Reframing Archaeological Literacy to Strengthen Primary School Children’s Engagement in Public Archaeology in Rural Malaysia

This study examines how archaeological literacy encompassing knowledge, skills, values, and practices can be reconceptualized to better engage primary school children in a rural Malaysian context. Focusing on the archaeologically rich districts of Baling and Sik, Kedah, the study used a thirty-item Likert-scale questionnaire supplemented by open-ended questions. Findings reveal a strong general awareness of archaeology’s importance and high appreciation for preserving heritage. However, pupils’ familiarity with local archaeological sites and their direct participation in heritage activities are limited. Drawing on constructivist learning theory and community participation frameworks, we argue that archaeological literacy must extend beyond classroom lessons to include experiential, place-based learning and community involvement. Such a reframed approach may provide a basis for future heritage stewardship by linking formal education with pupils’ local community contexts, although its effectiveness requires further empirical testing. This rural Malaysian case contributes to international discussions in public archaeology by showing how pupils’ archaeological knowledge, values, and learning preferences can inform future heritage education initiatives.