LETTERS: SHOULD the gaming industry be incorporated into our educational learning structure as the industry is forecasted to reach a US$326 billion valuation by 2026?
This move will not only spark students' interest in career paths in the industry but also recognises the avenue that exceptional gaming skills can lead to a professional career.
Proficient e-sports players can earn substantial six-figure incomes, and elite teams compete for prizes into the millions, exemplified by the significant Dota 2 tournament prize pool of RM182 million.
Malaysia has seen the rise of e-sports sensation Ahmad Khalish Rusyaidee Nordin, or d4v41, in the gaming world. He is one of the top players globally and has turned his gaming passion into a full-fledged career.
Khalif has earned more than RM500,000 from prize winnings, excluding sponsorships and salary.
Furthermore, introducing gaming as an extracurricular activity offers an inclusive alternative to traditional sports, which allows more participation from students with disabilities.
Thus, gaming provides an opportunity to foster skills and build a sense of community.
Several schools, including those in Norway and Japan, have adopted gaming as an extracurricular option, recognising its benefits.
It is timely for Malaysia to explore this landscape and offer students a more diverse and inclusive range of extracurricular activities.
The integration of gaming and e-sports into school programmes can elevate student engagement, personal development, and enjoyment, fostering cognitive skills and teamwork in an accessible manner.
This complements the goals outlined in the Malaysia Education Blueprint 2013-2025, making it a worthy consideration for policy makers.
YUGENDRAN T. KANNU SIVAKUMARAN
Research and advocacy analyst
Bait Al Amanah, Kuala Lumpur
Karisma Putera Abd Rahman
Research & Advocacy Analyst, Bait Al Amanah
Kuala Lumpur
The views expressed in this article are the author's own and do not necessarily reflect those of the New Straits Times