The first quarter of 2026 has already set an ambitious tone for the year ahead. Members of the Bett Asia Advisory Board have been shaping policy, speaking on global stages, strengthening research partnerships, and testing new models of teaching and learning in their own institutions.

The Advisory Board was also pleased to welcome four new members:

Cynthia Mala Paul Dorairaj, Lecturer at Asia Pacific University of Technology and Innovation (APU)
Jamie Toner, Director of Technology and Innovation Singapore American School
Nina Adlan Disney, Managing Director at LeapEd Services
Shoaib Raza, Director of Digital Learning and Entrepreneurship at Nexus International School (Singapore)

AI in education: From hype to human-centred implementation

If there is one unifying thread running through Q1, it is this: the conversation around AI in education has matured.

Last year, much of the dialogue centred on whether AI would replace teachers. That question now feels almost outdated. In its place is something far more complex and far more urgent: how education systems must redesign themselves in response to AI’s permanence.

Board members have been presenting at regional and international conferences on themes ranging from AI-informed lesson design to cognitive science in the classroom. A recurring message has emerged: the real risk is not AI itself, but the outsourcing of student thinking. If generative tools can produce polished outputs in seconds, then educators must shift their attention from outcomes to process. How do we make learning visible? How do we ensure students are thinking, judging and struggling productively, rather than simply prompting?

This has led to renewed focus on human-centred education. Judgement, social intelligence, creativity, and the ability to “read the room” are increasingly seen not as soft skills, but as critical competencies in an AI-enabled world. As several advisory members noted this quarter, technology must amplify human capability, not quietly replace it.

National Policy and system reform

Alongside classroom innovation, Q1 has also been marked by significant policy development. Rancangan Pendidikan Malaysia (Malaysian Education Plan) 2026-2035 (RPM 2635) was formally launched this quarter, setting out ambitions to raise standards, close equity gaps, and align education more closely with economic transformation. The blueprint reflects themes that resonate across the region: inclusion, collaboration, system reform, and workforce readiness.

Yet, as many acknowledged, there is always a gap between aspiration and implementation. How reform translates into classroom practice remains one of the defining challenges of this decade. One that will undoubtedly shape conversations later this year.

Skills, entrepreneurship and workforce alignment

Workforce alignment has been another prominent focus. Several board members have been advocating publicly for stronger emphasis on the application layer of AI (eg, software development, problem-solving and entrepreneurial creation) rather than solely infrastructure investment. In parallel, training initiatives in workplace AI, business intelligence and digital skills have expanded, reflecting growing demand for practical, employable capabilities.

Entrepreneurial education models are also gaining attention, particularly those that normalise failure as part of growth. In contrast to traditional academic structures where failure can be stigmatised, startup culture reframes it as experimentation and iteration. This is a mindset that many believe education systems must increasingly adopt.

Research, impact and evidence

At the same time, a more cautious and reflective strand of thinking is emerging. Research partnerships around digital wellbeing are deepening, and questions of impact are becoming louder. How do we measure whether AI-enhanced learning is actually improving cognition? Are tools being adopted faster than evidence can keep up? Across institutions, there is a shared recognition that innovation must be matched with rigour.

Inclusion and access

Equity and access remain central throughout all of this. Community-based initiatives in financial literacy, low-cost AI training and empowerment programmes for underserved groups are continuing to expand. The belief that technology should widen opportunity, not deepen divides, has been reinforced repeatedly in discussions amongst the board so far.

Community, networks and collaboration

There is also a growing appetite for stronger regional collaboration. Board members are building new connections with international EdTech providers, publishing thought leadership in national media and engaging across Southeast Asia’s expanding education technology networks. A clear ambition is emerging for Bett Asia to serve not simply as an event, but as a convening point for these intersecting communities.

Several strategic questions are now crystallising as we move deeper into 2026:

What does it truly mean to redesign education in the age of AI?
How do we protect human judgement while embracing technological acceleration?
How do we ensure inclusion remains at the centre of innovation?
How do we balance speed with evidence?

If Q1 has demonstrated anything, it is that the region is not standing still. From policy reform to classroom experimentation, from research labs to vocational colleges, meaningful work is underway.

As planning continues for Bett Asia 2026, these insights will help shape a programme grounded not just in trends, but in lived experience. The debate has evolved, the urgency has increased, and the opportunities remain enormous.

Recommended resources

You can also read articles and listen to podcasts featuring members of the Bett Asia Advisory Board here:

Howie Chang

Damir Odobasic

Shoaib Raza