đź“ť Summary
Dr. Goh Kok Ming, a Master Teacher in Mathematics, has dedicated his career to bridging the digital divide and empowering underserved learners through educational technology. He founded Kampung Code, an initiative that provides coding and digital innovation opportunities to rural and underserved learners, and has received international recognition for his efforts. Through his work, Goh aims to create pathways for generations of learners to become innovators, mentors, and changemakers.
Master Teacher in Mathematics at Sekolah Jenis Kebangsaan Cina (SJKC) Hua Lian 1, Taiping, Perak, Dr. Goh Kok Ming has built his career around a powerful conviction: a learner’s location should never determine the opportunities available to them. He also advocates educational technology, with work in coding, game-based learning and digital innovation enabling pupils, particularly those in underserved communities, to become creators, problem-solvers and future leaders.
His connection with Universiti Teknologi Malaysia (UTM) deepened from 2020 to 2022, when he pursued the Open and Distance Learning (ODL) Master of Education in Educational Technology. Studying while teaching full-time demanded discipline and perseverance, yet it provided an invaluable bridge between theory and practice. Ideas from educational technology, research methodology and digital learning design could be refined in authentic school settings, while interactions with lecturers, researchers and fellow postgraduate students nurtured the continuous inquiry that guides his work.
Long before the accolades, however, Goh confronted a practical challenge familiar to many educators: how could children with limited technological access develop the competencies demanded by a rapidly changing world? Instead of treating limited resources as a fixed barrier, he began designing accessible learning experiences using coding, Minecraft Education and project-based activities. These approaches made mathematics and technology more engaging while cultivating creativity, collaboration and computational thinking. The challenge strengthened his resilience, resourcefulness and belief in educational equity.
That belief took a more organised form in 2020 through Kampung Code, an initiative founded to extend coding and digital innovation opportunities to rural and underserved learners. Pupils learned to use tools such as App Inventor and Minecraft to address real-world problems. More significantly, the initiative grew beyond a series of activities into a mentoring ecosystem. Former participants returned as alumni mentors, supporting younger learners and multiplying the programme’s reach across successive cohorts. Leadership was no longer concentrated in one teacher; it was shared and renewed by the learners themselves.
Goh’s commitment gained international recognition when he received an International Society for Technology in Education (ISTE) award in 2021. In 2023, he was named a regional winner of the Cambridge Dedicated Teacher Awards, selected amid more than 11,000 nominations from 99 countries. The recognition celebrated his efforts to bridge the digital divide and empower pupils through Kampung Code. He has also been recognised as a Microsoft Innovative Educator Fellow, reflecting his sustained contribution to technology-enabled teaching and digital transformation.
Yet awards are only one expression of his impact. Since beginning his career as a primary school teacher with the Ministry of Education Malaysia (KPM) in 2016, Goh has grown into a teacher-researcher, trainer and mentor. Through workshops, publications and conference presentations, he shares practices in coding, game-based learning and emerging technologies. His research encompasses digital leadership, artificial intelligence (AI) in education, teacher professional development and future-ready learning, areas increasingly important to schools navigating an AI-driven landscape.
His professional philosophy rests on equity, innovation, empowerment and lifelong learning. For Goh, sustainable leadership means building the capacity of others rather than positioning oneself as the sole source of expertise. This principle is visible when pupils progress from participants to mentors.
As alumni mentor Yang Zi Kang reflected, “Teacher Goh inspired me to believe that I could create technology to solve real-world problems. Through his mentorship, I not only learned coding skills but also gained the confidence to lead and mentor younger students.”
The education and research foundation developed at UTM and the Faculty of Educational Sciences and Technology (FEST) has been instrumental in this journey. It strengthened Goh’s ability to analyse educational challenges, design evidence-based responses and connect classroom innovation with leadership and school improvement. These capabilities continue to support his research and help other educators adopt purposeful, future-oriented pedagogies.
Looking ahead, Goh hopes to expand Kampung Code and strengthen its student-and-alumni mentoring model. He also aspires to develop evidence-based frameworks that can guide schools through digital and AI transformation. His inclusive vision gives every learner, regardless of background or geography, opportunities to build digital competence, exercise leadership and contribute solutions to shared challenges.
His message to FEST students and alumni is grounded in experience: “Never underestimate the impact of starting small and staying consistent. Invest in people, share what you know and empower others to succeed, because real success is measured not only by what we achieve, but by how many others we inspire and uplift along the way.” From a mathematics classroom in Taiping to international recognition, Goh’s journey shows how one educator’s commitment can create pathways for generations of learners to become innovators, mentors and changemakers.
By Assoc. Prof. Dr. Mohd Rustam Mohd Rameli
