8 October 2024

In the heart of Bonn, Germany, a unique educational institution has captured the spotlight for its groundbreaking approach to learning. The Siebengebirgsschule, or Seven Hills School, recently won the prestigious German School Award for its innovative methods in special education. German Chancellor Olaf Scholz personally honoured the school, praising its efforts to support students who struggle in mainstream education settings.

Alternative learning for better outcomes

With a mission to empower children “overwhelmed by mainstream schools,” the Siebengebirgsschule stands out for its combination of traditional and alternative educational practices. The school provides its 290 students with a learning environment that prioritises freedom and creativity. Pupils can choose where they feel most comfortable to study, moving freely throughout the school’s various learning studios, creative workshops, and study halls. All learning materials are provided digitally via iPads, making education more flexible and accessible.

One of the school’s standout features is its use of a digital ‘pin board’, which allows teachers to monitor where students are at any given time. This ensures students have the freedom to explore different environments while maintaining structure and support. Additionally, students can book personal consultation hours with teachers whenever they need extra help, further enhancing their learning experience.

Blending regular and special education for success

The Siebengebirgsschule’s success lies in its ability to blend traditional educational guidelines with personalised learning methods. By offering a curriculum that allows students to earn certificates while also preparing them for the job market, the school bridges the gap between special education and future employability.

Thorsten Bohl, spokesperson for the German School Award jury, highlighted the school’s impact: “The Siebengebirgsschule takes in children who are overwhelmed by mainstream schools and enables them to find their way back into learning, discover their talents, and achieve outstanding results.”

A regional success story

The Bonn-based school is part of a broader success in the state of North Rhine-Westphalia (NRW), where three other schools were also recognised with prizes. NRW Schools Minister Dorothee Feller praised the schools for creating environments that foster personal well-being, social interaction, and a love of learning.

The success of the Siebengebirgsschule serves as an inspiring example of how alternative educational approaches can make a difference in students’ lives, proving that with the right support, all children can achieve academic and personal success.

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2 September 2024

In a groundbreaking move, a private school in London is set to open the UK’s first classroom where artificial intelligence (AI) replaces traditional human teachers. David Game College, a prestigious institution, will launch this innovative teacherless course for 20 GCSE students this September, signalling a major shift in how education is delivered in the UK.

This pioneering AI-driven classroom leverages cutting-edge technology to offer a highly personalised learning experience. Students will engage with a variety of AI platforms on their computers, coupled with virtual reality headsets, creating a unique and immersive educational environment. The AI system is designed to understand each student’s strengths and weaknesses, dynamically adjusting lesson plans to cater to their specific needs.

For example, topics where a student excels are deferred until the end of the term for revision, while subjects requiring more focus are addressed promptly. This bespoke approach ensures that each student’s educational journey is tailored to their individual learning pace and style, a level of precision and continuous evaluation that co-principal John Dalton believes is beyond the capabilities of even the best human teachers.

“There are many excellent teachers out there, but we’re all fallible,” Dalton stated. “Achieving the level of precision and accuracy, along with the continuous evaluation that AI offers, is incredibly challenging for human teachers.”

The 20 students enrolled in this course will pay around £27,000 per year for the privilege of experiencing this futuristic classroom. Joseph, one of the GCSE students who has been testing the system, expressed his enthusiasm: “A teacher doesn’t really know your flaws because he has so many students. The AI will figure out what your flaws are and help you improve.”

Despite the technological marvel, students will not be left entirely on their own. Three “learning coaches” will be present in the classroom to monitor behaviour and provide support when necessary, ensuring that students still receive some human interaction and guidance.

However, not everyone is convinced that this is the future of education. Chris McGovern, a retired head teacher and former policy advisor who now leads the Campaign for Real Education, cautioned against over-reliance on AI in the classroom. “The problem with AI and the computer screen is that it is a machine, and it’s inert,” McGovern argued. “You’re dehumanising the process of learning, taking away those interpersonal skills and the interaction between pupils and teacher.”

In response to the growing role of AI in education, the government has announced a new initiative to support teachers in integrating AI into their classrooms more effectively. This project will involve creating a bank of anonymised lesson plans and curriculums to train various AI models. These AI tools will assist teachers in marking homework and planning lessons, providing what Stephen Morgan, Minister for Early Education, describes as “a helping hand with classroom life.”

“Artificial intelligence, when made safe and reliable, represents an exciting opportunity to support our schools’ leaders and teachers,” Morgan said.

As AI continues to evolve, the debate over its role in education will likely intensify. Whether this experiment at David Game College will set a new standard for classrooms across the UK or remain a unique case study remains to be seen.

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8 August 2024

In a significant stride towards modernising its educational landscape, Bhutan’s Ministry of Education and Skill Development (MoESD) has reached commendable milestones in its flagship education programme. This initiative is a major leap forward, aimed at integrating contemporary technology-based learning facilities into the nation’s schools, thereby aligning them with 21st-century educational standards.

With an impressive budget of Nu 900 million (USD 10.7 million), the programme has been pivotal in digitising schools and enhancing the digital proficiency of both teachers and students. A cornerstone of this initiative has been the installation of computers, the connection of all schools to high-speed optic fibre, and the incorporation of Information and Communication Technology (ICT) as a mandatory subject across various classes.

Significant efforts were made to ensure that teachers and ICT lab assistants received adequate training to support the new curriculum. As part of this comprehensive plan, MoESD distributed computers and projectors to all schools, ensuring that each institution was equipped with essential technological tools. Additionally, the project established robust internal connections within schools, creating ICT labs that provide extensive internet access.

A critical component of the flagship programme was the meticulous review and enhancement of the ICT curriculum. This process involved collaboration with ICT educators, college professionals, the Department of Information Technology and Telecom (DITT), the Bhutan Council for School Examinations and Assessment (BCSEA), and MoESD. The review team successfully merged global best practices with local insights, defining the crucial digital skills and knowledge necessary for students to thrive in the 21st century.

To ensure a practical and applicable education, the ministry introduced a competency-based approach. Under this framework, students are expected to attain specific digital skills by the end of each class or key stage. These competencies are organised into four broad themes: technology operations, communication and collaboration, safety and ethics, and coding.

Despite these advancements, the ministry has recognised ongoing challenges. Some schools continue to face issues such as insufficient computers and inadequate internet connectivity. MoESD has acknowledged these obstacles and has assured that they will be addressed as part of the current plan to ensure that all schools can fully benefit from the digital advancements.

Bhutan’s forward-thinking approach to integrating ICT tools into its education system is a testament to its commitment to providing quality education and preparing its students for the digital age. As the programme continues to evolve, it holds the promise of transforming the educational experience for Bhutanese students, equipping them with the skills needed to excel in a rapidly changing world.

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10 July 2024

Japan’s Ministry of Education has announced plans to transition its national achievement test for junior high school third-graders and elementary school sixth-graders to a fully online format by 2027. The ministry will make a final decision on the shift to computer-based testing as early as autumn, following consultations with schools and educational boards.

This transition will eliminate the use of traditional paper booklets for the test. The national achievement test, which was first introduced in 2007, assesses students’ academic abilities in Japanese language and mathematics annually. Additionally, English examinations for junior high school third-graders and science examinations for all students are conducted approximately every three years.

The ministry aims to implement the online shift in stages. In 2025, junior high school third-graders will undertake an online science examination. By 2026, all components of the English examination, including listening, reading, writing, and speaking, will be conducted online.

The shift to online testing will enable the use of multimedia elements such as videos, audio, and spreadsheets, providing both test administrators and students with enhanced functionalities.

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As we stand at the cusp of a technological revolution in the educational sector, Virtual Reality (VR) and Augmented Reality (AR) emerge as beacons of transformative learning methodologies. With the introduction of VR into classrooms across Eastern Europe, educators are navigating a new realm of possibilities and challenges. This journey, while promising, calls for a comprehensive understanding of both VR and AR’s potential to redefine educational paradigms.

The promise of VR and AR in education

VR’s immersive experiences provide students with an unparalleled opportunity to engage with content in a deeply interactive manner. From historical explorations to scientific simulations, VR brings abstract concepts to life, offering a form of experiential learning that extends beyond traditional classroom boundaries. Similarly, AR, by overlaying digital information onto the real world, offers a complementary, immersive experience that enhances learning through interactive overlays and real-time information, making education not only accessible but also engaging.

The integration of VR with 3D printing and AR opens up new avenues for creative learning. In our school, pioneering efforts to combine these technologies have allowed students to design and visualise in virtual environments before bringing their creations into the physical world through 3D printing. This synergy fosters a hands-on understanding of subjects, bridging the gap between theoretical knowledge and practical application.

Navigating the challenges

Despite the excitement surrounding VR and AR, their integration into education is not devoid of challenges. Health concerns, particularly the impact on young eyes and the potential for increased screen time, call for a balanced approach to technology usage. Additionally, the cost, infrastructure requirements, and hygiene considerations pose significant hurdles. However, by adopting strategic planning and community partnerships, we are committed to overcoming these barriers, ensuring that VR and AR technologies benefit every student.

Fostering digital literacy and safety

As we embrace advanced technologies, the importance of digital literacy cannot be overstated. Educating students on navigating digital environments safely and responsibly is paramount. This includes lessons on privacy, online safety, and the ethical use of technology. Moreover, the role of educators is crucial in this transition. Continuous professional development ensures that teachers are well-equipped to incorporate VR and AR into their curriculums creatively and effectively.

Community engagement and ethical considerations

The journey towards integrating VR and AR in education extends beyond the classroom. Engaging parents and the broader community is essential in building a supportive ecosystem. Additionally, as we advance, the sustainability and ethical production of VR and AR equipment become increasingly important. Investing in environmentally friendly and ethically produced devices reflects our commitment to not only advancing education but also to upholding responsible practices.

Conclusion

The integration of VR and AR into education presents an exciting frontier, offering the promise of immersive learning experiences that prepare students for a future filled with technological advancements. By addressing the challenges head-on, fostering digital literacy, supporting educators, engaging the community, and adhering to ethical practices, we can harness the full potential of these technologies. This holistic approach ensures that we are not merely adopting new tools but are thoughtfully integrating innovative solutions that enrich the educational experience, preparing our students to thrive in a digital world. As we contribute to the dialogue at #EDUtech_talks, let’s embrace the opportunity to shape the future of education together, through insightful dialogue and innovative ideas.

Author: Tomasz Kraszewski, COO, ATENA Primary School, Sosnowiec. 
As the COO and the organisation and administration specialist at ATENA Primary School in Sosnowiec, I oversee the daily operations and administrative processes of the educational institution. I have been working in the field of data security. I am proficient in VR, Lego Robotics, and GCP, and I use these skills to enhance the learning experience and the security of the students and staff. I am passionate about creating a safe, innovative, and inclusive environment for education, and I strive to contribute to the mission and vision of ATENA Primary School.

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31 May 2024

Nord Anglia Education has unveiled significant insights on the integration of artificial intelligence (AI) and metacognitive strategies within their educational institutions, featured in their latest global publication, INSIGHTS.

At Nord Anglia’s British International School in Kuala Lumpur, AI technology has been harnessed to create an AI-powered teaching assistant. This assistant personalises learning, guides students through content exploration, and deepens understanding through interactive activities. Students define the topics and course specifications, and the AI facilitates a conversational exploration of the content, allowing for real-time questions and answers. Dr. Bruce Geddes, Deputy Head of Secondary at the school, emphasised AI’s transformative potential, stating, “AI represents the biggest opportunity we’ve had in our lifetimes, for many, many spheres, but particularly in education.”

In New York, Avenues: The World School integrates AI into student projects, such as using ChatGPT for app development. Students generate most of the coding through AI, then review and refine it. Lia Muschellack, Director of Technology at the school, highlighted the efficiency gained, noting that “hours of manual work [is saved] by leveraging the appropriate tool in an academically appropriate way.” Additionally, the school’s generative AI chatbot, Savvy, powered by open AI technology since 2019, provides information, answers queries, and engages in diverse discussions.

Muschellack stressed the importance of AI familiarity for students, explaining, “We understand that our students will be actively leveraging these tools throughout their academic and professional pathways, so we want to make sure they not only understand the potentials and limitations but that they have tinkered and truly experienced them.”

Nord Anglia Education is also advancing its approach to metacognition, helping teachers introduce metacognitive strategies into classrooms. The organisation has developed a metacognitive framework of six “Learner Ambitions” aimed at fostering critical, creative, committed, and curious learners who work compassionately and collaboratively. This framework seeks to develop student agency, boost academic performance, and cultivate future skills desired by employers. Initially, this approach is being applied across 27 Nord Anglia schools globally, with its impact to be evaluated in an independent research partnership with Boston College, reporting in 2025.

In exploring personalised goals and thinking routines, Nord Anglia International School Hong Kong implements the “Step In, Step Out, Step Back” routine to nurture empathy and understanding in studies. Raquel Thomson, Deputy Head of Primary, highlighted the significance of asking profound questions, stating, “Thinking strategies like this stay with students and serve a purpose whatever they do in their lives, whether they choose to be a scientist or a teacher or to go into business.”

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16 February 2024

In a bold stride towards its digital future, Moldova has recently unveiled two new institutions dedicated to cybersecurity: the National Cybersecurity Agency (ANC) and the National Institute of Innovations in Cybersecurity “Cybercor.” Launched amidst the inaugural Moldova Cybersecurity Forum (MCF), these initiatives underscore the nation’s commitment to forging a secure and resilient digital landscape.

Deputy Prime Minister and Minister of Economic Development and Digitalization, Dumitru Alaiba, emphasised the pivotal role of these institutions in fortifying the country’s cybersecurity posture, stating, “We need a secure economy, and with the digitalisation process, it is imperative to have institutions that ensure a high level of resilience.”

Moldova’s proactive stance in cybersecurity stems from its strategic geographical position and the escalating global cyber threat landscape. The enactment of the 2023 cybersecurity law serves as a cornerstone, aligning the country with EU standards and establishing an effective framework to combat cyberattacks.

The ANC epitomises Moldova’s proactive approach, actively safeguarding critical infrastructure, government systems, and citizens from cyber threats. Complementing this effort, Cybercor focuses on nurturing future cybersecurity talent through innovative educational programs, equipping students and civil servants with indispensable skills.

This initiative builds upon Moldova’s commitment to transitioning towards a digitised society. The nation is actively vying for skilled professionals, preparing its youth with cutting-edge knowledge in AI, Machine Learning, and Data Science.

In 2023, Moldova’s educational landscape witnessed a significant milestone with the introduction of the locally developed educational program, Tekwill in Every School (TiES). Executed by the Moldovan Association of ICT companies, TiES garnered international acclaim, winning accolades for its innovative approach, contributions to educational reform, and efforts to foster social cohesion.

Agencies are diligently focused on integrating digital literacy into basic education, fostering a proactive digital education system, leveraging data-driven decision-making, and promoting digital skills as fundamental competencies. Moldova’s strategic vision aims to fully digitalise the education sector by 2030.

Remarkably, pupils as young as seventh grade are provided with opportunities to acquire practical skills in coding, software development, AI, creative skills, socio-emotional skills, and entrepreneurship. This forward-looking approach not only equips the youth with essential skills for the future workforce but also nurtures innovation and entrepreneurship from a young age.

Moldova’s endeavours in digitising education and bolstering cybersecurity through institutions like ANC and Cybercor exemplify a forward-looking vision aimed at securing a prosperous digital future. By investing in education and cybersecurity, Moldova is paving the way for a resilient and digitally empowered society.

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2 February 2024

In 2022, Southeast Asia emerged as a digital powerhouse with a staggering 460 million internet users, including 100 million who joined the online world in the past three years. However, this digital transformation has brought both opportunities and challenges, particularly concerning the rising tide of misinformation and disinformation fueled by social media and emerging artificial intelligence technologies.

Recognising the urgent need to address this growing threat to societal stability, the U.S. Agency for International Development (USAID) has been actively engaging with educators in the Association of Southeast Asian Nations (ASEAN). Their mission is to equip students with the crucial skills of media literacy and critical thinking necessary to navigate the complex digital landscape.

In collaboration with the ASEAN Senior Officials Meeting on Education, USAID initiated a region-wide “Training-of-Trainers program to Counter Disinformation and Promote Media Literacy: Educator’s Toolkit.” This initiative acknowledges the role of academia in preparing the youth for 21st-century challenges.

The Educator’s Toolkit developed through consultations with key stakeholders in education, youth, information, and media sectors across ASEAN member states, provides essential curriculum materials. It equips educators with theoretical and practical knowledge to teach students media literacy, counter disinformation, and critical thinking skills. This open resource is designed to be adaptable to different educational contexts.

Over 50 educators and curriculum officers from across ASEAN have completed the training, enhancing their capabilities to integrate media literacy and counter-disinformation into their institutions’ curricula. Several educators who completed the mid-2022 training have already reached hundreds of students and fellow educators through classes and online webinars, utilising resources they co-created in local languages.

To amplify the impact, in early 2023, the ASEAN-USAID Prospect collaborated with AsTen to target institutions responsible for training current and future teachers. This collaborative effort signifies a commitment to creating a robust defence against misinformation and empowering the youth with the necessary tools to thrive in the digital era.

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1 February 2024

In a bid to foster responsible and safe usage of artificial intelligence (AI) among teenagers, OpenAI has joined forces with Common Sense Media, a non-profit organisation dedicated to making technology accessible and secure for children. The collaboration aims to create guidelines and educational materials to assist teens, parents, and educators in navigating the world of AI responsibly.

OpenAI, known for its innovative AI technologies, including ChatGPT, sees the partnership as a crucial step in ensuring the safe integration of AI into educational experiences. Sam Altman, CEO of OpenAI, emphasised the importance of making AI tools “safely and responsibly” available to teens and those incorporating them into their educational journeys.

“We want to figure out how to make this tool safely and responsibly and broadly available to teens and people who are going to use it as part of their educational experience,” Altman stated.

One of the key outcomes anticipated from this collaboration is the development of a teen-safe version of ChatGPT. This teen-friendly model aims to address concerns about the potential risks associated with AI interaction among younger users. Common Sense Media has been actively engaged in creating an AI ratings and review system to help parents, children, and educators better comprehend the potential risks and benefits of AI technologies.

Jim Steyer, CEO of Common Sense Media, highlighted that the partnership would focus on educating families and educators about the safe and responsible use of ChatGPT. The objective is to avoid any unintended consequences of the rapidly evolving technology.

“This partnership will be designed to educate families and educators about safe, responsible use of ChatGPT, so that we can collectively avoid any unintended consequences of this emerging technology,” Steyer affirmed.

The announcement comes at a time when concerns about AI misuse are heightened, as seen in recent explicit deepfake images of pop star Taylor Swift circulating on social platforms. The incident serves as a stark reminder of the nascent stage of AI regulation and controls. The challenges of Generative AI were also evident last year when schools in Spain investigated the circulation of deepfake photos of students.

As OpenAI and Common Sense Media take the initiative to guide the responsible usage of AI, the partnership signals a collective effort to mitigate potential risks and ensure a secure environment for the integration of AI into educational settings.

Further Reading
Arizona State University first higher education institution to collaborate with OpenAI
The transformative impact of personalised GPTs on education
Balancing promise and protection: AI safeguarding in education

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EDUtech caught up with one of our returning association partners REFO at EDUtech Asia 2023. Founder and Managing Director, Pepita Gunawan shares her thoughts on the event and why REFO delegations return every year.

Speaking on the recent issues in the education landscape, Pepita emphasises the significance of aligning technology, particularly AI, with desired student skills. She highlights the importance of filtering technology outcomes in line with students’ values and beliefs. Pepita also stresses that educational leaders must embrace technology, acknowledging it as a crucial part of modern education.

Speaker – Pepita Gunawan, Founder and Managing Director, REFO Indonesia

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Meet Camellia, an innovative educator and Vice Principal at Vinschool, Vietnam’s largest education network. In this insightful interview, she shares experiences from a diverse panel discussion on personalised education at EDUtech Asia 2023, emphasising the importance of collaboration and diverse ideas.

Camellia speaks on the transformative role of Artificial Intelligence in education, addressing challenges like digital literacy and data privacy. Looking ahead, she underscores the need for a mindful approach to emerging technologies, focusing on sustainability and the well-being of educators and students in this rapidly changing educational landscape.

Speaker – Camellia Dang, Vice Principal, Vinschool, Vietnam

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Discover how SIS, an American school, cultivates digital citizenship through diverse stages, emphasizing safe use and leveraging technology for learning. Head of School James Gerhard gives us some top tips on fostering ethical decision-making online, involving parents, and ensuring teacher participation. He also emphasises on the need to involve all stakeholders in a school’s digital transformation journey, ensuring they are on board and empowered.

Speaker – James Gerhard, Head of School, Seoul International School, South Korea

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In this engaging interview, Sangita Singh, the Head of IT and Digital Learning Lead at Global Indian International School Smart Campus, shares her two-decade journey dedicated to fostering inclusive learning environments and promoting digital education.

She discusses the imperative nature of integrating technology into education and highlights her school’s commitment to sustainable development goals. Sangita emphasises the role of IT professionals in enhancing the teaching and learning experience, the potential of AI in education, and her cyber safety program for students.

Speaker – Sangitaa Singh, Head of Department, Information Technology, Global Indian International School Singapore

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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

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Adobe provides creative and engaging experiences that equip students for a dynamic world, aiming to enhance student engagement and the joy of learning in the classroom. Discover how you can infuse creativity and self-expression into the curriculum, empower students to share their unique stories and ensure accessibility to creativity for all students.

Speaker – Titu Minhas, Head of Education SEA, Adobe

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This panel shares how they evaluate different learning needs amongst their students, what sort of inclusive policies and strategies they have employed and the type of tech tools that have enabled a more widespread reach of teaching and learning.

Moderator – Michael Singh, Head Of School, SIS Kelapa Gading
Panellists – Totok Amin Soefijanto, Researcher in Education; Alvina Gunardi, Management/Curriculum Team, Saint John’s Catholic School; Susanti Kowinto, Director of International Schools, IPEKA International Christian School

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The introduction of more tech tools into the classroom has opened opportunities to reach learners with different learning needs. Hear how assistive technology can help design adaptable activities and materials for various learning modes.

Speakers – Mario Himawan, Middle School Coordinator, Indonesian Principal and Head of IT, Beacon Academy; Alexandre Trespach Nenes, Co-Principal, Sinarmas World Academy

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Laura Knight has been leading Berkhamstead School’s Digital Learning efforts for over 10 years. We ask her what has changed over the years, and what it means to approach digital strategies with a ‘holistic’ mindset.

Laura will be taking the stage this October at EDUtech Europe to share ideas on how school leaders should be approaching AI use in their institutions. Before her Keynote, EDUtech_talks sat down to discuss the current state of AI use in schools and the prerequisites surrounding its deployment. Laura also shares why she won’t alleviate any concerns around its presence and encourages educators to remain vigilant and cautious.

Join Laura this October in Amsterdam as she sheds light on the AI revolution, how you can manage the risks involved and why investing in educator training is paramount to its success.

EDUtech Europe is returning on 10-12 October at RAI Amsterdam, Netherlands. Leading minds in education from across Europe will be presenting stories, showcasing innovation, and inspiring educators across the region. Get your tickets here.

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Achieving a shared vision involves fostering a positive school environment using digitalisation to boost student success and teacher retention, while also remaining current through digital tools and agile practices.

Speakers – Yenny Dwi Maria, Principal, Sekolah Indonesia Singapura; Tuong Truong (QT), Director of South East Asia, ClassIn

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Generative AI in K-12 education raises ethical concerns like bias and privacy. It also offers opportunities like innovative teacher training and resource allocation. To illuminate the potential of generative AI, real-world examples abound, ranging from captivating classroom demonstrations to insightful case studies, offering a glimpse into its transformative impact. 

Speaker – Masruri Nursad, Principal, SMP Islam Al-Azhar Kelapa Gading

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