Southeast Asia’s higher education needs flexible, future-ready overhaul: MIT professor

"The global education landscape is poised for a significant transformation," Sarma told Tuoi Tre News in an interview.

"Institutions should prepare for a shift towards more flexible, learner-centric models that emphasize lifelong learning, durable practical skills, and adaptability."

According to Sarma, who is also a professor at the Massachusetts Institute of Technology (MIT), key trends shaping the future include the integration of artificial intelligence to personalize education, the rise of micro-credentials to validate competencies, and a renewed focus on interdisciplinary learning.

At the heart of this change is a call to "reclaim learner agency."

In the ASEAN region, he said, shifting graduation trends and demographic changes offer a timely moment to rethink higher education.

"Unfortunately, most higher education in ASEAN – and in my country of birth, India – remains quite rigid and traditional," Sarma said.

"But economic disruption, climate change, and technological shifts demand curricula that are globally informed, locally relevant, and dynamically updated."

Sarma emphasized that modular learning pathways, digital platforms, and stronger industry-academia collaborations can produce graduates who are more job-ready.

"Done right, it will make higher education both more effective and more cost-efficient – and therefore, more inclusive," he said.

When asked about the top priorities for urgent education reform, Sarma pointed to three pillars: reclaiming learner agency, embedding lifelong learning, and thoughtfully integrating technology.

He stressed that these reforms must aim to make education experiential and co-creative, rather than passive and compliance-based.

"As an Asian myself, I've noticed that many Asian cultures place a strong emphasis on social harmony," he said.

"This can sometimes mean that open intellectual disagreements are discouraged… but when it comes to managing AI and dealing with the uncertainties of the future, these very qualities – critical thinking and agency – are crucial."

Sarma believes that rapidly developing countries like Vietnam must integrate experiential learning, promote STEM education with a humanistic approach, and align curricula with both global and local demands.

"By fostering environments that encourage inquiry, innovation, and action-orientedness, education systems can prepare learners to navigate and contribute to a rapidly changing world," he said.

One initiative leading the charge at ASB is the Agile Continuous Education (ACE) program, which delivers modular, stackable courses tailored for working professionals.

The program blends online learning through the OpenEdx platform with live, experiential sessions.

Students earn micro-credentials – such as MIT's MicroMasters – and may apply for lateral entry into degree programs, completing them up to 40 percent faster.

"What makes ACE powerful is its philosophy: it emphasizes agency, agility, modularity, stackability, transferability, and application – principles that are vital for navigating a fast-changing world," Sarma said.

As generative AI continues to reshape industries, Sarma stressed that education systems must prepare learners not only to use AI but to understand its limitations and implications.

"Working with AI will demand questioning and decision-making at a level that traditional management structures are not accustomed to," he noted.

Sarma also called for bridging the gap between academic theory and real-world application through action-based learning models.

At ASB, he said, all projects are conducted in partnership with companies, giving students practical experience in applying theory to real-world problems.

"That's how the rubber (theory) meets the road (practice)," he said.

To policymakers and educators navigating this changing landscape, Sarma's advice is clear: embrace flexibility, innovation, and global collaboration while staying grounded in the core values of education.

"AI and technologies are not panaceas," he warned.

"They cannot work without getting the fundamentals right: how we teach, what we teach, and how we transform students."