Where schools once presented identical lessons in rigid classroom settings, an emerging wave of generative AI and adaptive learning platforms promises to personalise and democratise access to learning. The result is not simply smarter tools, but a reimagining of what teaching and schooling can be in a region with a digitally native youth and diverse educational needs.
Yet the promise of adaptive learning hinges on far more than the mere presence of devices or curricula. For each country in the ASEAN region, multiple barriers must be managed-from infrastructure gaps to teacher readiness to linguistic diversity. In rural or remote areas, inconsistent internet access and insufficient device affordability continue to restrict full participation.
Here’s why Southeast Asia’s next edtech breakout could come from experiential learning
According to UNESCO’s 2023 GEM report on technology in education, while digital technologies have taken off in Southeast Asia, their distribution and impact remain highly uneven across countries and within them. Compounding this, UNESCO and the EdTech Hub highlight the key role of teacher competency: without adequate training and ongoing support, educators struggle to integrate AI tools meaningfully rather than superficially.
In this context, Southeast Asia is not simply adopting new tools; it is building a new educational paradigm where AI and pedagogy align around individual learners. As countries progress from pilot projects to widespread rollout, the key will lie in bridging the access gap, equipping teachers for the digital classroom, and designing systems that reflect the region’s complexity rather than ignoring it. For startups, edtech firms and educational institutions alike, the next decade offers unprecedented opportunity, but only if technology is matched with an inclusive strategy and local relevance.
To better understand how the industry will evolve in the region, we have Ahteram Uddin, Head of Commercial Asia & MENA, Kahoot!, share his insights and outlook for the region.
How are local educators and institutions in Southeast Asia adopting generative AI and adaptive learning tools so far?
Southeast Asia is one of the most dynamic regions for digital learning, and we’re seeing early but meaningful momentum in AI adoption. Today’s children are digital natives — many are exposed to technology before they can even walk — and classrooms are adapting quickly, with schools introducing electronic devices and integrating e-learning into the formal curriculum.
In Singapore, under the EdTech Masterplan 2030, the Ministry of Education introduced personal learning devices (PLDs) in 2021 as part of the National Digital Literacy Programme. Every secondary school student now has access to digital tools, increasingly supported by AI applications for personalised and self-directed learning.
Malaysia has taken a national approach with the AI Technology Action Plan 2026-2030, which aims to embed AI into education and upskill teachers. Initiatives such as the AI for Good (Educator) Conference are also building capacity among educators, helping them understand how AI can boost classroom engagement and outcomes.
Another example, in Indonesia, under the Minister of Primary and Secondary Education Regulation No 13/2025, AI has been officially included in the national education curriculum as an elective subjects. Similar pilot projects are underway in Vietnam and the Philippines, testing adaptive learning platforms that personalise lessons.
All these diverse approaches across SEA aim to harness AI in ways that make education more inclusive, personalised, and future-ready.
What are the main barriers, technological, pedagogical or regulatory, to deploying AI in classrooms across different ASEAN countries?
With a region with different needs and different resources, countries in ASEAN are at different stages when digitalising their classroom. Accessibility and skills are the main areas where we see ASEAN should invest in the coming years.
While AI can personalise learning and make classrooms more engaging, accessibility remains a key challenge. Classrooms need to depend on stable internet connectivity, and students need to be able to afford digital learning devices. In many parts of ASEAN, especially rural areas, schools face challenges with internet speed, affordability of devices, and uneven infrastructure. This leaves students who would benefit most from AI at risk of being left behind.
The second barrier is teacher digital competency. UNICEF has highlighted that many educators across ASEAN lack sufficient ICT skills, which limits their ability to integrate digital tools into lessons. Without pre-service training, capacity building, and ongoing support, teachers struggle to design technology-enhanced learning experiences. This gap doesn’t just slow AI adoption; it also risks widening the digital divide for students in underserved communities.
As shared in the previous question, governments are taking steps to address these challenges. Singapore’s National Digital Literacy Programme, Malaysia’s AI for Good initiatives, and Indonesia’s education digitalisation programmes are all examples of how national policies are helping to bridge access and skills gaps. Similarly, in Myanmar, the e-Governance Master Plan calls for ensuring children’s rights to education, health, and social care, and The Myanmar Digital Economy Roadmap has outlined government plans to develop digital skills, encourage innovation, and increase internet access. Still, meaningful progress depends on public–private partnerships that can equip teachers with the confidence, tools, and culturally relevant resources they need to make AI adoption inclusive and sustainable across the region.
How do you see language diversity (Malay, Thai, Vietnamese, Tagalog, Bahasa, etc.) affecting the design and adoption of AI edtech tools?
Language diversity plays a crucial role in both the design and adoption of AI-powered edtech tools. Research from UNESCO showed that learning in one’s mother tongue enhances comprehension, retention, and long-term outcomes. In linguistically diverse regions like Southeast Asia, local language support can transform learning from passive exposure to active engagement.
At Kahoot!, accessibility and localisation are central to our approach. We recognise that one solution doesn’t fit all, so we focus on mobile-first experiences, culturally relevant content, and a freemium model that allows adoption in both public schools and community learning environments.
Following our Thai launch in December 2024 and Vietnamese launch in April 2025, Kahoot! now supports six Asian languages, also including Japanese, Korean, Bahasa Indonesia, and Chinese. We see a clear impact of localisation driving adoption as Bahasa Indonesia alone saw over 15 million participants (non-unique) across 1.8 million Kahoot! sessions, facilitated by 115,000 educators. Organic growth in Vietnam and the Philippines also shows how teachers are embracing Kahoot! to boost classroom engagement. These trends highlight how linguistic and cultural relevance is essential for meaningful, equitable learning experiences.
What localisation strategies (beyond translation) are critical to scaling a learning platform across SEA markets?
At Kahoot!, localisation goes far beyond translation. It’s about understanding each market’s culture, education system, and digital behaviours to create an experience that feels intuitive and relevant from day one.
We prioritise mobile-first engagement, given the region’s digital habits, and design content that resonates with local culture and education priorities. That is why we embarked on a partnership with Sanrio, a brand that is well-loved and recognised in APAC, especially in Japan. Additionally, our Back to School partnership with Disney has been adapted into multiple Southeast Asian languages to create an experience that feels familiar and engaging.
We also align with each market’s stage of digitalisation. Some countries are accelerating adoption through government-led initiatives, while others are still developing foundational infrastructure, so our feature rollouts and user support are tailored accordingly.
Finally, accessibility at scale is key. Our freemium model, combined with market-appropriate pricing, ensures that teachers and learners can start using Kahoot! immediately. This allows them to bring their own creativity into the platform while benefiting from tools designed with cultural and contextual relevance in mind.
How important are relationships with governments, ministries of education or school districts when scaling in markets like Thailand, Vietnam or the Philippines?
Building strong relationships with governments and education authorities is critical to scaling in Southeast Asia. While teachers and schools often adopt Kahoot! Organically, long-term impact requires alignment with national strategies and formal integration into education systems, which set the pace for curriculum reforms, digital literacy initiatives, and infrastructure investment. These directly shape how tools like Kahoot! can be deployed in markets such as Thailand, Vietnam, the Philippines and markets that have yet to establish a strong national digital school curriculum.
For example, in the case of Singapore, where the government has laid out strong national initiatives that promote digital learning, schools are more incentivised and likely to partner with enterprises that can upgrade their pedagogy. We are in close discussions with polytechnics on integrating Kahoot! at a larger scale, but such efforts often require alignment with education bodies to ensure they meet local frameworks and standards.
Similarly, in markets like Thailand and Vietnam, government endorsement or collaboration, like “Anywhere Anytime” and Project 131 can accelerate adoption by giving schools the confidence and resources to invest in and experiment with digital learning tools.
Equally important is collaboration at the community level — with universities, NGOs, and local teacher networks — to ensure solutions are culturally relevant and sustainable. Scaling in SEA isn’t about parachuting in global solutions; it’s about working hand-in-hand with governments and communities to reimagine learning in ways that truly meet local needs.
Over the next decade, how will AI, AR/VR, and gamification reshape what “schooling” or “learning” looks like in SEA?
We believe the next decade will see a profound shift in how students learn, driven by these technologies. According to our 2024 Study Habits Snapshot, 70% of students are already using AI for studying or assignments. The challenge now is ensuring these tools are used responsibly, not as shortcuts, but as enablers of deeper learning.
AI will make learning more personalised and efficient by giving teachers real-time insights into student progress and allowing students to instantly turn notes, articles, or even videos into interactive quizzes and flashcards. AR and VR will open up immersive experiences — from exploring a historical site in 3D to simulating complex science experiments — that were once impossible in traditional classrooms. Gamification, which Kahoot! has long championed, will keep learners engaged and motivated, transforming study from a solitary task into a collaborative, interactive experience.
In Southeast Asia, where exam-driven education often puts intense pressure on students, these technologies can play a transformative role by making learning more engaging, accessible, and confidence-building. We hope “schooling” will no longer be defined by physical classrooms alone, but by dynamic ecosystems where technology and pedagogy come together to prepare learners for the workplaces and challenges of tomorrow.