Abstract : This literature review examines the historical evolution, contemporary structures, and future directions of Chinese education in Malaysia within the broader Southeast Asian context. Historically, Malaysian Chinese education developed under colonial governance and transnational networks connecting Southeast Asian diaspora communities with China, creating a unique educational trajectory distinct from neighboring countries such as Singapore, Indonesia, and Thailand. Following independence, nation-building policies, including the Razak Report (1956) and subsequent education ordinances, enabled Chinese primary schools to integrate into the national education system, while Chinese secondary education largely persisted as privately funded independent schools supported by community contributions. In the contemporary period, Chinese education faces multiple challenges, including teacher shortages, funding inequities, curriculum adaptation to multilingual classrooms, and the integration of digital technologies. Significant research gaps remain in teacher-centered studies, technological innovation, and strategies to balance cultural preservation with intercultural cohesion. Future directions highlight the need for evidence-based policymaking, formal recognition of the Unified Examination Certificate (UEC), and human-centered approaches to ensure institutional sustainability, educational quality, and social inclusivity across Malaysia’s pluralistic society.
Zhu et al. (Tue,) studied this question.