Social network analysis of digital learning in Southeast Asia: trends and insights from X

Purpose This study investigates how digital learning is discussed, structured and disseminated through social media in Southeast Asia. It aims to uncover the influential actors, thematic patterns and platform dynamics shaping discourse on K-12 digital education, with emphasis on visibility, engagement and cross-sector collaboration. Design/methodology/approach The study employs social network analysis (SNA) using NodeXL to examine a dataset of 745 X (formerly Twitter) users from the Philippines, Malaysia, Indonesia and Thailand. Centrality metrics, modularity scores, hashtag usage and shared URL data were analyzed to map actor influence, cluster formation and discourse patterns within the digital learning ecosystem. Findings The study revealed that digital learning discourse on Platform X in Southeast Asia is shaped by a fragmented network of actors, including global organizations, ministries, tech companies and community groups. Central users such as Huawei Tech4All, UNESCO and MDEC played bridging roles across modularity clusters. However, cross-sector interactions remained limited. Hashtag and URL analysis showed themes of equity, infrastructure and sustainability, with media and institutional links anchoring discourse. Local actors like Phil-IT Org and GM Learning Club contributed grassroots visibility. These patterns highlight a need for stronger regional coordination to align digital learning narratives with school-level transformation goals. Research limitations/implications This research is limited to data collected from Platform X and does not account for discussions on other platforms or private groups. While central actors are identified, the content of interactions and their sentiment were not analyzed, limiting insights into tone and intention. Practical implications The findings underscore that governments, nongovernment organizations, technology firms and grassroots groups can be more effective in advancing digital learning when their efforts are coordinated rather than fragmented. Strengthening partnerships among these actors can bridge existing gaps, reduce duplication and create synergies that maximize resources for K-12 digital education. These insights provide a basis for designing collaborative strategies that align policy, technology and community engagement toward more equitable learning outcomes. Social implications The study reveals that digital learning discourse remains fragmented across institutional, corporate and community-based actors. Strengthening alignment and visibility among these groups can reduce duplication of efforts, amplify marginalized voices and promote digital equity, particularly within K-12 education systems. Originality/value This study is among the first to apply social network analysis to digital learning discourse in Southeast Asia. It offers a data-driven lens on how digital learning narratives circulate, who drives them and how communication networks can be leveraged for broader educational transformation.