Southeast Asian governments have made significant strides in education reform over the past decades – expanding access to schooling, modernising curriculums, training teachers, and investing in digital learning tools. Yet, despite these efforts, student learning outcomes have not improved as expected. This raises an important question: Are we focusing on the right priorities in education reform?

At the 13th SEAMEO-University of Tsukuba Symposium, held on 6–7 February 2025, under the theme “Transforming Education to Problem-Based Learning in the Era of AI and Data Sciences”, experts examined this challenge through presenting research that invites policymakers and educators to rethink how success in education is measured.

Governments across the region have made education a top priority, increasing budgets, building new schools, and ensuring teachers receive professional training. These are crucial steps, but data shows that students in many countries are still struggling with foundational skills.

Research presented at the symposium highlighted that, by Grade 7, many students are two to three years behind in key subjects like mathematics and literacy. This suggests that while investments in education have expanded opportunities, they may not always translate to stronger learning outcomes.

Dr Daniel Suryadarma

Senior Research Economist

the Asian Development Bank Institute (ADBI)

Among them, Dr Daniel Suryadarma, Senior Research Economist at the Asian Development Bank Institute (ADBI), presented a large-scale study in Indonesia, involving 9,300 students and 300 teachers. It tested whether targeted interventions – —such as improved teacher training, AI-powered learning tools, and student-centred teaching techniques – —would significantly improve learning outcomes.

The findings of his research were mixed:

• Teacher training led to some improvements in classroom practice but had limited impact on student performance.
• AI-based learning tools helped students engage more but did not result in major gains in foundational skills.
• Problem-solving and higher-order thinking skills improved slightly, but students still struggled with basic literacy and numeracy.

These results do not mean that training and technology are unhelpful, but they highlight the need to go beyond resource-based solutions and focus on how students absorb and apply what they learn. The solutions should also consider the constraints faced by teachers and alleviate them.

One of the key messages from the research is that education reform must continue evolving. Investment in resources, training, and digital tools remains essential, but reforms will have a greater impact if they also:

• Prioritise learning outcomes – Policies should ensure that students’ progress is tracked and supported, rather than just increasing enrolment and infrastructure.
• Make teacher training more practical – Beyond workshops, teachers need continuous support and mentorship to refine their classroom strategies.
• Encourage community involvement – Stronger collaboration between schools, parents and communities can make a difference.
  

Southeast Asian governments have shown strong commitment to improving education, but as systems evolve, the focus must shift toward ensuring that investments lead to real improvements in learning.

As AI and problem-based learning continue to shape education, the key challenge will be making sure these tools enhance student learning outcomes, rather than simply modernising classrooms. A well-balanced approach – one that combines investment with policies that strengthen real learning – will be essential in preparing the next generation for an increasingly complex world.