Diversity, equity, and inclusion (DEI) in English as a subject in basic education (ESBE) in ASEAN: Progress and challenges

Subhan Zein
Sunway University, Malaysia | Universitas Pendidikan Indonesia (UPI)

This study employs a multiple case study design to examine diversity, equity, and inclusion (DEI) in English as a subject in basic education (ESBE) in the Association of Southeast Asian Nations (ASEAN). The study shows that DEI in ESBE in ASEAN has shown some progress, and yet challenges abound. ASEAN nations struggle for balanced basic education curricula, with all ASEAN nations committing to teaching national languages and English while leaving a limited portion of the curriculum to indigenous languages, further placing diversity in jeopardy when it comes to the teaching of indigenous languages and empowerment of indigenous populations. Findings from this study also demonstrate that while some progress has been made when it comes to the inclusion of disabled students, a great majority of ASEAN member states remains apathetic about the rights of individuals who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and asexual/aromantic (LGBTQIA+). In some contexts, the English classroom may serve as an effective site for opening up dialogue that challenges harmful labelling processes against inclusive practices, but how transformative pedagogical approaches may be employed to ensure inclusion for the LGBTQIA+ community in the ASEAN context remains elusive.

Publication history

Date received: 8 May 2025

Date accepted: 17 October 2025

Published online: 19 October 2026

Table of contents

In the context of Association of Southeast Asian Nations (ASEAN), research into the history of English, its developmental stages, and contact with other languages across ASEAN has proliferated (e.g., Azirah & Leitner, 2021). Research studies have also uncovered how the complex and dynamic relationships between beliefs, perceptions, ideals, and aspirations concerning the structure, value, spread, and use of English have formed the ideological basis for language education policies in ASEAN (e.g., Zein, 2024; cf. Kirkpatrick, 2017). In the field of English language education, much research has covered the adoption of English as a medium of instruction (EMI) within universities in ASEAN member states. For example, some studies have taken a broad and comparative approach to examining EMI in the Southeast Asian region (see Barnard & Hasim, 2018), while many others have focused on individual countries such as Thailand and Vietnam (e.g., Galloway & Sahan, 2021).

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