Mahathir, in his blog Chedet, suggested standardised video lessons prepared by foreign and local expert teachers be introduced in schools.

Class teachers could then be guided and can teach according to the videos, he said.

“It is about time we switch to recorded video lessons produced by the best teachers in the country and abroad (for English language, science and mathematics in English).

“With a good teacher recording the lessons on video with illustrations and animations, students in all the schools in the country will get the benefit of being taught by the same teacher,” he said.

The Parent Action Group for Education (PAGE) said Mahathir’s proposal was not something entirely new to the education system, and had been attempted years ago.

Citing the policy of teaching science and mathematics in English (PPSMI) in government schools, also introduced by Mahathir in 2003, PAGE chairman Noor Azimah Abdul Rahim said the idea of leveraging on technology to produce learning materials was already in place at the time.

“This is not new. Back in 2003 when Mahathir introduced PPSMI, the elements of the 21st century teaching methods were already in place supported by a huge budget. We were well ahead of other countries in utilising technology for education. The idea of teachers becoming facilitators emerged.

“Unfortunately, the policy was gradually demolished after six years. If this had not happened, we would have been far ahead of many developing countries,” she said.

Noor Azimah said technology is not the only element needed to enhance the education system.

“The most important element is leadership, political will and financial back-up to ensure these advancements can take place followed by a needed mindset change among educators.

“Teachers must be trained properly to be facilitators. Why the PPSMI videos failed is because they (teachers) were not trained to do so and they think it is a waste of time, out of the norm and their comfort zone.”

Further, she said, some teachers would depend entirely on the video lessons and became less proactive in teaching.

“My concern is that in the past year, while online learning took place, less creative teachers would post links which students watch without understanding the concept or subject matter,” she said.

“The teacher needs to have a two-way conversation with students to ensure adequate learning takes place.”

Meanwhile, education expert Zuwati Hasim raised concerns about technological barriers among underprivileged students.

“We need to consider accessibility of the materials for all students. We do not want any student to be at a disadvantage due to poor learning infrastructure,” she said.

“Whatever medium/platform or materials to be used for teaching is best decided by the teachers who know the needs of their students.”