On 9 July 2025, Thailand proudly hosted the dual launch of UNESCO’s Global Education Monitoring (GEM) Reports — Technology in Education (2023) and Leadership in Education (2024/25). Organised by the Ministry of Education of Thailand, the event featured the official Thai translations of both reports and was part of a national conference that brought together education leaders from across the country. The launch served not only as a platform for knowledge exchange, but also as a reaffirmation of the long-standing collaboration between the UNESCO GEM Team and SEAMEO in monitoring education progress across Southeast Asia.

Under the theme “Technology in Education: A Tool on Whose Terms?”, the 2023 report highlighted both the potential and risks of digital technologies in education, especially in terms of inequities in infrastructure access and teacher preparedness. Meanwhile, the 2024/25 GEM Report focused on “Leadership in Education” as a critical driver of systemic change, emphasising the importance of visionary leadership from school to policy levels.

Dr Pichet Phopakdee, Deputy Permanent Secretary of the Ministry of Education, emphasised that the GEM Reports are vital sources of evidence-based policy guidance, supporting countries in their pursuit of SDG 4. He noted that the launch of the Thai-language editions would help ensure that the reports’ findings and recommendations are widely accessible and effectively applied within the Thai education context.

2023 GEM Report: Technology in Education

Rather than adopting a technology-first mindset, the report calls for a learner- and teacher-centered approach. It posed a critical question: “A tool on whose terms?” — a challenge to ensure that technology serves education, not the other way around. This resonates deeply with the on-the-ground realities in Southeast Asia, where access, equity, and contextual relevance continue to be pressing issues.

For SEAMEO, the most profound takeaway was the shift in perspective — from asking if we should use technology, to how we can use it effectively and equitably.

The report underscored that providing internet access or digital devices alone is not enough. The real challenge lies in leveraging technology to enhance teaching and support teachers, not just to digitise classrooms. As AI and other emerging tools gain ground, the guiding principle must remain: pedagogy and purpose over tools and trends.

Importantly, the report also served as a caution: technology can exacerbate inequalities. It emphasised the need to constantly ask:

• Who is being left behind?
• Are our digital resources accessible to learners with disabilities?
• Do our platforms function in low-bandwidth areas?
• Is the content culturally and linguistically appropriate?

Equity must be the foundation of any EdTech intervention.

The report also urged us to be mindful of Southeast Asia’s diversity. Vast disparities in infrastructure, teacher readiness, and learner needs mean that blanket solutions will not work. Context matters. Listening to learners, teachers, and school leaders is essential to designing solutions that are relevant and impactful.

2024/25 GEM Report: Leadership in Education

Reflecting on the 2023 report naturally leads to the 2024/25 theme: Leadership.

Technology does not implement itself. The success of digital tools and education reforms depends entirely on the vision and actions of leaders at all levels — from classrooms to ministries.

It is leaders who must champion a vision that prioritises the needs of learners and teachers, not just global trends. Leadership must be informed, inclusive, and responsive to local contexts.

As highlighted during the launch, effective leadership is essential to ensuring technology enhances—not disrupts—quality, inclusive education.

 

The Thai-language editions of the GEM Reports — Technology in Education (2023) and Leadership in Education (2024/25) — are now available. Click on the report titles to view or download.