2023 年全球教育監(jiān)測報告東南亞：教育技術

SOUTHEASTASIA

2023

Technologyineducation:

ATOOLONWHOSETERMS?

SUMMARY

southeastAsian

MniistersofEducation

organization

sustainable

Development

Goals

Global

Education

Monitoring

Report

GLOBALEDUCATIONMONITORINGREPORT

2023

SOUTHEASTASIA

Technologyineducation:

ATOOLONWHOSETERMS?

SUMMARY

SUMMARY|SOUTHEASTASIA

KEYMESSAGES

DigitalinfrastructurehasexpandedrapidlyinSoutheastAsia,includingineducation.

.Internetusehasgrown.Theregionhasexperiencedoneofthefastestgrowthratesininternetuseintheworldinthelast15years.

.Thereisanemphasisonconnectivityanddevices.Allcountriesexceptonehavelegislationorpoliciestoimproveschoolorlearnerconnectivityorhavealawonuniversalinternetprovision.Threecountrieshavepoliciesgrantingsubsidiesordeductionstobuydevices.

.Digitalplatformsandcontenthavemultiplied.LearningmanagementsystemshavegrownthefastestinMalaysiaandSingapore.

.Micro-credentialsaretransforminghighereducation.OneinfourstudentsinthePhilippinesusesuchcoursestocomplementtheiruniversitystudies.

Theregionseestechnologyasakeypriorityforsocioeconomicdevelopment.

.Thereisafocusontechnologyforskillsdevelopment.Ninecountriespromotedigitalliteracyandscience,technology,engineeringandmathematicsintheirpolicies,plansandstrategies.Globally,thefastestenrolmentratesinCoursera,amassiveopenonlinecourses(MOOC)provider,wereseeninthePhilippines,IndonesiaandVietNam.

.Stepshavebeentakentowardsdefiningdigitalskillsinschool.Almostallcountrieshavedefineddigitalskillstandardsintheirframeworks,policies,plansorstrategies,yetmanyrelyonframeworksdefined

bycommercialactors.

.However,ministriesofeducationareunlikelytomanagetechnologyineducation.Onlyfourcountrieshaveeducationministriesthatleadoneducationtechnologyalone.

Technologyexpandseducationandlearningopportunitiesforsome.

.Technologyenablesaccessformanylearnersotherwiseexcludedfromeducation.InThailand,televisionprogrammeshavereachedoveramillionstudentsinremoteareaswithteachershortages.InSingapore,assistivetechnologieshelpintegratestudentswithdisabilitiesintomainstreamschools.InMalaysia,adigitalBrailletextbooksupportedlearningforvisuallyimpairedstudents.

.Technology-enabledsolutionsexpandaccesstoteachingandlearningresources.Forinstance,96%ofstudentsinSingapore,77%inThailandand59%inIndonesiawenttoschoolswithanonlinelearningplatform.InthePhilippines,over4,500openeducationresourcesreachedover10.5millionuniqueusersin2021.

.Technologysupportslearningcontinuityinemergencies.EvenbeforeCOVID-19,onlinelearningwasvitalduringtheSARSandH1N1outbreaks.

Yetmanyareexcludedfromthepotentialofdigitaltechnologybecauseofinequalityin:

.…accesstotechnology:Studentsfromtherichesthouseholdsarealmosteighttimesmorelikelytobeconnectedathomethanthosefromthepooresthouseholds.StudentsattendingurbanschoolsintheLaoPeople'sDemocratic

RepublicandMyanmararetwiceaslikelytostudyusingacomputeraschildreninruralschools.

.…abilitytousetechnology:AboutoneinthreeadultsinBruneiDarussalam,Cambodia,Indonesia,Malaysia,the

Philippines,SingaporeandThailandcansendemailswithattachmentsandtransferfilesbetweendevices.TeachersfacedifficultiescompletingdigitalformswithstudentdatainCambodiaandreportedfacingahigherlevelofstressduetoITtasksinMalaysia.

.…confidenceinusingtechnology:Nearlyonethirdofprimaryteachersfeltonaverage‘notvery’and‘notatall’confidentusingICTintheclassroominCambodia,theLaoPeople'sDemocraticRepublic,Malaysia,Myanmar,thePhilippinesandVietNamin2019.

1

SOUTHEASTASIA|GLOBALEDUCATIONMONITORINGREPORT2023

Sometechnologieshavethepotentialtoimprovesometypesoflearninginsomecontexts.

.Digitalinputsshouldnotbeprioritizedoverlearningoutcomes.InThailand,theOneTabletPerChildprogrammedistributedover800,000tabletstoprimaryschoolsbutwaslaterdiscontinuedduetoimplementationchallenges.

.Thequalityofdigitalcontentneedstobeensuredbygovernmentoversight.Malaysiaalignsdigitaltextbooksand

educationalvideoswiththenationalcurriculum.ThePhilippinesensuresthequalityofdigitalcontentintermsofchildsafety,althoughthecentralizedqualityassuranceprocessishighlyresourceintensive.

.Technologyisnotyetusedextensivelyinschools.About9in10teachersinCambodiaandtheLaoPeople’s

DemocraticRepublicreported‘never’or‘hardlyever’usingICTforteachingmathematics.Only8%of15-year-oldstudentsinBruneiDarussalam,SingaporeandThailandusedigitaldevicesformorethanonehourperweekin

mathematicsandscience.

.Evidenceonimpactislimitedintheregion.Ministriescollectdataontechnologyineducationbutrarelyanalyse

theirimpactonlearning.Inasurveyof205divisionICTcoordinatorsinthePhilippines,41%saidtheyneverconductedimpactevaluationsofICT.

Theshort-andlong-termcostsofusingdigitaltechnologyareoftenunderestimated:

.…onbudgets.ItwouldcostUSD18billionofcapitalexpendituretoconnectallschoolsinlower-middle-incomecountriesintheregiontotheinternet.

.…onprivacy.TheswitchtoonlinelearningduringCOVID-19exposedchildren’sdata,yetlessthanoneinthreecountriesguaranteedataprivacyineducationbylaworpolicy.

....andontheplanet.Technologyleadstoasurplusofe-wasteandhasnowreached35.3millionmetrictonnesinSoutheastAsia.But,atpresent,onlyfourcountrieshaveanationalpolicyorlegislationregulatinge-waste.

2

Majoradvancesintechnology,especiallydigital

technology,arerapidlytransformingSoutheastAsia.

Theregionhasexperiencedrapidgrowthindigital

technologyapplications,includingineducation.This

reportdescribestheexperiencesofBruneiDarussalam,Cambodia,Indonesia,theLaoPeople'sDemocratic

Republic,Malaysia,Myanmar,thePhilippines,Singapore,Thailand,Timor-LesteandVietNamintheirapplication

ofdigitaltechnologyandmoregenerallyofICT

ineducation.

Digitalinfrastructurehasexpanded.SoutheastAsiahasregisteredlargeincreasesinmobileconnectivity.In2022,activemobile-broadbandsubscriptionsaveraged101per100peoplewhilefixedbroadbandsubscriptionswere

13per100people.Someofthefastestgrowthratesin

theuseofinternetinthelast15yearshavebeenrecordedintheregion.Forinstance,between2004and2020,

internetuseincreasedfrom11%to78%inThailandand

from8%to70%inVietNam.However,connectionsarenotalwaysgoodenoughforeducationapplicationsthatuseahighamountofdata,varyingfrom7megabitspersecond(Mbps)inSingaporeto0.026MbpsintheLaoPeople’s

DemocraticRepublicin2021.Atleast50%ofschool-age

childrenandyouthhaveinternetaccessathome.Eventhedefinitionoftherighttoeducationisexpandingtoincludemeaningfulaccesstotechnologyforalllearnerstofulfil

theirpotential.

Learners,educatorsandinstitutionshaveadopteddigitaltechnologytools.Digitaltechnologyisno

longeronlyaccessibletothemostaffluent.Itis

estimatedthattherearesome400millioninternetusersintheregion.In2020alone,about40millionwentonlineforthefirsttime.Morethanfourinfive12-to17-year-oldsinIndonesia,MalaysiaandVietNamengageinonlineactivitiesatleastonceaday.

Technology-enabledsolutionshaveexpandedskills

developmentopportunities.The2018ProgrammeforInternationalStudentAssessment(PISA)foundthatmorethanhalfof15-year-oldstudentsinfiveoutofsevenparticipatingcountriesintheregionwerein

schoolswhoseprincipalsreportedthataneffectiveonlinelearningsupportplatformwasavailable.

SUMMARY|SOUTHEASTASIA

Yetitistooearlytosaythattechnologyhas

transformededucation.Changeresultingfromthe

useofdigitaltechnologyisincrementalanduneven,

varyingbycommunity,socioeconomiclevel,education

level,andteacherwillingnessandpreparedness.Globally,

evidenceismixedonitsimpactanddependsonthetype

oftechnologyandlearning.Evidenceonimpactislimited

inSoutheastAsia.

Cantechnologyhelpaddresseducationchallenges?

Discussionsabouteducationtechnologytendtofocus

ontechnologyasagenericsolution.Theyshouldfocuson

whataretheeducationproblemsthatneedtobesolved–

andonlythenshoulditbeaskedwhethertechnologycan

helptackletheseproblems.

Intermsofequityandinclusion,whileICThelpsinprinciple

tolowerthecostsforsomelearnerstoaccesseducation,

disadvantagedlearnerstendinrealitytohavefewer

resourcesathome.Accordingtothe2019SoutheastAsia

PrimaryLearningMetricsstudy,urbanprimaryschool

studentsarealmosttwiceaslikelytohaveaninternet

connectionathomethanruralstudents,whilethosefrom

therichesthouseholdsarealmosteighttimesaslikely

tohaveaninternetconnectionastheirpoorestpeers

(Figure1).IntheLaoPeople’sDemocraticRepublicand

Myanmar,urbanschoolsareatleasttwiceaslikelyas

ruralinstitutionstohavecomputersthatsupportlearning

(Figure2).

3

SOUTHEASTASIA|GLOBALEDUCATIONMONITORINGREPORT2023

4

Urban(%)

Richest(%)

FIGURE1:

Internetconnectivityathomeishighlyunequalbywealthandlocation

Householdswithaninternetconnectionandadesktopcomputer,portablelaptopornotebookathome,

selectedSoutheastAsiancountries,2019

a.Bylocationb.Bywealth

100

80

60

40

20

0

VietNam

Malaysia

Myanmar

020406080100

Rural(%)

100

80

60

40

20

0

020406080100

Poorest(%)

Source:SEAPLM(2019).

Philippines

LaoPDR

Cambodia

Malaysia

LaoPDRCambodia

VietNam

Myanmar

Philippines

Therearestrongexpectationsthattheintegration

ofdigitaltechnologycanimprovethequalityof

education.Digitaltechnologycancreateengaging

learningenvironments,enlivenstudentexperiences,simulatesituations,facilitatecollaborationand

expandconnectionswithotherlearners.Yetevidenceofitsimpactisnotsystematicallymeasured,which

meansthatdecisionmakingcannotbebasedon

evidence.Justasnewtechnologyovercomessomeconstraints,itbringsitsownproblems.Increased

screentimehasbeenassociatedwithadverseimpactsonphysicalandmentalhealth:70%ofadolescentsin

Cambodia,Indonesia,MalaysiaandThailandreportedhavingbeenupsetbytheironlineexperiencesoverthepastyear.

Improvementstoefficiencymaybethemostpromising

wayfordigitaltechnologytomakeadifference,

byreducingthetimestudentsandteachersspendon

menialtasks,whichcanthenbeusedonother,more

meaningfuleducationactivities.However,thewaythat

educationtechnologyisusedismorecomplexthanjustthesubstitutionofresources.Asinanycomplexsystem,eachtechnologytoolinvolvesdistinctinfrastructure,design,

contentandpedagogy,andeachmaypromotedifferenttypesoflearning.

Despitetheseconcerns,SoutheastAsiancountries

seeeducationtechnologyasaninvestment.Theregionhassupportedtheadoptionofdigitaltechnologyin

educationtoleveragesocioeconomicandtechnologicaldevelopment.BruneiDarussalam’sDigitalEconomy

Masterplan2025hasidentifiedtheuseofICTineducation

asakeytobecominga‘smart’nation.Nationaland

educationstrategiesfocusontechnologyforskills

development.Ninecountriespromotedigitalliteracy

andscience,technology,engineeringandmathematicsintheirpolicies,plansandstrategies.Somecountriesalsoprioritizetheadoptionoftechnologyinteaching

andlearninginschools.MalaysiaaimstointegrateICTacrossallits10,000schoolstoprovideindividualizedandmeaningfullearningexperiences.

SUMMARY|SOUTHEASTASIA

5

(%)

(%)

FIGURE2:

Lessthanhalfofruralschoolshaveinternetforlearningactivities

PrimaryschoolswithselectedICTfacilities,selectedSoutheastAsiancountries,bylocation,2019

a.Withcomputerb.Withinternet

100

80

60

40

20

0

MyanmarLaoPDRPhilippinesCambodiaMalaysiaVietNam

100

80

60

40

20

0

LaoPDRCambodiaMyanmarPhilippinesMalaysiaVietNam

RuralUrban

Source:SEAPLM(2019).

○Urban

Rural

Thisreportexploresthe3maineducationchallengesinthese11SoutheastAsiancountries:equityandinclusion(accesstoeducationandtocontent),quality(teaching

throughandaboutdigitaltechnologyacrosseducationlevels),andefficiency.Afteridentifyingtechnology's

potentialtotacklethesechallenges,itdiscussesthreeconditionsthatneedtobemetforthatpotentialtobefulfilled:equitableaccesstotechnology,appropriate

governanceandregulation,andsufficientteachercapacity.

EQUITYANDINCLUSION:

ACCESSTOEDUCATION

Technologybringseducationtohard-to-reachlearnersinSoutheastAsia.InthePhilippines,interactiveradio

instructionhasreached3,000students,fromprison

inmatestochildrenwithdisabilitiesandfromfarmers

toremotepopulations.Thailandhasbroadcasteducationaltelevisionprogrammessince1995tocompensatefor

teachershortagesinremoteareas,reachingoveramillionstudents.InMalaysia,theSmartSchoolProjecthas

increasedaccesstoeducationforstudentsinruralareasthroughvirtualclassrooms.However,theuseofmobileandonlinetechnologyineducationattheprimaryand

secondarylevelisnotwelldocumented.

Technologysupportsaccessibilityforlearnerswith

disabilities.ManySoutheastAsiancountrieshave

developedlawsandguidelinesonassistivetechnologytoremoveeducationbarriersforstudentswithdisabilities.

InSingapore,assistivetechnologieshelpintegratesuch

studentsintomainstreamschools.However,alackof

availability,affordabilityandteacherpreparationremain

majorbarriers.Low-techtoolsareusedinpoorercountriesintheregion,butassistivedevicesarenotavailableforallthoseinneed.Implementationismostlyproject-based

andlimitedinscope.Accessibilityfeaturesarerarely

embeddedintechnologyplatformsanddevices.In

VietNam,thee-learningsystemhasbeendesigned

followingtheWebContentAccessibilityGuidelines.

InMalaysia,adigitalBrailletextbooksupportedlearningforvisuallyimpairedstudents.

SOUTHEASTASIA|GLOBALEDUCATIONMONITORINGREPORT2023

6

Technologysupportslearningcontinuityinemergencies.

Duetotheirlocationandphysicalfeatures,Southeast

Asiancountriesareparticularlyvulnerabletonatural

hazardsincludingtyphoons,earthquakes,tsunamisandfloods.Complementedbyself-instructionalmaterials,radio-basedinstructionprovidedlearningcontinuity

duringtyphoonsinthePhilippines.Radioandtelevision

wereusedtosupporteducationduringconflictinMyanmar.WiththesupportoftheWorldBank,Timor-Lestehas

establishedRadioComunidadeinallmunicipalities.TabletswithpreloadedmaterialsandsatelliteTVwereusedto

provideeducationto5,500learnersalongtheThailand–Myanmarborder.

TechnologysupportedlearningduringCOVID-19,butmillionswereleftout.Duringschoolclosures,allcountriesdevelopededucationcontinuityplans.

Cambodiadistributed1,640radiostosupportlearning

continuityin3minoritylanguages.Over2,000television

lessonswerebroadcastandwatchedbymorethan70%ofstudentsinVietNam.Despitethesemeasures,millions

ofchildren,particularlythemostdisadvantaged,didnot

haveaccesstoeducation.IntheLaoPeople’sDemocratic

Republic,88%ofruralchildrenwereunabletoaccess

distancelearningduetoalackofdigitalresources.While

nearlyallcountriesusedonlinelearning,mostplatforms

failedtoreachthemostmarginalized.InTimor-Leste,

42%ofstudentsintherichestquintile,butonly7%inthe

poorest,usedonlineresources.Singaporebuiltonits

distancelearningsystemtoreach96%ofstudentsthroughonlinedistancelearning.

Thepandemicacceleratedeffortstoinstitutionalize

distancelearning.AnalysisofnationalCOVID-19responseplansshowsthatCambodia,Myanmar,Singaporeand

Timor-Lestedevelopedlong-termsustainablestrategiestoincreaseeducationsystemresilienceandpreparedness.Myanmar’sresponseplanaimstoincreaseinvestment

indistancelearninganddevelopsystemresilienceto

futurecrises,giventhecountry’shighexposuretonaturalhazards.Newdistancelearningpoliciesandregulations

wereadoptedinMalaysiaandVietNamthatledtotheinstitutionalizationofonlineteaching.

EQUITYANDINCLUSION:

ACCESSTOCONTENT

Technologyfacilitatescontentcreation.Openeducationalresources(OERs)encouragethereuseandrepurposingofmaterialstoreducedevelopmenttime,avoidduplicationofwork,andmakematerialsmorecontext-specificor

relevanttolearners.Theyalsosignificantlylowerthecostofaccesstocontent.InSoutheastAsia,awarenessofandpositiveattitudestowardOERshavebeenhigh,especially

inhighereducation.InMalaysia,aninitiativebythe

WawasanOpenUniversityisestimatedtohavereducedthecostofcoursedevelopmentbyMYR1.4million

(USD300,000)withinfouryears.

Socialmediaiswidelyusedtoaccessandshare

educationalcontent.Teachersoftenusesocialmediatocollaborateandshareresources.InVietNam,theViolete-library,asocialnetworksystemforteachers,allows

teacherstoreceivefeedbackandlearnfromtheirpeers.

Asof2023,thenetworkhasnearly15millionmembers

andthee-libraryover500millionvisits.Duetoitsubiquity,mobileaccessibilityanduser-friendliness,socialmediais

usedasalearningmanagementsysteminlow-resourceareas.AsurveyconductedbytheMinistryofEducation,Culture,ResearchandTechnologyinIndonesiafoundthat70%ofrespondentsinprimaryschoolsuseWhatsApp

groupsinsteadoflearningplatforms.

Digitizededucationcontentincreasesaccessand

simplifiesdistributionandstorage.Digitalandopentextbookshelpaddresstheproblemofshortages,

especiallyinlocallanguages.Since2008,Indonesiahasbeenacquiringandsharinge-booksthroughits

ElectronicSchoolTextbookProgramme.Digitallibraries

andeducationcontentrepositoriesaremostlycentralized.The2019LibraryLawinVietNamaimstocreateasharedandcentralizeddigitallibrarythatwillactasaunified

portaltoadiversesetofresourcesandcontent.TheDigitalEducationalLearningInitiativeMalaysia,introducedin

2019,providesmorethan750textbooks.Theinitiativehasbeenaccessedby85%ofstudentsand99%ofteachers.

Offlineandmobilelearningplatformsareimportantwheninternetaccessislow.ThePhilippineshaspromoteda

largeofflineOERlibrarycombiningover7,000resourcesfromtheLearningResourceManagementand

DevelopmentSystem,20,000interactiveexercisesfrom

KhanAcademy,and5.8millionarticlesfromWikipediaandWikimediaresources.Thelibrarytargets‘lastmile’schoolslocatedinhard-to-reachareas.

Learningmanagementplatformsarebeingintroduced.

Inrecentyears,mostSoutheastAsiancountrieshave

introducedlearningmanagementplatformsinpartnershipwithprivatecompaniesandmultilateralorganizations.

InThailand,theDigitalEducationExcellencePlatform

wasestablishedincollaborationwithGoogle,Microsoft

andotherprivatecompanies.Theplatformisestimated

tobeusedby13%ofeducationinstitutions.Accordingto

2018PISAdata,68%ofstudentsinMalaysiahadaccesstoanonlinelearningplatform,butonly40%wenttoschoolswhereteacherswereprovidedwithincentivestointegrateitwiththeirteaching.InthePhilippines,75%of15-year-oldstudentsinschoolsservingwealthiercommunitieshave

SUMMARY|SOUTHEASTASIA

7

accesstoaneffectiveonlinelearningplatform,comparedwith39%indisadvantagedschools.UNICEFsupportedthedevelopmentoflearningmanagementsystemsinthe

LaoPeople’sDemocraticRepublicandTimor-Leste.

Increasedaccesstocontentfacesqualityandequitychallenges.Thequalityofdigitaleducationcontentisensuredthroughgovernmentoversight.Malaysiaalignsdigitaltextbooksandeducationalvideoswith

thenationalcurriculum.Teacherparticipationiskeyto

creatinghigh-qualityandlocalizedcontent.ThePhilippinesassuresthequalityofdigitalcontentintermsofchild

safety,althoughlengthycentralizedqualityassurance

processesarehighlyresource-intensive.Thismayprevent

teachersfromgettinginvolved,ashappenedinthe

Philippines.MostOERsareproducedinEnglish.Likewise,90%ofopen-accessjournalsinThailandandover60%in

Malaysia,thePhilippinesandVietNamonlyacceptEnglishsubmissions.ThailandlaunchedThaiOpenEducational

Resourcesin2015topromotethecreationandsharingoflocalcontent.AsofJuly2023,morethan5,000usershavecontributedtoproducinganduploadingmaterials.

TEACHINGANDLEARNING

INBASICEDUCATION

Technology’spotentialtoimproveteachingand

learningneedstobeproven.Integratingtechnology

intoteachingandlearningcanhelppersonalizeand

supplementinstruction,redistributeteachingresources,andenhancestudentcollaborationandengagement.

However,technologyisstillmainlytaughtasasubject

anditsintegrationremainscentredonteachers,while

theproliferationofeducationtechnologyproductsisnotsupportedbyevidenceontheireffectiveness.

TheprevalenceofICTuseinclassroomsisnothigh,evenintheregion’srichestcountries.Technologyisnotused

extensivelyforteachingandlearninginprimaryeducation.Forinstance,about90%ofteachersinCambodiaandthe

LaoPeople’sDemocraticRepublicreport‘never’or‘hardlyever’usingICTforteachingmathematics.Accordingto

2018PISAdata,about8%of15-year-oldstudentsin

BruneiDarussalam,SingaporeandThailanduseddigitaldevicesformorethanonehourperweekonaveragein

mathematicsandscience.Somecountrieshaveexpandeddigitalinfrastructureinselectedinstitutionsthrough

‘smart’schoolprogrammes,buttheimpactonqualityandlearningoutcomesisunclear.

Technologyneedstobespecifictothecontextandits

integrationinclassroomsstronglysupportedtohaveanimpact.Pre-recordedlessonsaccompaniedbyteaching

guidescansupportlearnersinareaswithlimitedteachingresources.InthePhilippines,theText-2-Teachproject,

whichhadbeenscaledupto900schoolsby2014,

wasshowntoleadtolearningimprovementsacross

subjectsandgradesinaquasi-experimentalstudy.

Deviceswithpreloadedcontentneedcontextualization

andintegrationsupport.InThailand,theOne

TabletPerChildprogramme,whichdistributedover

800,000preloadedtablets,onlyledtoaslightpositive

impactonlearning.Theprojectwaseventuallyphased

outduetochallengesindevelopingcontextualizedcontent,ensuringhardwareusabilityandtrainingteachersinthe

pedagogicalintegrationofthesedevices.

Technologycanimprovequalitythroughadditionaltime

andpersonalization.Mobilelearningisincreasinglyused

tosupplementin-schoolinstructionduetoitsaffordabilityandportability.InMyanmar,theConnecttoLearnprojecttargetedabout33,000marginalizedstudentsthrough

mobile-basedlearningexperiences.AspartoftheABC+

Readingproject,digitalreadingmaterialsweredevelopedtosupportproficiencyinlocallanguagesinthePhilippines.Butevidenceontheimpactofdigitalpersonalization

onlearningoutcomescomesfromsmall-scalestudies.

InCambodia,arandomizedcontroltrialofthepersonalizedlearningsoftwareThink!Think!foundasignificantpositiveimpactonmathematicsforstudentsingrades1and4in

fivepublicprimaryschools.

Technologytoolscanimprovestudentengagementby

varyingcontentandinteraction.InMalaysia,Kahoot!,

adigitalgame-basedplatform,improvedprimarystudentengagementthroughitsuseofquizzes.Appropriately

integratingmultimedia,suchassimulations,intopedagogycanfacilitatepracticalandvisuallearning.InTimor-Leste,teachersreportedthatusinganimationsandvideosmadelearningvisuallyattractive,interactiveandeasierfor

studentstocomprehend.However,veryfewclassroomsareequippedwithhardwareforintegratingmultimedia.

Forinstance,lessthan20%ofteachersreportedhaving

accesstointeractivewhiteboardsinCambodia,the

LaoPeople’sDemocraticRepublic,Malaysia,Myanmar,

thePhilippinesandVietNam.

Theuseoftechnologyinclassroomscanalsodisrupt

learning.InVietNam,30%ofstudentssurveyedforthisreportreportedthatusingtechnologytostudyincreasednon-academicdistractionsandanxiety.Theuseofmobilephoneswasfoundtobedisruptive,makingitdifficultforteacherstomanageclasses.

SOUTHEASTASIA|GLOBALEDUCATIONMONITORINGREPORT2023

8

TEACHINGANDLEARNING

INHIGHEREDUCATION

SoutheastAsiapromotesthedigitalizationofhighereducation.Countrieshaveencouragedtheuseof

digitaltechnologyinhighereducation.TheMalaysian

HigherEducationBlueprint2015–2025aimstoincreasetertiaryenrolmentratesto53%,includingthroughonlinelearning,and70%ofprogrammesarerequiredtouse

blendedlearningmodelsby2025.In2021,VietNam

comprehensivelyregulatedonlinetertiaryteachingand

learning.TheNationalDigitalTransformationProgrammeenvisagestheuseofdigitaltechnologyineducation

startingwithapilotprogrammeinfivepublicuniversities.

Openanddistancelearninghassupportedaccesstohighereducation.Openuniversitiesprovideminimalornoentryrequirements,andtypicallyusedistanceeducationtechnologytoenrolmorestudents.

TheUniversityofthePhilippinesOpenUniversity

accountedfor17%oftheuniversity’sgraduatepopulationinthe2021/22academicyear.Highereducation

institutionsinAsiahaveturnedtoMOOCstoreachlargenumbersoflearnersatarelativelylowcost;46%ofhighereducationinstitutionsinThailanduploadedcourses

throughThailandCyberUniversity.

Openanddistancelearningaimsforequityandqualityineducationopportu