AI and Asean: Anindito (right) and moderator Star Media Group senior news editor (education) Christina Chin (left) looking on as Sann shares his views on technology and education at the recent Bett Asia 2024 plenary session. — RAJA FAISAL HISHAN/The Star
BY powering up education through artificial intelligence (AI) and other technological innovations, South-East Asian countries can cultivate the skills and knowledge needed to thrive in the digital age.
In a rapidly evolving educational landscape, technology is not just reshaping how students learn but also redefining the strategies nations employ to uplift education standards, said Republic of Indonesia Education, Culture, Research and Technology Ministry deputy minister Dr Anindito Aditomo.
To assist with the transformation of its education system, he said Indonesia developed a teacher-facing app called “Platform Merdeka Mengajar”, which harnesses AI for content curation, personalised recommendations, and even to create virtual teaching assistants.
“Indonesia is not only enhancing teacher efficiency but also fostering a culture of continuous learning and professional development,” he said, adding that clear educational objectives and strategies must be in place for the plan to come into fruition.
“In our country, one of the main strategies is to empower teachers and principals to change how they think about teaching and learning, and to help them learn to implement new and powerful proven pedagogies,” he shared during a plenary session titled “Ministerial perspectives: Powering up education through AI and technology” alongside Cambodia Education, Youth and Sport Ministry secretary of state Dr Vathana Sann at the Bett Asia 2024 Leadership Summit on Oct 2.
The Bett Asia 2024, an education technology leadership conference and expo, took place from Oct 2 to 3 in Kuala Lumpur.
Themed “Powering Up Education”, the summit brought together more than 30 ministerial leaders for an engaging roundtable, over 80 expert speakers, and an expo hall highlighting the latest advancements in edtech.
The programme covered a wide range of topics, from K-12 education to higher education, focusing on key opportunities to enhance education systems and improve student outcomes across Asia.
Anindito, who also heads Indonesia’s agency responsible for education standards, curriculum and assessment, pointed out that it was no use providing laptops to all schools across a nation if the teachers themselves did not know how to use them effectively.
“The teachers must come first. So, this is the main pillar of the strategy, which is to help teachers transform their own teaching in their classrooms,” he said.
Shifting the focus to Cambodia, Sann explained the importance of Cambodia’s approach, which involves introducing technology for teachers in phases. While acknowledging that there is some resistance among veteran teachers, he said a generational shift is happening where younger educators equipped to drive change are advocating for the use of technology among their peers.
“In Cambodia, we are incorporating technology into the training of current teachers and making high investments to support our young educators,” he said, adding that at the same time, the country is allowing experienced teachers to adapt to innovations at their own pace while giving students a say in how technology should be used in their learning.
“The question is not about the adoption of technology alone but about accessibility and how technology can truly improve learning and teaching outcomes,” he said.
Sharing similar views, Microsoft Asia regional general manager (Education) Larry Nelson said one of the most significant ways AI is impacting education in the region is by automating routine tasks, thus freeing up teachers to focus on what truly matters –personalised student learning and operational efficiency (see infographics).“Nearly 40% to 45% of a teacher’s time is spent on doing things away from the students.
“Wouldn’t it be great if there were ways in which we could use technology to give teachers more time with the students?” he said during his presentation, “Reimagining education in the age of AI”.
Nelson shared how AI is redefining pedagogy, shifting the focus from mere knowledge consumption to fostering critical thinking and problem-solving skills during his keynote.
Lauding Anindito and Sann for their sharing on how Generative AI (GenAI) is being integrated in the Indonesian and Cambodian curriculum respectively, Nelson said the opportunities being delivered in education through today’s technologies are igniting the potential for something far more exciting in the future.“GenAI can support education in many ways, from creating tools that give students instant feedback to helping them brainstorm and develop concepts they’re working on, all tailored to their unique needs,” he said.
Additionally, he emphasised that AI is not limited to customising content but can also adapt how that content is delivered, catering to different learning styles – whether through text, videos, or audio – offering a more tailored and effective educational approach that fits students’ learning styles.
However, he stressed the importance of being cautious and mindful about how data is handled, focusing on the choices made regarding the data used and how it shapes AI models.
“Just be careful, we want to be thoughtful about the data strategies and the data governance that we deploy as we use different AI tools,” he said, stressing the need to adopt responsible AI practices, ensuring fairness, reliability, privacy, inclusiveness, transparency and accountability.
“By embracing these principles, we can use AI tools responsibly and encourage others to do the same, promoting ethical and thoughtful use of these technologies,” he said.
Nelson
Heart of tech
THE use of technology in the education system must be contextualised to cultivate a green mindset and to instil values of sustainability, global citizenship and character development in students, says Cambodia Education, Youth and Sport Ministry secretary of state Dr Vathana Sann.
For member countries of the Asean region, he said, contextualising is particularly critical as developing a curriculum that nurtures a green mindset requires collaboration at both regional and partnership levels.
“A green mindset is not just about environmental science; it encompasses values such as human rights, democracy, and zero tolerance for discrimination.
“By integrating these values into the education system, we can work towards Asean and global communities that embody a commitment to sustainability,” he said, adding that a green mindset must be at the heart of any AI curriculum, or the technology that one seeks to implement in an education system.
Sann said the integration of AI in the curriculum must be contextualised in a way that aligns with each country’s unique cultural and historical foundations while ensuring equity and ethical practices are present.
Otherwise, efforts to instil national values and character in students could be diluted, he added.
This risk, he said, is especially significant in smaller countries like Cambodia where preserving cultural heritage is important.
“These are the things that we are looking to overcome and improve in our country as we navigate all the complexities of AI in education.
“Strict frameworks or restrictions on how students use AI in education can neither be completely comprehensive nor effective,” he said, emphasising instead the need for guidance that allows students to navigate AI responsibly with the need to safeguard national values and cultural identity in the face of globalised AI systems.
Rather than focusing solely on restricting AI use, he said AI should be leveraged to foster creativity and innovation, such as allowing students to use AI tools for assignments.
“They must see potential in AI to enhance skills like problem-solving, critical thinking, and even professional capabilities,” he said.
Agreeing, Republic of Indonesia Education, Culture, Research and Technology Ministry deputy minister Dr Anindito Aditomo said implementing AI and digital technology in education must always circle back to character education.
He said the ultimate goal is to mould a generation that lives and breathes environmental consciousness, which is one aspect of character education.
“Teaching climate awareness can’t just be about memorising facts or acing multiple-choice questions about greenhouse gases.
“It’s about character building – helping students develop a genuine appreciation for nature, a sense of being part of something bigger, and an ability to reflect on their consumption habits,” he said, while sharing details about the new curriculum, which emphasises a strong focus on project-based learning, which is being implemented across schools in Indonesia.
The curriculum, he said, mandates that 20% of instructional time be dedicated to project-based learning, with climate change and sustainability among the core topics.
As a result, many schools are engaging students in meaningful projects like waste management, where they explore ways to minimise waste and work towards creating zero-waste schools, he added.
The goal, he said, is character development. Instead of relying on lectures or textbooks, students should learn through real-life examples set by teachers and adults around them, as well as through hands-on activities that have a genuine impact.
I’ve done a lot of research with regard to how we might develop and improve AI and edtech into our classrooms and lessons. I’m passionate about using AI tools because, as teachers, we often face a serious time crunch. So we need to find the tools that are going to enable us to be more productive in what we do. I have been exploring the use of GPT-based tools, such as Gemini, when I conduct my classes. There’s also Poe, an AI chat that works by allowing you to upload information and create an avatar that can answer questions. These tools could be useful to teachers because these can be used as an AI-powered online tutor to assist students, both during lessons and even when students need help outside school hours. It’s a way to provide personalised support to learners beyond the classroom. MagicSchool is another promising AI platform, allowing you to create digital classrooms with apps tailored to students’ needs, including GPT tutors. What’s great about MagicSchool is its “teacher backdoor”, which lets you monitor students’ interactions, track their progress, and identify common questions or challenges. Unlike other tools, MagicSchool only requires minimal personal information — no full names or sensitive details — making it more privacy-friendly compared to Poe. These tools are not just about saving time but also about enhancing how we support students, providing them with effective resources while ensuring their privacy and security.
Nexus International School Malaysia economics teacher David Smith
In my classroom, AI tools like Canva, Metaverse, and DELIMa’s Read Aloud have transformed learning. For example, my Year Four pupils created digital dioramas with Canva, focusing entirely on creativity without needing physical resources. Metaverse brought virtual wildlife adventures into the classroom — students loved “meeting” dinosaurs and elephants, which helped them write richer, more vivid descriptions. DELIMa’s Read Aloud improved pronunciation; one student quickly mastered “cake” instead of “kek” with real-time feedback. These tools make learning an exciting exploration rather than a chore. GenAI personalises learning, sparks curiosity, and energises education. I ensure transparency by discussing data handling with students and parents and choosing responsible tools. As a teacher, I’m learning too. If you’re new to GenAI, start small — use it for quizzes or idea generation. Think of AI as a co-pilot offering suggestions while you steer. Ultimately, it’s the care we give, the curiosity we inspire, and the relationships we build that make education meaningful. AI supports this magic, not replaces it.
SJKC Hwa Lien English panel head and internal guidance and counselling teacher Yek Ling Li
Smith and Yek shared their insights during the Bett Asia 2024 Leadership Summit. Smith’s session, “How I’m Using AI: A Classroom Teacher’s Perspective,” and Yek’s session, “Navigating AI in Education: Practical Implementation and Pedagogical Strategies”, explored their experiences with using AI tools for various tasks. They discussed how students interact with AI, the support teachers provide to help them use it effectively, and shared practical strategies for integrating AI into classrooms.
