February 15–19, 2024 | Chiang Mai University, Thailand & Online
The 4th Southeast Asian Conference on Education (SEACE2024) held in Chiang Mai, Thailand, focused its discussions around how to achieve a peaceful and harmonious coexistence within a society that is becoming increasingly diverse and polarised. While there are many facets to this global issue, one case where we can observe the recent rise in violence, marginalisation, and exclusion is an arena that may very well become this issue's remedy - Education. Over 220 delegates from 40 countries attended the conference.
From hidden school violence to cultural bias, structural and political exclusion, and vulnerability in the face of natural disasters, all keynote speakers and panel presenters highlighted how these issues can be attributed to educational deficiencies—whether agency-wise, structural, cultural, or political in nature—but at the same time, how education itself can change human behaviour and agency, increase resilience, enhance social cohesion, reduce political polarisation, foster sustainability, and abolish cultural bias.
Dr Joseph Haldane, Chairman and CEO, IAFOR His Excellency Professor Toshiya Hoshino, Osaka University, Japan Professor Barbara Lockee, Virginia Tech., United States Professor Donald E. Hall, Binghamton University, United States Dr James W. McNally, University of Michigan, United States & NACDA Program on Aging Professor Haruko Satoh, Osaka University, Japan Professor Grant Black, Chuo University, Japan Professor Dexter Da Silva, Keisen University, Japan Professor Gary Swanson, University of Northern Colorado, United States Professor Baden Offord, Curtin University, Australia Professor Frank Ravitch, Michigan State University, United States Professor William Baber, Kyoto University, Japan
Lynette Swee Hian Goh, Singapore Management University (SMU), Singapore Dr Joseph Haldane, The International Academic Forum (IAFOR), Japan Dr Farish Noor, Nanyang Technological University (NTU), Singapore Dr Justin Sanders, Minerva Project Professor Haruko Satoh, Osaka University, Japan Professor Melanie Tolentino, Central Luzon State University, Philippines Professor Anusorn Unno, Thammasat University, Thailand Dr Nongyao Nawarat, Chiang Mai University, Thailand Dr Pisith Nasee, Chiang Mai University, Thailand
Dr Reem Abu-shawish, Qatar University, Qatar Dr Samra Afzal, National University of Modern Languages, Islamabad, Pakistan Dr Hassan Ahmed, Ahmed Bin Mohammed Military College, Qatar Dr Arnel Bangis, Bukidnon State University Damulog Campus, Philippines Dr Annette Bradford, Independent Scholar, Singapore Dr Aileen Diansuy, Antipolo Institute of Technology & Mathematics Teachers Association of the Philippines Tertiary Level, Inc, Philippines Dr Alexander Ibni, Zamboanga Peninsula Polytechnic State University, Philippines Dr Sally Kondos, American University in Dubai, United Arab Emirates Dr Cheryl Mendoza, Pangasinan State University, Bayambang, Philippines Dr Annie Wy Ng, The Hong Kong University of Science and Technology, Hong Kong Dr Blenn Nimer, Notre Dame of Kidapawan College, Philippines Dr Phattharamanat Sritrakul, Burapha University, Thailand Dr Arnon Thongsaw, Darunsikkhalai School, KMUTT, Thailand
School violence, a persistent global challenge, is especially critical in Southeast Asian contexts where it often manifests in forms that go unnoticed or unaddressed. This presentation explores the multifaceted nature of this issue, highlighting the blind spots in our understanding and response to school violence. Beyond overt physical aggression, subtler yet equally destructive forms persist: mental violence, including bullying and psychological abuse; sexual violence, often shrouded in silence; and cultural and structural violence, deeply embedded in the fabric of educational institutions. Additionally, symbolic violence, expressed through language and imagery, perpetuates harm in these environments.
These forms of violence, frequently overlooked due to their less visible nature, lead to a culture of silence and acceptance. The presentation explores the reasons behind the persistence of such violence, including social norms, inadequate policy frameworks, and a lack of awareness among educators and students.
A critical component of the discussion is the role of bystanders. Empowering bystanders in Southeast Asian schools to recognize and safely intervene in situations of hidden violence is crucial. By transforming bystanders into active upstanders, we can create a more supportive and vigilant school environment. The presentation advocates for comprehensive educational reforms and awareness programs, aiming to disrupt the cycle of violence and foster a safer, more inclusive educational landscape.
Featured Panel Presentation: Aurel Croissant, Brendan M. Howe, Hannah Jun, Hyukmin Kang
Education is a normative human right, but it also serves a practical function of improving domestic and international governance performance. Those who govern have an obligation to provide conditions of peace and security, to reconcile conflicts of interest, and to generate collective good. The presentations in this panel reflect upon the myriad of ways in which supporting education and capacity-building training programs can not only bring benefit to the recipients, but widens the communities to which they belong. These include building resilience through empowering civil society, promoting democratic governance through civic education, building peace within and between societies, using education and training as tools of development, the public diplomacy role of educational scholarships, and the internationalisation of learning environments.
Change for Resiliency: One Department’s Strategies for Implementing Culturally Relevant Education with a Focus on Asia and the Pacific
Featured Panel Presentation: Chih-Pu Dai, Ariana Eichelberger, Daniel Hoffman, Shamila Janakiraman, Peter Leong, Michael Menchaca
The Department of Learning Design and Technology at the University of Hawai’i at Mānoa (LTEC) realises programs need to evolve and grow to help students meet the challenges of a rapidly changing world. Consistently addressing systemic change for over five decades, LTEC engages in a collaborative, iterative process for program redesign. This process is complex and requires trust, buy-in, collaboration, and empowerment of all stakeholders.
LTEC is a uniquely positioned department within one of the Asia-Pacific region’s premier research-focused universities. For over 50 years, the LTEC department has continually adapted its programs to serve the needs of a multicultural student population with a growing international student body, particularly from Asia and the Pacific. LTEC’s curricular focus is on the theory and practice of technology integration to enhance teaching and learning. Because the field is ever-evolving, so too are its programs and practices. Examples of recent endeavours include the development of culturally relevant computer science education, scaffolding technology-mediated delivery systems, and providing training and expertise to remote regions experiencing expanded access to technology and connectivity.
In this panel, the LTEC department will provide specific strategies on how institutions might consider culturally-relevant approaches to teaching and understanding contemporary technologies and their influences. The panel will consider factors particularly relevant in Southeast Asia including the global economy, a competitive market, changing technology, complex learning systems, and, most significantly, harnessing regional strengths to incorporate local identity.
The LTEC departmental process incorporates design thinking techniques to foster empathy and strengthen community among the department faculty as well as its students, alumni, and other stakeholders. The process has advanced the department’s success in strengthening working relationships, iterating and evolving programs, and building a greater network throughout the state of Hawai’i and Pacific region.
This panel discussion will provide a forum to open an authentic dialogue with individuals and organisations who wish to employ collaborative strategies for improved decision-making and community building, and who may also be grappling with such issues as computer science education, artificial intelligence, complex delivery systems, and other challenges facing Southeast Asia.
The education continuum in Thailand is currently marred by challenges brought forth by its intricate education system, cultural and social diversity, and globalisation. Confronting these challenges and transforming education into an uninterrupted learning experience, what is known as "Seamless Education", is imperative to promoting Thailand's educational landscape as a learning paradigm and a future where transitions within Thai education are imperceptible and learning experiences are interwoven without interruption. This panel titled "Seamless Education in Thailand" will discuss a four-pronged strategic blueprint designed to ensure fluidity and robustness within the educational system: (a) formulating a strategic plan that harnesses the power of science, research, and innovation; (b) designing an operational mechanism for the implementation of this plan; (c) formulating an engagement strategy to foster collaboration among education stakeholders; and (d) drafting a communication plan to share progress and insights. By focusing on these pillars, the panel aims to address current obstacles obstructing the path to making education in Thailand a continuous journey of growth, including the diverse needs of each learner and the rapidly changing global landscape. The ultimate objective is to transform Thai education into an ecosystem that is not only responsive but also regenerative, equipping learners with the necessary skills to thrive and adapt in an interconnected world.
Ewha Womans University Graduate School of International Studies (GSIS), South Korea
Biography
Dr Aurel Croissant is Professor of Political Science at Heidelberg University, Germany, and Visiting Professor with the GSIS Frontier 10-10 project at Ewha Womans University, South Korea. His research interests include civil-military relations, democratisation, authoritarianism, and comparative Asian politics. He is Editor-in-Chief of the journal Democratization and serves on the Academic Advisory Boards of the German Institute for Global Affairs, the Stiftung Wissenschaft und Politik, the Bertelsmann Transformation Index, and the Sustainable Governance Indicators. He held Fellowships with the Korea Foundation, the National Endowment for Democracy, the East West Center (Honolulu), the Taiwan Foundation for Democracy, and the Australian National University, among others. His recent publications include Routes to Reform: Civil-Military Relations and Democracy in the Third Wave (Oxford University Press, 2023), Comparative Politics of Southeast Asia (2nd edition, Springer), Stateness and Democracy in East Asia (Cambridge University Press, 2020; edited with O. Hellmann), and Civil-Military Relations in Southeast Asia (Cambridge University Press, 2018). He also serves as co-editor of the Research Handbook Autocratization (Routledge, 2024) and the Research Handbook on Civil-Military Relations (Edward Elgar, 2024). His new manuscript, Dictator’s Endgames, is currently under contract with Oxford University Press.
Dr Chih-Pu Dai is an Assistant Professor in the Department of Learning Design and Technology at the University of Hawaiʻi at Mānoa. His research interests include Artificial Intelligence (AI) in Education, Extended Reality, Game-Based Learning and Simulation-Based Learning.
Specifically, he designs and studies immersive and experience-oriented advanced learning technologies to enhance teaching and learning in science, technology, engineering, and mathematics (STEM) fields for diverse K-12 and adult learners. He aims to support and enhance learning with design features and solutions, as well as with the applications of AI and machine learning techniques in advanced learning technologies. As such, in a research project, he examines the effects of learning support for preservice teachers when they practise teaching in virtual reality with AI-powered virtual student agents.
Dr Dai uses quantitative, qualitative, mixed-methods, and AI and machine learning approaches to address research questions. His work has been published in academic journals such as Computers & Education, Educational Technology Research & Development, British Journal of Educational Technology, Computers & Education: Artificial Intelligence, and International Journal of Artificial Intelligence in Education. In addition, he speaks at conferences of International Society of the Learning Sciences, American Educational Research Associations, and Association for Educational Communications and Technology.
Ariana Eichelberger is a Specialist and Instructional Designer in the College of Education at University of Hawai'i at Mānoa. Ari manages the Instructional Support Group of the College and coordinates the College’s faculty professional development program. As a faculty member of the Department of Learning Design and Technology, Ari teaches graduate and undergraduate courses in instructional design and technology integration. She is also an instructional designer with the College’s Technology and Distance Programs.
Dan Hoffman is an Associate Professor of Learning Design & Technology (LTEC) at the University of Hawai'i at Mānoa. He is the principal investigator of the Advancing Culturally-Relevant Computing project and the president of the International Division of the Association for Educational Communications and Technology. A former classroom teacher, his research focuses broadly on the complex relationships between education and technology. In addition to his research, Dan enjoys working as an Associate Editor for the IAFOR Journal of Education - Technology in Education issues.
Brendan Howe is Dean and Professor of the Graduate School of International Studies, Ewha Womans University, South Korea, where he has also served two terms as Associate Dean and Department Chair. He is also currently the President of the Asian Political and International Studies Association, and an Honorary Ambassador of Public Diplomacy and advisor for the Korean Ministry of Foreign Affairs. He has held visiting professorships and research fellowships at the East-West Center (where he is currently enjoying a second term as a POSCO Visiting Research Fellow), the Freie Universität Berlin, De La Salle University, the University of Sydney, Korea National Defence University, Georgetown University, Universiti Malaysia Sarawak, and Beijing Foreign Studies University.
Educated at the University of Oxford, the University of Kent at Canterbury, Trinity College Dublin, and Georgetown University, his ongoing research agendas focus on traditional and non-traditional security in East Asia, human security, middle powers, public diplomacy, post-crisis development, comprehensive peacebuilding and conflict transformation. He has authored, co-authored, or edited around 100 related publications including Society and Democracy in South Korea and Indonesia (Palgrave, 2022), The Niche Diplomacy of Asian Middle Powers (Lexington Books, 2021), UN Governance: Peace and Human Security in Cambodia and Timor-Leste (Springer, 2020), Regional Cooperation for Peace and Development (Routledge, 2018), National Security, State Centricity, and Governance in East Asia (Springer, 2017), Peacekeeping and the Asia-Pacific (Brill, 2016), Democratic Governance in East Asia (Springer, 2015), Post-Conflict Development in East Asia (Ashgate, 2014), and The Protection and Promotion of Human Security in East Asia (Palgrave, 2013).
Ewha Womans University Graduate School of International Studies (GSIS), South Korea
Biography
Dr Hyukmin Kang is a Postdoctoral Research Fellow at Ewha Womans University, South Korea. He completed his PhD at the National Centre for Peace and Conflict Studies, University of Otago, New Zealand. His research focuses on the nexus of transitional justice and peacebuilding in the Korean Peninsula and in broader East Asia. His articles appear in Peacebuilding, Peace Review, Peace and Conflict, and the Journal of Korean Religions.
Dr Peter Leong is a Professor with the Department of Learning Design & Technology at University of Hawaiʻi-Mānoa. He is currently serving as the Interim Director for the Technology & Distance Program at the College of Education. Dr Leong has extensive experience in the development and delivery of online courses and distance education. He was honoured as one of Hawaiʻi’s 2007 top high-technology leaders and was recognised with the University of Hawaiʻi Board of Regents’ Medal for Teaching Excellence award in 2012. He was the President of the Pan-Pacific Distance Learning Association and the President of the International Division of the Association for Educational Communications and Technology, as well as an executive board member of the International Council on Educational Media. Dr Leong was previously a co-principal investigator on the RadGrad National Science Foundation (NSF) grant to evaluate new approaches to improving engagement, diversity, and retention in undergraduate computer science. He is currently a co-principal investigator on the Advancing Culturally-Relevant Computing NSF grant.
Shamila Janakiraman is an Assistant Professor in Learning Design & Technology (LTEC) at the University of Hawai'i at Mānoa. She teaches graduate level courses in LTEC and her research interests are in emerging technologies, attitude change instruction, online teaching and learning, and competency-based education. Shamila is keen on exploring the use of emerging technologies such as augmented reality, virtual reality, game-based learning in facilitating attitude change regarding the learning of different subjects, and attitudinal and behavioural learning regarding environmental sustainability and other socio-scientific topics.
Ewha Womans University Graduate School of International Studies (GSIS), South Korea
Biography
Hannah Jun specialises in sustainability and environmental, social, and governance (ESG) issues, with a focus on sustainability education, sustainability reporting, and ESG investing. She received her master’s and doctoral degrees from Ewha Womans University, South Korea and her bachelor’s degree from the University of Michigan – Ann Arbor, United States. She previously taught at Hankuk University of Foreign Studies, Hanyang University, and Sogang University. She also worked as an equity research analyst covering the semiconductor and IT industries at Lehman Brothers and Nomura Securities. Highlighted research includes Growth, emissions, and climate finance nexus for sustainable development: Revisiting the environmental Kuznets curve (Sustainable Development, 2023), One in the same? Unpacking corporate social responsibility (CSR) and ESG in South Korea (Korea Observer, 2023), Teaching sustainability: Complexity and compromises (Journal of Applied Research in Higher Education, 2020), An exploration of student learning for sustainability through the WikiRate student engagement project (The International Journal of Management Education, 2019).
Adisorn Juntrasook, PhD, currently serves as the Dean of the Faculty of Learning Sciences and Education at Thammasat University, where he is dedicated to fostering innovative learning, social justice, and inclusivity. In his prior role as Vice President for Student Affairs at the same university, he played a key role in implementing policies to protect students' rights and actively promoted social justice in education.
As a researcher, Juntrasook's work encompasses a wide range of fields, including transformative learning, inclusive education, leadership in higher education, and LGBTQI rights and well-being. His research is characterised by a commitment to challenging the conventional beliefs that often shape educational systems and policies. Through his work, he strives to raise awareness and catalyse transformative change towards more inclusive practices, thus creating a more just and equitable learning environment.
One of his ongoing initiatives involves a project focused on bystander involvement in preventing school violence and creating safer educational spaces. This project, along with his publications, underscores Juntrasook's commitment to bridging theoretical knowledge with practical implementation, advancing education, and advocating for social change within Thai society.
Michael Menchaca is Chair of the Department of Learning Design and Technology at the University of Hawai'i at Manoa. He specialises in distance education, and has designed, implemented, and coordinated online and hybrid programs for over 20 years. He served as editor for the IAFOR Journal of Education: Technologies and Education Special Edition. He was an IT specialist for many years in the public and private sector. He currently teaches and conducts research in the areas of online learning, technology integration, and social justice with technology.
Dr Nongyao Nawarat, currently retired, formerly served as the Director of the Centre for Multiculturalism and Education Policy within the Faculty of Education at Chiang Mai University. She pioneered multicultural education in the faculty, establishing courses at both the undergraduate and graduate levels. Her research primarily focused on the advocacy efforts of migrant community-based organisations for the educational rights of migrant and stateless children, as well as Thailand’s policy on these issues. A staunch advocate for gender equality, Dr Nawarat contributed to Thailand’s National Commission on Gender Equality Law. She holds a master’s degree in women’s studies from the University of York, United Kingdom, and a doctoral degree from the University of Leeds, where she examined the resilience of rural women during and after the 1997 Asian Financial Crisis.
Dr Sahawarat Polahan currently serves as the Associate Dean and as an Assistant Professor within the Faculty of Learning Sciences and Education at Thammasat University, Thailand. Born in Bangkok, he holds a bachelor’s degree in economics from Chulalongkorn University, and furthered his education with Master of Science and Master of Arts degrees from the University of Bristol and the University of Warwick, respectively. Dr Polahan possesses a rich background in economics, including years of service at the Bank of Thailand. He subsequently pursued doctoral studies and earned a PhD from the University of Auckland. Dr Polahan has since embarked on an academic career, with his current research focusing on future skills and student agency.
Dr Poungsomlee graduated with a degree in economics from Thammasat University, Thailand, and obtained a PhD in Human Ecology from The Australian National University. Since 1992, he has been teaching within the Faculty of Environment and Resource Studies and the Contemplative Education Center at Mahidol University, Thailand. He is currently an Associate Professor and former Dean of the newly established Faculty of Learning Sciences and Education at Thammasat University. He is also actively conducting a research and movement project titled “Leadership for the Future”, aimed at fostering collective leadership through various learning platforms and communication channels to drive change.
Dr Sittichai Wichaidit is an Associate Professor at the Faculty of Learning Sciences and Education at Thammasat University, Thailand. His primary focus is on creating meaningful learning experiences in science education through various approaches, including STEM, game-based learning, authentic learning, and inquiry-based learning. He is also engaged in a project aimed at enhancing student learning quality by promoting co-agency among teachers, administrators, parents, and the community. His research is civically-minded, seen especially in his current collaboration effort alongside teachers across the country on the "Thai Teacher Agency" project, which seeks to empower teachers and enable them to become agents of change within the Thai education system.
Invisible Threats in Education: Addressing Hidden School ViolenceKeynote Presentation: Adisorn Juntrasook, Thammasat University, Thailand
Peace Education and Governance Capacity-BuildingFeatured Panel Presentation: Aurel Croissant, Brendan M. Howe, Hannah Jun, Hyukmin Kang
Change for Resiliency: One Department’s Strategies for Implementing Culturally Relevant Education with a Focus on Asia and the PacificFeatured Panel Presentation: Chih-Pu Dai, Ariana Eichelberger, Daniel Hoffman, Shamila Janakiraman, Peter Leong, Michael Menchaca
Seamless Education in ThailandFeatured Panel Presentation: Nongyao Nawarat, Sahawarat Polahan, Anuchat Poungsomlee, Sittichai Wichaidit
Aurel CroissantEwha Womans University Graduate School of International Studies (GSIS), South Korea
Chih-Pu DaiUniversity of Hawaiʻi at Mānoa
Ariana EichelbergerUniversity of Hawaiʻi at Mānoa
Daniel HoffmanUniversity of Hawaiʻi at Mānoa, United States
Brendan HoweEwha Womans University, South Korea
Hyukmin KangEwha Womans University Graduate School of International Studies (GSIS), South Korea
Peter LeongUniversity of Hawaiʻi at Mānoa
Shamila JanakiramanUniversity of Hawaiʻi at Mānoa, United States
Hannah JunEwha Womans University Graduate School of International Studies (GSIS), South Korea
Adisorn JuntrasookThammasat University, Thailand
Michael MenchacaUniversity of Hawaiʻi at Mānoa
Nongyao NawaratChiang Mai University, Thailand
Sahawarat PolahanThammasat University, Thailand
Anuchat PoungsomleeThammasat University, Thailand
Sittichai WichaiditThammasat University, Thailand
