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Information and Communication Technology (ICT) constitutes a key dimension in the process of the wider development of a country. The estimation of the ICT evolution involves use of an appropriate metric for assessing the information society in a country on the sub-indices of access, use and skills (Kyriakidou, Michalakelis & Sphicopoulos, 2013). Their study of the influential components on the ICT maturity level revealed considerable discrepancies in their influence in developed and developing countries. The use factor was found to be considerably more important in developed countries than in developing countries. Notwithstanding the fact that, during previous years ICT witnessed an escalating dissemination. The distinctions in the level of use, access and skills of ICT can be identified both within and between countries. The policy and decision makers have stated that these dissimilarities cause an ICT gap and thus strategies aiming at the expansion of ICT have been applied in many countries. Hence, assessing and analyzing the digital split among countries is of overriding consequence for researchers as well as managers.
As the adaptation of ICT facilities in education increases, its further integration into teaching, learning, and research has had a significant impact in paving the way for technology-based education among university academicians, students and staff. Hong and Songan (2011) contend that in Southeast Asia, ICT is being utilized more to deal with the challenges that are faced by higher education systems. However, there is very little research on effective utilization of ICT in tertiary education programs in Southeast Asia. Thus, it is immensely significant for related and advanced staff of higher education institutions to learn from success stories, experiences and lessons from the application of ICT in countries within the region.