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Various applications of artificial intelligence (AI) are currently being developed to enhance and transform the educational experience. However, things like culture, society, and ethics may have an impact on how artificial intelligence is implemented in classrooms all around the world. This study aims to analyze the existing use of AI in education in two Southeast Asian nations, namely Indonesia and Thailand, and to compare those two environments in terms of their potential. Specifically, the research will focus on Indonesia. We gathered papers, publications, and websites from both countries in order to perform an in-depth analysis as part of a comprehensive literature study that we carried out. The ethical and social repercussions of using AI in education, the best practices and suggestions for using AI in education, the possibilities and problems presented by using AI in education, and the preparedness and obstructions presented by using AI in education. Our study demonstrates that there are parallels and variances between the perceptions and experiences of educators and students from the two nations about the use of AI in educational settings, and it also makes recommendations for future research and practice. [ABSTRACT FROM AUTHOR]

Age gap between spouses has important implications for a range of outcomes—from fertility and longevity, to gender relationships, marital quality, and stability. This paper examines the age gap between spouses in 12 countries in South and Southeast Asia. The average age difference (husband's minus wife's age) is positive in all countries and ranges from 2.7 in Myanmar to 8.4 in Bangladesh. Age homogamous marriages accounted for 5% of all marriages in Bangladesh to close to half of all marriages in Thailand. The proportion of age hypogamous marriages was uniformly low in all the countries except for Myanmar where it reaches close to 10%. Men's marriage age has a stronger effect in determining the age gap. In general, the age gap for women with lower education was larger than for those with higher education. However, much of this effect was explained by the difference in marriage timing across educational groups. [ABSTRACT FROM AUTHOR]

To reduce ergonomic risks for their workforce, many industries in Thailand seek assistance from professional ergonomists. However, most academic programs are delivered by instructors with limited human factor and ergonomics (HFE) background, who incorporate either physical or cognitive parts of HFE. To reliably assess and design systems according to HFE principles and standards, programs should be provided by creditable HFE professionals and based on holistic HFE knowledge. The objective of the present study was to initiate a transformation of the professional development in Thailand. The process included a consolidation of the details of HFE education through questionnaires, and identification of requirements from industries through a focus group interview. The results showed a prevalent lack of holistic considerations of HFE knowledge and a primary focus on physical ergonomics. Problems with lack of resources and basic knowledge in design were also reflected by concerns from the industry regarding limited experience, design competency and use of objective methodologies of HFE practitioners. This information was subsequently used to constitute the development of preliminary competencies and a pilot certification system. The proposed competencies and system were then disseminated and additional requirements that need to be incorporated into the professional HFE system were identified. [ABSTRACT FROM AUTHOR]