Empowering Educators, Combating Resistance: Advancing One Health through the AMbassadoR Program

By Dr. Dr. Ana Masara binti Ahmad Mokhtar and Team 

Editor: Anti Rismayanti, SEAOHUN Regional Program Manager 

The implementation of the “AMbassadoR” program under the SEAOHUN One Health Research and Training (OHRT) Awards Program was a transformative experience that brought together science, education, and public health into a dynamic, action-oriented initiative. Designed to empower prospective secondary school teachers with the knowledge, tools, and motivation to address antimicrobial resistance (AMR), this program fostered a unique collaboration between educators in Malaysia and Thailand, promoting a One Health approach that is both sustainable and scalable.

Transforming Teachers into Agents of Change

Our core mission was to equip future educators with a comprehensive understanding of AMR and responsible antibiotic use, enabling them to serve as multipliers of knowledge in their future classrooms and communities. Teachers hold a uniquely influential role in society—they shape the mindsets of future generations. If we want to combat AMR effectively, we must reach students early, and who better to lead that charge than teachers?

The project kicked off with a structured baseline assessment involving 47 prospective teachers—37 from Malaysia and 10 from Thailand—recruited from institutions such as Universiti Sains Malaysia, Universiti Putra Malaysia, Universiti Kebangsaan Malaysia, Universiti Teknologi MARA, Universiti Pendidikan Sultan Idris, and Prince of Songkla University. Using a comprehensive questionnaire, we evaluated participants' knowledge, attitudes, and practices (KAP) related to AMR and antibiotic use. This data guided the refinement of our core educational resource—the AMbassadoR module—into an updated e-module aligned with current scientific understanding and pedagogical practices.

Bridging Science and Education: Module Implementation

The improved AMbassadoR module was launched during a three-day immersive training held in Penang, Malaysia, from August 9–11, 2024. While the original plan envisioned a four-day program, we adjusted the timeline to accommodate student schedules and optimize attendance following final exams.

Participants were exposed to an array of engaging activities, starting with lectures on AMR, the global burden of resistance, and the role of proper antibiotic stewardship. Experts from medical and academic backgrounds delivered content that was both evidence-based and practical. Hands-on lab sessions allowed participants to perform molecular biology techniques such as DNA extraction, polymerase chain reaction (PCR), and bacterial cloning—all contextualized around a fictional case study involving the antibacterial properties of bananas. This scenario-based learning approach bridged abstract scientific concepts with real-world applications, making it easier for future teachers to later translate these ideas to young learners.

We also integrated interactive methods like Kahoot quizzes and discussion groups, and developed the “AMR Hunting Game,” an innovative and playful activity that tested and reinforced participant knowledge. Designed by our facilitators—12 science-trained undergraduates from Universiti Sains Malaysia—these activities fostered teamwork, communication, and problem-solving, all while reinforcing core AMR principles. The facilitators, close in age to the participants, played a critical role in maintaining a vibrant and relatable learning environment.

Creativity, Competition, and Pedagogical Application

One of the program’s most innovative elements was the AMR module competition. Participants were asked to design and submit their own AMR teaching modules, which were evaluated by a panel of education experts. The submissions were creative and diverse, ranging from classroom games and illustrated comics to mock teaching videos and storytelling projects. This variety demonstrated that AMR education could be tailored to different subject areas, including literature, mathematics, and social studies—not just science.

Top-performing teams were awarded certificates of excellence and cash prizes, while all participants received certificates of participation. The judging criteria emphasized not only content accuracy but also creativity, clarity, and appropriateness for secondary school students.

Enhancing Skills for the One Health Workforce

This project was deeply enriching for both the organizing team and the participants. From a capacity-building perspective, it enhanced a wide range of One Health competencies. For participants, hard skills such as understanding antimicrobial mechanisms and interpreting lab data were matched by soft skills like leadership, teamwork, and critical thinking. Many had never before stepped into a laboratory or considered AMR a teaching topic, but by the end of the program, they were confidently designing and presenting AMR-themed lessons.

As a team of academic professionals, we too benefited immensely. We improved our capabilities in project management, event logistics, stakeholder engagement, and data analysis. Most importantly, we gained a deeper understanding of how to translate complex scientific knowledge into classroom-friendly content that resonates with young learners. These skills will continue to enhance how we teach One Health topics at our universities.

Collaboration and Stakeholder Engagement

The success of this program was made possible through strong partnerships. Universiti Sains Malaysia provided the institutional foundation and waived venue fees, while Prince of Songkla University supported our Thai participants. Cell Agritech, a local industry leader in cultivated meat technology, hosted participants for an industrial visit, giving them a behind-the-scenes look at alternative protein innovations and their potential role in reducing AMR risk. Such cross-sector collaboration reinforced the real-world relevance of the AMR challenge and exemplified the One Health principle of integration across human, animal, and environmental health.

Impact and Future Outlook

The results of our post-program assessments were promising. Statistically significant improvements were observed across all dimensions of the KAP scores. Participants reported greater awareness of antibiotic misuse, a better understanding of AMR as a global threat, and increased confidence in integrating AMR topics into their teaching. Ninety percent of participants rated the overall program as excellent and said they would recommend it to peers.

Looking ahead, we envision expanding the program to other universities in Malaysia and launching a parallel version in Thailand, in collaboration with PSU. We aim to secure additional funding to scale this model and eventually incorporate it into teacher education curricula nationwide. Our ultimate goal is to institutionalize AMR education across multiple disciplines, ensuring that the next generation of educators is equipped to influence health behavior at the grassroots level.

A Model for One Health Advancement in Malaysia

This initiative has proven that One Health promotion can begin in classrooms. By targeting educators-in-training, we have planted seeds that will flourish as these individuals enter the workforce. Their influence on thousands of students over the coming years can shape community norms around antibiotic use and help combat one of the most pressing global health threats of our time.

The AMbassadoR program serves as a model of how One Health principles can be translated into actionable education. It demonstrates that even with limited time and resources, creative design, interdisciplinary teamwork, and student-centered learning can make a meaningful impact.

Lessons Learned and Final Reflections

Among the most valuable lessons we learned was the importance of flexibility and rapid adaptation. External factors such as exam schedules required us to revise plans, and by involving students in the organizing committee, we were able to distribute tasks efficiently and improve overall engagement. Another key takeaway was the power of peer learning—facilitators who were close in age to the participants fostered a more informal, approachable atmosphere that helped participants learn more effectively.

Most importantly, we were reminded that One Health education does not require a science degree. With the right tools and encouragement, any educator can champion AMR awareness. The SEAOHUN OHRT Awards not only made this project possible but also gave it the visibility and legitimacy needed to draw strong participation and institutional support.

Conclusion

The “AMbassadoR” program proved that educators are powerful catalysts for change in the fight against antimicrobial resistance. With continued collaboration and support from institutions like SEAOHUN, we believe this model can be expanded regionally, embedding AMR education across Southeast Asia’s educational systems.

This project reaffirmed our belief that the key to long-term public health lies in empowering people with knowledge—and there is no better place to start than with the educators who shape our future.

Team Leader: Dr. Ana Masara binti Ahmad Mokhtar, Universiti Putra Malaysia

Team Members:

• Prof. Dr. Syafinaz Binti Amin Nordin, Universiti Putra Malaysia

• Dr. Noreen Suliani Mat Nanyan, Universiti Sains Malaysia

• Dr. Nurul Izza Ismail, Universiti Sains Malaysia

• Dr. Nor Hawani Salikin, Universiti Sains Malaysia