In recent years, Science, Technology, Engineering, and Math (STEM) education has become important in many countries around the world. In this study a bibliometric analysis was applied to evaluate the scientific results of STEM education in the Association of Southeast Asian Nations (ASEAN) region, indexed in the Scopus database for the period 2000-2019. A total of 175 publications were taken from the Scopus database for analysis. Our main findings show that the trend of research in this field has shown a dramatic increase in scientific production in the last three years, when the published amount accounted for 67.43% of the collection. Authors with the most publications came from the top 10 universities and research institutes (accounting for 38.44%). Scholars in the ASEAN region tend to submit their works to Q3 and Q4 journals in the SCImago database. Diverse research with basic and cross-cutting topics focus on STEM education for undergraduate students, engineering education, and education computing.

Lifelong learning (LLL) is an evolving field that is expected to contribute to attaining Sustainable Development Goals in education in the 21st century. In line with this expectation, research on LLL in Southeast Asia has been promoted in recent years. The main objective of this study was to investigate the development of scientific publications on LLL in Southeast Asia. We assessed 491 articles and books published between 1972 and 2019, located in the Scopus database, using bibliometric analysis. The results illustrated the current status of LLL research in Southeast Asia and described the research topics investigated during those 47 years. Publications on LLL in Southeast Asia have grown steadily in the 21^st century, especially since 2015. Besides the contributions from Anglo-American scholars, indigenous researchers have also played an essential role in developing LLL in Southeast Asia. In recent years, e-learning, education for sustainable development, and the learning society are the dominant topics that have reshaped LLL research in Southeast Asia.

Background: Digital transformation refers to applying digital technology in various fields of society. In the last 5 years, digital transformation has spread to most areas of social life, including education. However, research on digital transformation in education is still fragmented. Objectives: The aim of the study was to present a comprehensive review of studies on digital transformation in education using bibliometric analysis. Methods: We searched the Scopus database from inception to 1 January 2023 using the search terms ‘digital transformation’ AND ‘education’ within abstracts, keywords, or titles of journal articles or conference papers written in English. The retrieved articles were analysed using VOSviewer and Biblioshiny tools. Results: A total of 1329 relevant studies were retrieved. Although the first paper in this field was published in 1999, the number of publications has increased rapidly only in the past 4 years. The most influential countries in this field are the developed countries (Russian Federation, Germany, and the United States), but scholars from the developing countries (Indonesia and Thailand) are among the most productive. Papers on digital transformation are frequently published in journals with lower rankings within the Scopus database. Using VOSviewer for keyword co-occurrence analysis, we classified the research topics related to digital transformation in educa-tion into four main groups: digital transformation in higher education under the impact of the coronavirus disease pandemic 2019 pandemic, applying the technolo-gies of the Fourth Industrial Revolution to education, digitization and digital compe-tence in education in the context of digital transformation, and learning forms using technology (for example, e-learning, m-learning, and blended learning) in higher-education institutions. Conclusions: Four research trends related to digital transformation in education were identified. These trends may also change as digital transformation continues to develop.

Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while the conventional model was applied to instruct 42 students in the control class. Data collection methods included observation, pre-test, post-test, and a student opinion survey. The experimental results confirm the test results, and the experimental class's learning outcomes were significantly higher than that of the control class's students. Besides, student participation in learning activities and attitudes toward learning were significantly higher in the RME model class than in the control class. Students will construct their mathematical knowledge based on real-life situations. The organization of teaching according to RME is not only a new method of teaching but innovation in thinking about teaching mathematics.

Mobile learning (m-learning) is a crucial educational technology for teacher education due to its significant benefits and the development of mobile technology. This study’s objective is to conduct a systematic review and present a recent synthesis of the m-learning literature from 2018 to 2023 in teacher education relating to subject publication year, geographic distribution, matter domains, mobile devices and technologies used, research methodologies used to examine the implementation of m-learning, results for pre-service teachers, as well as benefits and challenges of m-learning adoption. The study used the systematic review methodology and PRISMA guidelines. A list of 27 studies was included from several relevant studies in four, Google Scholar, Mendeley, ScienceDirect, and Scopus, databases using inclusion and exclusion criteria to evaluate the full text after screening the titles and abstracts. The results of this study show that m-learning has garnered interest in numerous nations worldwide, applied in different subject matter domains with the use of various mobile devices and technologies. More significantly, the findings show that using mobile learning to learn positively impacts how pre-service teachers develop their knowledge, skills, and attitudes. Additionally, adopting this learning style recently in teacher education has certain advantages and challenges, requiring lecturers, pre-service teachers, and institutions to have the necessary equipment for knowledge, skills and facilities to achieve efficiency. Consequently, the results of this study can be used as a guide for research on m-learning in the future and contribute to the body of knowledge about this pedagogical strategy for teacher training.