The main shortcomings of science and technology education in ASEAN countries include a lack of proper resources, such as modern textbooks and lab supplies, and an examination-oriented culture that emphasizes memorization over understanding. These deficiencies hinder students' ability to practically apply scientific principles and stifle the development of critical thinking skills. As a result, student learning outcomes are negatively affected, with students being less well-prepared to engage in meaningful scientific and technological practices .

One of the main challenges faced by ASEAN countries is the lack of proper resources, such as modern textbooks, lab supplies, and educational resources, due to financial difficulties experienced by many schools. This lack of resources hampers students' ability to understand and practically apply scientific principles . Additionally, the examination-oriented culture prevalent in ASEAN countries contributes to the poor quality of educational procedures, as it emphasizes memorization over understanding, limiting students' overall learning outcomes .

The integration of science and technology in the curriculum of ASEAN countries highlights the region's focus on preparing students for future jobs by emphasizing scientific principles in engineering design and other fields. By integrating technology-related topics across disciplines and incorporating project-based activities and real-world applications, the curriculum aims to make learning more meaningful and applicable. This approach underscores the educational priority of developing students' scientific knowledge and application skills to address real-world challenges .

A science-based approach in the technological curricula of ASEAN nations plays a pivotal role in preparing students for future careers by emphasizing the application of scientific principles in engineering design and other technological fields. This approach ensures that students gain a comprehensive understanding of science, which is crucial for innovation and technology development. By integrating scientific concepts with technological education, students are better equipped to address real-world challenges and innovate in their respective fields, thereby better preparing them for future job markets that demand strong scientific and technological proficiency .

The varying impacts of science and technology education in Eastern versus Southeast Asia can be attributed to several factors, including the differences in baseline learning outcomes and the quantity of research conducted in these regions. Eastern Asia has made significant contributions to science and technology research, resulting in better student learning outcomes, while Southeast Asian students exhibit greater ambition and higher-order thinking, albeit with a lower overall baseline for learning outcomes due to poor educational practices. The focus on critical thinking and application in Eastern Asia also plays a role in differentiating the impact of education between the two regions .

The curriculum development process in ASEAN countries addresses the needs of rapidly changing technological landscapes by emphasizing the integration of technology-related topics and lessons across various disciplines. This approach aims to provide students with relevant knowledge and skills, such as computer science, coding, digital design, and information technology, essential for adapting to current and future technological advancements. Additionally, project-based activities and real-world applications are included to ensure that students' learning experiences remain meaningful and applicable, thus preparing them for the demands of a technology-driven world .

The examination-oriented culture in ASEAN countries negatively impacts the quality of science and technology education by placing undue pressure on students and teachers to focus on memorization and regurgitation of facts rather than understanding and application. This emphasis on high-stakes exams limits students' overall learning outcomes as it does not promote a love of learning or develop interest in science and technology. Such a culture discourages the development of critical thinking and problem-solving skills that are essential for science and technology disciplines .

The influence of Western science and technology education on ASEAN students is seen in the improvement of learning outcomes when Western methodologies are adapted and implemented in the Asian educational context. While ASEAN students show strong desires and higher-order thinking capabilities, the Western focus on critical thinking, problem-solving, and practical application complements these strengths and supports advancements in student learning outcomes. However, the adaptation must consider regional cultural and educational differences to ensure efficacy and relevance .

Effective implementation of science and technology education in ASEAN is influenced by the integration of interdisciplinary approaches and real-world applications within curricula. Emphasizing project-based learning and understanding scientific and technological principles through hands-on experiences allows students to apply theoretical knowledge practically. These elements enhance student learning by promoting critical thinking, problem-solving skills, and a deeper understanding of the material, which are crucial for scientific and technological innovation .

Students with a lower baseline of higher-order thinking skills may benefit more from science and technology education in Southeast Asia due to the significant advancements made in teaching and research methodologies in the region. These advancements focus on developing higher-order thinking skills, which can effectively elevate the learning outcomes for students starting with a lower baseline. The region's curriculum places an emphasis on higher-order thinking and practical application, allowing these students to bridge the gap and improve their cognitive abilities more significantly than those who already possess such skills .