Chapter 8 · Figure 8, page 57
The Support Ecosystem
The guide is explicit that AI literacy is a collective responsibility. It assigns duties to five layers, from the classroom to the National AI Office.
- 1
School and Institution Leadersp.58
The chief architects shaping digital-education culture and direction, ensuring compliance, providing AI literacy training, and monitoring safety and effectiveness.
- Set a school-level vision and policy
- Build a safe culture of innovation
- Empower educators with support
- Manage resources and infrastructure
- 2
Parents, Guardians and the Communityp.59
Support partners who strengthen healthy and ethical AI use at home and beyond the school gate.
- Communicate openly about benefits and risks
- Create a safe digital environment
- Be a role model
- Support school initiatives such as “AI at Home”
- Carry AI literacy beyond the school gate
- 3
Education Officers (District, State, Ministry)p.60
The catalysts ensuring implementation is comprehensive, uniform and equitable nationwide.
- Coordinate and disseminate policy
- Facilitate professional development
- Provide support and reference channels
- Monitor implementation equitably
- 4
Strategic Partners and Expert Agenciesp.61
Higher education institutions, the technology and telecommunications industry, industry partners and NGOs bringing expertise, innovation and additional resources.
- MDEC — digital talent development through the #mydigitalmaker movement
- CyberSecurity Malaysia — CyberSAFE in Schools; NACSA as a reference agency
- MCMC — narrowing the digital divide via NADI centres and the Klik dengan Bijak campaign
- Expert support for the AI-Powered Classroom, with NAIO factoring education into the National AI Roadmap 2.0
- 5
National Coordinating Agency (NAIO)p.62
The National AI Office is the main coordinating body at national level.
- Ensure Ministry initiatives align with the National AI Strategic Roadmap 2030 and the National AI Roadmap 2.0
- Act as the Ministry's strategic reference on national AI policy and governance
- Facilitate inter-ministry cooperation with the Ministry of Higher Education and the Ministry of Digital
The responsibility table p.68
Chapter 9 closes with a single table naming what each party owns. This is it.
Student
- Use AI as a learning tool, not to copy.p.68
- Produce original projects with AI's help, and practise ethics while doing it.p.68
- Understand that AI does not replace the human role.p.68
- Never give AI personal information — full name, address, MyKad/MyKid number — without first consulting an educator or parent.p.50
Educator
- Guide students to use AI ethically and wisely.p.68
- Plan and evaluate AI integration in teaching and learning.p.68
- Act as a reference and model of responsible AI use.p.68
- Explain to students that AI is a human-created tool that learns from data — not a living entity with awareness or emotion.p.42
School Leader
- Set a school-level vision and policy translating this guide to your context, and communicate it to all educators, students and parents.p.58
- Build a safe culture of innovation where staff and students can experiment without fear or prejudice.p.58
- Ensure educators get the professional development they need, and act as the main liaison for reporting AI-related risks.p.58
- Work with the school's Educational Resources and Technology Committee to manage resources and technical risk.p.58
Parent / Community
- Hold two-way discussions with your child about AI's benefits and risks.p.59
- Create a safe digital environment: set limits on information sharing, and teach children about phishing and protecting MyKid and phone numbers.p.59
- Be a role model — demonstrate healthy, ethical technology use in daily life.p.59
- Join school programmes such as briefings or “AI at Home” projects to connect school and home.p.59
Education Officer
- Coordinate and disseminate policy; ensure all supervised schools understand the guide's aims.p.60
- Plan and coordinate capacity-building programmes, including Master Trainer (Jurulatih Utama) training.p.60
- Act as the primary reference point for schools facing implementation challenges, including complex ethical and legal issues.p.60
- Conduct periodic monitoring and ensure every school receives the support it needs.p.60
PART 3 · HOW IT HAPPENSStep 8 of 10 · Ch.8 · pp.56–63