4 January 2024
In the fast-evolving landscape of Southeast Asia, the influence of digital technology on education has taken centre stage, challenging traditional priorities and practices. The recently released UNESCO Global Education Monitoring (GEM) Report for the Southeast Asia region, produced in collaboration with the Southeast Asia Ministers of Education Organization (SEAMEO) and the EdTech Hub, sheds light on the transformative journey catalysed by digitalisation in the education sector across 11 countries.
The GEM report is a mechanism for monitoring and reporting on Sustainable Development Goal (SDG) 4, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, and on education in the other SDGs. 2023’s report acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed.
Digital surge: a catalyst for change
Characterized by diverse contexts, Southeast Asia has witnessed an unprecedented surge in digital technology applications. With an estimated 400 million internet users and 40 million people venturing online for the first time in 2020 alone, the region is poised for a digital revolution in education.
An education technology industry has emerged in the region, from personalised learning and testing to learning management systems, language learning, and skills development. It is estimated that two-thirds of sales are for services directly purchased by final users such as learners, teachers, and schools. The region is also projected to be one of the fastest-growing data centre markets, while business for artificial intelligence is expected to increase by about 8% per year in the coming years.
In-depth regional analysis
Launched during the 46th High Officials Meeting of SEAMEO, the report provides a comprehensive analysis covering Brunei Darussalam, Cambodia, Lao PDR, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste, and Viet Nam. Rooted in extensive research, including nine country case studies and five thematic studies, the report underscores the nuanced impact of technology on education in the region.
Inequality in connectivity
While digital technology has expanded education and learning opportunities, the benefits have been unevenly distributed. The report reveals that students from affluent households are nearly eight times more likely to have internet access at home than their less privileged counterparts. Alarmingly, only half of rural primary schools are connected to the internet, accentuating the digital divide.
The right to education is increasingly synonymous with the right to meaningful connectivity and the inclusion of effective support by technology for all learners to fulfil their potential, regardless of context or circumstance. The unequal access to connectivity and devices does pose the question of ICT’s actual contribution to equity and inclusion in education.
Technology as a solution, not a panacea
Addressing education challenges through technology requires a shift in focus. Rather than viewing technology as a generic solution, discussions should centre on identifying specific problems that technology can help solve. The report highlights a cautionary tale from Thailand, where the distribution of over 800,000 tablets to primary schools faced implementation challenges and was later discontinued.
Digital literacy: a modern imperative
As digital literacy becomes an essential skill, the report emphasises the importance of proving the value of teaching through technology. It notes the scarcity of evidence, revealing that less than 10% of education technology companies in Indonesia could produce proof of their products’ impact on learning. The report urges a re-evaluation of teaching methodologies and the necessity of tangible outcomes.
Conditions for success: equitable access, governance, and teacher capacity
For technology to fulfil its potential in education, the report outlines three critical conditions: equitable access to technology, appropriate governance and regulation, and sufficient teacher capacity. The need for regulations is underscored, especially in protecting children’s well-being amid the rise of digital technology. Concerns about adolescents’ upsetting online experiences in Cambodia, Indonesia, Malaysia, and Thailand highlight the necessity for safeguarding measures.
Challenges and opportunities
While technology has opened new doors, challenges persist. Approximately 30% of students in Vietnam reported increased distractions while using technology for study. The report advocates for the introduction of policies safeguarding children’s data, as currently, less than one in three countries have legal or policy provisions ensuring data privacy in education.
Empowering teachers for a digital future
To fully integrate technology into teaching, better support for teachers is imperative. A significant portion of primary school teachers in Cambodia, Lao People’s Democratic Republic, Malaysia, Myanmar, the Philippines, and Vietnam expressed a lack of confidence in using ICT in 2019. The report emphasises the need for targeted training and support mechanisms to bridge this confidence gap.
In conclusion, the UNESCO GEM Report 2023 for the Southeast Asia region paints a nuanced picture of the digital transformation in education. While recognizing the potential benefits, it urges stakeholders to navigate the digital wave carefully, ensuring that technology becomes a solution rather than a panacea. The report serves as a vital roadmap for policymakers, educators, and technology developers in shaping the future of education in Southeast Asia.
More on the full report available here.
Further reading
Asian Development Bank: addressing learning losses in Asia
The state of higher education in Southeast Asia
AI and education: guidance for policy-makers
