Advancing SDGs Through Non-Formal Education: The Duke of Edinburgh’s International Award in Malaysia
Abstract
This study aims to examine the role of the Duke of Edinburgh’s International Award (DofE) as a non-formal education framework in advancing the United Nations Sustainable Development Goals (SDGs) within the Malaysian context. In doing so, the study is conceptually grounded in Positive Youth Development (PYD), Experiential Learning Theory, and the Capability Approach, which collectively emphasise youth agency, holistic development, and experiential engagement as key pathways to sustainable development. Methodologically, the research adopts a qualitative conceptual design that integrates policy analysis, programme documentation review, and a synthesis of relevant empirical and theoretical literature related to youth development, non-formal education, and sustainability. Specifically, data were derived from national youth policy documents, DofE programme structures, and peer-reviewed academic sources published between 2020 and 2025. The findings indicate that the DofE Award contributes significantly to multiple SDGs, namely SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), and SDG 16 (Peace, Justice and Strong Institutions). Moreover, the discussion demonstrates how experiential learning embedded within the Award framework fosters resilience, civic responsibility, leadership capacity, and environmental stewardship among Malaysian youth. Taken together, the study provides policy-relevant insights for integrating non-formal education frameworks into national youth development strategies and broader educational ecosystems. Ultimately, this research contributes to the literature by positioning non-formal education as a critical mechanism for localising the SDGs in Global South contexts, with empirical and policy relevance to Malaysia.
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