I Gusti Ngurah Darmawan is an Associate Professor in the School of Education at Adelaide University, Australia. He has more than 35 years of experience in teaching across a wide range of disciplines in three different universities, the Pendidikan Nasional University in Bali, Indonesia, Flinders University and the University of Adelaide, Australia. He has published over 120 publications throughout his career, including 39 peer-reviewed journal articles, 55 book chapters, 6 books, and 21 conference papers.Nina Maadad is an Associate Professor in the School of Education at Adelaide University, Australia, where she has been teaching for nearly 19 years. Before joining it, she spent 10 years in primary and secondary education. She is the author of several books, including The Education of Arabic Refugee Children and Young Adults: Education Employment and Social Inclusion (Routledge, 2022) and Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted (Routledge, 2020).Francisco Ben is an Associate Professor in the Faculty of Education at Tabor College of Higher Education, Australia. He brings nearly 30 years of international experience as an educator across the disciplines of engineering, physics, and education. He has published peer-reviewed research papers and book chapters in several disciplines including physics education, educational measurement, and large-scale assessments such as PISA, educational leadership, teaching pedagogies, and student well-being. He currently serves as Head of Postgraduate Programmes and Research in the Faculty of Education at Tabor Institute of Higher Education in South Australia. He is also a Global Research Fellow for the Association of Christian Schools International in the United States.

• Chapter 1. Mapping Educational Performance through PISA’s LensChapter 2. PISA in Southeast AsiaChapter 3. Educational Policies and Reforms in Southeast AsiaChapter 4. Southeast Asian Students’ Performance in Mathematics, Science, and ReadingChapter 5. Socioeconomic and Cultural Factors’ Influence on Student PerformanceChapter 6. Gender Equity Issues and Student PerformanceChapter 7. Wellbeing and Student PerformanceChapter 8. Student Attitudes and Performance in Mathematics, Reading, and ScienceChapter 9. Relationships between Gender, ESCS, and Wellbeing with Student Performance in Southeast Asian Countries: A Comparative Analysis of PISA 2022 ResultsChapter 10. Recent Challenges of Education in Southeast AsiaChapter 11. Empowering Global Trends in Education: Adapting to a Changing World

I Gusti Ngurah Darmawan is an Associate Professor in the School of Education at Adelaide University, Australia. He has more than 35 years of experience in teaching across a wide range of disciplines in three different universities, the Pendidikan Nasional University in Bali, Indonesia, Flinders University and the University of Adelaide, Australia. He has published over 120 publications throughout his career, including 39 peer-reviewed journal articles, 55 book chapters, 6 books, and 21 conference papers.Nina Maadad is an Associate Professor in the School of Education at Adelaide University, Australia, where she has been teaching for nearly 19 years. Before joining it, she spent 10 years in primary and secondary education. She is the author of several books, including The Education of Arabic Refugee Children and Young Adults: Education Employment and Social Inclusion (Routledge, 2022) and Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted (Routledge, 2020).Francisco Ben is an Associate Professor in the Faculty of Education at Tabor College of Higher Education, Australia. He brings nearly 30 years of international experience as an educator across the disciplines of engineering, physics, and education. He has published peer-reviewed research papers and book chapters in several disciplines including physics education, educational measurement, and large-scale assessments such as PISA, educational leadership, teaching pedagogies, and student well-being. He currently serves as Head of Postgraduate Programmes and Research in the Faculty of Education at Tabor Institute of Higher Education in South Australia. He is also a Global Research Fellow for the Association of Christian Schools International in the United States.

• Chapter 1. Mapping Educational Performance through PISA’s LensChapter 2. PISA in Southeast AsiaChapter 3. Educational Policies and Reforms in Southeast AsiaChapter 4. Southeast Asian Students’ Performance in Mathematics, Science, and ReadingChapter 5. Socioeconomic and Cultural Factors’ Influence on Student PerformanceChapter 6. Gender Equity Issues and Student PerformanceChapter 7. Wellbeing and Student PerformanceChapter 8. Student Attitudes and Performance in Mathematics, Reading, and ScienceChapter 9. Relationships between Gender, ESCS, and Wellbeing with Student Performance in Southeast Asian Countries: A Comparative Analysis of PISA 2022 ResultsChapter 10. Recent Challenges of Education in Southeast AsiaChapter 11. Empowering Global Trends in Education: Adapting to a Changing World