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This paper explores the issue of developing and enhancing intra-ASEAN international student mobility given the context of ASEAN integration, regionalization of ASEAN higher education and the various intra‐ASEAN student mobility schemes currently implemented.

It explores higher education policies, available higher education and international student mobility data, as well as the various intra‐ASEAN (and relevant) student mobility schemes to present the current status of intra‐ASEAN student mobility, challenges and opportunities to further enhance student mobility within the ASEAN region.

Aside from showing that intra‐ASEAN student mobility is significantly low compared to outbound student mobility from ASEAN countries, the paper also highlights the relationship between a country’s income status with choice of intra‐ASEAN or extraASEAN student mobility. Finally, it recommends developing a comprehensive intra‐ASEAN mobility scheme taking the merits of the various intra‐ASEAN mobility schemes currently implemented and guided by developments in the European ERASMUS mobility programs.

This is probably the first (in fact, it is an exploratory) paper that address the issue of intra‐ASEAN international student mobility, which aims to explore relevant issues to address the development of a comprehensive ASEAN mobility scheme.

Regionalisation in education has gained increased interest and importance because of the increasing collaborations among neighbouring nations. Definitions of the term vary, and more so the regionalisation practices and initiatives of higher educational institutions. In the Philippines, the emphasis on regionalisation has become even more pronounced with the Association of Southeast Asian Nations (ASEAN) Integration Vision. This vision of the ASEAN is geared towards enhancing regional collaboration and the creation of an ASEAN identity and puts education at the forefront, considering it as a strategic objective to achieve the region’s development agenda of economic, social and cultural growth. It becomes of paramount importance then to examine how regionalisation in education is understood by university constituents, its manifestations in terms of institutional activities and especially, how the ASEAN Integration shapes these initiatives and constructions of regionalisation. The paper aims to discuss these issues.

Using a multiple case study design that looked at three higher education institutions (HEIs) in the Philippines, this study found that regionalisation is associated and interchanged with internationalisation in terms of purpose, goal and activities, but is differentiated in dimensions of geographical location and orientation.

Institutional initiatives pertaining to regionalisation were largely functional and mostly open and soft collaborations. The ASEAN Integration creates an ASEAN-centric consciousness, and functions as an opportunity for expanding partnerships, institutional niches and programmatic initiatives; and for legitimising regionalisation and internationalisation goals.

These definitions and approaches to regionalisation have significant policy implications as HEIs strive to respond to the challenges of the Integration.

This brief highlights policies and procedures adopted by governments in South East Asia to increase better access to higher education among the lower socio-economic population groups. Increasing skills, knowledge, and competencies will create a competitive workforce for the manufacturing industry that is fast adopting Industrial Revolution 4.0 (IR 4.0) for increased production and viability. The brief also outlines the challenges faced in actualizing these policies. It highlights the impact of Covid-19 in accelerating technology use in higher education, as well as underscoring the increased gaps in access to higher education in the region due to Covid-19. The policy brief concludes with recommendations of best practices adopted in developed countries that are grounded in collaboration and sharing of resources.

The purpose of this paper is to examine key challenges to effective regionalism for Indonesian higher education (HE), including charting its international engagement in regional HE networks and associations, and links to China and the Islamic world.

Based on empirical and documentary analysis, the article examines key challenges to effective regionalism for Indonesian HE.

As a leading stakeholder within ASEAN, Indonesia could be expected to play a major role in such regional networks as ASEAN Universities Network (AUN) as well as APRU, SEAMEO RIHED, and the like. Yet, even relative to some of its regional neighbours, (Singapore, Malaysia, and the somewhat anomalous Australia and New Zealand), the Indonesian HE system is peripheral, with a relatively minor presence in the international knowledge system.

The world's most populous Muslim‐majority nation, and a rising regional power, including within ASEAN, nonetheless Indonesia confronts key challenges in its HE system, both national and international. The rising demand for HE cannot be filled by public sector HEIs alone, while the proliferation of private sector HEIs, some unaccredited, poses significant issues for quality control and governance. Adding to this are external challenges, including the monitoring of international programmes and partnerships. Financing of HE is a further significant constraint, while corruption is also a major influence in Indonesian society, including in HE (thus further raising the governance stakes).

The two examples cited – of Islamic higher education, and of China‐Indonesia relations – each demonstrate the extent, and the limits, of regionalism in Indonesian HE.

The purpose of this paper is to explore the perception, readiness and change involved in the implementation of Education 4.0 within the region of Association of Southeast Asian Nations (ASEAN) among policymakers, enablers (lecturers) and receivers (students), within globalisation, referred here as the Fourth Industrial Revolution (4IR).

This study used a mixed method research design using quantitative data from a Likert scale of 1–5, involving: (1) Not Ready; (2) Ready; (3) No Sure; (4) Quite Ready and (5) Extremely Ready. Open-ended questions formed the qualitative approach taken by the researchers to uncover the richness of the respondents' perceptions of Education 4.0. The test items reliability index of 0.744 drew quantitative data from the perspective of the educational policymakers, enablers and receivers to reveal their collective definition of each construct (knowledge, industry and humanity).

This study has exposed the importance of knowing and capturing the interrelated components of an educational ecosystem that exists in higher education (HE) within the ASEAN region. The personal readiness of respondents towards Education 4.0 is very high; yet concern was raised about the financial and managerial readiness of institutions across the region.

This study highlighted the dynamic nature of the HE ecosystem and the connectivity between the elements of Education 4.0 – knowledge, industry and humanity within the ASEAN region.

Despite the multitude of regional-based collaborations in higher education, regionalism theories have received relatively little attention in the literature on higher education. In view of this gap, this chapter seeks to make a case for the study of regionalism and explores how this field could enrich higher education research. This chapter discusses the context of the rise of the regional landscape vis-à-vis the acceleration of globalisation and internationalisation of higher education. It further probes into theoretical and empirical insights, elucidating in particular core regionalism concepts, theories and approaches within the more recent ‘turns’ in regionalism. Empirical cases from regions across the world are presented to help expound on the conceptual points raised.

The purpose of this paper is to analyze the policy trends for the internationalization of higher education in Korea, and suggest a future direction toward the pursuit of Sustainable Development Goals (SDGs).

This paper presents a case study of Korea focusing on its internationalization in higher education. In order to analyze the government policy trends and institutional strategies for internationalization, the relevant literature and documents were analyzed.

The government policy for the internationalization of higher education in Korea has consisted of three stages: first, controlled outbound mobility; second, a major shift and focus on inbound mobility, recently along with intraregional cooperation for both directions of mobility in Asia and third, the beginning of efforts toward the pursuit of the SDGs, which needs to be expanded and systematized further.

This paper shows presents the comprehensive review of internationalization policies in Korean higher education, including the recent programs and changes at both the governmental and institutional levels. There has been a notable lack of discussion on the SDGs in relation to the internationalization of Korean higher education, which is addressed in this paper.

Digital transformation continues to rapidly progress in higher education globally, spanning all aspects of higher education operations, values and culture. Despite expanding literature, guidance remains focussed on emergency application during pandemic lockdowns and/or on single organisational case studies. Digital transformation frameworks that move beyond these foci are heavily criticised for being commercially contextualised (outside of higher education) and are often too narrowly conceptualised. The purpose of this paper is to review the most common framework currently used in the UK, which takes a strategic and organisational perspective on digital transformation.

This is a technical review article that summarises key guidance for organisational digital capability and then reflects on its application in the UK (a developed economy and higher education system) and in Vietnam (one of the fastest-growing economies with a developing higher education committed to digital transformation) as an initial attempt to explore its applicability beyond the UK context. Vietnam has been chosen as a reference context, given its significant current digital transformation policy reform at the national level and as a collaboration partner with the UK in its digital transformation.

The guidance highlights six core areas to consider for digital capability: information and communication technology (ICT) infrastructure, content and information, research and innovation, communication, learning, teaching and assessment and organisational digital culture. Although the framework is normative, findings suggest it is sufficiently open-ended to enable its users to determine practical steps to drive digital transformation. However, complementary tools are suggested to deal with the rapidly developing digital transformation policy context of Vietnam.

This is the first time a review has been conducted from the perspective of different countries, with a view to supporting leaders, managers and policymakers in the UK, Vietnam and other Association of South Eastern Nations (ASEAN) networks in their own digital transformation transitions.

The purpose of this paper is to analyze the recent evolution of the policy debate over the internationalization of Japanese higher education in times of particularly strong financial constraint, with reference also made to trends in the higher education systems of neighboring Asian countries. The authors describe the de facto formation of a regional Asia‐Pacific higher education arena through open multilateral initiatives, which continues to develop despite the lack of a developed regional policy consensus.

The present paper is based upon over a decade of investigation into the Japanese and other Asian higher education systems. Observations drawn are based on the critical analysis of regional dynamics, including changing sociopolitical, demographic, economic and technology/information‐based factors. The paper objectively interprets information gathered on Japan's investment in human resources, the research performance and international standing of its universities, as well as on and cross‐border phenomena within the Asia‐Pacific region, such as transnational academic mobility, exchange agreements and other multilateral initiatives.

The international dimension of Asia‐Pacific higher education is becoming increasingly pronounced, primarily as a result of regional multilateral initiatives. Mutual exchange and collaboration between higher education institutions and individual academics and students are widespread and developing rapidly. However, at this moment, there is neither a developed policy consensus to guide the process, nor explicit agreement as to what the “regional higher education arena” in East Asia and the Asia Pacific looks like. Increasingly complex regional dynamics now present Japanese higher education with the need to reposition its role as a distinguished global leader to one as an active member in supporting multilateral initiatives within the Asia‐Pacific region.

In providing an objective synopsis of selected policy initiatives in Japanese and Asian higher education, this paper underscores the need to re‐conceptualize higher education dynamics in the Asian region and Japan's role therein. Long‐held views of Japan as “regional leader”, of the significance of the geographic situation of any one nation, of cross‐border initiatives as planned phenomena and of the factors influencing regional collaboration in academia are reassessed. As such, this paper moves beyond traditional “polar” conceptualizations to the new reality of “multilateral” relationships, concluding with an urgent call for consensus on key policy issues.

This study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.

The transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.

Based upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.

This study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.