On April 25, Southeast Asia Regional High-Level Policy Dialogue themed “Leading Effective Integration of GenAI in Higher Education” was successfully held in Jakarta, Indonesia. The dialogue pursued multiple objectives, including establishing a regional policy dialogue and exchange mechanism among higher education stakeholders in Southeast Asia. It also aims to address the complexities of integrating GenAI into higher education, offering tailored references and exemplary cases for policymakers, administrators, and teaching personnel in the Southeast Asian context.

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WANG Libing Chief of Section for Education, UNESCO Regional Office in Bangkok

UNESCO calls on institutions to address ethical risks in education and research

At present, AI's potential to transform the academic research landscape is becoming increasingly apparent. Researchers approach critical tasks from conducting a comprehensive literature review to uncovering hidden research gaps. This intelligent agent utilises natural language processing and machine learning to streamline processes, enhance data analysis, and improve research communication. However, the integration of AI in academia also presents some unique challenges that we must address issues such as data bias, inconsistent outputs, and there's a need to maintain the integrity of research. Academic research requires a collaborative, multifaceted approach. This is where the critical role of Higher Education Institutions (HEIs) comes into play as the gatekeepers of knowledge creation and dissemination. HEIs have the responsibility to equip researchers with the necessary skills and awareness to leverage AI's potential. Upholding the highest standards of academic rigour and integrity as esteemed members of the academic community, I encourage all of you to embrace this new era of human-AI collaboration by developing a nuanced understanding of AI's capacity, abilities, and limitations, fostering critical thinking and prioritising ethical considerations. We can unlock unprecedented opportunities to advance research and knowledge.

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JIN Li Director of UNESCO-ICHEI, Vice President of Southern University of Science and Technology, China

Enhance teachers' upskilling and reskilling in the AI era

The rapid expansion of AI applications in education, particularly the emergence of GenAI such as ChatGPT, heralds a transformative era in pedagogy, administration, and governance within the education sector. It is essential for educators and policymakers to understand the potential of these technologies and how they can be effectively integrated into the higher education system. We must take action to ensure that these new AI technologies are integrated into education and bring about a balance between efficiency and quality. It is essential for educators and policymakers to carefully consider how to leverage GenAI to improve educational outcomes while maintaining high standards of quality. UNESCO-ICHEI has been at the forefront of promoting quality and equitable education opportunities through our flagship programme, the International Institute of Online Education (IIOE), aimed at equipping higher education professionals with the requisite skills to navigate the demands of upskilling and reskilling in the AI era. The policy dialogue aims to establish a robust policy dialogue and exchange mechanism for multi-stakeholders in Southeast Asia. The focus is on addressing the complexities and opportunities of integrating GenAI into higher education, tailored to the unique contexts of Southeast Asian nations.

Abdul Haris Director General of Higher Education at the Ministry of Education, Culture, Research, and Technology, Indonesia

AI policy development is a priority in Indonesia

Artificial Intelligence (AI) technologies have inspired sweeping changes in higher education, transforming the traditional way of teaching and learning to become more personalised, accessible, and engaging. However, as with any transformative technology, GenAI integration requires careful consideration. We must ensure its good use and strengthen, not disrupt, the fundamental values of higher education, including critical thinking, ethical reasoning and fostering human potential.

In the midst of the increasingly widespread use of GenAI in higher education, certain ‘fences’ need to be put in place to prevent negative practices, such as plagiarism. Therefore, the development of appropriate policies, regulations and guidelines is a priority for the good governance of technology. It is important to understand and adapt to AI technologies to enhance the professional development of educational leaders and teachers and improve teaching, research, and institutional management. Ultimately, we strive to achieve equitable and inclusive education and to unleash the potential of transformative technologies in higher education in Southeast Asian countries.

CHAN T. Basaruddin Professor of Computer Science at University of Indonesia

Indonesian higher education faces multifaceted challenges of AI

Generative AI has diverse and innovative applications to revolutionise learning processes and reshape the educational landscape, making teaching and learning more effective and personalised. Generative AI can tailor instruction to individual student needs, develop virtual tutors to provide real-time support and guidance to students and cultivate their creativity and critical thinking. In the meantime, the integration of AI into Indonesian higher education still faces multiple challenges.

In terms of student learning, it shows that the learning ability of Indonesian students is still somewhat lacking, and they are expected to apply learning methods that suit their abilities. The traditional "teacher-centred" teaching methods are not conducive to cultivating students' independent learning ability. Secondly, teachers' understanding and knowledge of technology are still low. They see technology as a threat, hence the mindset of refusing to use AI. Another challenge comes from the infrastructure side. In order to be a country that is ready to implement AI, Indonesia's technology must be advanced in every region. However, not all Indonesians have technological tools, given the current digital divide across regions. In addition, what needs the most attention is the issue of regulation. Some Indonesian HEIs already have internal regulations, covering ethical issues and other rules that must be followed by students and lecturers. It is instrumental in avoiding potential academic offences of cheating and plagiarism. While these institutional rules are not enough, regulation at the national level is needed.

Image: Universitas Indonesia

Said Mirza Pahlevi Head of Center for Research and Development of ICT Application and Information Public Communication, Ministry of Communication and Informatics (MCI), Indonesia

Indonesian government as a bridge between AI industry and talent development

According to data from the Central Statistics Agency (BPS) in the National Labour Force Survey (Sakernas) in August 2023, unemployment of university graduates rose from 4.8% in 2022 to 5.18% in 2023. There is a significant gap between the supply of IT graduates and the demand for qualified talent from emerging companies. Future jobs will revolve around the realm of big data analytics, cybersecurity, AI and E-commerce. At the same time, industries have difficulty finding AI talent in Indonesia, indicating "a labour paradox".

Under the circumstances, MCI plays an important role in balancing the supply of digital talents and industrial needs. MCI standardises ICT skills through Indonesian National Competency Standards (SKKNI), aligning with evolving industry needs, including AI. Some other actions include updating the National ICT Occupation Map, tailoring training programmes for lecturers and HEI leaders, and collaborating on the research and development of Indonesia's digital society index. In addition, MCI plans to provide women empowerment training on the theme of 'Enhancing Women's Digital Talents: Mastering Generative Artificial Intelligence'; this training aims to shape the understanding and skills of Indonesian women in the field of GenAI.

Andri N.R. Mardiah Director of Higher Education and Science and Technology, Ministry of National Development Planning, Indonesia

Indonesian HEIs Should Improve AI Strategy Formulation

According to the Central Statistics Agency (BPS), the higher education gross participation rate in Indonesia rose from 13.10% in 2005 to 31.45% in 2023. However, this still reveals the limited access to high-quality higher education. Notably, the integration of AI with higher education is also undergoing unprecedented opportunities. Big Data Analytics Technology, Internet of Things, Digital Security, AI, and Digital Platforms are the technologies most likely to drive over 50% of industrial transformation and job creation potential. Various AI-driven applications theoretically have the potential to transform teaching, research, talent management, and institutional management. It also can achieve high-quality, equitable higher education and accelerate the realisation of educational inclusivity. Therefore, the curriculum and learning objectives in educational units must be modified in response to these developments to reflect the skills—including the usage of GenAI—that employers are looking for.

To address the impact of technological change, businesses and governments must move promptly and enhance human resource development strategies. Indonesian HEIs should improve AI strategy formulation in three aspects: making standards for ethics and policy development, enhancing AI talent development, and conducting research and innovation in the AI industry. The development of ethical norms and regulations is conducive to preventing academic integrity abuses.

Data Source: Central Statistics Agency (BPS) of Indonesia

Po Kimtho Director General of the Institute of Technology of Cambodia (ITC)

Key challenges of higher education transformation in Cambodia

AI has proven to be a valuable tool in generating content and assisting with teaching tasks. However, when it comes to communicating in languages other than English, such as Cambodian, AI's capabilities are still in their nascent stages, highlighting a current limitation of AI technology. In order to realise Cambodia’s Vision 2030 2050, the Institute of Technology of Cambodia (ITC) has developed corresponding strategies to produce 17,000 talented and skilled graduates aligned with evolving needs of the job markets, as well as to develop 170 applied research to foster innovation, start-up and tech transfer.

In order to promote educational transformation and innovation in the age of AI, the core needs and strategies of Cambodian institutions are reflected in digital infrastructure (network and human resources), new programs on data sciences, AI, cybersecurity, the establishment of Cambodia Cyber University Network, faculty training and professional development programmes, R D on robotics, automation, machine learning, blockchain, IoT, and partnership with public and private sectors for innovation.

Image: ITC

Melinda dela Pena Bandalaria Chancellor of the University of the Philippines Open University

UPOU developed Guidelines to Avoid Ethical Risks of AI

The University of the Philippines Open University (UPOU) pioneered in online teaching and learning and continues to play a leading role in the study and practice of open learning and distance education in the Philippines. With the development of AI technologies, UPOU is facing new challenges in terms of teaching quality, academic integrity, and ethical risks, and is attempting to redesign its teaching and learning activities and assessment methods to adapt to the impact of AI on education. Therefore, UPOU developed Guidelines on the Use of AI in Teaching and Learning to regulate the ethical use of AI. Teachers should pay attention to improving the effectiveness and quality of teaching when applying AI technology, meeting the diverse learning needs of students, and cultivating students' lifelong learning and critical thinking skills. Students should properly apply AI to search for information, identify data sources, and eliminate plagiarism and other academic misconduct. In addition, UPOU will provide training for teachers and enhance their ability to apply AI technology through Open Education Resources (OERs).

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Conclusion

Considering different development levels of AI technology across regions, stakeholders need to pay attention to the diverse challenges of the region and create an appropriate policymaking environment and effective policy dialogue mechanisms in the local context. This paper analyses the common concerns and practical needs of HEIs in Southeast Asia.

Overall, stakeholders are deeply aware of the new opportunities that AI brings to higher education, emphasising the significant role of technology in teaching, research and institutional management. More importantly, the rapid development of the AI industry offers new possibilities for talent cultivation programmes and curriculum design.

However, policy and strategy development at the institutional level is still at an early stage in many Southeast Asian countries. National-level policy formulation on AI and education is a top priority so as to circumvent the ethical risks of AI and promote responsible application of technology. In addition, the common concerns of Southeast Asian institutions include educational infrastructure and investment, industry-academia collaboration, talent cultivation, and innovation in teaching and research methods, which reflect important directions for future policy and strategy development.

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