The Association of Commonwealth Universities (ACU) underscores the pivotal role of higher education institutions (HEIs) in advancing Sustainable Development Goal 4 (SDG 4) objectives. As part of the global commitment to sustainable development, Malaysian universities must embrace SDGs in their educational practices, focusing on inclusivity and quality education.

Despite notable progress in recent years, there remains a significant gap in meeting the needs of disabled students within HEIs. Addressing these challenges is crucial for fostering a more inclusive and equitable education system.

SDG 4 emphasises the importance of inclusive, equitable, and quality education for all individuals, including those with disabilities. However, barriers to inclusion persist, hindering the educational progress of disabled students. These barriers encompass physical, social, and attitudinal factors that impede learning and participation in academic activities.

Physical barriers include inaccessible buildings, classrooms, and facilities, while social barriers stem from stigma, discrimination, and lack of awareness. Attitudinal barriers manifest in negative perceptions and misconceptions about disability, leading to exclusion and marginalisation.

Research indicates widespread dissatisfaction with the inadequate accommodations for disabled students in Malaysian HEIs, reflecting a broader lack of awareness and understanding within society. Discrimination against disabled students persists throughout various academic stages, from recruitment to graduation, highlighting the urgent need for policy interventions and improved support services. Despite legislative efforts to promote inclusivity and accessibility, implementation remains challenging due to resource constraints and institutional inertia.

SDG 4 aims to equip learners with the knowledge and skills necessary for sustainable development by promoting multidisciplinary research, effective governance, and public commitment to achieving SDG targets. Higher education institutions play a crucial role in realising these objectives, requiring comprehensive facilities management strategies to ensure accessibility and inclusivity for all students.

Space management, a multidisciplinary aspect of facilities management, aims to provide services and manage resources efficiently to meet the diverse needs of students. Inclusive facilities encompass more than just physical infrastructure; they include policies, practices, and attitudes that promote equal access and participation for all students.

Accessibility features such as ramps, elevators, and Braille signage are essential for students with physical disabilities, while digital accessibility ensures equal access to online resources and platforms. Moreover, inclusive pedagogical practices, such as Universal Design for Learning (UDL), accommodate diverse learning styles and preferences, benefiting all students, not just those with disabilities.

In addition to physical accessibility, social inclusion is critical for fostering a supportive and inclusive learning environment. HEIs must promote diversity, equity, and inclusion through awareness campaigns, sensitivity training, and inclusive language policies. Creating a culture of inclusivity requires ongoing dialogue, collaboration, and partnership between students, staff, and administrators.

Effective governance is essential for embedding SDGs into institutional practices and policies. HEIs should establish clear goals, targets, and metrics for monitoring progress towards achieving SDG 4 objectives. Engaging stakeholders, including students, faculty, staff, and community partners, fosters collective ownership and accountability for achieving sustainable development goals. Furthermore, integrating SDGs into strategic planning, curriculum development, and research initiatives promotes interdisciplinary collaboration and innovation.

Public commitment to achieving SDGs is crucial for mobilising resources, raising awareness, and driving change at the national and international levels. HEIs can demonstrate leadership by aligning their missions, values, and activities with SDG priorities. Engaging with policymakers, industry partners, and civil society organisations facilitates knowledge exchange, capacity-building, and advocacy for sustainable development. By leveraging their expertise, resources, and networks, HEIs can contribute to advancing SDG 4 and fostering a more inclusive and equitable society.

In conclusion, addressing the challenges faced by disabled students in Malaysian HEIs is essential for advancing SDG 4 and fostering a more inclusive and equitable education system. By prioritising accessibility, inclusivity, and sustainability in facilities management, HEIs can empower disabled students and promote their academic success. Moreover, by embracing SDGs in their educational practices, HEIs can build a more just, inclusive, and sustainable world for future generations.

Seri Intan Binti Md Sidik
School of Arts
Email: @email