REVITALISING BUGIS IDENTITY AMONG MALAYSIAN YOUTH THROUGH KOLB’S EXPERIENTAL LEARNING FRAMEWORK

For the Bugis to remain sustainable, their identity and culture must endure. Despite its importance, there aren't many thorough models or in-depth studies on the sustainability of Bugis cultural heritage in the literature today, especially regarding younger generations. Notably, this frequently leads to a loss of appreciation or recognition of the Bugis culture and identity. In this sense, the study aims to understand the notion of cultural sustainability in the context of Malaysia, particularly among the Bugis youth population between the ages of 18 and 35. This study uses a theoretical approach that combines the ideas of Berry's Culture Transmission Theory and Kolb's Experiential Learning Theory to explain the mechanisms behind the problems of culture retention and identity formation among the relevant entities. In order to maximize the development of cultural identities among the Bugis youth population, this study used a quantitative approach to maximally identify the underlying foundation within the framework of Kolb's learning theory. In order to improve the cultural identities of the populations in question, a proposed preliminary study sought to identify the basic mechanisms that underlie the learning theory. There were 69 participants in all, most of whom were from the Bugis cultural ancestry and fell within the age range of 32 to 35. According to the study, the respondents have advanced levels of comprehension, particularly with regard to the cultural practices that make up the Bugis cultural composition. The purpose of this study is to strategically promote the importance of heritage learning. Therefore, the study covers the agendas related to the Sustainable Development Goals Agenda, particularly the idea related to: Sustainable Development Goal (SDG) Targets: 11. Sustainable Communities and Cities. This study focuses on cultural preservation, which is still crucial for promoting social sustainability.