Education functions as a central institutional mechanism in shaping national identity within Southeast Asia, a region characterised by deep ethnic, linguistic, and cultural diversity. Within this context, formal education systems structure identity formation through curriculum, language policy, and pedagogical practices that align learners with state-defined narratives of nationhood. However, identity formation does not occur uniformly, as everyday experiences, classroom interactions, and socio-cultural contexts mediate how these narratives are interpreted and internalised. Alternative and non-formal education settings further contribute to diverse identity trajectories, particularly among marginalised groups such as migrant and stateless populations. The interaction between institutional frameworks and lived experiences produces identity outcomes that are fluid, negotiated, and context dependent. At the same time, processes of globalisation, regional integration, and cultural hybridity introduce additional layers of complexity, reshaping how individuals construct belonging across national and transnational spaces. Existing literature remains largely focused on formal systems and often conceptualises identity as a stable outcome, thereby overlooking experiential and alternative dimensions. This study argues for a more integrative analytical approach that captures the dynamic interplay between structure and experience. Such an approach is essential for advancing theoretical understanding and informing educational policy in increasingly diverse and globalised Southeast Asian societies today.
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