Curriculum Sustainability in Digital-Age Multilingual Education: A Teacher-Centred Evaluation

Abstract

Digital transformation challenges language curriculum sustainability in multilingual societies where national languages must balance heritage preservation with global communication demands. This study evaluates Malay Language curriculum sustainability and transferability in Malaysian primary schools from teachers' perspectives, addressing how heritage language curricula remain relevant amid digital disruption and whether curriculum-acquired competencies transfer beyond classroom contexts. Utilizing the CIPP Model's product dimension, this qualitative case study involved six teachers from five primary schools across diverse geographical contexts in Sarawak. Semi-structured interviews and systematic observations were analyzed through thematic analysis with rigorous quality assurance protocols. Findings reveal critical sustainability challenges including the "rojak language" phenomenon involving extensive code-mixing, technological infrastructure disparities creating educational equity concerns, and generational technology adoption divides. Only 70% of curriculum content was deemed sustainable, with infrastructure constraints particularly affecting rural schools. The curriculum demonstrated strong transferability potential through modular design yet revealed register confusion and economic transferability concerns reflecting tensions between heritage language education and English-dominated professional contexts. This research establishes empirical evidence for interconnected sustainability and transferability factors, contributing dynamic assessment frameworks for digital-age curriculum evaluation. Findings inform strategic interventions including infrastructure investment, comprehensive teacher professional development, and reconceptualized assessment frameworks evaluating multimodal communication competencies while maintaining linguistic diversity.