In its continuous evolution and improvement, education in Indonesia has expanded its focus beyond access and quantity toward advancing quality and excellence. In line with this system-oriented thinking, numerous indicators have been developed, all essentially grounded in the perspective that, as Rebekah Nivala states in this edition of Education Brief, in education “positive outputs are generated from highly complex processes.”

Collectively, this month’s contributors present their perspectives on the following question: What do we know actually leads to the core purpose of education and schooling—student learning?

Contributing to the broader education discourse on what constitutes these “highly complex processes,” the authors in this edition explore the role of education research, the provision of computer facilities and technology in education, and the philosophy of education reflected in approaches to educating—not merely teaching—children.

Rebekah Nivala discusses the role of education research as well as education knowledge portals or information banks, particularly in strengthening teaching and learning processes and in improving education systems through sound policymaking. Nisa Felicia highlights the role of access to technology in and for education—an element that, globally through the OECD and the PISA assessment, is considered a strong indicator of a national education system’s success in preparing students for lifelong learning and participation in 21st-century society. Finally, Sri Wahyaningsih invites the public to reflect on the philosophy and assumptions underlying standardized education paradigms, especially amid the need for Indonesian children not only to build intellectual capacity, but also to experience learning that strengthens their identity and nurtures their sensitivity to their surrounding environment.

Together, these three authors contribute to advancing both national and local discussions on “what works”—what we know can foster success in improving the quality of students and the nation’s future generations—amid the complexity of educational challenges that span multiple domains, including psychology, sociology, anthropology, politics, and economics.

We hope readers will gain new insights and continue their commitment to advancing education in Indonesia.