In a recent move to reduce Thailand’s educational inequality, the Ministry of Education has announced that secondary students in select provinces will receive digital devices in the next academic year.
The initiative, part of the "Anywhere Anytime" project, is intended to make learning more accessible and adaptable to modern educational demands. Questions remain, however, about the policy’s efficacy and possible downsides.
The project has been allocated a budget of approximately 22 billion baht and was proposed by the Pheu Thai-led government. It aims to address inequalities by providing tablet devices or notebooks to students who may not have access to these resources otherwise.
The move builds on a similar program from 2012, launched under former Prime Minister Yingluck Shinawatra, when the "One Tablet per Child" (OTPC) project distributed over 850,000 devices at a cost of nearly 2 billion baht.
Despite initial enthusiasm, the OTPC initiative encountered numerous setbacks, including delays in device delivery and allegations of bid rigging, ultimately leading to its termination in 2014 by the National Council for Peace and Order (NCPO).
Nowadays, digital technology is playing an increasingly vital role in education. Natthaphat Trongkasemsuk, a student at Suankularb Wittayalai School in Nonthaburi, said that he needs to bring a mobile phone to school daily, as his teachers use the Google Classroom application to teach lessons and share files, so he needs his phone to follow along. Since most classes are now taught digitally, all of his classmates own devices.
Natthaphat Trongkasemsuk, student at Suankularb Wittayalai School, Nonthaburi.
The education ministry is hopeful that the “Anywhere Anytime” project will better address gaps in education by enabling learning beyond the physical classroom. Surasak Phancharoenworakul, Deputy Minister of Education, highlighted the benefits, pointing to technology’s potential to supplement the education system where there are shortages in qualified teachers and resources, particularly in rural areas.
Surasak Phancharoenworakul, Deputy Minister of Education.
Concerns about screen dependency and the need for in-person interaction have, however, been raised. Assistant Professor Dr. Songpoom Benyakorn, a child and adolescent psychiatrist, expressed reservations about screen-based learning.
He emphasised that, while tablets can offer access to quality teaching on a large scale, learning is not solely about absorbing information from a screen and taking notes.
“Learning methods also include experimentation and interaction with teachers, for which I don’t think technology can provide all the answers”, said Asst. Prof. Dr. Songpoom.
Asst. Prof. Dr. Songpoom Benyakorn, Child & Adolescent Psychiatrist
He also questioned the cost-effectiveness of providing each student with a device and other technology, compared to investing in classroom IT infrastructure, such as new computer systems or interactive learning tools.
While two hours of daily screen time is the internationally recommended guideline for children, adhering to this standard has become challenging in practice. Children today have multiple ways to access screens, making it difficult to enforce these limits.
Dr. Songpoom raises particular concerns about young people's excessive screen use, noting its connection to various issues, ranging from addiction to potential deficits in social skill development.
He added that “Even though technology has developed very rapidly, our brain still functions as that of a primitive human being. Digital devices cannot fulfil the fundamental human need for interaction”.
UNESCO's 2023 Global Education Monitoring Report recommended restriction of smartphones in schools, citing their negative impact on academic performance and overall well-being.
So far, many developed nations, including the United States and the United Kingdom, have already imposed smartphone restrictions in schools.
Chatchawan Trongkasemsuk, father of two.
Parents are increasingly worried about balancing the benefits of technology with the risks.
"If we don't pull children away from their devices, they may become overly attached,” said Chatchawan Trongkasemsuk, a father of two. As a result, many families are investing in alternative activities, like sports, to reduce the kids’ screen time.
Dr. Songpoom recommends that pilot schools balance technology with good old-fashioned face-to-face interaction, by creating offline activities, encouraging students to interact with one another for at least one or two hours a day.
