ABSTRACT
Artificial intelligence (AI) has become integral to higher and adult education, yet its adoption and impacts vary significantly across economic contexts. Drawing data from a large internal survey, this comparative study examines AI integration in Singapore and Brunei across four dimensions: (1) AI adoption in educational institutions, (2) impact on educators' work and practice, (3) educators' training participation and needs and (4) impact on learners' health. Findings reveal that Singapore exhibits more advanced AI adoption, with broader institutional integration in teaching and training, alongside higher AI-induced task complexity, as compared to Brunei. In contrast, Brunei demonstrates a more pronounced transformative educational impact in training delivery and assessment, reflecting its earlier stage of adoption. Both countries demonstrate low participation in advanced AI training but a strong demand for ethics-focused programs. Notably, Singapore reports more negative perceptions of AI use in social well-being, possibly linked to its competitive work environments, while Brunei's collectivist culture appears to mitigate such effects. The study underscores how economic structures shape AI integration: Singapore's tech-centric ecosystem facilitates systematic adoption, whereas Brunei's oil and gas- rich economy correlates with slower uptake. Recommendations propose targeted national AI frameworks for Brunei, enhanced social integration strategies for Singapore, and ASEAN-wide standardisation of AI ethics curricula. These insights contribute to policy development for equitable AI adoption across diverse economies.
