Dapur Siswa is an initiative within educational institutions aimed at supporting student well-being through both nutritional access and practical learning experiences. This initiative is increasingly relevant in the context of modern higher education as it not only focuses on academic achievement but also emphasizes students’ basic needs, such as adequate and balanced access to food. Generally, Dapur Siswa can be understood from two main perspectives: as a learning space and as a student welfare centre. In the learning context, Dapur Siswa functions as a practical training laboratory, particularly for students in culinary arts, hospitality, or food management programmes. Through this facility, students are able to develop skills in cooking, kitchen management, hygiene control, and food safety in a more systematic and structured environment. From a welfare perspective, Dapur Siswa serves as a food assistance centre or a facility that provides meals or basic food supplies to students in need. This initiative helps reduce the financial burden on students, especially those from low-income groups affected by the rising cost of living. Through its implementation, students are able to access essential food without having to bear high expenses. In addition, Dapur Siswa has a positive impact on students’ physical and mental well-being. Access to sufficient food helps improve concentration in learning and reduces stress caused by financial difficulties. Indirectly, it also contributes to better academic performance and greater participation in campus activities. However, the implementation of Dapur Siswa is not without challenges, such as high operational costs, maintenance requirements for facilities, and the need for effective monitoring of food distribution. Therefore, systematic planning and continuous support from institutions are essential to ensure the effectiveness of this initiative. In conclusion, Dapur Siswa represents a holistic approach that not only supports practical learning but also functions as an important welfare mechanism in ensuring the overall well-being of students within educational institutions.

The launch of the Selangor Persons with Disabilities (OKU) Policy and Action Plan 2026–2030, officiated by the Menteri Besar of Selangor, Dato’ Seri Amirudin Shari, at the Dewan Agung Tuanku Canselor, UiTM Shah Alam, marks a strategic initiative by the state government to strengthen inclusive development and empower the OKU community as partners in development. According to Selangor EXCO for Women Development and Social Welfare, Anfaal Saari, the policy was developed through the involvement of various stakeholders, including the OKU community, caregivers, non-governmental organizations (NGOs), government agencies, and academic institutions, to ensure that its implementation addresses the actual needs of the community. The implementation of this policy emphasizes quality of life, lifelong education, economic development, accessibility, and more inclusive governance. The rights-based and empowerment-focused approach highlighted in the policy is expected to have a positive impact on higher education institutions by fostering a more conducive and disability-friendly learning ecosystem. In line with this aspiration, Universiti Putra Malaysia (UPM), through its Student Affairs Division, remains committed to strengthening support initiatives for students with disabilities through the provision of support services, character development and employability programmes, inclusivity awareness advocacy, and the enhancement of campus facilities that are accessible to all members of the university community. These initiatives are aligned with UPM’s efforts to create an inclusive, equitable, and sustainable campus environment for the entire student community.