The purpose of this paper is to provide a structural overview about indigenous approaches to learning in South East Asian countries, with a particular reference to education initiatives that have been operating in this region; and especially to investigate information and communication technologies (ICT) systems, in combination with institutional approaches for enhanced knowledge.
Discussed issues have been designed together, through a rights‐based approach that can frame verified access to indigenous cultures under the changing methods concerning ICT, as well as, similarly compare collective challenges for applicable methodologies towards poverty reduction and sustainability.
This research process has followed developmental options already in place from the recent spread of technologies in Asia. A lack of equal distribution patterns due to the presence of multiple actors has been advanced in this study, with the gradual reduction of opportunities in education in rural/remote settings.
Constraining factors about the compatibility of information systems and policy impacts need functional/operational data of information sources for further testing of explicative explorations.
This research focus, oriented to changing implications of IT solutions in Asia, has increased a comparative analytical understanding about the direct transfer of IT methodologies to subjects for learning enhancement.
This study activity has explored grassroots transition in terms of limiting factors for ICTs adaptability and empowerment.
Amato, S. (2013), "Addressing indigenous (ICT) approaches in South‐East Asian learning systems", Multicultural Education & Technology Journal, Vol. 7 No. 1, pp. 46-63. https://doi.org/10.1108/17504971311312618Download as .RIS
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