Among the cases that have gone viral were a pet dog allegedly strangled to death during an anti-stray operation, a kitten kicked simply because it was being fed by kind-hearted youths, and some 50 stray dogs found dead from suspected poisoning.
Such acts of violence against defenceless creatures have understandably generated widespread outrage. They have also prompted important conversations about empathy, responsibility and the kind of society we aspire to be.
The attention these cases receive highlights the need to continue strengthening values-based education and fostering a culture of accountability.
While the causes of animal cruelty are complex and varied, these incidents remind us that education must do more than impart knowledge and professional competencies. It must also shape character, nurture values and cultivate a sense of responsibility towards others, including vulnerable creatures.
This is why we must continue to reinforce the importance of diversity in learning within our universities.
Higher education should aim not only to nurture competent professionals but also compassionate human beings who are capable of making ethical decisions in an increasingly complex world.
At its heart, diversity in learning is about broadening perspectives. When students engage with ideas beyond their areas of specialisation, they develop a deeper understanding of the consequences of individual and collective actions.
They may come to recognise that how we treat animals, how we care for the environment and how we treat one another are often reflections of the same underlying values: respect, responsibility and kindness.
Equally important is the role of higher education in fostering empathy. More than an innate trait, it can be nurtured through meaningful experiences and purposeful learning.
Service-learning projects, community engagement initiatives, interdisciplinary collaborations, volunteer programmes and discussions on societal challenges encourage students to step beyond their experiences and understand the perspectives of others.
Such opportunities cultivate emotional intelligence and moral awareness, both essential for responsible citizenship.
Universities can also foster a culture of kindness and care by creating opportunities for students to engage directly with causes greater than themselves.
Partnerships with animal shelters, conservation initiatives, community outreach programmes and sustainability projects provide valuable learning experiences.
Embedding ethics across the curriculum and encouraging respectful dialogue among students from different backgrounds further reinforce the understanding that compassion extends beyond human relationships to encompass all living beings and the environment we share.
Ultimately, the purpose of higher education extends far beyond preparing students for employment. It is about preparing them for life, leadership and citizenship.
Diversity in learning equips graduates with critical thinking skills, ethical reasoning and cultural understanding.
In a world with multiple challenges ranging from animal welfare and environmental sustainability to social inequality and social division, we need graduates with intellectual capability as well as the moral courage to do what’s right.
If education is truly about transforming lives, then it must also cultivate values that enable us to care for one another, our communities, our environment and the animals with whom we share this world.
Knowledge gives us capability, but compassion gives that capability purpose. As we celebrate National Day this month, let us remember that the strength of our nation lies not only in its achievements, but also in the kindness and unity we show one another. May the spirit of Merdeka continue to inspire us to build a more inclusive Malaysia for all.
Prof Datuk Dr Elizabeth Lee is the chief executive officer at Sunway Education Group. A veteran in the field of private higher education, Prof Lee is also an advocate for women in leadership. She has been recognised both locally and internationally for her contributions to the field of education. The views expressed here are the writer’s own.
