INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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General Studies Courses and Student Identity Formation in
Malaysian Higher Education Institutions
Sakinatul Raadiyah Abdullah
1
, Nik Liyana MustapaNik Daud
2
*, Intan Nursyuhada Muhamad Nasir
3
,
Izatul Akmar Ismail
4
, Daing Maruak Sadek
5
, Mohd Muhsinul Nidzam Abdullah
6
, Caturida Meiwanto
Doktoralina
7
1,2,3,4,5
Academy of Contemporary Islamic Studies (ACIS), University Technology Mara (UiTM), Kedah Branch,
Sungai Petani, Kedah, Malaysia
6
Institut Pendidikan Guru, Kampus Raja Melewar, Seremban, Negeri Sembilan, Malaysia
7
Faculty of Business and Social Sciences, Universitas Dian Nusantara, Jakarta, Indonesia
*Corresponding Author
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.910000014
Received: 28 September 2025; Accepted: 03 October 2025; Published: 01 November 2025
ABSTRACT
The formation of student identity plays a crucial role in achieving Malaysia’s national aspiration of producing
citizens who are patriotic, competitive, and progressive. Within this context, the implementation of General
Studies courses (Mata Pelajaran Umum, MPU) in Higher Education Institutions (HEIs) serves as an important
initiative to cultivate values, ethics, and a strong sense of national identity among students. Despite these
intentions, MPU courses are often perceived by students as less relevant or unnecessarily burdensome, primarily
due to the heavy academic workload and the prioritization of discipline-specific subjects. This study aims to
explore the contribution of MPU courses to student identity formation and to analyze their relevance within the
broader framework of higher education in Malaysia. Employing a document analysis approach, the study
examines the official MPU guidelines issued by the Ministry of Higher Education as well as existing scholarly
literature on identity development in higher education. The findings suggest that MPU courses have the potential
to produce holistic graduates who possess a strong identity rooted in their religion, cultural heritage, moral
values, and Malaysian national identity. Furthermore, these courses play a significant role in supporting the
National Education Philosophy, which aspires to nurture balanced individuals across physical, emotional,
spiritual, and intellectual dimensions (JERI). By embedding both universal and local values, MPU courses offer
students an opportunity to develop a more integrated worldview that aligns with national priorities and global
competencies. Therefore,
the
continuation
and
enhancement
of
MPU courses remain essential in ensuring
that HEIs not only produce technically skilled graduates but also individuals with strong character, civic
responsibility, and a sense of national belonging.
Keywords - General Studies Courses, Student Identity Formation, Higher Education Institutions (HEIs),
National Education Philosophy, Holistic Student Development, Malaysian Higher Education
INTRODUCTION
Student identity formation has become a central focus in higher education, particularly in societies that seek to
cultivate graduates who are not only academically competent but also socially responsible and nationally
conscious. In Malaysia, the National Education Philosophy emphasizes the balanced development of students in
terms of physical, emotional, spiritual, and intellectual dimensions (JERI). In line with this philosophy, the
implementation of General Studies courses (Mata Pelajaran Umum, MPU) in Higher Education Institutions
(HEIs) represents a deliberate effort to instill values, ethics, and a sense of national identity among
undergraduates.
Despite the clear objectives, MPU courses have been the subject of debate. Some students and academics
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 184
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perceive these courses as redundant or burdensome, given the already heavy academic workload and the
emphasis on discipline-specific subjects. Critics argue that students should be allowed to concentrate solely
on professional or technical areas that directly contribute to their chosen career paths. Nevertheless, advocates
of MPU highlight its vital role in nurturing holistic graduates who embody the principles of patriotism, civic
responsibility, and moral integrity.
This paper argues that MPU courses are essential in shaping well-rounded graduates capable of contributing
positively to the nation. By examining official guidelines from the Ministry of Higher Education and relevant
literature, this study seeks to clarify how MPU supports identity formation and addresses misconceptions
surrounding its value. In doing so, it contributes to the ongoing discussion on curriculum design and the broader
role of higher education in nation-building.
LITERATURE REVIEW
The role of higher education in shaping student identity has been widely discussed in educational research.
Identity formation is not only associated with academic learning but also with the inculcation of values, ethics,
and national consciousness (Erikson, 1968; Luyckx et al., 2013). In Malaysia, this aspiration is closely aligned
with the Falsafah Pendidikan Kebangsaan (National Education Philosophy), which emphasizes a holistic
development that balances intellectual, emotional, spiritual, and physical aspects (Kementerian Pendidikan
Malaysia, 2013).
General Studies and Holistic Education
General Studies courses, locally known as Mata Pelajaran Umum (MPU), were introduced to strengthen the
nation’s higher education framework by embedding identity and moral values into the curriculum. These courses
aim to cultivate critical thinking, civic responsibility, and social awareness, thereby producing graduates who
are not only technically proficient but also holistic individuals (Ahmad, Halim, & Mansor, 2019). Empirical
findings suggest that students exposed to MPU courses display stronger appreciation for cultural heritage and
unity (Ismail & Hassan, 2020).
Challenges and Perceptions of MPU Courses
Despite their intended benefits, many students perceive MPU courses as an academic burden. Studies indicate
that students often prioritize discipline-specific subjects and view MPU as irrelevant to their career preparation
(Nor & Nordin, 2018; Rahman, 2017). However, other research highlights that MPU fosters essential soft skills,
values, and broader identity development, which outweigh the immediate workload challenges (Salleh, 2021).
Identity Formation in Higher Education
Social, cultural, and institutional factors shape identity formation. Universities, as social institutions, are
responsible for nurturing values such as patriotism, integrity, and ethical responsibility among students (Arnett,
2000). Within Malaysia, MPU serves as a structured platform for embedding these values, thereby aligning with
global e d u c a t i o n a l objectives w h e r e h i g h e r education institutions function as agents of nation-building
and moral development (UNESCO, 2015).
The overall literature review underscores that General Studies (MPU) plays a pivotal role in shaping student
identity within Malaysian higher education, despite ongoing challenges in perception and implementation. While
universities are entrusted with fostering not only academic excellence but also values, ethics, and national
consciousness, MPU emerges as a key mechanism to operationalize this responsibility, aligning with the National
Education Philosophy’s holistic vision. Empirical evidence affirms MPU’s contribution to cultivating cultural
appreciation, unity, and civic responsibility, yet student resistance-stemming from a preference for discipline-
specific courses-poses a barrier to its acceptance. Nevertheless, the long-term benefits of MPU, particularly in
enhancing soft skills, ethical grounding, and national identity, outweigh these short-term challenges, positioning
MPU as a critical platform for nation-building and holistic graduate development.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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RESEARCH METHODOLOGY
This study adopts qualitative research design with a document analysis approach. The focus is on exploring how
General Studies courses (Mata Pelajaran Umum, MPU) contribute to student identity formation within Higher
Education Institutions (HEIs) in Malaysia. Document analysis is appropriate because it allows for a systematic
review and interpretation of policy documents, guidelines, and relevant academic literature.
Fig. 1 Conceptual Framework: General Studies Courses and Student
Identity Formation
The primary source of data is the General Studies Course Guidelines (MPU) issued by the Ministry of Higher
Education. This document provides the official framework, objectives, and expected outcomes of MPU courses.
In addition, scholarly articles, books, and research papers related to student identity formation, holistic education,
and the role of General Studies in higher education were reviewed to provide theoretical and contextual support.
Data collection based on relevant documents was identified through purposeful selection. The selection criteria
included:
1.
Policy documents and guidelines related to MPU are issued by the government or educational authorities.
2.
Peer-reviewed articles and scholarly works addressing identity formation, national education philosophy,
and holistic student development in higher education.
3.
Literature published between 2000 and 2025 to capture both historical and contemporary perspectives.
General Studies Courses (MPU)
- Curriculum Guidelines
- Course Objectives
- Learning Outcomes
Teaching & Learning Strategies (Pedagogy, Engagement, Institutional Support)
Student Identity Formation
- National Values & Patriotism
- Ethics & Moral Responsibility
- Civic Awareness & Integration
- Personal Growth & Soft Skills
Holistic Graduates (Balanced in JERI)
→ Nation-Building & Global Readiness
National Education Philosophy (FPK) (JERI)
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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The data was analyzed using qualitative content analysis. Key themes were identified and categorized under
three broad dimensions:
1.
The role of MPU in holistic student development.
2.
Challenges and perceptions of MPU courses.
3.
Contribution of MPU to national identity formation.
Patterns, similarities, and contradictions across the documents were examined to understand the extent to which
MPU supports the National Education Philosophy and contributes to the production of well-rounded graduates.
To enhance credibility, multiple sources of evidence were reviewed and triangulated. Official guidelines were
cross-referenced with scholarly findings to ensure consistency and reliability of interpretation. Additionally,
peer-reviewed literature was prioritized to maintain academic rigor.
The framework illustrates how General Studies courses (MPU) function as a key input in shaping student identity
formation, guided by the National Education Philosophy (Falsafah Pendidikan Kebangsaan, FPK).
RESEARCH FINDINGS
The research findings affirm the central issue raised in the abstract: General Studies (MPU) courses are
simultaneously perceived as burdensome by students yet remain vital in shaping student identity and producing
holistic graduates in line with Malaysia’s National Education Philosophy (JERI). While many students question
their relevance compared to discipline-specific courses, the evidence shows that MPU contributes significantly
to instilling values, ethics, civic responsibility, and national identity. This highlights a persistent tension between
student perceptions and the broader goals of higher education policy.
In line with the research objectives, the findings demonstrate that MPU fulfills its intended roles of identity
formation and holistic student development. The courses not only encourage critical thinking, leadership, and
teamwork
but
also
strengthen
appreciation
of
cultural heritage and unity in a multicultural context. Although
the objectives are achieved conceptually, the degree of success depends heavily on how the courses are delivered.
This suggests that curriculum alignment and pedagogical innovation are necessary to make MPU more engaging
and relevant to students’ academic and professional trajectories.
The findings also correspond closely with the literature review, which emphasized both the positive
contributions and the challenges associated with MPU. On one hand, MPU is validated as a nation-building tool
that fosters patriotism, unity, and ethical responsibility, consistent with prior studies. On the other hand, concerns
about its perceived irrelevance and workload burden are echoed, demonstrating a clear disconnect between
policy intentions and student attitudes. The results therefore mirror the contradictions highlighted in existing
research, underscoring the need for more effective communication and integration of MPU into the overall
student learning experience.
Finally, the methodology, which relied on qualitative document analysis, provided a credible basis for
interpreting the role of MPU. Triangulation of official guidelines with scholarly works strengthened the
reliability of findings, showing MPU’s strategic contribution to student identity and holistic development.
Nevertheless, the absence of direct student perspectives limits the depth of understanding, as it does not fully
capture students lived experiences. This highlights the importance of future research incorporating empirical
methods, such as surveys, interviews, or focus groups, to provide a more comprehensive and student-centered
perspective, ultimately enhancing the impact and acceptance of MPU in higher education.
Research Findings
MPU contributes significantly to national identity and
holistic development (JERI dimensions), even if
student perceptions are negative.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Table 1: Research Findings Analysis Table
DISCUSSION
The findings of this study affirm that General Studies (MPU) courses remain a vital instrument for shaping
student identity and fostering holistic development in Malaysian higher education, despite persistent perceptions
of them as burdensome or irrelevant. Consistent with the Falsafah Pendidikan Kebangsaan, MPU contributes to
instilling values, ethics, civic responsibility, and cultural appreciation, thereby preparing graduates who are
balanced in intellectual, emotional, spiritual, and physical dimensions. However, the study also highlights a clear
gap between policy intentions and student perceptions, echoing contradictions found in prior literature. While
MPU is validated as a nation-building tool that strengthens patriotism and unity, negative attitudes among
student’s risk undermining its impact. This suggests that the challenge lies not in MPU’s relevance but in its
delivery and pedagogy, requiring more interactive, contextual, and student-centered approaches that connect
MPU with employability and real- life applications. Although document analysis provided credible insights, the
absence of direct student perspectives limits the depth of findings, pointing to the need for future research
incorporating surveys and interviews. Overall, the discussion indicates that MPU must be retained but reformed,
aligning policy aspirations with student experiences to ensure it fulfills its strategic role in producing holistic
and globally competitive graduates.
CONCLUSIONS
This study concludes that General Studies (MPU) courses are crucial in shaping student identity and holistic
development within Malaysian higher education. Aligned with the Falsafah Pendidikan Kebangsaan, MPU
strengthens values, ethics, civic responsibility, and cultural appreciation, producing graduates who are balanced
across intellectual, emotional, spiritual, and physical dimensions. However, negative perceptions among
students—who often view MPU as irrelevant or burdensome—highlight a significant gap between policy
intentions and lived experiences. The challenge lies less in the relevance of MPU and more in its delivery,
pedagogy, and perceived value.
To address these issues, several recommendations are proposed. First, universities should adopt more innovative
and student-centered teaching methods, including interactive, experiential, and problem-based learning, to make
MPU more engaging and practical. Second, MPU content should be contextualized to contemporary issues and
linked explicitly to employability skills, ensuring that students recognize its long-term value. Third,
policymakers and educators should conduct awareness campaigns and dialogue sessions to improve student
understanding of MPU’s role in identity formation and nation-building. Finally, future research should
incorporate empirical approaches such as surveys and interviews to capture student perspectives, enabling
reforms that are both evidence-based and responsive to their needs. By implementing these strategies, MPU can
MPU strengthens student identity through values,
ethics, and cultural awareness, while also
contributing to holistic skills such as leadership and
critical thinking.
Findings show MPU creates long-t e r m benefits
(soft skills, civic awareness) even if short-term
student acceptance is low. MPU is validated as a key
tool for national identity formation.
Findings derived from official policy documents and
academic studies confirm MPU’s role in identity
formation but also expose gaps in perception and
implementation.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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continue to serve as a cornerstone of Malaysia’s higher education system while enhancing its acceptance and
impact among students.
ACKNOWLEDGMENT
The authors would like to sincerely thank the Kedah State Research Committee and UiTM Kedah Branch for
their generous funding through the Tabung Penyelidikan Am. This support was instrumental in enabling the
research and contributing to the successful publication of this article.
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