From 17–23 August 2026, SEAMEO Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) strengthened its commitment to advancing inclusive, future-ready education through the China–Southeast Asia Capacity Development Programme on STEM and AI: Empowering Rural Teachers for Digital Transformation, held in Beijing, People’s Republic of China.

The seven-day programme was jointly organised by SEAMEO RECSAM, UNESCO International Research and Training Centre for Rural Education (UNESCO INRULED), and the UNESCO Chair on Artificial Intelligence in Education (AIED) at Beijing Normal University (BNU), in collaboration with the UNESCO Regional Office for East Asia and the Organisation for Economic Co-operation and Development (OECD).

Bringing together teachers, education leaders, policymakers, researchers and practitioners from China and Southeast Asia, the programme provided a dynamic platform for strengthening teacher capacity, exchanging regional and national experiences, and exploring how Science, Technology, Engineering and Mathematics (STEM), Artificial Intelligence (AI) and digital technologies can contribute meaningfully to rural education transformation.

Building Teacher Capacity for an AI-Enabled Future

For SEAMEO RECSAM, the programme represents an important extension of its longstanding mandate to improve the quality of science and mathematics education across Southeast Asia. As AI increasingly reshapes education, economies and societies, teachers serving rural and underserved communities need opportunities not only to understand emerging technologies, but also to determine how they can be used responsibly, meaningfully and contextually in teaching and learning.

The programme therefore placed teachers at the heart of digital transformation. Rather than approaching AI simply as a technological tool, the activities encouraged participants to examine its implications for pedagogy, curriculum, assessment, critical thinking and the changing role of teachers.

SEAMEO RECSAM Specialists also conducted a dedicated Workshop on STEM and AI for Rural Schools, equipping participants with practical strategies to integrate STEM and AI into classroom teaching. The workshop focused on meaningful, hands-on learning, problem-solving, creativity, and the use of technology in locally relevant contexts.

By strengthening teachers’ professional capacities, the programme sought to create a multiplier effect beyond the seven days in Beijing. Participants are expected to bring their learning back to their schools, institutions and education systems, adapting the knowledge and experiences gained to their own local contexts and sharing them with fellow educators.

Strengthening Regional Policy Dialogue and Knowledge Exchange

The programme commenced with a symposium featuring opening remarks by Prof. Zhou Zuoyu, Director of UNESCO INRULED, Datuk Dr. Habibah Abdul Rahim, Director of the SEAMEO Secretariat and Prof. Shahbaz Khan, Director of the UNESCO Regional Office for East Asia.

Keynote addresses were delivered by Dr. Azman bin Jusoh, Centre Director of SEAMEO RECSAM, Dr. Sui Lulu, Director of Office of Qiangshi (Quality Teachers) Project at Beijing Normal University, Ms. Aniza Kamarulzaman, Director of the Educational Resources and Technology Division, Ministry of Education Malaysia and Ms. Christine (Junyi) Wang, Senior Director of International Cooperation Center, Smart Learning Institute of Beijing Normal University, World Digital Education Alliance Secretariat.

Two thematic sessions, (i) Policy Frameworks and Regional/National Initiatives and (ii) Local Innovations and Case Studies created opportunities for participating countries to share their policies, experiences, challenges and promising practices. Such regional exchanges are especially important as countries navigate the opportunities and challenges presented by AI at different levels of readiness. Rural communities, in particular, may face disparities in infrastructure, connectivity, resources and access to professional learning. At the same time, rural education systems possess valuable local knowledge, community networks and culturally grounded practices that should remain central to educational innovation.

Reimagining Learning Villages in the Digital Era

A significant component of the programme was its contribution to the Global Smart Education Conference (GSE) 2026 Parallel Session on Smart Villages and Education for Rural Transformation.

Through keynote presentations, case reports and a roundtable discussion, participants explored what learning villages could look like in an increasingly digital world. Discussions drew attention to evidence-based local practices, community learning, culturally responsive pedagogies and diverse policy contexts.

A major milestone was the launch of the “Learning Villages in the Digital Era” Initiative and Call for Global Cases, initiated by UNESCO INRULED, SEAMEO RECSAM and OBREAL. The initiative aims to identify and bring together promising practices demonstrating how digital transformation can enhance learning, strengthen communities and expand inclusive educational opportunities in rural contexts. It also reinforces the principle that educational transformation should not be driven by technology alone, but by the needs, aspirations and realities of communities.

Through its involvement, SEAMEO RECSAM continues to position Southeast Asian experiences within wider global conversations while ensuring that rural educators and learners are represented in discussions about the future of education.

Looking Towards Education 2040

The programme also created space for participants to think beyond present-day classroom applications.

Together with OECD and the UNESCO Chair on AIED at BNU, SEAMEO RECSAM and UNESCO INRULED co-facilitated the interactive workshop “Education 2040 – Trends Shaping Education: AI and the Future of Writing in the Classroom.” Featuring the future-oriented activity Diamonds or Ice Cubes? the workshop encouraged participants to consider how AI may reshape writing, teaching, learning and assessment in the years ahead. The discussions highlighted an important challenge for education systems: preparing learners not merely to use AI, but to exercise judgment, critical thinking and human agency when working with it.

Connecting Learning with Practice and Innovation

Learning extended beyond formal workshop sessions. Participants visited the Changping School attached to BNU, where they observed educational practices in context, as well as Chaoxing Group, a leading education technology company in China, gaining insights into the development and application of digital learning technologies, online learning, smart teaching and campus digitalisation.

Visits to Guangzhou Shiyuan Electronic Technology Co., Ltd. (CVTE) and Alibaba Cloud Intelligence Group in Beijing further exposed participants to emerging technologies and innovation ecosystems, offering valuable perspectives on how AI and digital transformation are influencing education, industry and the future of work.

The programme concluded with a cultural night, reflection session and a Certificate Presentation Ceremony, allowing participants to reflect on their seven-day learning journey, celebrate new professional connections and consider how their experiences could translate into meaningful initiatives upon returning home.

From Capacity Building to Rural Transformation

The impact of the programme extends beyond a single training initiative. It demonstrates how collaboration among regional organisations, international agencies, universities, governments and technology partners can connect global developments with local educational needs.

For SEAMEO RECSAM, strengthening STEM and AI education is fundamentally about strengthening people especially teachers who serve as catalysts for change in their schools and communities.

For UNESCO INRULED, empowering rural teachers and communities through STEM and AI education is not only a necessity but also a strategic asset in the digital era. It serves as a vital pathway toward reimagining the futures of education and fostering societies that are more inclusive, just, and sustainable—by ensuring that those in rural contexts are active participants and co-creators of this transformation.

As digital transformation accelerates, ensuring that rural schools are included in the future of education will require sustained investment in teacher capacity, responsible innovation, regional knowledge exchange and context-sensitive approaches.

Through initiatives such as the China–Southeast Asia Capacity Development Programme, SEAMEO RECSAM continues to advance its regional role in equipping educators with the competencies, perspectives and networks needed to transform STEM and AI from emerging technologies into meaningful opportunities for more equitable, inclusive and sustainable rural education across Southeast Asia and beyond.