Social change requires continuous adaptation in the educational sphere. Education in Malaysia has undergone profound political, economic, and cultural changes in recent years, particularly in responding to the boom in information technology and intelligence derived from the Fourth Industrial Revolution and to the Covid-19 pandemic. Chinese primary schools in Malaysia have long been regarded not only as an important foundation for language and cultural transmission, but also as positive contributors to the overall level of the nation’s basic education provision. At present, Malaysia’s relatively enlightened national education policy, increasing recognition of Chinese primary schools by non-Chinese communities, and the existing quality and scale of such schools have laid a good foundation for their sustainable development. However, in addition to policy constraints, these schools face new challenges, such as quality improvement needs, a declining sense of Chinese identity among ethnic Chinese communities, and an associated decline in the number of students. By examining adaptations to local expectations as well as pluralistic integration of educational objects, educational functions, teaching modes, and schooling forces, this project explores how Chinese primary schools can ensure their continued development.