small study involved.
i. Community Participation in Heritage Conservation in George Town, Penang and Yogjakarta City.
Study Overview: This study explored the involvement of local communities in the conservation of heritage sites in George Town, a UNESCO World Heritage Site. The research included interviews with residents, heritage site managers, and local business owners, as well as field observations of community-led conservation activities.
Key Findings: • Heritage Conservation: Community-led initiatives have played a vital role in preserving the architectural and cultural heritage of George Town and Yogjakarta • Economic Empowerment: The involvement of local communities in heritage tourism has provided economic benefits, especially through the promotion of traditional crafts and local businesses. • Challenges: Balancing tourism development with heritage conservation remains a key challenge, requiring ongoing community engagement and sustainable practices.
ii. Sustainable Ecotourism in Penang National Park and Ecotourism in Yogjakaarta
Study Overview: This study examined sustainable ecotourism practices in Penang National Park, focusing on the role of community engagement in promoting environmental conservation and sustainable tourism. Data were collected through interviews with local tour guides, park officials, and tourists, as well as ecological assessments. Key Findings: • Environmental Stewardship: Community involvement in conservation efforts, such as wildlife protection and reforestation projects, has significantly improved the park's ecological health. • Educational Programs: Community-led educational programs for tourists have raised awareness about sustainable practices and the importance of conservation. • Economic Benefits: Sustainable ecotourism has provided economic opportunities for local communities, particularly through eco-friendly tours and services.
iii. The Use of Bicycles as an Alternative Mode of Transport in Sustainable Tourism in George Town, Penang and Yogjakarta: This study aims to evaluate the effectiveness of using bicycles as an alternative mode of transport in reducing the carbon footprint of tourism and enhancing the tourist experience in George Town. Key Findings: Literature Review - Review of previous studies on the use of bicycles in sustainable tourism. - Analysis of local government policies and initiatives related to bicycle transportation. Data Collection - Surveys of tourists who use bicycles as a mode of transport. - Interviews with bicycle service operators and local authorities. - Direct observation of bicycle usage in tourist hotspots. Data Analysis - Quantitative and qualitative analysis of the collected data. - Comparison with other cities that have successfully implemented bicycle transport initiatives.
Contents
Status: 
Ongoing
Period: 
January, 2024 to December, 2024
Rationale: 
This particular collaboration between Universiti Gadjah Mada (RCE Yogyakarta) and Universiti Sains Malaysia (RCE Penang) exemplifies the network spirit of RCE members, fostering a deep sense of community care and engagement among youth. Located in UNESCO-recognized tourism spots, both RCEs leverage their unique cultural and environmental contexts to inspire reflective small-scale studies, promoting sustainable development through collective action. The community often provides the best education for life and offers a broad spectrum of educational hubs for individuals to reflect upon his position and purpose in life. The hands-on experience while engaging with the community lend a huge opportunity to reflect and serve as the main platform for holistic development among younger generations to react and nurture their humanistic skills and emotional intelligence in specific as future leaders in the community. Purporting SDG 11 SDG 12 SDG 16 and SDG 17 main themes and targets to develop strong institutions within inclusiveness of managing diversity and uniqueness of community in nature. The project is a Project-Based-Learning (PBL) and PBL will also enhance students focus, empathy, attention and on solving the problem with our collaborator. Besides, systematic reflective thinking will equip them with right mind set in dealing with SDG issues. The students will get to understand the problem within community and encourage them to develop decision making then suggest and promote actions to solve the problems.
Objectives: 
This Project aims to:
•Nurturing the cycle of reflective thinking throughout community engagement activities based on GIBBS reflective thinking model.
•Develop skills of conducting comparative small scale study within community engagement activities by applying reflective activities
•Embracing and imparting a process of recreating new knowledge to international avenues
•To share scientific data of SDG PBL at international level
Activities and/or practices employed: 
Collaboration and small studies has been divided into phases
Phase 1
A 2 to 3 hours online WebEx session from lecturer of USM with the Gadjah Mada University students. The objectives of this phase is to give an idea or construct a strategy to cope with the community issues that is happening in our area
Phase 2
In this phase, this activity is to utilize Gibbs Reflective Cycle to analyse and evaluate the experience, identifying key strengths and areas for improvement. Through detailed reflection, participants aim to gain deeper insights into their reactions and the overall process, enhancing their ability to plan and execute future tourism activities effectively. This objective aligns with SDG 12: Responsible Consumption and Production, as it promotes sustainable tourism practices and continuous improvement. This phase required several action from both USM and UGM Student such as: • Group Formation for field Research • Ice breaking with both USM and UGM group. • Work division • Method and Data Collection
Phase 3
A 4 days trip to Gadjah Mada University (Yogyakarta) to meet physically and exchange idea with the Gadjah Mada University (Yogyakarta) group. In this phase, both USM and Gadjah Mada University (Yogyakarta) students will be presenting their method and data collection together with the result and conclusion about the field research that has been conducted in the phase 2. This presentation will be held at Gadjah Mada University (Yogyakarta) in front of several panels that consist of project advisers from USM and Gadjah Mada University (Yogyakarta). In the end of this phase, there will be a post discussion among both group of USM and Gadjah Mada University (Yogyakarta) to talk about publication regarding this project.
Size of academic audience: 
50
Results: 
The output is a comprehensive reflection in a form of small case study report presentation on the tourism activity using Gibbs Reflective Cycle, highlighting strengths, weaknesses, and areas for improvement. This reflection fosters better planning and execution of future sustainbale tourism activities, promoting sustainable practices aligned with SDG 12: Responsible Consumption and Production. At the end of phase 2, both USM and UGM group are able to extract enough data to satisfied SDG’s points that have been chosen.( • SDG 8: Decent Work and Economic Growth • SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production • SDG 14: Life Below Water • SDG 15: Life on Land• SDG 17: Partnerships for the Goals At the end of phase 3, both universities student are expected to fully grasp the whole picture about issues that are happening in our community and are able to at least lower the impact or able to overcome the problem that rise within the community. In this phase, students should also be able to inflict any changes within the community to help and promote sustainability at the community level and at a higher level in the future
Lessons learned: 
Mobility and funding are biggest challenge to carry out this project.
Key messages: 
Educating younger generation with Systematic reflection model is the key to establish meaningful action and enhance their understanding on community engagement that led to the appropriate translation of SDG in sustainable tourism agenda. Partnership and collaboration on case study will empower youth with reflective thinking skills and strengthen their internal will to develop community care at international milieu.

Funding: 
RCE Penang
RCE Yogjakarta
Personal funding
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Direct
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Direct
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Indirect
Traditional Knowledge  
Indirect
Agriculture 
Indirect
Arts 
Direct
Curriculum Development 
Indirect
Ecotourism 
Direct
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Indirect
Priority Action Area 2 - Transforming learning and training environments 
state: 
Indirect
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Direct
Update: 
No
I acknowledge the above: 
Yes