Adelaide University Expands Global Reach for Malaysian Students
Adelaide University, a merger of the University of Adelaide and the University of South Australia, will officially launch in Kuala Lumpur, Malaysia, to welcome Malaysian admissions. As a member of Australia’s prestigious Group of Eight (Go8) research-intensive universities, it offers a world-class education to prepare students for a rapidly evolving job market.
Adelaide University has a long-standing partnership with Malaysia’s DISTED College through an articulation agreement. For three decades, DISTED has successfully run the South Australian Certificate of Education International (SACEi) programme, and this collaboration is set to continue under the new university, further strengthening the ties between the institutions.
The university’s curriculum emphasises digital fluency, cyber security, and artificial intelligence, incorporating industry collaboration and work-integrated learning in every degree. By leveraging global partnerships and cutting-edge technology, Adelaide University aims to offer a flexible and future-focused learning experience through modular and stackable programs. Its proximity to South Australia’s growing tech industry provides students with direct access to industry opportunities.
Leading the Malaysian delegation at the launch are Professor Jessica Gallagher, University of Adelaide’s vice-president and deputy vice-chancellor (external engagement), and University of South Australia chancellor John Hill. Professor Gallagher highlights the institution’s focus on cybersecurity, data science, digital business, and renewable resources to address Malaysia’s skill shortages.
Adelaide is ranked 28th in the QS Best Student Cities 2025, attracting students with its cosmopolitan lifestyle, multicultural community, and scenic surroundings. When it opens in 2026, Adelaide University will educate both domestic and international students from over 100 countries, with an initial offering of 200 degrees. Graduates will join a global alumni network of more than 400,000 persons across 150 countries.
Prof. Dr. Vikneswaran Nair, President
Remarks from the President
The partnership between DISTED College and South Australia via the South Australian Certificate of Education International (SACEi) programme and collaboration with the University of Adelaide has been a cornerstone of our commitment to providing world-class education to Malaysian students, giving our students the opportunity to access high-quality Australian education right here in Malaysia. This type of collaboration is crucial as it offers our students a global perspective, which is increasingly vital in today’s interconnected world.
International partnerships like this allow us to elevate the academic standards of our programmes and align with global industry demands. Working with institutions such as the newly merged Adelaide University ensures our curriculum remains relevant, future-focused, and competitive. Students benefit from the best of both worlds: the strong educational foundations provided by DISTED and the global insights and cutting-edge research of a Go8 university.
Moreover, this collaboration enhances employability. With Adelaide University’s strong ties to industry, our graduates are well-prepared to thrive in the rapidly evolving job market locally and globally. We are proud to continue this partnership and look forward to further strengthening our efforts to internationalise education for the benefit of our students.
Prof. Dr. Vikneswaran Nair, President
Empowering Teaching and Learning through OBE
On 12th September 2024, the School of Language and Communication at DISTED College initiated an outcome-based education (OBE) workshop for new academic staff. DISTED was privileged to have Dr. S. Maartandan Suppiah, a Senior Lecturer from Universiti Utara Malaysia, facilitate the session on developing constructive alignment in teaching and learning, a key foundation for understanding OBE. Dr. Maartandan emphasised that knowledge of OBE is essential for educators as it shifts the focus from traditional pedagogy, centered on delivery, to student outcomes. OBE involves students in achieving specific objectives within a harmonised curriculum, linking teaching approaches and assessments.
He highlighted that OBE improves transparency in education by clarifying expectations for students, while allowing educators to adjust their methods to accommodate different learning needs. Additionally, OBE emphasizes continuous quality assurance and improvement, encouraging educators to reflect on and adapt their teaching strategies in line with the intended learning outcomes.
In summary, this comprehensive approach enables educators to design more effective learning experiences, prepare students to handle real-world challenges, and evaluate teaching strategies. It ultimately supports the production of graduates equipped for a sustainable future, aligned with Malaysia’s National Education Philosophy.
Nadia Jefri, Senior Lecturer, Program Leader, School of Language and Communication
Leveraging Technology for Enriched Learning in the Digital Age
In this digital age, young students are frequently engaged with phones and gadgets, spending a lot of time online. As teachers, lecturers, and parents, it’s essential to address the needs of students who are always connected to their devices. Embracing the old saying, “If you can’t beat them, join them,” we can leverage technology to guide students towards positive usage, making it beneficial for their growth and development. 
By incorporating multimedia in education, we can redirect students towards meaningful experiences and encourage engaging learning. Technology provides an array of tools and platforms that can transform traditional educational methods. For instance, interactive apps and educational games can make learning more appealing, helping students grasp complex concepts through visualisation and hands-on activities. These tools can adapt to various learning styles, providing personalized learning experiences that cater to individual needs.
Additionally, integrating technology in the classroom encourages collaboration among students, especially those who are introverts. Platforms like Google Classroom and Microsoft Teams facilitate group projects and discussions, promoting communication and teamwork skills. By using these tools, students learn to work together effectively, preparing them for future professional environments.
Online resources also expand the horizons of education. Access to digital libraries, educational videos, and virtual field trips allows students to explore subjects beyond the standard curriculum. This exposure to diverse information sources fosters curiosity and critical thinking, essential skills in the modern world. To ensure technology is used positively, it’s important to educate students about digital literacy, cyber security and online safety. Teaching them to identify credible information from misinformation helps develop responsible digital citizens.
Parents and educators should also be role models in tech usage. By demonstrating healthy digital habits, they can influence students to follow suit. Encouraging open communication about online experiences helps build trust and understanding, allowing adults to guide students effectively.
In conclusion, technology can be a powerful ally in education when used thoughtfully. By embracing it, we can create enriching learning environments that prepare students for the future, ensuring that their time spent online is both educational and meaningful. At the Diploma in Creative Multimedia Production, multimedia technology is used across most of the subjects to strengthen the students’ skills in their discipline.
Luqman Aliff Abdul Rashid, Proggramme Lead, Creative Multimedia Production, School of Computing and Engineering,
Inspiring Creativity: Exploring the Art of Sculpture
On July 12, I had the honour of being invited to SMK Hamid Khan to give a talk on sculpture. Although sculpture isn’t my primary area of expertise, it’s a subject I’ve enjoyed exploring as a hobby, and I gained foundational knowledge of it during my study. About 40 Form 5 SPM students attended the talk.
We delved into several key themes, offering a comprehensive overview of the art of sculpture, with a particular focus on its importance in Penang. Topics included an introduction to sculpture, its historical evolution, and the materials and techniques involved in the craft. The session ended with a quiz to reinforce the students’ understanding.
We also examined notable examples of sculptures in Penang. One of them is the iconic “Tsunami” sculpture at the Gurney Drive roundabout. The design, known as the ‘Wave of Prosperity,’ features seagulls hovering over undulating stainless-steel bars, symbolising prosperity and representing the revitalisation of the surrounding areas.
This event was more than just an educational session—it was a celebration of the art of sculpture, particularly within the rich cultural heritage of Penang. The students left with a renewed appreciation for the craft, feeling inspired to explore their creativity and engage with art in new ways. I hope these insights prove valuable to the students as they work on their Visual Art projects.
To further guide the students on their artistic journey, a study pathway for visual arts was outlined. At DISTED, we offer a variety of programs that can lead to a wide range of career opportunities in the creative industries such as graphic designer, illustrator, fine artist, animator, photographer and many more.
Khairu Nisa Wazir ,Lecturer, Creative Multimedia Production, School of Computing and Engineering,
Mooncake Festival Fundraiser: A Celebration of Culture and Compassion
In celebration of the Mooncake Festival, the School of Pre-University at DISTED College organised a meaningful and impactful fundraising initiative, which seeked to blend cultural celebration with social responsibility. This initiative invited students, faculty, and members of the community to come together to support the Fo Yi Hemodialysis Centre in Penang, a charitable organisation dedicated to providing crucial dialysis treatment to those in need.
Donors who contributed RM10 or more received a symbolic gesture of appreciation in the form of a snow skin mooncake, a delicate and traditional treat associated with the Mid-Autumn Festival. The snow skin mooncake represented not only a token of gratitude but also embodied the essence of the festival, which is rooted in themes of unity, reflection, and giving.
The project was led by Ms. Lee Lei Yong, a dedicated faculty member who, along with the enthusiastic support of Pre-University students, aimed to promote a spirit of compassion and generosity throughout the campus. By participating in this initiative, students gained more than just a charitable experience; they engaged in an opportunity to foster a deepened sense of community involvement, develop organisational and leadership skills, and celebrate cultural heritage with a purpose.
The funds raised through this project will directly contribute to the ongoing medical care at the Fo Yi Hemodialysis Centre, specifically helping to ensure that life-saving dialysis treatments remain accessible to patients who depend on the centre. The initiative seeks to raise awareness of the importance of healthcare accessibility and highlights the critical role that community support can play in enhancing the quality of life for vulnerable individuals.
As the Mooncake Festival traditionally symbolises family, reunion, and harmony, DISTED College hopes that this initiative will reflect the same spirit of unity and togetherness, encouraging a campus-wide celebration of both cultural values and charitable giving. Through this effort, the college aims to inspire a tradition of philanthropy that extends beyond the festival, embedding a lasting sense of social responsibility in students, faculty, and the broader community alike.
Geong Chooi Peng, Head, School of Pre-University Studies
Teacher, I cannot count
That was the opening line of one accounting student when we first met. Outside our room, muffled laughter burst out from students waiting to get into their respective rooms as though they heard what he said and thought it was funny. Another student, seeing a worthy advocate of non-counting accounting students, bravely piped up and told me that he consistently failed Maths in class. As though on cue, that was when an oriole started to sing in one of the branches of the tree. Hmmm. Thoughts raced through my head. “How do you teach students Accounts if they cannot count?” Worse still, how do you teach someone who cannot even add.
I was past being surprised after seeing numerous dramatic eventful struggling episodes of accounting lessons pass through my life. More and more, students who do not like numbers are enrolled in the subject, hoping to be converted to “counting is my favourite pastime type of people”. I felt as though I was on an evangelistic mission. I need to have this spiritual passion. We must make converts out of these by-products of a society that no longer considers a sound education is a necessary springboard upon which the young can get a good start in life. There are many drop-outs from school who have become wealthy. They are a bad influence on the young. Our youth consider wealth as the only goal. Other values no longer matter. Persistence, determination, motivation and industry are no longer desirable attributes to possess. “Work smart” is the current theme song.
Teaching the young who wish to succeed in life has given precedence in the mention of successful students. That is the norm. Often, teaching of those who are highly unteachable are not seen to be worthy of mention. Yet, they remain the more challenging task. Those students tended to be treated as discards in a society that does not spend enough resources to help them get up when they fall down. The syllabus has to be completed. The White Rabbit in the story of “Alice in Wonderland” has reared its head. We never seem to have enough time. My worry is that another student will be treated with the discard button. I cannot get used to that sound. My mission: give them skills. Teach them to count.
Allen Tan Siew Gaik , Senior Lecturer, School of Pre-University Studies
