Date: April 3, 2026

Research Questions

• How has tourism in George Town changed before, during, and after COVID-19?

• How have these changes affected different types of local businesses?

• Do business owners feel there are more or fewer tourists now compared to before COVID-19?

• What factors helped some businesses survive the pandemic while others struggled?

• Are younger generations interested in continuing traditional family businesses?

  
  

Overview

The secondary research gave us a general understanding of how COVID-19 affected tourism and the economy. It indicated that many businesses closed, travel dropped sharply, and the city faced a slowdown. After the pandemic, tourism recovered and even grew again. However, we primarily aimed to comprehend how individuals on the ground experienced these changes.

Primary Research (Field Interviews)

We conducted interviews in Little India and nearby streets in George Town.

We spoke with a grocery store owner, a jewelry store owner, a clothing shop owner, a rickshaw driver, and a street food vendor.

Each person had a different experience, indicating that tourism does not affect everyone the same way. The grocery and clothing shop owners felt there were more tourists before COVID-19. Their businesses rely more on local customers, so changes in tourism did not always benefit them.

In contrast, the rickshaw driver and jewelry shop owner said they saw more tourists after COVID-19. They benefited more from the recovery because their business is more directly dependent on tourists.

One important insight came from the grocery store owner. He said his business survived COVID-19 because it is a third-generation family business. He had enough capital and experience to manage during the crisis. At the same time, he shared that his son is not interested in continuing the business. We noticed a similar pattern with other businesses, where younger generations prefer to move away from George Town or choose different careers.

Key Findings

• The impact of COVID-19 and tourism recovery varies by business type.

• Businesses that depend directly on tourists recovered more quickly.

• Family-owned businesses were more stable during the crisis.

• Many younger people are not interested in continuing traditional businesses.

• Tourism is important, but other factors also shape business success.

Reflection

This project helped us understand that recovery is not the same for everyone. While tourism numbers may have increased, people's real experiences are more complex. Speaking directly with local workers gave us a deeper and more realistic view of these changes.

I am currently apprenticing at Tropical Spice Garden, a living collection of tropical plants and herbs that also serves as a space for education and community work.

Highlights of the Week
This week, I worked closely on the community garden project. We prepared the field for planting flowers and learned about composting, with a focus on hot composting. It was a hands-on experience where we not only understood the process but also practiced it ourselves.

Alongside this, we have been preparing for BuMI Fest 2026, which will take place on 30 and 31 May. Our role includes reaching out to people to promote ticket sales, supporting marketing efforts, and assisting in the planning and execution of the event. This has given me exposure to both community engagement and event coordination.

Challenges
Working outdoors in the field after a long time was physically challenging at first, and it took some time to adjust. However, I am gradually getting more comfortable with the routine.

Another challenge has been reaching the workplace on time due to transport issues. It has affected our schedule slightly, but we are currently working on finding a more reliable solution.

What I Can Do Better Next Week
Next week, I plan to manage my time better, especially regarding travel, so I can arrive more consistently. I also want to improve my physical endurance for fieldwork and take more initiative in both the gardening tasks and event preparation.

Our first Learning Connect sessions took us to explore George Town with Arts-ED to better understand the town's history and cultural diversity. As we walked through different parts of the town, we visited places of worship belonging to different communities, including Hindu temples, mosques, and Chinese temples. Through these visits, we observed how the Malay, Indian, and Chinese communities settled in different areas and built spaces that reflected their culture, religion, and way of life. The architecture, businesses, streets, and traditions in each area showed how each community shaped the identity of Georgetown over time.

We also learned about the historical development of Penang as an important trading port that attracted migrants from many parts of Asia. The coexistence of different ethnic communities played a major role in forming the multicultural identity that Georgetown is known for today.

Connection to SDG 16: Peace, Justice, and Strong Institutions

The Eco Hub creates a shared learning environment where people contribute, observe, and discuss together. This kind of space builds mutual respect. Activities like managing bee colonies or hydroponic systems require cooperation rather than control by a single individual. In this way, sustainability practices become a platform for dialogue and collective responsibility.

Targets and Indicators

• The number of people actively participating in activities

• Evidence of shared roles in managing bees or plants

• Whether participants feel heard during discussions

• Transparency in how resources like honey or crops are used

These indicators show whether participation is meaningful or only symbolic.

Challenges and Trade-offs

Despite the positive environment, there are real challenges.

Not everyone feels confident enough to speak or take part. In group settings, a few individuals may dominate decisions, which weakens the idea of inclusiveness. There is also the issue of consistency. Participation may be strong during structured sessions but decline over time without continued support.

From a resource perspective, small systems are easier to manage transparently. However, if such models expand, uneven control over resources may lead to conflict or mistrust. Clear communication and accountability are necessary to prevent these issues.

Another challenge lies in understanding. Technical concepts like hydroponics or ecosystem restoration are not always easy for everyone to grasp. Without simple explanations, transparency loses its value.

Personal Reflection

This experience showed me that sustainability is not only about the environment. It is closely tied to how people interact, share responsibility, and make decisions together. Even small systems, such as stingless bee farming or agroponics, can reflect larger ideas of fairness, participation, and trust.

As part of my apprenticeship at Tropical Spice Garden, I assisted in a gardening workshop for children aged 3 to 6. The workshop introduced young children to basic environmental concepts through simple, interactive activities. The children learned about soil, what helps a garden grow, and the importance of worms in keeping soil healthy. At the end of the session, each child planted their own plant, allowing them to apply what they had learned in a hands-on way.

During the workshop, I supported the facilitators by helping prepare materials, guiding children during activities, and assisting in keeping the session engaging and organized. Working with children in this age group showed me how important patience, energy, and clear communication are in educational spaces.

This experience was especially valuable because it gave me practical exposure to environmental education with young learners. I also learned how much planning goes into creating a successful workshop for children, from preparing materials in advance to designing activities that keep their attention and encourage participation.

One thing that stayed with me was how naturally curious children are when learning becomes interactive. It reminded me that environmental awareness can begin at a very early age when learning is connected to touch, observation, and experience.

Date: April 22

As part of my apprenticeship at Tropical Spice Garden, I co-led an environmental education workshop for children aged 7 to 9 alongside my apprenticeship teammates.

During the session, we introduced the children to topics connected to ecosystems and plant life. We explained the role of soil, seeds, fungi, and worms in supporting plant growth, and discussed the life cycle of a plant. Through presentations and discussions, we tried to make these ideas understandable and engaging for young learners. Alongside the learning activities, we also guided the children through planting their own plants.

This workshop gave me my first real experience of teaching in a hands-on learning environment. Standing in front of a group of children and explaining concepts in a way they could understand required patience, adaptability, and clear communication. I began to understand that teaching is not only about sharing information, but also about creating an environment where children feel curious, involved, and comfortable asking questions.

The experience also helped me understand the amount of preparation and thought that goes into educational workshops. From simplifying complex ideas to keeping children attentive and engaged, every part of the process required planning.

What I found most meaningful was learning how environmental education can become more effective when children are encouraged to interact directly with what they are learning. Watching them connect ideas from the discussion to the planting activity showed how practical experiences can strengthen understanding and curiosity.

Games Played: Congkak, Batu Seremban, Main Tutup Botol, Galah Panjang, Teng-Teng

I had a great time learning about and playing the traditional games that people in Malaysia grew up with. I realized that most games are similar to those we play in Nepal, demonstrating how most Asian cultures are interconnected and share common ground.

We learned about Batik Canting, a traditional Malaysian cloth art. We were introduced to the process of creating patterns using wax and dye, which showed the patience and creativity behind the art form. Along with learning its cultural significance, we also had the chance to paint our own batik designs. It was a fun and hands-on experience that helped us appreciate Malaysian culture in a more personal way. The session also encouraged creativity and attention to detail.

During this cultural series, we learned about Tang Yuan making and the cultural meaning behind this traditional dish. We were introduced to its history and how it symbolizes unity, togetherness, and family in Chinese culture. After learning about its background, we had the opportunity to make Tang Yuan ourselves through a hands-on activity. The experience was both enjoyable and meaningful, as it allowed us to connect with the tradition practically. It also gave us a deeper appreciation of cultural practices passed down through generations.

During the Henna and Holi cultural series, we first learned about the process of making henna and its cultural significance. We then had the chance to apply henna on our hands, which made the session interactive and enjoyable. After that, we celebrated Holi together by playing with colors and enjoying the festive atmosphere. I was especially excited for this session because it reminded me of celebrations back home in Nepal, where Holi is widely celebrated, and even henna is applied during different festivals. The experience felt both familiar and meaningful while also allowing me to share a part of my own culture with others.

We visited the Eco Hub at Universiti Sains Malaysia. We observed stingless bee farming, tasted the honey, walked through a forest restoration site, and learned about agroponics as a sustainable farming method.

The stingless bee system stood out because of its accessibility. Unlike traditional beekeeping, it requires less risk and technical skill, which makes it easier for local communities to adopt.

Agroponics also highlighted how farming can adapt to limited resources. Since water alone lacks nutrients, it necessitates inputs such as manure or organic fertilizers, which naturally encourage interaction among community members.

At Penang Hill, we had a guided tour exploring the hill’s history and its importance during the colonial period. We learned how the hill was once used as a retreat because of its cooler climate and later developed into an important ecological and tourism site. During the visit, we also explored an art gallery and toured The Habitat Penang Hill, where we observed the rainforest ecosystem and learned about biodiversity conservation. Walking through the trails and canopy paths gave us a closer understanding of the relationship between nature, tourism, and environmental protection.

What stood out to me most was how the experience reflected systems thinking in practice. The tram system on Penang Hill showed how transportation, tourism, conservation, and local livelihoods are all interconnected. A large number of visitors depend on the tram, but at the same time, the system must be managed carefully to reduce environmental impact on the surrounding forest ecosystem. The session made me realize that sustainability is not only about protecting nature in isolation but also about balancing human activity, infrastructure, and conservation in a way that allows all parts of the system to function together responsibly.

We had the opportunity to attend a program with the Centre for Education and Training in Renewable Energy, Energy Efficiency & Green Technology (CETREE) at USM. During the session, we learned about renewable energy, energy efficiency, green technology, and sustainable practices through both discussions and hands-on group activities. The activities included experimenting with solar cells using multimeters, comparing different types of light bulbs based on energy use and heat, building a simple water filtration system, and creating ecobricks using plastic waste.

What made the session meaningful was how practical and interactive the learning process was. Instead of only discussing sustainability in theory, we were able to directly experience how small choices, such as using energy-efficient bulbs or recycling plastic waste, can contribute to environmental sustainability. The activities also encouraged teamwork, problem-solving, and systems thinking, as we understood how energy use, waste management, and resource conservation are all interconnected.

On a visit to Lin Xiang Xiong Art Gallery, we explored different artworks and learned about the history and purpose of the gallery. We also had the opportunity to meet the founder, which made the experience more personal and meaningful. Listening to the stories and ideas behind the artworks helped me understand that art can be more than a visual expression. It can also become a way to communicate ideas about society, peace, the environment, and human relationships.

As we observed and interpreted the artworks, I noticed how many of them reflected ideas connected to harmony, coexistence, and peace. Some pieces made me think about the relationship between humans and nature and how an imbalance in one part of society or the environment can affect everything else around it. The session encouraged me to reflect more deeply instead of simply looking at art at a surface level. It showed me that sustainability is not limited to science or policy alone but can also be understood through emotions, creativity, and human expression.

The visit also made me reflect on environmental sustainability and the deeper causes behind issues such as the severe flooding and landslides that occurred on Penang Hill in 2017. Using the Iceberg Model, we looked beyond the visible disaster and explored the patterns, structures, and mindsets behind it. The landslides were not caused by a single factor, but by interconnected systems involving land development, deforestation, tourism pressure, climate change, and environmental management. Beneath these structures are mental models that often prioritize development and convenience over long-term sustainability. At the same time, visiting The Habitat showed how conservation efforts are trying to create a balance between tourism and environmental protection. This experience taught me that systems thinking is important because it helps us understand relationships, long-term impacts, and how changes in one part of a system can affect everything else connected to it.

Using the Iceberg Model, we examined the structures and mental models that drive land reclamation projects. Structurally, government policies, economic interests, and development planning systems encourage large-scale coastal expansion. At a deeper level of beliefs and values, there is often an assumption that continuous development equates to progress and success. However, this mindset can overlook the environmental and social consequences connected to reclamation. We discussed how marine ecosystems, biodiversity, and coastal environments are affected, while fishing communities may lose both livelihood and connection to their traditional spaces. What stood out to me most was understanding positionality and power within the system. Different stakeholders experience the same project differently depending on their interests and social position. Investors may see opportunity, while local communities may experience uncertainty and displacement. This reflection helped me understand that systems thinking is important because it pushes us to look beyond visible outcomes and consider the hidden relationships, values, and long-term impacts that shape sustainability issues.