A regional teacher development programme involving China and Southeast Asian countries has brought artificial intelligence and STEM education into focus as policymakers and educators examine how technology can support teaching in rural and underserved communities.
The China-Southeast Asia Capacity Development Programme for Teachers and Principals was held in Beijing from August 17 to 23, 2026, bringing together more than 100 education policymakers, school leaders, teachers and experts from China and Southeast Asia.
The programme, themed “STEM and AI: Empowering Rural Teachers for Digital Transformation”, focused on building educators’ capabilities as schools increasingly adopt digital tools. Discussions covered teacher capacity development, AI literacy, digital equity and the use of technology in communities where access to educational resources and infrastructure may be limited.
Participants exchanged policy approaches and school-level practices from across the region. A key focus was the need to develop teachers’ skills alongside investments in digital infrastructure, rather than treating technology deployment as a standalone solution.
The programme also connected participants with schools, educational institutions and technology stakeholders in Beijing. Through interactive workshops, school visits and engagements with enterprises, participants examined practical approaches to digital learning and the potential use of AI-powered tools in classrooms.
Shahbaz Khan, Director of the UNESCO Regional Office for East Asia, addressed the opening symposium through a video message. He highlighted the importance of developing human-centred, ethical and inclusive approaches to AI in education, while pointing to regional knowledge-sharing and longer-term cooperation as mechanisms for improving equitable access to quality education.
The initiative comes as education systems globally assess how generative AI and other digital technologies can be incorporated into teaching while addressing questions around access, teacher preparedness and responsible use. In rural settings, these challenges can be compounded by differences in connectivity, infrastructure and access to digital resources.
The programme emphasised that teachers remain central to the use of technology in education. Participants discussed how strengthening educators’ capabilities can help translate digital tools and AI systems into learning opportunities that are more meaningful and inclusive for students.
The initiative was organised by the UNESCO International Research and Training Centre for Rural Education, SEAMEO RECSAM, the UNESCO Chair on Artificial Intelligence in Education at Beijing Normal University and the Education Bureau of Futian District, Shenzhen.
It was co-organised by the UNESCO Regional Office for East Asia, the Organisation for Economic Co-operation and Development and the Asia-Pacific Community for Learning Sciences, bringing together education and policy organisations around the broader goal of supporting digital transformation in rural education.
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