The digital revolution sweeping Southeast Asia is reshaping the way people live, work, and learn. With over 400 million internet users, the region is experiencing an unprecedented wave of digital engagement. For the region's youth, digital engagement is a daily reality, with over 80% of 12- to 17-year-olds in Indonesia, Malaysia, and Viet Nam actively participating in online activities. 

Education technology (EdTech) holds vast potential for transforming learning in Southeast Asia, however, the benefits are currently not being felt equally across the region. As highlighted in the 2019 Southeast Asia Primary Learning Metrics study, significant disparities exist in access to digital tools. Urban students are twice as likely to learn with a computer as their counterpart in rural schools.

This is where the challenge lies: ensuring that this transformation is inclusive – reaching all students, regardless of their socioeconomic background, location, or ability.

The 2023 Global Education Monitoring (GEM) Report on Technology in Education in Southeast Asia offers crucial insights for policymakers. As the SEAMEO and UNESCO GEM Report conclude national launches of this report in Viet Nam, Brunei Darussalam, Timor-Leste, Malaysia, the Philippines, and Indonesia, we aim to highlight key findings that ensure digital technology positively impacts education for all.

From the 2023 GEM Report, we learned that technology has proven invaluable in maintaining learning continuity during emergencies. Southeast Asian nations, vulnerable to natural disasters, have leveraged technology to bridge educational gaps. 

In the Philippines, radio-based instruction provided continuity during typhoons. In Myanmar, radio and television supported education during conflict. Timor-Leste, with World Bank support, established Radio Comunidade across all municipalities. 

EdTech also facilitates access for hard-to-reach learners. In the Philippines, interactive radio instruction has reached 3,000 students, including prison inmates and individuals with disabilities. Thailand's educational television programmes, broadcasting since 1995, have reached over a million students. In Malaysia, the Smart School Project has expanded access for rural students through virtual classrooms. 

Regarding accessibility for learners with disabilities, while many countries have developed guidelines on assistive technology, implementation remains limited by availability, affordability, and teacher preparation. In Viet Nam, the e-learning system has been designed following the Web Content Accessibility Guidelines, while in Malaysia, digital Braille textbooks support visually impaired students.

While digital technology can provide some students with access to the curriculum and enhance learning outcomes, there are still risks of favouring privileged learners and exacerbating inequality, marginalising others.

For example, during the COVID-19 pandemic, while all countries implemented education continuity plans, significant disparities emerged. In the Lao People’s Democratic Republic, 88% of rural children lacked access to distance learning. In Timor-Leste, 42% of students from the richest quintile used online resources, compared to only 7% from the poorest.

So, how can we ensure that EdTech will leave no learners behind? The report provided some recommendations on ensuring inclusivity in the use of technology in education:

1. Focus on how digital technology can support the most marginalised learners.
2. Set national targets and investments in meaningful school internet connectivity, to allow teachers and learners to benefit from a safe and productive online experience at an affordable cost.
3. Promote digital public goods in education, including free accessible e-pub formats, adaptable open education resources, learning platforms, and teacher support applications.

To delve deeper into these crucial findings and recommendations, download the full report here: https://www.unesco.org/gem-report/en/2023-southeast-asia