EXPLORING THE SCHOOL LEARNING EXPERIENCES OF INDIGENOUS STUDENTS IN EDUCATION INSTITUTIONS: CHALLENGES AND BARRIERS TO EDUCATIONAL CONTINUITY

Abstract

This study explores the school learning experiences of Indigenous (Orang Asli) students who have successfully pursued higher education in Malaysian institutions. Employing a qualitative approach with a phenomenological design, the research involved five Orang Asli students from various tribes currently enrolled in higher education institutions. The study aimed to explore their school learning experiences, factors influencing their success, and suggestions for improving educational continuity among Orang Asli students. Findings revealed four main themes affecting the educational experiences and success of Orang Asli students: (1) Distance and transportation, (2) Local language and culture, (3) Academic, parental, and community support, and (4) Family economic status. The study found that distance and transportation challenges were mitigated through the provision of dormitories, while language and cultural barriers were addressed through teaching approaches sensitive to individual student needs. Academic support from schools, parental motivation, and financial assistance from various parties emerged as crucial factors in Orang Asli students' success in pursuing university education. Based on these findings, the study proposes several measures to enhance educational continuity for Orang Asli students, including constructing schools near Orang Asli settlements, improving teaching and learning methods, implementing more structured support programs at the university level, and enhancing financial aid systems. This research contributes to a deeper understanding of the challenges faced by Orang Asli students and the factors influencing their success in higher education, providing insights for developing more effective strategies to increase educational continuity within the Orang Asli community.