Panelist Ms Nguyen Khanh Linh, a Thammasat University student representing learners’ perspectives, advocates for a comprehensive online campaign addressing both the benefits and impacts of technology in education, child participation in policy development, and simplicity in technology use across regions. While acknowledging persistent education challenges despite technological advancements, Ms Linh expresses concerns about potential adverse effects on children’s mental health and physical well-being due to daily tech use. She recommends practical solutions, including pedagogical approaches, open resources, distant learning, and micro-credits for children from lower to middle-income households. Stressing the importance of transfer credits from online courses to encourage independent study and exploration, Ms. Linh also underscores the significance of interactivity in educational programmes from a student’s perspective, emphasising that direct feedback from youths is crucial for improving the relevance and effectiveness of educational initiatives.

Mr Zainal bin Abas, Director of Educational Technology and Resources at the Ministry of Education, Malaysia, addresses global challenges in digital transformation, emphasising the need for sustainable and flexible programmes that cater to diverse needs, including those in remote areas and for special needs students. Collaborative efforts across ministries focus on ensuring technology availability and connectivity for schools, detailing extensive school connectivity, yet concerns persist about students’ connectivity at home. Malaysia’s initiatives, such as the Digital Educational Learning Initiative (DELIMA) and AI integration, showcase technology tailored to students’ needs through partnerships with Google, Microsoft, and Apple. Ongoing efforts address access and equity concerns, engaging various stakeholders and promoting a shift from memorisation to instant information accessibility. Mr. Zainal bin Abas expresses Malaysia’s openness to ASEAN collaboration, particularly in mental health support and global insights for education transformation, embodying Alvin Toffler’s quote on the significance of continual learning for digital literacy.

Dr Shamsiah Zuraini Kanchanawati binti Haji Tajuddin, Permanent Secretary of the Ministry of Education in Brunei Darussalam, recognises the global significance of education technology, emphasising both shared and unique approaches among countries and advocating for collaborations with SEAMEO member nations. She highlights Brunei’s accelerated digital transformation during COVID-19, including the 2023-2027 plan and efforts to provide devices for marginalised students. Addressing challenges in online learning, Dr Shamsiah discusses initiatives like maintaining online school days for rural teachers, emphasising technology’s role in emergencies and supporting the development of a digital literacy curriculum framework in Brunei. Stressing foundational elements and thoughtful technology integration in teaching practices, she underscores collaboration, expressing eagerness to share insights, learn from other countries, and leverage regional expertise for teacher professional development.

Dr Gina O Gonong, Undersecretary for Curriculum and Teaching at the Department of Education in the Philippines, underscores the report’s vital support for plans across diverse locations, emphasising the pivotal role of technology in guiding workplace efforts and addressing challenges, particularly evident during the COVID-19 pandemic. She highlights adaptive planning for new situations, emphasising flexibility in tailored programmes for urban and remote areas alike. In tackling challenges faced by the Philippines, including congested classrooms, USec Gina discusses ongoing initiatives aligning with regional efforts in Thailand and Brunei, emphasising equity and advocating for evidence-based development programmes for teachers in digital technology. Recognising the need for clarity on teachers’ competencies, she acknowledges the National Educators Academy of the Philippines as a valuable resource. USec Gina further discusses key concepts such as rights-based education, evidence, tensions, and government recommendations, stressing the importance of thoughtful policy development in promoting digital literacy and education. She expresses her commitment to revisiting the report’s insights for continued reflection and development in the future.

Representing teachers, Dr Sucheera Polrachom, Academic Officer at the Special Education Bureau, Ministry of Education, Thailand, underscores the report’s value in supporting education plans across diverse locations. Emphasising the pivotal role of technology in the workplace, particularly in addressing challenges heightened by the pandemic, Dr Polrachom highlights the adaptability of planning to new situations and the implementation of tailored programmes for students in various settings. Addressing the role of teachers, she stresses the importance of adapting methods to accommodate diverse learning styles, recognising the challenges in providing suitable information. Dr Polrachom encourages continuous learning and adaptation to new technologies for effective classroom support, emphasising the significance of understanding learners in the era of big data and social information.