Professor of Educational Leadership, Pasi Sahlberg, explores the urgent need to rethink how we prepare students for an unpredictable future.

From addressing the new digital divide to teaching students how to fail better, Pasi advocates for empowering young people not just as learners but as co-pilots in transforming education.

In his keynote at EDUtech Asia 2025, Pasi will unpack the global state of education, explore the digital dilemmas facing schools, and share concrete strategies to reshape learning for a fast-changing world.

Don’t miss this must-see keynote! Get your tickets for EDUtech Asia 2025 here.

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In this thought-provoking pre-event interview, visionary author and futurist Graham Brown-Martin shares his insights on how AI and automation will reshape education and the world of work — not by replacing us, but by liberating uniquely human capacities like empathy, intuition, and creativity.

As we move from the fourth to the fifth Industrial Revolution, Graham explores the urgent need to reimagine education: shifting from instructionism and standardisation to project-based, interdisciplinary learning that prepares students to thrive in a rapidly changing world.

Graham also gives a preview of his upcoming keynote at EDUtech Asia 2025, where he’ll dive deeper into the evolving role of educators and how human teachers will become even more essential in an AI-driven future. Get your tickers now.

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29 November 2024

The University of Sydney is setting the pace with a new sector-leading assessment policy aimed at equipping students to use generative AI responsibly in their studies and future careers. Starting Semester 1, 2025, the University will allow AI tools to be used for assessments by default—except for exams, in-semester tests, or where teaching staff opt-out. This marks a bold step forward in modernising education while maintaining academic integrity.

From Semester 2, 2025, the University will implement a “two-lane approach” to assessments:

1. Secure, in-person assessments
   These will ensure students demonstrate the core knowledge, skills, and attributes detailed in course learning outcomes without external aids.
2. Open assessments
   Designed to embrace modern tools, these will allow students to use generative AI and other resources, fostering critical thinking and adaptability for the contemporary world. Students will be required to produce original work, transparently acknowledging their use of AI and other aids.

Professor Joanne Wright, Deputy Vice-Chancellor (Education), highlighted the significance of the policy:
“This is a substantial change to our teaching assessment and program design, and it is absolutely necessary to ensure our graduates are equipped with the tools they need for the modern workforce. The changes we’re making ensure we are preparing students for their careers without compromising their learning or the integrity of our world-class education.”

The University has launched comprehensive training programs for staff alongside workshops, resources, and ongoing communications to support students and faculty in adapting to these changes. This initiative builds on a series of measures aimed at fostering equitable, effective, and ethical use of AI across the University.

Key initiatives include:

• Partnership with Microsoft: Providing free access to the generative AI tool, Copilot for Web, along with regular training sessions.
• AI Assistant ‘Cogniti’: A groundbreaking tool that allows teachers to create custom AI agents to assist students with syllabus content, answer questions, and deliver instant personalised feedback and support 24/7.

The University of Sydney’s efforts have earned it the title of AI University of the Year at the 2024 Future Campus Awards. These innovations ensure that the institution remains at the forefront of integrating cutting-edge technologies in education, benefiting both students and staff.

With its forward-looking assessment framework, the University is setting a benchmark for higher education, preparing students not only to thrive academically but also to navigate and excel in an AI-driven world.

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28 November 2024

The global landscape of vocational education has reached a significant milestone with the establishment of the World Technical and Vocational Education and Training League. Announced during the ongoing 2024 World Vocational and Technical Education Development Conference in Tianjin, China, this league represents a transformative step towards fostering international collaboration in vocational training.

After two years of meticulous preparation, the league has been launched to create the most comprehensive, balanced, representative, and inclusive international platform for vocational education. By bringing together a diverse array of stakeholders, the league is poised to shape the future of global vocational training.

The league’s founding members include 89 institutions from 43 countries and regions, encompassing a wide spectrum of higher education institutions, vocational and technical colleges, enterprises, and educational organisations. Notably, over two-thirds of the members are foreign vocational education institutions, underscoring the league’s international essence, highlighted by An Yan, deputy secretary-general of the China Education Association for International Exchange.

Covering a broad range of industries and involving various types of institutions, the league promises to address the multifaceted needs of vocational education. By connecting key players from around the world, it seeks to foster innovative solutions and shared expertise for vocational training challenges.

Prominent voices in education have commended the initiative. Muferihat Kamil, Ethiopia’s Minister of Labour and Skills, highlighted the league’s alignment with Ethiopia’s vision of global collaboration. She described the league as a timely initiative, which reflects the shared goals of countries aiming to develop robust vocational training systems.

As vocational education becomes increasingly essential for equipping the workforce with the skills needed in a rapidly changing world, the league’s formation marks a pivotal moment. By bridging borders and promoting cooperation, the World Technical and Vocational Education and Training League is set to become a cornerstone of global efforts to advance vocational training.

The league’s establishment not only spotlights the significance of vocational education in global development but also opens doors for unprecedented collaboration across nations and industries.

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26 November 2024

The Organisation for Economic Co-operation and Development (OECD) has published its Education Policy Outlook for 2024, highlighting critical challenges and opportunities for education systems worldwide. A focal point of the report is the worsening teacher shortages across OECD countries, an issue with significant implications for the quality and equity of education.

A growing crisis in teacher shortages 

Teacher shortages have escalated sharply in recent years. Between 2015 and 2022, the proportion of students whose school principals reported staff shortages jumped from 29% to a staggering 46.7% on average across OECD countries. By 2022, nearly half of lower secondary school principals stated that these shortages hindered effective instruction.

This trend has prompted an urgent call for action, with the OECD’s report serving as a wake-up call for policymakers and education leaders to prioritise solutions. Attracting and retaining teachers remains a key focus, yet most education ministries concentrate more on recruitment than retention.

The state of the teaching profession

The report paints a comprehensive picture of the teaching profession’s challenges. Many education systems struggle to balance teacher supply and demand while grappling with declining student performance and persistent inequities. In a 2022 Ministerial Declaration, OECD education ministers reaffirmed their commitment to policies promoting quality and equity in student learning, recognising that systemic change requires collaboration among policymakers, teachers, and institutional leaders.

Policy responses to teacher shortages 

The OECD outlines several strategies for addressing shortages, including:

• Reducing barriers to entering the teaching profession.
• Allocating teachers more effectively to areas of need.
• Enhancing career structures to make teaching more attractive and support professional growth.

These approaches are designed to not only boost teacher numbers but also ensure they are well-equipped to meet evolving educational demands. 

Supporting teachers in changing contexts

In addition to teacher shortages, the report emphasises the need to prepare educators for rapid technological advances, such as artificial intelligence, and broader socio-economic shifts. However, harnessing digital technologies for professional learning remains an emerging priority.

The OECD’s roadmap identifies key factors to support teaching quality in these dynamic contexts, such as:

• Encouraging evidence-informed teaching practices.
• Strengthening professional collaboration within and beyond schools.
• Managing teacher workload while enhancing skills to adapt to changing needs.

Strengthening evaluation and monitoring

Effective planning to address these challenges requires robust evaluation and monitoring mechanisms. Yet, the report reveals that only two-thirds of OECD countries have projections of potential teacher shortages for 2025-2030 at the primary and secondary levels.

To strengthen capacity in this area, the OECD recommends:

• Building data infrastructure for informed decision-making.
• Empowering teachers and school leaders as contributors to evidence-based practices.
• Adopting adaptive evaluation models to assess what works, for whom, and in which contexts. 

A call for collaborative action

The 2024 report underscores the necessity for collaboration among stakeholders—governments, educators, and institutions—to enhance and, where necessary, rethink existing practices. By addressing the dual challenge of teacher shortages and professional preparedness, the OECD aims to support education systems in delivering quality, equitable education for all students.

Read the full report here.

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21 November 2024

In a step towards fostering safer online spaces, TikTok has announced a collaboration with America’s National PTA (Parent Teacher Association) under the “Create with Kindness” initiative. This program aims to equip parents and communities with the tools to guide teens in navigating the digital world responsibly while encouraging positive online behaviour.

The “Create with Kindness” program is designed as an interactive platform that sparks meaningful conversations between teens and their families about online safety, digital civility, and creating healthy boundaries. As part of this initiative, TikTok is supporting the National PTA in providing over $300,000 in funding to 100 local and regional Parent Teacher Student Associations (PTSAs) across the United States. These grants will empower high school campuses to host activities and discussions that prioritise online kindness and safety.

This collaboration complements TikTok’s partnership with the Family Online Safety Institute, through which the “Digital Safety Partnership for Families” was launched earlier this year. The resource offers tailored online safety advice, allowing families to make informed decisions about digital safeguarding. Such initiatives underscore TikTok’s growing efforts to position itself as a leader in digital citizenship education.

This has come at a time when social media use among young people has sparked intense debates globally. A recent Ipsos study revealed that 65% of people support banning children under 14 from accessing social media, both inside and outside of school. Concerns about the impact of social media on mental health, well-being, and online safety have united parents, educators, and policymakers worldwide.

In response, governments are taking decisive action. In the UK, technology secretary Peter Kyle has declared that a ban on social media for under-16s is “on the table” as part of efforts to safeguard children online. He recently told the BBC that he is willing to take any measures necessary to protect young users. Similarly, Australia is considering legislation to restrict social media access for children under 16, adding to the mounting pressure on tech platforms.

The push for greater regulation highlights the critical need for digital citizenship lessons in schools. As students spend increasing amounts of time online, it becomes vital to teach them about respectful online interactions, recognising misinformation, and establishing boundaries. Programs like “Create with Kindness” not only address these needs but also empower families to create shared strategies for responsible online engagement.

While TikTok’s efforts to promote online safety are commendable, some observers see these initiatives as a way to pre-empt stricter regulations or bans. By investing in educational programs and collaborating with respected organisations like the National PTA, TikTok may be positioning itself as a socially responsible platform amid growing global scrutiny.

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20 November 2024

The Australian government’s ambitious plan to cap international student enrolments has hit a major roadblock, with the Coalition, Greens, and key Independents declaring their opposition to the contentious legislation. This setback significantly reduces the likelihood of the proposed Education Services for Overseas Students (ESOS) Bill being passed in Parliament.

Opposition Calls Bill “Piecemeal”

The Coalition has dismissed the proposed cap as a “piecemeal approach” to addressing broader immigration and education issues. Opposition figures have hinted at the possibility of more restrictive measures if given the chance. One Coalition member stated, “The proposed cap in the Education Bill before Parliament will not even touch the sides of this problem,” alluding to structural challenges in Australia’s immigration system.

Despite the opposition’s resistance, the legislative impasse has not resolved the growing concerns over visa processing and cancellations. Ministerial Direction 107, which governs visa regulations, has already caused significant disruptions. Many institutions report declining student numbers, with Universities Australia CEO Luke Sheehy estimating a staggering AUD $4 billion loss to the economy and the risk of thousands of university jobs being jeopardised.

Institutions React to the Proposed Cap

The looming threat of the Bill’s January 1 implementation has already forced several universities to take pre-emptive measures. Both Australian Catholic University and UNSW Sydney have temporarily halted international student recruitment to avoid breaching the proposed National Planning Levels for overseas enrolments.

These precautionary moves have highlighted the strain on institutions that were preparing for a constrained enrolment framework. According to Mary Russell, chief executive of the Tertiary Education Quality and Standards Agency, the uncertainty surrounding the Bill has driven some institutions to explore alternative strategies. These include a pivot towards transnational education or discontinuing specific courses altogether to mitigate potential financial losses.

Broader Implications for Australian Education

The ESOS Bill aimed to provide a structured approach to managing international enrolments while addressing concerns over immigration and infrastructure strain. However, its failure to gain bipartisan support has left universities navigating an uncertain policy landscape.

The higher education sector, which relies heavily on international enrolments, continues to grapple with the fallout from tightened visa rules. While some institutions had begun to accept the potential impact of the Bill, others remain in limbo, awaiting clearer directives on how to navigate the current regulatory framework.

What’s Next?

While the opposition has dealt a blow to the government’s proposed legislation, the debate over international student policies is far from over. Stakeholders fear that even without this Bill, future government actions could impose more stringent controls. The ongoing economic and structural challenges underscore the urgent need for a more comprehensive strategy to support Australia’s international education sector while balancing immigration objectives.

As the dust settles, universities and policymakers alike must confront the pressing questions of sustainability, economic growth, and Australia’s position as a global education hub.

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19 November 2024

Indonesia is taking a significant step toward equipping its younger generation with essential digital skills. The country’s Elementary and Secondary Education Minister, Abdul Mu’ti, recently announced a new initiative to introduce artificial intelligence (AI) and coding as elective subjects for elementary school students.

Under this plan, fourth-grade students in select schools will have the opportunity to explore these cutting-edge fields. The move aligns with Indonesia’s broader goals of enhancing digital literacy and preparing its youth for the future job market. Minister Abdul Mu’ti emphasised that the lessons would not be mandatory, offering students and parents the flexibility to opt into these programs.

The initiative is in its early stages, with the Ministry considering multiple approaches to ensure successful implementation. One option involves recruiting new instructors specifically trained to teach AI and coding. Alternatively, the Ministry may collaborate with institutions already specialising in these areas, creating a foundation of expertise to support schools nationwide.

Despite its ambitious goals, the program will face challenges in ensuring equal access. The Ministry has clarified that only schools with adequate tools and reliable internet connections will be able to offer these lessons initially. This limitation highlights the ongoing digital divide in Indonesia, especially between urban and rural areas.

The initiative also underscores the importance of inter-ministerial collaboration. Earlier this week, Communications and Digital Minister Meutya Hafid revealed that he had been in discussions with Minister Abdul Mu’ti about incorporating coding into Indonesia’s evolving educational curriculum. These talks signify a unified approach to integrating digital education into the national framework.

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14 November 2024

In a step forward for immersive learning, Meta has announced a beta version of its new educational program, Meta for Education, designed specifically for the Meta Quest headsets. This initiative seeks to empower educators with a suite of tools and apps tailored for teaching and training in the digital age.

Back in April, Meta revealed its ambitions to provide education-specific apps and features for Meta Quest, aiming to create a more engaging and interactive learning environment. Now, as part of this vision, Meta has partnered with over a dozen colleges and universities in the U.S. and U.K. to test the Meta for Education beta program.

Participating institutions include Arizona State University, Houston Community College, Imperial College London, Miami Dade College, Morehouse College, New Mexico State University, San Diego State University, Savannah College of Art & Design, University of Glasgow, University of Iowa, University of Leeds, University of Miami, and University of Michigan. These institutions will provide invaluable feedback to shape Meta’s educational offerings before its broader release.

The Meta for Education beta program is designed to enhance learning in subjects like science, medicine, history, and language arts, bringing lessons to life through virtual reality (VR). The Meta Quest headset allows students to experience field trips to distant locations, engage in risk-free hands-on training, and gain perspectives that would be challenging to achieve in traditional classroom settings. This immersive approach taps into the power of the metaverse, making learning more memorable and impactful.

Andrew Sedillo, Director of Microcredentials Instructional Design at New Mexico State University, remarked, “We’ve been very fortunate to beta test a lot of the early prototypes of these programs.” Feedback from institutions like New Mexico State and others will guide Meta in refining and expanding its educational content, ensuring it meets the diverse needs of teachers, trainers, and administrators.

The beta program offers educators a chance to provide input on these new tools, helping Meta evolve the product for its official launch. As VR and metaverse technologies continue to advance, Meta for Education could redefine the classroom experience, transforming how students learn and engage with content across various disciplines. Meta anticipates releasing Meta for Education to a broader audience this winter.

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13 November 2024

In a historic step towards enhancing early childhood education, China has introduced its first Preschool Education Law, marking a pivotal change in the regulation and quality of preschool education across the country. This law aims to set rigorous standards for preschool educators, improve the quality of early childhood education, and reduce the financial burden on families seeking affordable and reliable childcare.

The third draft of the Preschool Education Law outlines a series of measures focused on ensuring children receive high-quality early education while providing financial relief to families. One of the law’s most notable initiatives is the establishment of a national support system for preschool education. This system is designed to lower childcare costs and enhance accessibility, ensuring all children can benefit from early education regardless of their family’s financial status.

To uphold the highest standards in preschools, the new law introduces strict qualification requirements for all preschool staff. According to Zhang Wenbin, head of the Ministry of Education’s Department of Policies and Regulations, the law specifies criteria for educators, principals, childcare workers, and child healthcare personnel.

This initiative aims to ensure that every individual involved in early childhood education meets designated standards, thus safeguarding the safety, well-being, and development of young children.

Under the new law, individuals with criminal records or a history of alcoholism, as well as those with severe ethical violations, are prohibited from working in preschools. This measure serves to protect the physical and mental well-being of children and foster a safe learning environment.

Recognising the importance of adequate staffing, the law mandates that kindergartens maintain a sufficient number of qualified teachers and support personnel. To further support quality assurance, preschools must file employment records with local education authorities, conduct background checks, and perform regular health screenings on staff.

The law also prioritises the welfare of preschool educators, holding preschools and operators accountable for providing fair wages and benefits. This emphasis on educator welfare reflects an understanding that supporting teachers and staff directly contributes to the quality of education. Additionally, local governments are encouraged to develop and implement training programs to further support the professional growth and skill development of preschool educators.

China’s Preschool Education Law represents a shift in early childhood education, addressing both quality and accessibility concerns. By setting clear standards for educators and reducing financial burdens on families, the law aims to create a more equitable, supportive environment for the youngest learners and their caregivers.

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12 November 2024

Formula 1, in collaboration with the British Council, has launched a new education initiative, ‘Learning Sectors,’ aimed at inspiring the next generation of scientists, engineers, and tech professionals worldwide. This programme will immerse young people in the fields of science, technology, engineering, and mathematics (STEM), using Formula 1 as a captivating learning platform.

Starting in January 2025, the year-long ‘Learning Sectors’ programme is set to reach over 130,000 students aged seven to 16 in 700 schools across Brazil, India, South Africa, and the United Kingdom. Through this initiative, students will engage with real-world STEM concepts through a Formula 1 lens, fostering creativity, teamwork, and technical skills.

In India, South Africa, and the UK, the programme will encourage cross-cultural collaboration. Schools in these countries will be paired with a counterpart from another country, enabling students to work together on Formula 1-inspired STEM projects throughout the school term. Meanwhile, in Brazil, schools will focus on coding-related activities designed to strengthen students’ critical science and technology skills.

The ‘Learning Sectors’ programme has been developed with classroom integration in mind, ensuring that students across all participating schools can access the resources and engage with STEM concepts in a familiar environment. To amplify its reach and impact, the British Council is leveraging its extensive global network for the programme’s delivery.

Formula 1 is also tapping into its own professional resources to support this educational mission. Engineers and other experts from the Formula 1 paddock will participate in the programme, providing students with firsthand insights into STEM fields and bringing the sport’s technical side to life.

A special event launched the programme in Brazil ahead of the Sao Paulo Grand Prix, where local students, teachers, and government officials had a unique behind-the-scenes experience. They visited the circuit, met with drivers, and engaged with Formula 1 professionals, offering a glimpse into the world of motorsport.

Stefano Domenicali, President & CEO of Formula 1, commented on the programme’s mission, saying, “Education forms the foundation of Formula 1. It is from the great minds of talented engineers, scientists, and mechanics that the sport has evolved to become the pinnacle of innovation and technology that it is today.”

Scott McDonald, Chief Executive of the British Council, emphasised the importance of equipping young people with future-ready skills, stating, “With almost three-quarters of young people worldwide lacking the skills to thrive in future employment, it has never been more important to support them to build skills for the workplace and break down barriers to future careers.”

‘Learning Sectors’ is the latest in a series of educational initiatives by Formula 1 aimed at inspiring young talent. Other efforts include the Formula 1 Engineering Scholarship, covering full tuition and living costs for underrepresented groups, and a partnership with Mission 44, a charity founded by Lewis Hamilton to promote diversity, inclusion, and equal opportunities in motorsport.

Registration for the 2025 ‘Learning Sectors’ programme is now open, offering schools a chance to join this innovative STEM initiative and inspire young minds through the thrill of Formula 1.

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1 November 2024

Utrecht University has announced plans to phase out six academic programs as part of a sweeping cost-cutting initiative driven by budget cuts from the Dutch government. The programs affected—German, French, Italian, Celtic, Arabic, Islamic Studies, and Religious Studies—will stop accepting new enrolments starting with the 2026-27 academic year and will be fully discontinued by 2030. 

Financial Strain on the Humanities Faculty

Dean Thoms Vassens of the Humanities Faculty explained that the financial viability of these programs has been in question for years, with each enrolling fewer than 25 students annually. The university noted that the decision was not made lightly but was necessary given a projected €7 million deficit in 2025, which could grow to €13 million by 2027. While Utrecht University hopes to manage this restructuring efficiently, potential layoffs are on the horizon. 

Impact of National Policy on University Budgets

The financial crisis facing Utrecht University’s Humanities Faculty is part of a larger trend affecting Dutch universities. In early October, Education Minister Eppo Bruins proposed advancing the Internationalisation in Balance Act, a bill originally crafted by former Education Minister Robbert Dijkgraaf. The legislation would limit bachelor’s programs to offering no more than one-third of their courses in a language other than Dutch.

Additionally, Bruins expressed the need to limit the influx of international students, citing pressures on housing, overcrowded lecture halls, and stress on faculty. This approach has sparked debate, with critics like the University of Amsterdam’s rector Peter-Paul Verbeek warning that such policies risk the country’s international appeal and its ability to address urgent societal issues.

Looking Ahead

As Utrecht University navigates these changes, it joins a growing number of Dutch universities grappling with financial pressures and shifting policies on internationalisation. The closure of these programs signals a pivotal moment for Dutch higher education, as institutions weigh the trade-offs between financial sustainability and maintaining a diverse, international academic environment.

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31 October 2024

The NSW government has struck a new agreement with the NSW Teachers’ Federation to enhance teacher pay and improve working conditions. The deal, announced earlier this week, includes a 10% pay rise over the next three years and promises to address teacher workload and provide additional support for their well-being.

Key Provisions of the Agreement

Under the new agreement, teachers will see several major benefits, including a cash boost to alleviate the strain of rising living costs. They will receive an annual $1000 cost-of-living adjustment if inflation exceeds 4.5%. Additionally, the deal caps after-school meetings at one hour per week, ensuring teachers have more personal time.

Teachers Federation President Henry Rajendra praised the agreement, saying, “This agreement maintains the structural reset of teacher salaries we achieved last year after a decade of wage suppression under the previous government. It ensures our pay keeps pace with inflation while remaining competitive with other jurisdictions – critical factors in attracting and retaining the teachers our students need.”

The agreement also builds on last year’s pay increase of 8-12%, reinforcing the state government’s commitment to make the teaching profession more financially sustainable. The move is part of a broader effort to tackle the challenges of teacher attrition, a pressing issue not only in NSW but worldwide.

Increased School Development Days – A Double-Edged Sword

One key feature of the deal is the increase in “school development days” — designated days where students are not in school, allowing teachers time for professional development. These days will rise from six to eight per year. However, while these extra days will offer teachers more time to focus on development and well-being, some parents have raised concerns about the implications. Increased pupil-free days mean parents may need to arrange childcare more frequently, posing an additional challenge for working families.

Addressing a Global Problem: Teacher Attrition

The new agreement comes amid growing concern over teacher attrition rates. According to a McKinsey study, teachers often cite low compensation, unreasonable expectations, and limited well-being support as top reasons for leaving the profession. By boosting salaries and reducing workload, NSW’s agreement aims to counteract some of these issues, helping to retain experienced teachers and attract new talent to the profession.

A Step Forward for Education in NSW

As cost-of-living pressures persist and the demands on teachers continue to grow, this new agreement represents a substantial investment in the education workforce. With more competitive wages, structured support for workload management, and provisions to counter inflation, NSW hopes to foster a more sustainable teaching environment. This agreement not only promises a brighter outlook for current teachers but also aims to make the profession more appealing for future educators — a critical factor in ensuring the long-term quality of education in the state.

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The highly anticipated EDUtech Asia 2024 conference is set to host Asia’s most prominent education leaders on 6 & 7 November at Sands Expo and Convention Centre, Singapore. This prestigious event will feature 400 leaders from across Asia’s schools and higher education establishments, sharing insights on revolutionising education with technology. 

The conference will be inaugurated by Guest of Honour, Madam Halimah Yacob, Chancellor of the Singapore University of Social Sciences and former President of Singapore, who will deliver the welcome address on 6th November . Prof Guo Yike, Provost at The Hong Kong University of Science and Technology and a pioneer in AI, will present a keynote, “AI at the Helm: Breaking Boundaries in Education,” exploring AI’s impact on traditional education and its potential to personalise learning experiences. 

In the afternoon, Dr. Jason Lodge, Deputy Associate Dean (Academic) at The University of Queensland, will tackle “The Digital Learning Paradox: Navigating Technologies Without Losing Direction.” He will discuss the application of self-regulated learning strategies to balance student engagement with high-quality learning. 

On the second day, Dr. Ng Pak Tee, Associate Professor at the National Institute of Education (NIE) Singapore, will pose the provocative question, “If AI is Artificial Intelligence, What is Real Intelligence?” stressing the growing importance of human intelligence alongside AI advancements. 

Notable keynote speakers include: 

• George Chacko, Director Global Account, Asia Pacific and Japan, Intel 

• Khoo Hung Chuan, Director, Education Transformation and Development, Lenovo Central Asia Pacific, Lenovo 

• Kathrin Probst, Engineering Director, Google for Education 

• Dr. Junhyeong Park, Professor, AI & Future Education, Kyungpook National University 

• Larry Nelson, Regional General Manager, Education in Asia, Microsoft 

• Timothy Tan, Head of Mobile Enterprise and Government Business, Samsung Electronics Singapore Pte Ltd 

These thought leaders will be joined by 400+ speakers from K-12 and higher education institutions across the region. 

In addition to the premium conference, a free-to-attend exhibition will feature 100 show-and-tell presentations by educators, a startup city, and more than 30 hours of tech showcases from partners. Over 200 EdTech solution providers, including Google for Education Lenovo, Microsoft, Samsung Electronics Singapore, i-Scream Media, Canvas by Instructure and Kami, will exhibit their transformative educational technologies. The inaugural Planet Protectors Sustainability Challenge will feature 15 student teams leading the charge in sustainability and addressing waste management issues. 

“EDUtech Asia offers an invaluable opportunity for educators to connect, share insights, and discover cutting-edge educational technologies that are transforming learning experiences,” says Sharon Roessen, Managing Director of EDUtech Global and COO of Terrapinn. 

More than just a conference, EDUtech Asia is a hub for collaboration and the exploration of groundbreaking educational solutions. Attendees can delve into contemporary pedagogies and witness the transformative power of EdTech. 

Don’t miss this unique opportunity to learn from the world’s foremost experts in education and technology. Join us at EDUtech Asia to explore the digital future of education.  

EDUtech Asia 2024 will take place in B2 Halls D, E, F, at Sands Expo and Convention Centre, Singapore, on 6-7 November 2024.  

For more information on EDUtech Asia 2024, please visit: www.edutech.asia 

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25 October 2024

Ellucian has recently published its second annual AI in Higher Education Survey, offering an insightful overview of the evolving role of artificial intelligence (AI) across academic institutions. This year’s findings indicate that AI adoption in higher education is gaining significant momentum, with 61% of respondents now using AI for both personal and professional purposes, up from just 26% in 2023.

While the rising use of AI presents exciting opportunities for efficiency and productivity, the report also reveals growing concerns surrounding the ethical implications of AI, particularly in relation to academic integrity and mental health.

Growing Adoption and Increased Value of AI

The most striking finding in the report is the sharp rise in AI adoption over the past year. An impressive 61% of respondents reported using AI, a dramatic increase from the previous year’s 26%. This surge reflects how quickly AI tools are becoming essential to the higher education landscape, with 93% of administrators predicting an increase in AI usage for work-related purposes over the next two years.

AI is being embraced largely due to its potential to improve productivity and operational efficiency across various institutional roles. About 80% of respondents cited these benefits as the primary motivation behind AI adoption.

However, the degree of AI integration varies by business unit, with professionals in External Affairs leading the way and those in Student Affairs trailing behind. According to the survey, 84% of respondents reported using AI in both their personal and professional lives, a notable jump from 52% in 2023.

Concerns About Academic Integrity and Mental Health

Despite the positive outlook for AI in higher education, many respondents expressed concerns about its potential downsides. Nearly 80% of administrators foresee a negative impact on academic integrity due to the widespread use of AI, with worries that AI could undermine critical thinking and even affect student mental health.

In addition to ethical concerns, there are fears about the quality and fairness of AI algorithms. Data privacy, security risks, and potential biases in AI models are on the minds of many, adding to the sense of caution surrounding AI’s rapid proliferation.

Support and Training Lag Behind Demand

Although AI offers immense potential, many higher education administrators are grappling with the challenges of implementing these new technologies. Around 70% of respondents indicated a desire for more training on AI and its applications in higher education. Furthermore, almost 60% noted that they require additional budgets and resources to support the adoption and scaling of AI.

Institutional barriers, including limited understanding of AI’s capabilities and resistance to change, are slowing down broader adoption. The need for greater investment in training and resources will be crucial as AI becomes more deeply embedded in higher education operations 

Predictive Analytics and Positive Impact on Student Success

Despite concerns, respondents remain optimistic about the role AI can play in shaping the future of higher education. For the second consecutive year, respondents voiced confidence in AI’s potential to improve key outcomes such as enrolment and student success. Predictive analytics, for instance, are expected to drive significant improvements by helping institutions better anticipate student needs and enhance the overall educational experience.

Additionally, the report highlights a growing interest in generative AI capabilities, with 15% more respondents embracing AI’s ability to create content compared to last year.

While enthusiasm for AI continues to grow, there are still critical issues that need to be addressed—ranging from ethical concerns to the need for adequate training and support. As AI’s influence expands, institutions will need to strike a balance between leveraging its benefits and addressing the challenges it presents, ensuring that AI enhances the educational experience without compromising integrity or mental well-being.

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24 October 2024

Brighton College Bangkok, one of Thailand’s most prestigious international schools, is set to open a new sister campus in Vibhavadi in August 2025. Following a decade of successful operation, the new Brighton College Bangkok Vibhavadi will cater to boys and girls aged 2 to 18, providing an educational experience focused on excellence, innovation, and personal growth.

This expansion comes on the heels of Brighton College Bangkok being awarded the coveted title of ‘British International School of the Year’ at the Independent Schools of the Year Awards 2024.

Khun Nusara (Assakul) Banyatpiyaphod, Chair of the Brighton College Bangkok Board of Governors, expressed her enthusiasm for the new venture:
“I am delighted now, to announce the arrival of Brighton College Bangkok Vibhavadi, a school that not only continues to build a community of academic excellence, but one that develops a love of learning and provides pupils with the greatest opportunities to become the best version of themselves.”

The new campus aims to replicate the success of its predecessor, which has become a benchmark of British-style education in Thailand. The existing Brighton College Bangkok campus is renowned for nurturing students who are kind, respectful, ambitious, and confident—attributes that will be instilled in students at the new Vibhavadi location.

Richard Cairns, Principal of Brighton College Group, shared his confidence in the new school’s future:
“Alongside our established school in Bangkok, I have every confidence that Brighton College Bangkok Vibhavadi will become what Tatler described as one of the ‘hottest tickets in education.’ This will be a school rooted in inspiring children to be the very best versions of themselves – children who are kind, respectful, academically ambitious, and self-confident, ready to play their part in making a better world for future generations.”

About Brighton College Bangkok

Brighton College Bangkok first opened its doors in 2016 and has since built a reputation as one of the leading international schools in the region. Following the success of the school in Thailand, Brighton College Vibhavadi marks the next step in the school’s legacy of excellence, continuing to build on the values of academic achievement, kindness, and leadership.

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18 October 2024

In a move to advance digital proficiency among students, Malaysia’s Ministry of Education is set to expand its hybrid class initiative next year by adding 400 more classes. This expansion will target selected schools across both urban and rural areas, aiming to ensure digital skills are developed more equitably across the country.

The hybrid class pilot project, which began in 2021, currently operates in 110 educational institutions, including rural schools. Deputy Education Minister Wong Kah Who explained that the initiative, which includes 550 smart classrooms equipped with state-of-the-art technology like smartboards, digital tools, smart televisions, cameras, and voice recorders, is part of a broader effort to foster digital competence in the learning ecosystem.

“This initiative is key to transforming Malaysia’s education system for the digital age,” Wong said. “We want to ensure that students, regardless of their geographic location, have the opportunity to develop essential digital skills.”

The ministry uses a Digital Competency Score report to measure student progress, revealing some discrepancies between rural and urban students. Last year, students in rural areas scored an average of 3.24 out of 5 in digital competency, while the national average stood slightly higher at 3.31. Meanwhile, urban students performed better, achieving an average score of 3.34.

In addition to focusing on student development, the Ministry of Education is also committed to enhancing teachers’ digital skills. Last month, over 300,000 teachers were screened for digital competency. The results showed that 306,338 teachers reached the “advanced” level, 86,062 were categorised as “basic,” and 272,179 fell in the “intermediate” range. To encourage further growth, teachers who have reached the advanced level are recognised as ‘guru jauhari digital,’ a prestigious title acknowledging their proficiency.

The ministry has also initiated efforts to improve internet access in schools, particularly in rural areas, with a new plan to acquire internet services from July 2023 to June 2025. This initiative aims to provide more reliable connectivity for both teachers and students, ensuring that the infrastructure supports the hybrid learning model.

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17 October 2024

Quacquarelli Symonds (QS), a global leader in higher education analytics and ratings, has officially announced the acquisition of HolonIQ, a rapidly growing marketing analytics platform recognised for its impact in the education, climate, and health sectors. This acquisition signals a major step for QS as it aims to expand its reach and capabilities across a range of strategic initiatives.

QS, which currently serves over 6,950 institutional and corporate clients, is known for its comprehensive education analytics, benchmarking, and ratings services. With the acquisition of HolonIQ, QS aims to strengthen its ability to address the global skills gap by integrating HolonIQ’s advanced data and AI capabilities. This merger is set to provide enhanced insights and solutions to governments, institutions, businesses, and investors—helping them navigate the rapidly evolving demands of the global workforce.

Jessica Turner, CEO of QS, emphasised the significance of the acquisition, stating: “This acquisition marks a milestone in our evolution as a global leader in education intelligence. By leveraging HolonIQ’s leading-edge technology and analytics, we can empower industry leaders, educators, and policymakers with the data needed to shape critical decisions about the future of education and work.”

HolonIQ, which was founded in 2018, has swiftly established itself as a key player in the global data and analytics market. The platform’s innovative use of open-source frameworks and real-time predictive insights reaches hundreds of thousands of professionals worldwide. According to Patrick Brothers, Co-CEO and Co-founder of HolonIQ, “This acquisition accelerates our vision of delivering rich, rigorous, and timely insights to global decision-makers at a time when technological, digital, political, and economic shifts are profoundly shaping the global economy.”

As QS and HolonIQ join forces, the newly unified entity will focus on several strategic initiatives:

• Expanding HolonIQ’s cutting-edge platform to deliver real-time, predictive insights into global trends, offering invaluable guidance to institutions and policymakers as they face an increasingly complex environment.
• Developing new products and services designed to bridge the gap between education and employment, ensuring graduates are equipped with the skills needed for the workforce of the future.
• Promoting sustainability and social impact by increasing efforts to measure and foster these values within the education sector—an area of growing importance for students, institutions, and employers alike.
• Supporting institutions undergoing digital transformation, offering a suite of tools and resources to help them leverage technology effectively and sustainably in a rapidly changing digital world.

This acquisition not only strengthens QS’s position in the global education market but also provides its clients with access to enhanced, data-driven insights that are essential for navigating the future of work, education, and societal impact.

The combined expertise of QS and HolonIQ will undoubtedly pave the way for a more integrated and robust offering, enabling institutions and organizations worldwide to make more informed, data-driven decisions that shape the future of education and employment.

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15 October 2024

A new network of 25 leading medical schools across 12 European countries has been launched to address the growing health risks posed by climate change. Led by the University of Glasgow, the initiative aims to train 10,000 medical students over the next three years, equipping the next generation of doctors with the skills needed to manage the mounting health challenges tied to climate change.

The network was established in response to a critical gap in current medical education. Medical schools, according to the group’s leadership, have not done enough to prepare future healthcare providers for the specific health problems associated with environmental shifts. “From the spread of infectious diseases to increasingly deadly heatwaves, the health impacts of climate change are becoming ever more dangerous,” said Iain McInnes, co-chair of the network and head of the University of Glasgow’s College of Medical, Veterinary, and Life Sciences.

Climate change has been linked to an array of health issues, including respiratory diseases, cardiovascular conditions, mental health disorders, and a rise in mosquito-borne illnesses. Last year alone, Europe saw over 47,000 deaths related to extreme heat, highlighting the urgency of addressing this public health crisis. The World Health Organization (WHO) estimates that climate change could cause an additional 250,000 deaths per year between 2030 and 2050.

One of the network’s key goals is to standardize training on climate-related health issues across medical schools. Students will be taught how to recognise and treat conditions exacerbated by extreme weather events, air pollution, and shifting ecosystems. The network will also meet the growing demands of medical students who view climate change as a major health risk they will need to confront in their careers.

McInnes emphasised the importance of ensuring that future doctors, healthcare professionals, and medical leaders are ready for the challenges ahead. “As educators, it is our responsibility to ensure that the next generation of doctors have the skills they need to face these challenges and can provide the best care possible,” he said.

The network includes medical schools in Belgium, France, Germany, Ireland, Italy, Poland, Portugal, Slovenia, Spain, Sweden, Switzerland, and the UK. This collaborative effort aims to revolutionise how healthcare providers are trained, with a focus on mitigating the health impacts of climate change across Europe and beyond.

As climate change continues to pose increasingly complex health threats, this initiative represents a critical step forward in ensuring that the healthcare sector is prepared for the future.

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10 October 2024

In a move to further strengthen its global reputation for educational excellence, GEMS Education has appointed Julie Young, a celebrated education entrepreneur and innovator, as an Education Advisor. Young will play a key role in supporting GEMS’ American curriculum schools and advising on the integration of technology across its network of schools worldwide.

Julie Young, President of the Julie Young Foundation, is widely regarded as a trailblazer in K-12 education, particularly for her contributions to the development of virtual and technology-enhanced learning models. With decades of experience in education and leadership, she has garnered numerous accolades for her visionary approach to school design, including the prestigious Harold W. McGraw, Jr. Prize in Education, recognition as a Top 50 Innovator in Digital Learning’s Converge Yearbook, and the ASU-GSV Power of Women award.

Having started her career as an elementary school teacher and principal, Young’s pioneering efforts in the field of online education have transformed the landscape of K-12 learning. Perhaps her most notable achievement is the design and leadership of Florida Virtual School (FLVS), which she led from its inception in 1996 as President and CEO. Under her leadership, FLVS became a global model of excellence in online learning, demonstrating the immense potential of technology to enhance educational experiences.

Beyond FLVS, Young expanded her influence at Arizona State University (ASU), where she served as Vice President of Educational Outreach and Student Services. At ASU, she was instrumental in building and scaling the K-12 online education platform ASU Prep Digital, which today serves as a key innovation hub for digital learning resources and tools.

In her new advisory role with GEMS Education, Young expressed her excitement about contributing to the group’s mission of educational excellence. “GEMS Education has a rich history of innovation in global K-12 education. In this advisory role, I look forward to contributing my expertise in online education and school design, particularly to support the American curriculum schools,” she said.

Mr. Sunny Varkey, Chairman and Founder of GEMS Education, welcomed Young’s appointment, saying, “At GEMS, we are looking to enhance what we do and how we do it, which is why we are delighted to welcome Julie Young as a valuable advisor. Bringing her considerable expertise and vision and her unparalleled track record of success, she will no doubt help us to challenge the status quo, raise standards even higher, particularly across our American curriculum schools, and ultimately better the outcomes for students across the GEMS network.”

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