I would like to take this opportunity to extend my heartfelt gratitude to them—and to everyone who has directly or indirectly contributed to the success of DLP Science since its implementation.

The emphasis on using AI applications for each slot is something very interesting and useful. Hopefully the implementation of DLP in schools will provide skills that will really help students to think and innovate. Thank you to the organisers of this DLP.

Though I am still finding my footing, I can already see how much thought and effort has gone into building this program over the years. The team’s willingness to explore new frontiers—especially the integration of AI into our teaching practices—shows just how committed everyone is to keeping DLP relevant and impactful. I feel inspired by the way the senior consultants blend their wisdom with the energy of newer members to keep things moving forward.

I am especially thankful for the guidance, encouragement, and warmth I’ve received from the team. This has made my transition into the role a smooth one, and it reminds me that DLP is not just a program —it’s a community. I look forward to contribute meaningfully to this initiative, and to learn as much as I can along the way in continuing the legacy of excellence in DLP Science.

1. Include more young members who have bring many news inputs to enrich the existing ideas, expecially the integration of AI in T&L in DLP SC.

2. We are managed to outline all the slots on time.

One of the most significant insights from this journey has been witnessing how course content matures over time. My teammates and I, with the support of IPGM and JPN, have continually refined the modules, never in isolation, but through listening and responding to the voices of the science teachers. Their experiences, classroom challenges, and aspirations have shaped our decisions at every stage. This collaborative spirit forms the backbone of our work.

While the DLP's initial emphasis was to strengthen the use of English in Science and Mathematics, our lens has widened over the years. As we gained experience, we began to infuse the modules with pedagogical richness anchored in the strength of IPGM’s educational philosophy. We integrated tried-and-true best practices and sought opportunities to elevate the modules beyond language, turning them into tools of empowerment and innovation.

In recent years, our commitment to aligning with national priorities has deepened. In response to Teras 7 of KPM’s educational thrust (pembelajaran digital), we have embedded digital learning elements into our modules. This strategic shift was not merely about keeping up with trends, but about anticipating the future needs of our teachers and learners.  We have embraced inquiry-based approaches, particularly Inquiry-Based Science Education (IBSE), ensuring that our modules nurture curiosity, scientific thinking, and problem-solving skills in teachers and pupils.

Our work is never static. We are alert to the broader educational landscape, responding to the call for interdisciplinary integration, cross-curricular learning, and the essence of the MADANI concept. We have taken deliberate steps to ensure our modules reflect these values, not as add-ons, but as core principles that sustain meaningful learning.

Evaluation plays a central role in our approach. Each year, we conduct comprehensive course evaluations. This continuous feedback loop has been crucial in helping us stay grounded in reality while pushing the boundaries of what’s possible. It reflects that to be effective leaders, we must first seek to understand. And to sustain any initiative, we must be willing to evolve.

We are also mindful of our legacy. Our documentation, reflections, and records are carefully compiled from our learning and professional growth, as a reference and contribution to the wider academic community. In doing so, we ensure that our journey, with all its learnings and insights, becomes part of a larger narrative of educational excellence.

As a science educator, I believe that every module we write, every coaching session we lead, is a seed sown for future growth. I am proud of how far we have come, and even more hopeful for what lies ahead.

It has given me clearer insight into the goals, strategies, and expectations of DLP. It has also boosted my confidence to contribute and support science teachers in the field.

Although I’m new to the role, I bring years of experience in the science field, and this workshop gave me a clearer view of how language and science can work together in the classroom.

I’m looking forward to working with the team to help strengthen STEM education through this program.

Participating as a panel member and coach in the Training of Trainers workshop for the Dual Language Program (DLP) in Science has once again been an incredibly rewarding experience. This year marks my fourth involvement with this initiative, and each time, I am reminded of how grateful and privileged I am to be part of such an exceptional team at IPGM.

What makes this experience truly meaningful is the team itself. The atmosphere is consistently positive, respectful, and encouraging. Discussions are always open, and new members are genuinely welcomed and supported in sharing their opinions, experiences, and ideas. Communication within the group is outstanding, and more importantly, everyone truly walks the talk. We work within timelines, meet our targets, and create a stress-free, collaborative environment. It’s rare to find a working group that is not only effective but also so uplifting and cohesive. Every year, our training sessions for teachers are implemented successfully, which is a testament to the strength of our teamwork.

The most impactful part for me is the reciprocal learning that takes place. Despite being part of the panel, I constantly find myself learning from others—whether through deep conversations, practical strategies, or fresh perspectives. The sharing of experiences among passionate educators is something I truly value.

This workshop is highly relevant to my role as a lecturer at IPG and as someone who frequently conducts CPD courses for teachers in Sarawak. It strengthens my ability to design meaningful training sessions, plan modules effectively, and continuously reflect on my own practices as an educator.

As a suggestion, I believe we are in a strong position to conduct a focused research study to further improve this program. By interviewing the teachers involved, we have the opportunity to gather deep and rich qualitative data. Rather than relying solely on entrance and exit surveys, we can pursue a structured and methodologically sound research process—one that is valid and reliable. This would enable us to make data-driven decisions and refine our modules and training content based on real classroom insights and teacher experiences.

All in all, I am incredibly thankful to be part of this journey. This team reminds me of the best parts of being an educator: collaboration, growth, and genuine support.

During the presentation, I received valuable feedback from other lecturers to further improve the module. After seeing all the presentations, I believe the modules produced through this program can truly help DLP teachers enhance their pedagogy with the support of AI.

This shows that the ToT program should definitely continue in the future, so we can keep producing DLP modules that address the rapidly changing needs of education. As a result, Malaysian teachers will be able to stay current with contemporary pedagogy.

I feel grateful for the opportunity to be part of the Dual Language Programme (DLP) over the years. It has been a meaningful journey to witness the programme’s evolution as it adapts to the needs of the times. The recent integration of AI elements into the programme is especially timely and reflects the direction education must take to stay relevant in today's world.

During the workshop, I was inspired by the presence of a group of highly potential and talented new members joining the team. Their fresh energy and strong commitment give me great confidence that DLP will continue to thrive and shine in the future. I believe that this new generation will be able to carry forward the DLP mission with passion and resilience, especially as some of us who have been here from the start gradually step aside.

I sincerely hope that these collective efforts will continue to strengthen DLP implementation in schools and bring meaningful impact to our students' learning journeys.

I feel grateful for the opportunity to be part of the Dual Language Programme (DLP) over the years. It has been a meaningful journey to witness the programme’s evolution as it adapts to the needs of the times. The recent integration of AI elements into the programme is especially timely and reflects the direction education must take to stay relevant in today's world.

During the workshop, I was inspired by the presence of a group of highly potential and talented new members joining the team. Their fresh energy and strong commitment give me great confidence that DLP will continue to thrive and shine in the future. I believe that this new generation will be able to carry forward the DLP mission with passion and resilience, especially as some of us who have been here from the start gradually step aside.

I sincerely hope that these collective efforts will continue to strengthen DLP implementation in schools and bring meaningful impact to our students' learning journeys.

Although I was a Physics teacher before and DLP wasn’t completely new to me, this workshop showed me a new side — how IPG trainers are actively supporting Science teaching in English. I also got to meet so many talented and friendly lecturers from all over the country. A special shoutout to Dr. Chiam from Sabah who gave us newcomers the cutest nickname — "new cats"! It really made us feel welcomed and part of the team.

I was also really impressed with the materials shared in Google Classroom — the modules, slides, and past activities showed just how much great work has been done. Some activities were completely new to me and really exciting to learn about!

Another highlight was our discussions on AI. Since the country is moving towards AI integration in education, we brainstormed how AI could help with classroom assessments (PBD), and I suggested including gamification and game-based learning too — to help teachers create games and quizzes that can boost student engagement.

Most importantly, I learned that as trainers, we need to be flexible and ready to support participants with different levels of English proficiency. I’m really excited for the upcoming zonal DLP workshops — more training, more sharing, and more learning together! Let’s keep rocking DLP Science! 🚀