GEIST Research

Abstract

The education sector has been facing rapid transformation in the post-pandemic age, and the countries of South and Southeast Asia are no exception. We conducted a mixed-methods study among students, teachers, parents, school administrators and policy makers in Bangladesh, India, Nepal, Thailand and Vietnam, focusing on secondary and higher secondary education.

The study reflects many ongoing transitions, including greater use of digital tools, AI, technology-enhanced teaching and learning modules, and hybrid learning as current practice. These come with challenges such as a lack of teacher training, inequalities in school infrastructure, inappropriate policy intervention, and student and teacher motivation. Some outcomes and challenges are country-specific, while others are shared. The transitions are also reflected in increased anxiety, isolation, disrupted reading habits, gaps in foundational knowledge of mathematics and science, and changed behavioural patterns among students.

Of the 205 respondents, more than 82% welcome the transition in education, but 65% report that it is happening rapidly. 78% of teachers said intensive training was required to adjust to the new interventions; developed countries have shown good progress here, while developing countries are somewhat behind. The study draws on a survey, interviews, online reflection sessions and focus group discussions.

Abstract

Climate change is now a reality affecting the lifestyle of people around the globe. Each country has its own challenges, approaches, best practices and policies for addressing environmental issues. A collaborative, interdisciplinary approach can act as a catalyst in promoting environmental humanitarianism among its stakeholders, helping to ensure a sustainable future.

SEED (Sustainable Educational Ecosystem Development) is an initiative that integrates knowledge development and community activism towards Environmental Humanities. Its activities include webinars; sharing country-specific ecological scenarios (current status, policies, approaches, community involvement, indigenous practices, challenges and opportunities); panel discussions on ongoing challenges; field-level solutions and recommendations; and social activism that connects environmental commitment with global sustainability. It involves students, teachers, parents, researchers and environmental activists from Bangladesh, India, Nepal, Vietnam, Thailand and Myanmar.

The 12-month initiative includes 8 months of active work. Each country involves 30 teachers, 70 students, 10 administrators, 5 researchers and 5 environmental activists, for 720 participants in total. A baseline survey of the 110 participants per country showed very limited understanding of, and involvement in, environmental humanitarianism at the start. By the end of the 8 months, there was significant achievement across all key performance indicators of environmental sustainability.

About 85% reported a strong commitment to a green lifestyle; about 67% demonstrated 2–3 field-level activities reflecting environmental humanities; and 72% of institutions committed to green-school practice in the coming school year. 62% faced some obstacles in implementing and disseminating their plans, while 83% strongly agreed that the transboundary, interdisciplinary approach helped them learn about issues, responses and best practices in other countries. 76% reported that culture, socio-economic conditions and geography play a role in environmental challenges and actions. About 90% confirmed that SEED can be a cost-effective, replicable model for other countries in ensuring global sustainability.

Abstract

This study was based on four key objectives: (1) to evaluate baseline knowledge and perceptions of sustainability, just transition and educational equity among education stakeholders in five Asian countries; (2) to investigate how respondents understand the connection between a just and sustainable transition, education policy reform and the integration of artificial intelligence (AI); (3) to investigate the role of green practices, climate literacy and youth stewardship in shaping sustainable futures within educational institutions; and (4) to identify the factors that influence institutional preparedness for equitable, inclusive transitions in education systems.

Using a mixed-methods approach, webinars, structured questionnaires, focus groups and in-person interviews were used to gather data from 390 participants, including 240 students, 100 teachers and 50 school administrators. This triangulated method ensured depth of understanding across many educational and cultural contexts.

The baseline results show a complex picture of awareness and aspiration. Although 76% of respondents were familiar with the idea of sustainability, most were unsure how to put it into practice, including where to start and what workable options exist in their institutional settings. Even so, 83% showed a strong personal and professional commitment to starting a sustainable journey, indicating high motivational readiness even where capacity is still lacking. 68% identified just-transition concerns specifically in AI integration and education policy reform, highlighting the opportunities and problems that technological and governance changes create for frontline educators and learners. Most remarkably, 74% agreed that empowered youth stewardship is essential to restoring ecological and social balance, and that the new wave of technological, environmental and institutional transitions holds real potential for a more sustainable world.

Together, these results point to the need for structured, contextually relevant educational interventions that turn widespread awareness of sustainability into action. Targeted capacity-building, inclusive policy frameworks and innovative pedagogy that prioritises equality and justice are needed to close the knowledge gap. The study adds to growing evidence that educational institutions in the Global South are active, albeit underfunded, agents of just transition rather than passive beneficiaries of sustainability goals. The presentation addresses implications for curriculum reform, teacher professional development, cross-cultural competence, partnership and international policy discourse.