| 1 | FEU Institute of Technology | Philippines | MILES Virtual Tour is a playable virtual tour application developed to democratize access to educational facilities for prospective students and visitors from less privileged backgrounds. It is not just a tool—it's a revolution in educational access. This pioneering 3D virtual platform tears down the economic barriers that have long separated underprivileged students from the opportunity to walk through university gates. As a vivid replication of our physical campuses, it opens a world of possibilities where every student, regardless of their background, can navigate, explore, and dream within the university’s halls. By embodying avatars, users from disadvantaged communities can virtually step into spaces that once seemed unreachable, making the distant dream of higher education a tangible reality. | Manuel, Garcia |
| 2 | School of Hotel and Tourism Management, The Hong Kong Polytechnic University | Hong Kong SAR China | Since its launch in 2018, the MOOCs (Massive Open Online Courses) have enrolled over 115,000 participants from 236 countries and regions, including North Korea and Afghanistan. The International Hospitality Management program offers four courses covering various aspects of hospitality technology, such as digital marketing, social media management, sustainable luxury management, and human resources technology. The lecture videos, reading materials, and course activities are entirely free, providing accessibility and flexibility for individuals with limited resources to participate in this educational opportunity. This helps bridge the gap, ensuring equal access to technology education for all, regardless of their socio-economic status. | Catherine, Cheung |
| 3 | Colegio de San Juan de Letran Manaoag | Philippines | | Romulo, Magat |
| 4 | Colegio de San Juan de Letran Manaoag | Philippines | | Romulo, Magat |
| 5 | Colegio de San Juan de Letran Manaoag | Philippines | | Romulo, Magat |
| 6 | University of Manchester | United Kingdom | 200 health promotion and awareness activities by the charity, AskMyDoc. This was delivered in over 20 different languages. | Enam, Haque |
| 7 | University of the Philippines Open University | Philippines | The study developed a Filipinized Learning Management System (FLMS) that aimed to address specific challenges of online learning of nursing students and educators specifically the unstable internet connection in the Philippines. The researchers implemented the FLMS in two state universities in the country and investigated their initial thoughts and experiences with the system through a mixed methods approach. The sample was composed of 64 participants, comprising both students and educators. Preliminary findings indicate that the Filipinized Learning Management System (FLMS) demonstrated the potential to address connectivity issues, featuring a user-friendly interface and offline capabilities. It facilitated engagement and community building through collaborative tools and discussion boards. However, users also faced notable technical challenges, leading to recommendations for system enhancements. The results of the study prove that developing a learning management system entails a process of assessing and understanding its intended users to maximize its potential effectively. The pilot implementation of the FLMS uncovered vital insights into its ability to mitigate connectivity obstacles and enhance online education in the Philippines. It is challenging yet possible. The study hopes to contribute to the discourse of creating technological advancements in the field of education.
| Rita, Ramos |
| 8 | Central Philippine University | Philippines | Digitalino, also known as the ASEAN Digital Literacy Program, is a regional initiative by the ASEAN Foundation and Google.org. The program aims to combat misinformation and disinformation by providing digital literacy training to youth, teachers, parents, community leaders, and government officials, in partnership with local implementing organizations. | Ana Mae, Cantel |
| 9 | The Hong Kong Polytechnic University | Hong Kong SAR China | HEROCARE (Holistic Empowerment in Radiation Oncology Care) is an innovative educational-service initiative that uses the Hybrid Immersive Virtual Environment to support all eligible paediatric cancer patients in Hong Kong, their carers, and undergraduate students in allied health and medicine. The project offers radiotherapy education workshops where students use AI tools to create personalised, engaging experiences for children and carers, reducing anxiety and improving readiness for treatment. It also provides students with practical experience, fostering compassion and essential clinical skills. With over HKD 4 million in funding, HEROCARE aims to establish this model as a standard service across Hong Kong. | Shara, Wee Yee Lee |
| 10 | The Hong Kong Polytechnic University | Hong Kong SAR China | Technology Beyond Borders is a service-learning project aimed at enhancing the well-being of underprivileged elderly, including Sino-Vietnamese War veterans, through advanced technologies like VR and AI. Students create interactive virtual experiences, such as AI-powered exercise routines and 360-degree virtual city walks, to engage seniors physically and emotionally. The project also uses drones and 3D reconstruction to preserve historical memories, fostering intergenerational connections. By integrating cutting-edge STEM education with community service, we promote empathy, ethical decision-making, and social responsibility while improving the quality of life for disadvantaged communities. | Peter, Ng |
| 11 | De La Salle University | Philippines | The Lasallian Social Enterprise for Economic Development (LSEED) Center is the first in the region to do a full cycle of programs from formation to acceleration through social entrepreneurship. It highlights the institutional commitment of Lasallian Mission to be of service to society especially the poor and the marginalized. At present, the Center expands its efforts both at the national and regional levels by capacitating academic institutions in integrating social entrepreneurship as part of curriculum, social engagement, and research. The LSEED Center currently implements a total of 12 programs with 35 initiatives local/international particularly in areas of curricular and co-curricular, formation and social enterprise development, research, advocacy, internationalization, internship, volunteerism, as well as incubation and acceleration. | Norby, Salonga |
| 12 | Christ University | India | Empowering Marginalised Communities through Financial Literacy and Inclusion" aimed to raise awareness among Ragigudda Community members in Urban Slum Bangalore about government schemes for insurance and subsidized loans. The project began with surveying to identify primary challenges and relevant schemes, resulting in the selection of the Pradhan Mantri Shram Yogi Maandhan (PMSYM), Pradhan Mantri Jeevan Jyoti Bima Yojana (PMJJBY), and Ayushman Bharat - Pradhan Mantri Jan Aarogya Yojana (AB-PMJAY). Students then facilitated banking access through a partnership with Bangalore Cooperative Bank, addressing the lack of financial services. The final phase involved educating the community about the schemes and assisting with enrolment, ensuring members understood eligibility and application processes, thereby promoting financial inclusion and access to essential services. | Sharon , Valarmathi |
| 13 | University of Santo Tomas / Computer Science Teachers Association Philippines | Philippines | The MATATAG Express: Techtalk Tour for Educational Innovation
This project focuses on teaching 350 K-12 Teachers at General Emilio Aguinaldo National High School, a public school in the Philippines.
The project aims to educate and the teachers on how to use the MS 365 Tools, MS One Drive and MS Teams. This initiative in collaboration with CSTA Philippines aim to uplift the Computer Science Education especially in the Matatag Curriculum in the Philippines. | Edwin, de Guzman |
| 14 | Christ University | India | | Jacqueline, Kareem |
| 15 | Christ University | India | | Jacqueline, Kareem |
| 16 | Christ University | India | The service learning project is designed to provide underprivileged students with essential knowledge and life skills through carefully crafted educational modules. The initiative empowers young learners with critical information about personal safety, health, well-being, civic responsibility, and career readiness. By addressing students across different grade levels, the project ensures that age-appropriate and impactful learning is delivered to help students grow into informed, responsible, and capable individuals. This project was structured to enable the pre-service teachers to understand the significance of service-learning experiences and work towards creating a positive, sustainable change in the community. Learning outcomes achieved during the project were: To conduct a needs analysis to identify a significant problem that prevails in a community set-up and to apply knowledge and skills to plan and implement relevant activities concerning the needs of the identified community partner. The recipients were the underprivileged students of St. Michael’s school, Shantinagar, Bengaluru, India. 150 less fortunate and disadvantaged students from grades 1 to 12 were engaged and benefited throughout this project. | Jacqueline, Kareem |
| 17 | De La Salle University | Philippines | The E-learning Outreach Program for Public Basic Education was established to provide underprivileged Filipino elementary students in Makati City and Cabuyao City with access to digital literacy through innovative learning tools. By setting up an E-learning Outreach Station, the project created an educational hub equipped with laptops and peripherals, access to knowledge resources, and a site for life-skills training of teachers and learners. This initiative, which targeted poor communities, enhanced educational opportunities by leveraging ICT. The project fostered partnerships between the public and private sectors, empowering students with skills for lifelong learning and providing opportunities to teachers for capacity-building in facilitating e-learning and the use of educational technologies while supporting the Department of Education’s Education for All program. | Rhoderick, Nuncio |
| 18 | Cavite State University - Carmona | Philippines | Project Kompyuter, an extension project of Cavite State University – Carmona Campus, aimed to enhance computer proficiency among Barangay Maduya, Carmona, Cavite's underprivileged residents. Recognizing the critical role of technology in sectors like healthcare and finance, the project focused on boosting employment prospects by equipping participants with essential technical computer skills. The objectives included providing training on computer operations, office productivity tools, photo editing, and graphic design. It also aimed to develop trainees' basic competencies, transfer research outputs from faculty and students, and ensure continuous monitoring and evaluation to measure the project's success. | Janine, Bacosmo |
| 19 | The University of Hong Kong | Hong Kong SAR China | Our project enhances medical education through gamification, focusing on empathy and healthcare inequalities. A student-led initiative in Hong Kong creates an interactive board game to immerse participants in the challenges faced by marginalized groups. The program includes workshops, community conversations, personal reflection, and feedback-driven adjustments. By increasing awareness of societal issues, the project equips future healthcare professionals with compassion and skills for patient-centered care and advocacy. The health inequality game engages players in real-life scenarios to promote empathy and understanding of underprivileged populations, using gamification to raise awareness and foster engagement. | Po Ling Pauline, Luk |
| 20 | Christ University | India | Centre for Social Action (CSA) is a student volunteering body that operates in Christ(Deemed to be university),Bangalore which focuses on extending a helping hand to the weaker section of the society and helping them attain their basic rights. Under CSA , there are 6 cohorts, namely, Education and Skill Development, Media and Advocacy, Heath and Hygiene, Environment and Sustainability, Child Sponsorship Programme and Social Entrepreneurship.
There are various outreach programs under CSA which reach out to the less fortunate and disadvantaged. They are as follows:
Nuttan Nari- A skill development program for the less privileged women. Through this program, educational classes are conducted regularly to impart knowledge on various topics like digital literacy, financial literacy, health, financial management and banking . As part of 3 Self Help Groups are formed and completely managed by these women.
NEST Children’s Village- An activity centre is set up in an orphanage that accommodates 100 orphan children. Regular education fairs and interactive sessions are organised to provide the children learning opportunities. STEM models are used here to make learning fun. Apart from the STEM model , learning through game application was developed to make the learning more interesting and interactive. This helps the students to achieve 100% result in the Board exams.
Career Quest, is a program for the childrens of various government schools where they were made known to various opportunities available in the technology field. As part of this program children were introduced to Artificial Intelligence, Robotics , Cyber Security .
Krishna Chaitanya, a school for specially abled children is one of the important outreach programs where we use music therapy to interact with the children. As part of this program an indigenous AI driven platform is developed to teach and have interaction with these children using sign language. The same model is also used by SRC Institute of Speech and Hearing. It was a challenging task as sign languages are not standardised in India. This work also led to the research publication. “ Design and Development of Teaching and Learning Tool Using Sign Language Translator to Enhance the Learning Skills for Students With Hearing and Verbal Impairment “ available in the link : https://www.scopus.com/record/display.uri?eid=2-s2.0-85192564054&origin=resultslist
Agrohub- Two mobile applications developed by us using the latest technologies. One to provide a direct selling platform between the farmers and consumers and the other to identify the diseases that are affecting the tomato plants and suggest solutions to it. We have also developed an IoT based remote patient monitoring system that can connect the patients from rural areas to the doctor for emergency help.
Despite being a volunteering body, CSA has made a profound impact on the lives of numerous individuals and communities. Through its various outreach programs, CSA has provided education, support, and opportunities to those in need, fostering a more equitable and just society.
| Dr. Jyothi , Thomas |
| 21 | Souphanouvong University | Laos | Project Title: "Enhancing ICH safeguarding and transmission using ICT in Luang Prabang: Professional Development for Secondary School Teachers"
This project aims to design training for educators as facilitators of ICH transmission and safeguarding in Luang Prabang province Lao PDR. to build the capacity of teachers in using ICT-enhanced ICH teaching, under the supported by the UNU-IAS, we partner with the Department of Education and Sport of Luang Prabang to deliver the ICH and ICT training modules for teachers. The training module is addressed to formal (secondary teachers) who mainly teach youth aged 15-24 and adults. Our goal is to introduce appropriate ICT technology for teaching ICH safeguarding. Capacity building modules will focus on how to integrate ICH into subject teaching and how to enhance student learning on sustainable development with pedagogically appropriate and inclusive technologies, including the database. Training will also contribute to the improvement of teacher ICT skills in a practical way. | Saiphone, KHOTSAIGNO |
| 22 | Souphanouvong University | Laos | Title: "Enhancing ICH safeguarding and transmission using ICT in Luang Prabang: Professional Development for Secondary School Teachers"
This training aims to design training for educators as facilitators of ICH transmission and safeguarding in Luang Prabang province Lao PDR. to build the capacity of teachers in using ICT-enhanced ICH teaching, under the supported by the UNU-IAS, we partner with the Department of Education and Sport of Luang Prabang to deliver the ICH and ICT training modules for teachers. The training module is addressed to formal (secondary teachers) who mainly teach youth aged 15-24 and adults. Our goal is to introduce appropriate ICT technology for teaching ICH safeguarding. Capacity building modules will focus on how to integrate ICH into subject teaching and how to enhance student learning on sustainable development with pedagogically appropriate and inclusive technologies, including the database. Training will also contribute to the improvement of teacher ICT skills in a practical way. | Saiphone, KHOTSAIGNO |
| 23 | University of Saint Louis Tuguegarao | Philippines | | ALVIC, TORRES |
| 24 | University of Saint Louis Tuguegarao | Philippines | Project TEACHER (Tutorial for Engagement, Advancement & Collaboration towards Holistic Educational Reformation) is a service-learning initiative by the University of Saint Louis (USL) designed to enhance early childhood education. It partners with daycare centers in Tuguegarao City, providing personalized tutoring for young learners. The project integrates advanced educational technology, including interactive digitalized learning materials, dynamic presentations, and interactive music and visual modules to create an engaging environment. These tools promote active participation, fostering cognitive, emotional, and social development. USL students gain hands-on teaching experience, while children benefit from a modern, holistic approach to education. | ALVIC, TORRES |
| 25 | Hong Kong Baptist University | Hong Kong SAR China | Project Overview
This project focuses on transferring marketing knowledge and skills to underprivileged local communities through a collaboration between Caritas Hong Kong and undergraduate BBA students from Hong Kong Baptist University (HKBU). The initiative aims to empower these communities by enhancing their marketing capabilities and facilitating sustainable income generation.
Objectives and Community Impact
Phrase I (July to August 2024): The Caritas Neighbourhood Kitchen specifically targets disadvantaged individuals and families—referred to as "kaifongs"—who often face unemployment and live in divided units or transitional housing. Many of these individuals receive government assistance, such as Comprehensive Social Security Assistance (CSSA). The primary goal of this project is to support Caritas Hong Kong in empowering these communities by providing them with the tools and knowledge necessary to establish a reliable source of income through entrepreneurial activities.
Phrase II (September to November 2024): further extend to two additional Caritas community services: the Computer Workshop and Greenbaby.
Computer Workshop: This project seeks to assist Caritas in providing marginalized groups with essential business development and marketing skills, enabling them to regain confidence and reintegrate into society. By addressing issues of accessibility and social inclusion, we aim to empower these individuals to overcome the barriers they face.
Greenbaby: This service-learning project aims to equip these 20 single female parents with essential marketing management skills to help expand Greenbaby's service coverage, generate additional revenue, and achieve sustainable business operations.
Marketing Campaign Development
A sophisticated marketing plan and campaign will be designed to promote and sell products from the Kaifongs in local markets. By leveraging effective marketing strategies, the project aims to increase visibility and demand for these products, ultimately enhancing the economic stability of the kaifongs involved.
Student Involvement and Learning Experience
To enrich the learning experience, HKBU students will actively participate in the project by applying their marketing campaign ideas and strategies. Under the mentorship of a course instructor, students will engage in a hands-on service-learning process, allowing them to experience the challenges and rewards of real-world marketing. This practical approach not only benefits the students by enhancing their skills but also directly contributes to the betterment of the community.
Conclusion
Through this project, we aim to create a meaningful impact by equipping underprivileged communities with essential marketing skills and knowledge, ultimately leading to sustainable income opportunities. The collaboration between Caritas Hong Kong and HKBU students serves as a powerful model of community engagement and empowerment, fostering a spirit of collaboration and social responsibility.
| Barry, Hung |
| 26 | King Mongkut's University of Technology Thonburi | Thailand | A study was conducted in a Ratchaburi province where students struggled to complete their education. Challenges included language barriers, economic hardship, and limited access to quality education. To address this, a project titled “Student Development Through Community Resources: A Case Study of Stingless Bee” was created, focusing on 4th-6th graders. This approach integrated science, language, and practical skills, empowering students and fostering a connection to their community. Students not only gained knowledge but also developed a sense of responsibility and environmental stewardship. The project aimed to improve academic performance and empower students to become active members of their community. | PANUTDA, YODSANG |
| 27 | Ateneo de Manila University - Institute of Philippine Culture (in collaboration with the Department of Health Center for Health Development CaLaBaRZon) | Philippines | Initiated in July 2020, The 4A Series eLearning Sessions with DOH CaLaBaRZon or the eTURO Webinar Series is a collaboration between the Ateneo de Manila University School of Social Sciences Institute of Philippine Culture and the Department of Health Center for Health Development CaLaBaRZon (Cavite, Laguna, Batangas, Rizal, Quezon). Its objective is to support the Republic Act No. 11223 or the Philippine Universal Health Care Act and the National eHealth Program through health-related training and education initiatives using technology-enabled learning methods. It hopes to strengthen the healthcare delivery systems, increase health literacy, and promote appropriate health-seeking behaviors among its stakeholders. | Dennis, Batangan, MD, MSc (Heid.) |
| 28 | The Education University of Hong Kong | Hong Kong SAR China | | Cher Ping, LIM |
| 29 | The Education University of Hong Kong | Hong Kong SAR China | The project “Centre of Excellence in Higher Education Teaching and Learning Innovations” is a collaborative partnership to enhance the equitable quality of higher education teaching and learning in Cambodia. It aims to achieve this by improving pedagogical approaches, nurturing teachers' abilities to design and deliver effective courses, and providing valuable human and pedagogical resources. The Education University of Hong Kong has collaborated with six Cambodian universities to drive inclusive and quality higher education in Cambodia through the scaling up of professional development for university teachers, supported by the World Bank and the Ministry of Education, Youth and Sport of Cambodia. | Cher Ping, LIM |
| 30 | CHRIST UNIVERSITY | India | "Over the past 5 years, I have had the privilege of positively impacting the lives of over 3,000 people, especially women, in the unorganized sector through my impactful outreach initiatives. My flagship project, the Consultancy Project on Gender Capacity of Women in the Unorganized Sector, was developed in collaboration with the Department of Labour, Government of Karnataka. This project provided alternative home-based skill development for women during the COVID-19 pandemic to help them achieve economic empowerment. Through legal advocacy and menstrual hygiene awareness, the project built women's capacities to assert their rights, improve their working conditions, and attain financial independence.
I have also spearheaded the Safe City Project in partnership with the Bureau of Police Research & Development. This integrated center focuses on preventing the re-victimization of survivors of gender-based violence. By creating safer public spaces, the project aims to ensure that women can move freely without fear of harassment or violence, fostering a more inclusive society.
Committed to social security measures for vulnerable groups, I collaborated with the Indian Council of Social Science Research (ICSSR) to develop tailored programs for marginalized communities in Karnataka, such as drivers and SC/ST populations. These initiatives address the unique challenges faced by these groups and provide them with the necessary resources and support to overcome barriers and achieve social and economic empowerment.
Furthermore, my partnership with the National Commission for Women (NCW) led to the "Rise & Lead" program, which emphasizes women's leadership and property rights. This program inspires and empowers women to take on leadership roles, challenging gender stereotypes and promoting gender equality at all levels of society.
My impactful work has been recognized nationally and internationally, and my dedication to gender equality and social justice continues to inspire countless individuals. I remain excited about the future and the positive change that can be achieved through collective efforts."
I believe I am a strong candidate for the Community Outreach Award due to the significant impact of my projects in empowering women, particularly those in vulnerable and unorganized sectors. My initiatives have addressed critical issues such as economic empowerment, gender-based violence, and social security, making a tangible difference in the lives of thousands of individuals. By recognizing my work, the award would further motivate me to continue my efforts and inspire others to follow in my footsteps, ultimately contributing to a more equitable and inclusive society. | DR. SAPNA, S |
| 31 | CHRIST UNIVERSITY | India | "Over the past 5 years, I have had the privilege of positively impacting the lives of over 3,000 people, especially women, in the unorganized sector through my impactful outreach initiatives. My flagship project, the Consultancy Project on Gender Capacity of Women in the Unorganized Sector, was developed in collaboration with the Department of Labour, Government of Karnataka. This project provided alternative home-based skill development for women during the COVID-19 pandemic to help them achieve economic empowerment. Through legal advocacy and menstrual hygiene awareness, the project built women's capacities to assert their rights, improve their working conditions, and attain financial independence.
I have also spearheaded the Safe City Project in partnership with the Bureau of Police Research & Development. This integrated center focuses on preventing the re-victimization of survivors of gender-based violence. By creating safer public spaces, the project aims to ensure that women can move freely without fear of harassment or violence, fostering a more inclusive society.
Committed to social security measures for vulnerable groups, I collaborated with the Indian Council of Social Science Research (ICSSR) to develop tailored programs for marginalized communities in Karnataka, such as drivers and SC/ST populations. These initiatives address the unique challenges faced by these groups and provide them with the necessary resources and support to overcome barriers and achieve social and economic empowerment.
Furthermore, my partnership with the National Commission for Women (NCW) led to the "Rise & Lead" program, which emphasizes women's leadership and property rights. This program inspires and empowers women to take on leadership roles, challenging gender stereotypes and promoting gender equality at all levels of society.
My impactful work has been recognized nationally and internationally, and my dedication to gender equality and social justice continues to inspire countless individuals. I remain excited about the future and the positive change that can be achieved through collective efforts."
I believe I am a strong candidate for the Community Outreach Award due to the significant impact of my projects in empowering women, particularly those in vulnerable and unorganized sectors. My initiatives have addressed critical issues such as economic empowerment, gender-based violence, and social security, making a tangible difference in the lives of thousands of individuals. By recognizing my work, the award would further motivate me to continue my efforts and inspire others to follow in my footsteps, ultimately contributing to a more equitable and inclusive society. | DR. SAPNA, S |
| 32 | CHRIST UNIVERSITY | India | "Over the past 5 years, I have had the privilege of positively impacting the lives of over 3,000 people, especially women, in the unorganized sector through my impactful outreach initiatives. My flagship project, the Consultancy Project on Gender Capacity of Women in the Unorganized Sector, was developed in collaboration with the Department of Labour, Government of Karnataka. This project provided alternative home-based skill development for women during the COVID-19 pandemic to help them achieve economic empowerment. Through legal advocacy and menstrual hygiene awareness, the project built women's capacities to assert their rights, improve their working conditions, and attain financial independence.
I have also spearheaded the Safe City Project in partnership with the Bureau of Police Research & Development. This integrated center focuses on preventing the re-victimization of survivors of gender-based violence. By creating safer public spaces, the project aims to ensure that women can move freely without fear of harassment or violence, fostering a more inclusive society.
Committed to social security measures for vulnerable groups, I collaborated with the Indian Council of Social Science Research (ICSSR) to develop tailored programs for marginalized communities in Karnataka, such as drivers and SC/ST populations. These initiatives address the unique challenges faced by these groups and provide them with the necessary resources and support to overcome barriers and achieve social and economic empowerment.
Furthermore, my partnership with the National Commission for Women (NCW) led to the "Rise & Lead" program, which emphasizes women's leadership and property rights. This program inspires and empowers women to take on leadership roles, challenging gender stereotypes and promoting gender equality at all levels of society.
My impactful work has been recognized nationally and internationally, and my dedication to gender equality and social justice continues to inspire countless individuals. I remain excited about the future and the positive change that can be achieved through collective efforts."
I believe I am a strong candidate for the Community Outreach Award due to the significant impact of my projects in empowering women, particularly those in vulnerable and unorganized sectors. My initiatives have addressed critical issues such as economic empowerment, gender-based violence, and social security, making a tangible difference in the lives of thousands of individuals. By recognizing my work, the award would further motivate me to continue my efforts and inspire others to follow in my footsteps, ultimately contributing to a more equitable and inclusive society. | DR. SAPNA, S |
| 33 | CHRIST UNIVERSITY | India | "Over the past 5 years, I have had the privilege of positively impacting the lives of over 3,000 people, especially women, in the unorganized sector through my impactful outreach initiatives. My flagship project, the Consultancy Project on Gender Capacity of Women in the Unorganized Sector, was developed in collaboration with the Department of Labour, Government of Karnataka. This project provided alternative home-based skill development for women during the COVID-19 pandemic to help them achieve economic empowerment. Through legal advocacy and menstrual hygiene awareness, the project built women's capacities to assert their rights, improve their working conditions, and attain financial independence.
I have also spearheaded the Safe City Project in partnership with the Bureau of Police Research & Development. This integrated center focuses on preventing the re-victimization of survivors of gender-based violence. By creating safer public spaces, the project aims to ensure that women can move freely without fear of harassment or violence, fostering a more inclusive society.
Committed to social security measures for vulnerable groups, I collaborated with the Indian Council of Social Science Research (ICSSR) to develop tailored programs for marginalized communities in Karnataka, such as drivers and SC/ST populations. These initiatives address the unique challenges faced by these groups and provide them with the necessary resources and support to overcome barriers and achieve social and economic empowerment.
Furthermore, my partnership with the National Commission for Women (NCW) led to the "Rise & Lead" program, which emphasizes women's leadership and property rights. This program inspires and empowers women to take on leadership roles, challenging gender stereotypes and promoting gender equality at all levels of society.
My impactful work has been recognized nationally and internationally, and my dedication to gender equality and social justice continues to inspire countless individuals. I remain excited about the future and the positive change that can be achieved through collective efforts."
I believe I am a strong candidate for the Community Outreach Award due to the significant impact of my projects in empowering women, particularly those in vulnerable and unorganized sectors. My initiatives have addressed critical issues such as economic empowerment, gender-based violence, and social security, making a tangible difference in the lives of thousands of individuals. By recognizing my work, the award would further motivate me to continue my efforts and inspire others to follow in my footsteps, ultimately contributing to a more equitable and inclusive society. | DR. SAPNA, S |
| 34 | Hong Kong Baptist University | Hong Kong SAR China | Enter-Link is a community-based project providing multilingual services through an AI-facilitated and human-supervised digital platform. It focuses on serving marginalised groups, including rare disease patients and sign language users. Building on successful service-learning projects at Hong Kong Baptist University, Enter-Link evolved from the award-winning E-Link-Link initiative. Funded by UGC and Hong Kong Science and Technology Park, the project engages alumni and students to offer tailored language services to underserved communities. Its success is measured by improved access to language services for these groups. Enter-Link demonstrates potential for expansion, serving as a model for inclusive knowledge transfer and community engagement. | Janice Jun, Pan |
| 35 | AILEM | Hong Kong SAR China | AILEM is the world’s first language learning and integration app that is created by refugees for refugees. The app aims to provide language education for refugees and asylum seekers to help integrate in a foreign country. Currently our app is available on google play store and apple app store, with more than 10000 downloads. AILEM uses language to break down intercultural misunderstandings/gaps amongst refugees and their new host country. | Xinyao, Liu |
| 36 | Department of Agriculture-Agricultural Training Institute-Regional Training Center 7 | Philippines | The project is about online learning, particularly on Urban Gardening.
This course initially went online in 2014 and got the Milestone Award for garnering the most enrolled course before the pandemic, and the number skyrocketed during the COVID-19 mayhem.
The course is designed for everyone with a real passion for caring for plants and who does not consider being in the city to hinder their desire to grow crops as a source of safe foods and additional income.
This is a two-module course:
Module 1 - Importance of Urban Gardening
Module 2 - Steps in Urban Gardening
| Merrian Piquero, Soliva |
| 1 | FEU Institute of Technology | Philippines | In this multi-country collaborative research project, we responded to the global trend of insufficient physical activity, which the World Health Organization links to increased risk of noncommunicable diseases and poor health outcomes. Implemented as a school-based public health intervention, our initiative used a computer-assisted instruction (CAI) tool called VD-CAI. Unlike existing applications that simply list all exercises, VD-CAI utilizes a forward chaining algorithm to recommend the most appropriate workout routines for users with varying personal health goals, physical activity levels, and specific fitness preferences. We adopted an experimental approach to examine its effects as an intervention tool in teaching physical fitness and exercise. | Manuel, Garcia |
| 2 | FEU Institute of Technology | Philippines | The project explores the use of 360-degree videos as an alternative to physical field trips in primary education. With traditional field trips declining due to various constraints such as funding, safety, and logistics, and further impacted by disruptions like public health crises, there's a growing shift towards virtual field trips (VFTs). This initiative leverages 360-degree videos, which are more immersive than regular videos but less technologically demanding and expensive than complete virtual reality setups. This approach aims to maintain the educational benefits of field trips by using accessible technology to simulate real-world experiences for students.
| Manuel, Garcia |
| 3 | CQUniversity | Australia | This project aims to assess the effectiveness of incorporating masterclass sessions into digital media courses to enhance student intrinsic motivation. In today's rapidly evolving digital media landscape, students require not only technical proficiency but also creative and innovative thinking. Intrinsic motivation, fueled by internal factors such as curiosity and interest, is essential for fostering deep engagement with the subject matter. Masterclass sessions, led by industry professionals, provide valuable insights, practical knowledge, and inspiring experiences to ignite students' intrinsic motivation and passion for digital media. | Regina, John Luan |
| 4 | DE LA SALLE UNIVERSITY | Philippines | This report will present the hybrid teaching and learning platform developed for STERQUA or Earthquake Engineering. The hybrid course design reflected in the course syllabus consists of teaching and learning plan and activities that were implemented face-to-face and online synchronously and asynchronously to achieve the student and course learning outcomes. The teaching and learning plan addresses Outcomes-based engineering education and the course delivery adopts the “Community of Inquiry (CoI)” theoretical framework, the best-known and most researched approach in designing learning experiences in an online environment. The CoI framework assumes that learning occurs within the community through the interaction of three core elements: (a) Teaching presence, (b) Social Presence and (c) Cognitive Presence. Moreover, “Experiential Learning” through the use of technology and online resources is also one of the special features of STERQUA. | ANDRES WINSTON , ORETA |
| 5 | The Hong Kong Polytechnic University | Hong Kong SAR China | The project/initiative aims to promote environmental sustainability and embed green values in students by transforming conventional science education. This transformation will be driven by a collaborative STEM teaching approach that includes students, staff, industry professionals, and ESG experts. Leveraging cutting-edge educational technologies like Generative AI and immersive tools, we emphasize interactive flipped and blended learning activities. These activities include case studies, inside/outside laboratory (blended mode of F2F/virtual/remote) experiments and mini-project presentations. By involving industry professionals, ESG experts, NGO and alumni, along with collaborative learning activities that emphasize active, peer, and experiential learning, we aim to cultivate higher-order thinking, critical thinking, problem-solving, and collaboration skills. The integration of GenAI-assisted tutorials and virtual immersive tools is designed to enhance student engagement and provide them with an immersive learning experience. We also tackle AI-related integrity issues by promoting authentic learning and assessing students’ higher-order thinking skills. Additionally, we will continuously analyze learning analytics to refine our teaching pedagogies. | Joe Kim Hung, Lam |
| 6 | Endeavour College of Natural Health | Australia | Naturopathy, Clinical Nutrition and Chinese Medicine courses have high practical components and have traditionally necessitated on-campus presence. We undertook an initiative to transform pre-clinic subjects from on-campus to fully online mode of delivery. This involved:
a) Transforming subject matter from static text documents to interactive learning modules using text, video and animation.
b) Upskilling learning designers to build online courses using a community of inquiry framework of pedagogy.
c) Upskilling academic staff in using a range of technological platforms to create online learning modules.
A whole of institution approach was adopted in creating engaging and effective online learning environments.
| May, Kocatepe |
| 7 | The Hong Kong Polytechnic University | Hong Kong SAR China | v-Care Interprofessional Healthcare Metaverse Game
Interprofessional education is crucial for developing competencies essential for high-quality patient care. Literature and commercial games exhibit limited integration of the metaverse in education. "v-Care" stands out as a distinctive online metaverse game tailored for healthcare students, employing an interprofessional approach. The game aims to enhance students' readiness for interprofessional collaboration by addressing clinical problems, thereby improving competence and autonomy in learning.
Now involving nursing undergraduate students, radiography, and physiotherapy students, "v-Care" facilitates synchronous student participation, avatar-based interactions, and collaborative patient management, "v-Care" is a motivational game, nurturing engagement, autonomy, and proficiency, overcoming time and location barriers. The inclusion of integrated knowledge assessments and gamification elements enriches the learning experience.
In a study comparing v-Care to a traditional online case study, students using v-Care demonstrated enhanced confidence and achieved higher scores on multiple choice test. Particularly noteworthy was their belief that collaborative learning before graduation would significantly improve their teamwork skills.
In conclusion, this novel game promotes peer-led learning and holds the potential to span diverse healthcare disciplines, positioning "v-Care" as a valuable resource for shaping future pedagogies. | Kitty, Chan |
| 8 | De La Salle University | Philippines | Social Innovation and Entrepreneurship (ENTSOCI). This 3-unit service learning course introduces the concept and application of social innovation and social entrepreneurship to learners as the process of developing and deploying effective solutions for challenging and often systemic social and environmental issues in support of social progress. It distinguishes social innovation from social entrepreneurship and identifies drivers to the effective implementation and evaluation of plans, programs and projects that lead to social innovation/social entrepreneurship. Social enterprise cases are used to describe and dissect social innovations within the country and internationally by engaging with communities and mentors through LSEED Center.
| Norby, Salonga |
| 9 | Hong Kong University of Science and Technology | Hong Kong SAR China | "Future-Ready Educators" is an innovative training program for Graduate Teaching Assistants (GTAs) at HKUST, designed to prepare Research Postgraduate students (RPgs) for their teaching duties across various departments. Through a blend of experiential learning, blended learning, gamification, and AI-powered support, GTAs engage first as learners and then as educators, applying innovative pedagogical methods in their teaching. Key features include personalized AI support, a gamification system that fosters engagement, and an immersive, narrative-driven learning journey. With a 97.6% engagement rate, the program transforms over 800 GTAs annually into confident, adaptive instructors, ready to lead in today’s tech-enhanced education landscape.
Link to our introductory video: https://www.youtube.com/watch?v=l3EU9ZInMDE | Ka Hei, Yuen |
| 10 | St.Aloysius College (Autonomous) Jabalpur, Madhya Pradesh | India | Exemplary Teaching and Learning Award, is a pioneering initiative aimed at transforming traditional education through innovative eLearning solutions. By integrating cutting-edge technology with engaging, interactive content, we offer a dynamic learning experience tailored to diverse student needs. This project focuses on enhancing accessibility and inclusivity in education, utilizing adaptive learning tools and real-time feedback mechanisms to personalize learning paths. Through collaborative platforms and data-driven insights, we ensure that students receive targeted support and educators gain valuable resources to optimize their teaching strategies. Ultimately, the goal is to redefine education by making high-quality, flexible learning opportunities available to all. | Dr Tarvinder , Kaaur |
| 11 | University of Santo Tomas | Philippines | I made YouTube videos of the General Education course, called the Mathematics in the Modern World. The videos made are combination of talking head and some recorded presentation (in ppt form). basically, concepts are presented using a talking head, while examples (calculations) are presented using recorded PPT presentations.
I also made the same in teaching Biostatistics course.
Both are in my YouTube channel, https://www.youtube.com/@xanmos/playlists.
A paper about the pedagogy of this self-made Mathematics in the Modern World videos has been published in Chapter 3 of the Book, Innovative Teaching Practices in Learning Stem last April 2024 (https://www.google.com.ph/books/edition/Innovative_Teaching_Practices_in_Learnin/GkETEQAAQBAJ?hl=en&gbpv=0&kptab=getbook). | Xandro Alexi , Nieto |
| 12 | University of Santo Tomas | Philippines | This project focuses on integrating hybrid teaching methods in the Human Anatomy 1 Laboratory for physical therapy students. It blends physical cadaver-based dissection in face-to-face classes using 3D anatomy software, online images, and video conferencing tools like Zoom for virtual instruction. Assessments are hybrid, leveraging physical identification exercises and digital tools for remote exams. This dual approach offers flexibility, ensuring consistent and comprehensive anatomical education across in-person and online settings, thereby enriching student understanding and engagement, regardless of the learning modality. Pandemic-induced disruptions shaped the initiative but continue to be relevant post-pandemic in enhancing the future of higher education. | Lyle Patrick, Tangcuangco |
| 13 | Hong Kong Baptist University | Hong Kong SAR China | This project outlines a research-based teaching approach in a Service-Learning Campaign Course that focuses on addressing the needs of caregivers in Hong Kong. The approach involves using AI tools such as BrandWatch to analyze online data and conducting interviews to gather both quantitative and qualitative insights. This method encourages active student engagement and experiential learning, promoting the application of theoretical knowledge to practical challenges. Students work on developing solutions for a real client, 60-60, which enhances their social responsibility and positively impacts caregivers' lives through innovative approaches to real-world issues. | Vivienne, Leung |
| 14 | Ateneo Laboratory for the Learning Sciences | Philippines | In the middle of the COVID-19 pandemic (2021-2023), the Ateneo Laboratory for the Learning Sciences (ALLS) provided technical, pedagogical, and content support activities that helped Philippine private and public school Science teachers design and implement Minecraft-based modules in their classes. The teachers made use of the What-If Hypothetical Implementations in Minecraft (WHIMC), a set of Minecraft worlds that students can explore to learn more about astronomy, geosciences, and ecology. The technical, pedagogical, and content knowledge support that ALLS provided enabled teachers to integrate a WHIMC module in their classes with some success despite the challenges on their schools’ resources. | Maria Mercedes, Rodrigo |
| 15 | The Chinese University of Hong Kong | Hong Kong SAR China | Our initiative is a regional-first: a teaching collaboration between the Faculty of Medicine and a flagship news organisation, the South China Morning Post (SCMP) to produce dual-use e-learning materials for both students and the public. The topic is a critical and emerging interdisciplinary area: Artificial Intelligence (AI) in Healthcare. Our co-production commenced in Feb 2024 and encompasses the best of both organisations: the technical knowledge and pedagogical expertise of Faculty Members, and the studio videography, infographic design and informational expertise of a news organisation. The e-learning materials adopt a discursive two-teacher format presented in a podcast style conversation. | Christopher, See |
| 16 | The Hong Kong Polytechnic University | Hong Kong SAR China | Our initiative, the TIMS (Technology integration – Interdisciplinary collaboration – Multimodal assessment – Student-staff partnership) project is an innovative pedagogical model developed by an interdisciplinary team at The Hong Kong Polytechnic University. It aims to enhance student engagement, improve learning effectiveness, foster creativity, and encourage self-reflection through the integration of technology in education. The team develops and implements pedagogically sound technical solutions to address challenges in higher education, such as limited classroom space, the need for online learning, and the integration of emerging technologies like VR, GenAI. TIMS focuses on creating affordable, adaptable, and timely solutions that can be widely adopted across various disciplines | Wai Chi Rodney, CHU |
| 17 | The Open University of Sri Lanka | Sri Lanka | The COVID-19 pandemic necessitated a rapid transition to remote learning for many academic programs, including the BSc Engineering program, which is externally accredited. In response to the challenges posed by the pandemic, the university administration implemented a number of transformative measures to support online learning. This initiative represents a best-practice approach in the effective use of pedagogically driven technology for teaching and learning, with a focus on flexibility, interactivity, and student-centered learning environments. By leveraging the Learning Management System (LMS) Moodle, the project adapted to the new learning landscape, while emphasizing the importance of student engagement and collaboration. The initiative prioritized student-centered pedagogy, adapting to feedback and offering flexible, asynchronous learning opportunities. By creating a dynamic virtual learning environment and promoting peer interaction, the project ensured academic continuity and set a precedent for effective online education, serving as a model for future educational initiatives.
| Anuradha, Peramunugamage |
| 18 | The Chinese University of Hong Kong | Hong Kong SAR China | *1: In 100 words, please describe what this project/initiative is about.
Interprofessional peer-to-peer collaboration with different principal approaches is innovative in broadening various views of critical thinking and enabling a synergistic influence of knowledge application. This concept is particularly relevant in biomedical skill training, where integrating diverse expertise can lead to more comprehensive and effective learning outcomes.
Currently, massively multiplayer online games (MMOGs) apply the metaverse concept in the learning process to connect multiple players in an immersive virtual world. This approach facilitates social interaction, knowledge retention, and interactive engagement, making it a powerful tool for education. By leveraging the metaverse, students can engage in realistic simulations and scenarios that mimic real-world biomedical challenges, enhancing their critical thinking and problem-solving skills.
Biomedical Sciences students bring a deep understanding of human biology, physiology, and pathology. Their expertise is crucial in developing realistic health systems, character biology, and in-game medical scenarios. For instance, they can design virtual patients with specific medical conditions, allowing players to practice diagnosis and treatment in a controlled, risk-free environment. This hands-on experience is invaluable in preparing students for real-life medical situations.
On the other hand, Computer & Engineering students focus on the technical aspects of the project. They are responsible for programming, software architecture, and game mechanics, ensuring the game functions smoothly and effectively. Their skills are essential in creating a seamless and engaging user experience. By working together, students from both fields can create a sophisticated educational tool that combines the best of both worlds.
This project aims to create an innovative idea that combines the strengths of two distinct fields, providing students with a unique experience highly relevant to their future career paths. By collaborating, Biomedical Sciences and Computer & Engineering students can develop a deeper appreciation for each other’s disciplines and learn to communicate and work effectively as a team. This interdisciplinary approach broadens their perspectives and enhances their ability to apply knowledge in a practical, real-world context.
| Florence Mei Kuen, Tang |
| 19 | St. Aloysius College (Autonomous) Jabalpur | India | The initiative "Teaching for Reaching: Engaging Learners Through Technology” aims to transform traditional learning by integrating digital tools and fostering active participation. For Poetry, platforms like visual poetry apps, podcasts, and multimedia presentations are introduced to transcend texts. Smartboards enable collaborative annotation, encouraging active appreciation. Phonetics lessons are used to articulate animations, interactive IPA charts, and speech analysis tools to enhance auditory and articulation skills. Students receive real-time pronunciation feedback via speech recognition apps. By creating and analyzing digital content, students bridge theory and practice, mastering both technical and creative skills, turning the classroom to a dynamic space for learning. | Neelanjana , Pathak |
| 20 | Beijing Normal University-Hong Kong Baptist University United International College | China | This project is dedicated to filling the gap between static psychological theories to college learners' practical application, and enhancing learners' artificial intelligence(AI) prompting skills. With the assitance from AI, we have generated scripts and videos to craft a child-rearing simulation game that is replete with diverse branching scenarios. Sandwich methodology has been adopted in this game design: a pratical phenomenon, theories behind this phenomenon and posing another relative practical question, such as choosing gifts for infants during the sensorimotor stage with Piaget's theory. Idealy, students receive AI-corrected feedback along with emotional support and academic tutoring. Looking ahead, we plan to develop more AI-assistant branch-scenario games, not only to facilitate the psychology knowledge transformation in the real-world scenarios, but also to enhance the problem-solving coordination within learners' community. | Ruixin, Yang |
| 21 | De La Salle Lipa | Philippines | Borderfree education is the digital transformation of De La Salle Lipa since 2016 to provide an education that is responsive to the signs of the times and adequately prepares learners for a complex and perplex future. It promotes holistic education through the development of essential skills and values, alongside social innovation fundamentals, through a dynamic curriculum and a blended learning modality supported by a learning management system (Canvas), teacher-made online modules, a digital library and the use of e-learning pedagogies supported by EdTech tools such as virtual Science laboratories and Canva for Education, among others. It also includes a robust coding and robotics program, and opportunities for global collaboration with partner schools abroad for a truly borderfree learning experience.
| Glenda, Obre |
| 22 | Hong Kong Baptist University, Department of Interactive Media | Hong Kong SAR China | Traditional methods of teaching technical STEM subjects lack engagement and fail to promote deep cognitive understanding. Existing Virtual Reality (VR) solutions are often passive and disconnected from reality, not fostering active participation. Faced with these challenges, we asked: How can we enhance engagement and learning in technical education? Our project developed an innovative, immersive VR platform enhanced with Generative AI, allowing educators to customize interactive scenarios aligned with learning objectives. Grounded in self-regulated learning, game-based learning, and embodied cognition theories, this approach actively engages students, improving understanding and their intent to use VR for learning. | Paolo, Mengoni |
| 23 | University of Santo Tomas | Philippines | The Scaffolding project is a two-week workshop series that employs a constructivist, transformational outcomes-based approach to prepare physical therapy students for internships. It combines theoretical knowledge with clinical reasoning through targeted, supervised activities and assessments. Google for Education applications, such as Google Sheets for data analysis, Google Docs for collaborative writing, and web-based tools for research, were leveraged to enhance the learning experience. These tools enabled students to plan, deliver, and document patient care effectively. The program emphasizes didactic sessions and technology-driven strategies, promoting skills in self-evaluation, reflection, and lifelong learning to cultivate confidence and competence in diverse healthcare settings. | Catherine Joy, Escuadra |
| 24 | St. Aloysius College (Autonomous)Jabalpur M.P. | India | Introducing eLearn Sphere at St. Aloysius College isn’t just about adopting another technological tool. It holds special significance in a region where many students come from rural areas, and economically disadvantaged backgrounds, and are often first-generation learners. These students frequently face barriers to accessing quality education due to limited infrastructure and resources. By integrating eLearn Sphere, we aim to bridge these gaps, offering high-quality education to those who need it most. This platform provides digital resources, such as video lectures and interactive content, that cater to diverse learning styles, helping to reduce educational inequalities and enhance learning opportunities for all. | Dr. Rupali , Ahluwalia |
| 25 | Lingnan university | Hong Kong SAR China | In the contemporary era of rapid technological advancement, educators are increasingly leveraging technology for pedagogical innovations. This project employs AI, aiming to address a fundamental challenge in learning assessment through the Accurate and Real-Time System (ARTS) (Appendix 01). Specifically, we seek to
• Showcase a comprehensive approach to accurately assess students’ performance in large classes that include students from diverse academic disciplines
• Present a holistic path for real-time assessment of student learning in project-based assignments
Implemented among 1,200 students across 33 different majors—including arts, science, social science, and business—ARTS demonstrated a 30% increase in assessment accuracy and an 11% improvement in students’ performance.
The ARTS project strategically positions students as partners and co-creators in assignment design, fostering a collaborative learning environment. This initiative promotes independent, self-guided learning, aligning with the principles of the Socratic Method of Teaching. Unlike traditional pedagogical innovations that rely primarily on thoughtful planning, the ARTS project is significantly informed by data and empirical evidence, aiming to revolutionize the educational landscape.
In this project, generative AI was integrated into two pivotal sessions: "AI-assisted brainstorming" and "AI screening."
During the "AI-assisted brainstorming" session, AI supports students in identifying feasible research topics by addressing the common challenges they encounter. These challenges primarily include: (1) exploration of potential research topics, and (2) selection of a suitable topic among available options. By leveraging AI, students can generate numerous alternative topics through sequenced interactions with the AI, thereby aiding in the identification of potential project topics. Furthermore, by providing summaries of key progress related to these topics, AI facilitates the selection of the most suitable topic.
For the "AI screening”, initially, the AI system is rigorously trained to comprehend the marking schemes by analyzing a substantial number of example assignments from previous students. After the AI has been adequately trained, it processes the entire batch of current students’ reports to promptly detect common mistakes. Based on these common mistakes, the AI generates a series of multiple-choice questions. These questions are subsequently reviewed by instructors for quality assurance before being approved and utilized for assessing student learning. | Hongyan, GENG |
| 26 | University of Santo Tomas | Philippines | The workshop used interactive case reviews and hands-on practice to combine gamification and collaborative learning for approximately 130 physical therapy students. The program included four main stations, each with three to four substations, covering over 15 physical modalities and five assistive devices. Before practicing, students engaged in interactive case reviews using PowerPoint, which helped them review relevant concepts and guidelines. This low-cost initiative required minimal faculty supervision but was highly effective, enabling students to achieve all learning outcomes in one day. The engaging format made learning enjoyable, reinforcing theoretical knowledge and practical skills in physical therapy interventions and technologies. | Catherine Joy, Escuadra |
| 27 | De La Salle University | Philippines | For almost a decade, I have taught TeknoTuro (Technology & Teaching or TechTeach) in the master's and doctoral programs of Philippine Studies at DLSU. Through the years the course has evolved and become a significant research thrust and advocacy to use ICT for education and development. During the pandemic when the education sector in the Philippines grappled with shifting to fully online classes, I took the initiative to help my institution, colleagues, and students with this urgent concern. The TeknoTuro course aims to discuss concepts, theories, and pedagogical principles of flexible online teaching and learning (FOTL). As course learning outcomes, the graduate students are expected to research ICT for education and demonstrate skills in using educational technology by producing an online learning module (OLM). I utilized GSite as a platform for them to create OLMs as this is free with their Gmail account and is also accessible and designer-friendly. For collaborative research undertakings with my students, I have established Lab AI (Laboratoryo sa Araling Internet). My passion to teach and innovate has brought me to a career that has been very fulfilling to my professional and personal growth. It holistically captures the essence of my commitment to teach, do research, and serve my country and beyond.
| Rhoderick, Nuncio |
| 28 | University of Saint Louis Tuguegarao | Philippines | In the "Digital Journey" activity, pre-service teachers were immersed in essential digital skills crucial for modern education. This engaging experience emphasized self-directed learning as students tracked their progress through dynamic e-portfolios. These portfolios vividly showcased their work, achievements, reflections, and personal growth. Although any platform could be used, Google Sites was recommended, with a user-friendly tutorial provided. Students received regular feedback and were encouraged to share their final portfolios with peers and on social media at the term's end. This interactive approach fostered collaboration and vividly highlighted their learning journey throughout the semester. | ALVIC, TORRES |
| 29 | Li Ka Shing Faculty of Medicine, The University of Hong Kong | Hong Kong SAR China | Since 2019, University of Hong Kong’s Medical Faculty (HKUMed) recognised challenges arising from a growing student cohort, diverse learning habits, information overload, and disruptive innovations. To modernise our instructional methods and prepare students for future practices, we embraced student-educator partnerships (SEP) in teaching and learning (T&L). This initiative fostered formal collaboration between students and educators to develop a modernised curriculum that integrates educational technology (EdTech) and active learning in a systematic, interprofessional/interdisciplinary, and fit-for-practice manner. We successfully leveraged student-educator partnerships in co-designing technology-enhanced curriculum/pedagogy, whilst partnering with community and field experts across health professional disciplines. | Mei Li, Khong |
| 30 | The Hong Kong Polytechnic University | Hong Kong SAR China | Medical imaging is an important healthcare discipline for the visualization of the human body in diagnosis and treatment of diseases. Imaging anatomy is one of the core subjects that demand radiography students to integrate their basic knowledge of the organ structure, to appreciate the three dimension relationships between organs, and to apply the knowledge to interpret images taken by different advanced imaging modalities. This project aims to integrate gamification and learning metaverse to create enhanced, immersive student interactions as part of a blended approach to improve the students’ learning outcomes compared to pure face-to-face instruction. | Helen Ka-wai, Law |
| 31 | Christ University | India | Universal Design for Learning (UDL) pedagogy focuses on creating inclusive educational environments that accommodate diverse learners. It emphasizes flexibility in teaching methods, materials, and assessments to address varied learning styles and needs. By providing multiple means of representation, expression, and engagement, UDL ensures that all students can access and engage with the content effectively. This approach supports personalized learning and fosters an equitable classroom where each student can succeed. UDL promotes proactive planning, ongoing assessment, and iterative improvements to enhance learning outcomes and participation for every student, regardless of their individual differences. | Pramodkumar, MPM |
| 32 | LUMS Learning Institute | Pakistan | The LUMS Learning Institute's (LLI) Certificate for Health Professions Education (CHPE) program is designed to enhance the capabilities of healthcare educators in grant writing, research, teaching skills, course design, data science, and artificial intelligence. This initiative not only elevates the instructional quality within healthcare education but also ensures that educators are well-equipped with modern pedagogical tools and strategies. By fostering a comprehensive learning environment, the program supports the ongoing professional development of medical educators, enabling them to effectively contribute to both academic and clinical settings.
| Hamad, Alizai |
| 33 | test | Afghanistan | Project Topic: Integration of Oral History, Service-Learning, and Digital Humanities
This project integrates oral history, service-learning, and digital humanities to provide a comprehensive educational experience. Students engage with elderly residents of Wah Fu Estate and Tui Min Hoi village, documenting their personal histories through interviews. These narratives are then preserved and shared via digital platforms like Instagram and YouTube. The initiative fosters empathy, critical thinking, and social responsibility, while preserving valuable cultural heritage. By combining academic learning with community service and digital documentation, the project offers a holistic approach to education, emphasizing the importance of real-world engagement and interdisciplinary collaboration. | test, test |
| 34 | test | Afghanistan | Please refer to the attachment. | test, test |
| 35 | hong kong baptist university | Hong Kong SAR China | please refer to the attachment. | Kam Chau, Kwok |
| 36 | The Hong Kong Polytechnic University | Hong Kong SAR China | Funded by the Teaching Development and Language Enhancement Grant (TDLEG) for 2022-25, this project “Enhancing Learning and Teaching of Digital Citizenship through Scenario-based AR Learning Trails” is a collaborative project involving five partner universities led by HKBU: CityUHK, LU, CUHK, EdUHK, and PolyU.
It aims to improve Digital Citizenship education through scenario-based augmented reality learning trails by achieving four objectives:
(1) To develop a contemporary conceptual framework for Digital Citizenship education
(2) To create scenario-based learning trails with student involvement
(3) To offer professional development to teachers and share outcomes academically
(4) To establish a resource website for project sustainability
| Kin Keung, Leung |
| 37 | test | Taiwan | test | test, test |
| 1 | FEU Institute of Technology | Philippines | How can virtual worlds transform traditional school celebrations? Is the metaverse the next frontier for educational engagement and community building? Our project, "Valentine's Day in the Metaverse," explores these questions by integrating real-life social rituals into the MILES Virtual World metaverse application for a virtual Valentine's Day celebration.
Awarded as the best paper at the 2024 8th International Conference on Education and Multimedia Technology last July in Tokyo, Japan (https://www.icemt.org/icemt2024.html), this initiative highlights how metaverses can enhance traditional events, enrich student interactions, and foster community. By embracing virtual environments, we have pioneered a shift in educational practices to include more immersive, inclusive, and engaging experiences.
| Manuel, Garcia |
| 2 | FEU Institute of Technology | Philippines | Imagine wandering through a metaverse that is a digital twin of your campus and coming across Albert Einstein seated in the study area. Unlike the static and unresponsive non-playable characters (NPCs) typical in traditional video games, our innovation transforms these characters by integrating generative AI. This enhancement makes NPCs like Einstein not only responsive but also capable of engaging students in real-time dialogues, problem-solving scenarios, and collaborative projects, significantly deepening the interaction. With this innovation, we aim to cultivate a genuine social presence in the virtual world, tailor interactions to individual learning styles and paces, and provide dynamic feedback and guidance. Ultimately, our overarching goal is to enrich the student journey in our educational metaverse (i.e., MILES Virtual World), ensuring every interaction is valuable and seamlessly bridges the gap between virtual learning and real-world applicability. Now, Albert Einstein can serve as a virtual tutor, fully autonomous, enhancing the learning experience without needing a real person to play his part. | Manuel, Garcia |
| 3 | The Hong Kong University of Science and Technology | Hong Kong SAR China | This project explores the intersection of generative artificial intelligence (GenAI), reflection, and experiential learning in fostering deeper cognitive processes and being able to track these learning processes in knowledge, skills, and attitudinal domains (KSA’s).
Professor E aims to redefine how students and instructors approach reflections in the experiential learning cycle.
Different from most available chatbots e.g. ChatGPT, Prof E. is designed to guide students with personalized prompts and contextual feedback. It adopts validated frameworks such as Graham Gibbs’s stages of reflective cycle for analyzing the depth of their reflection throughout the conversation. | Jac, Leung |
| 4 | Stella Maris College | India | The My Walking pal (Smart Stick for visually impaired) project is an innovative, patented initiative deeply rooted in empathy and a profound commitment to enhancing the lives of visually impaired individuals. Recognizing the immense challenges faced by those who navigate the world without sight, this project seeks to restore a sense of autonomy, dignity, and security to those who need it most. Through the integration of IoT and AI technologies, the Smart Cane becomes more than just a tool—it's a lifeline that bridges the gap between vulnerability and independence.
The device is meticulously designed with a suite of advanced sensors (ultrasonic, fire, water) that detect and interpret obstacles and hazards in real-time, providing crucial auditory alerts to guide the user safely. But its impact goes beyond mere functionality; it is a testament to compassion-driven innovation, offering reassurance and confidence to individuals who have long relied on limited tools. Equipped with GPS and GSM modules, the Smart Cane also ensures that loved ones can be swiftly notified in emergencies, reinforcing a network of care and support.
This project is a significant leap forward in assistive technology, driven by the belief that every person deserves the ability to navigate their world safely and independently. Through thoughtful design and cutting-edge technology, the Smart Cane embodies a profound empathy for those it serves, aiming to transform daily life into an experience of empowerment and connection for visually impaired individuals.
| Dr Swetha, Margaret T A |
| 5 | ITE CE | Singapore | The project “Enhancing Students’ Learning Process on BCLS + AED Module” aims to identify and address challenges faced by nursing students in mastering the Basic Cardiac Life Support (BCLS) and + Automated External Defibrillator (AED) skills. The inclusion of gamification concepts by the team leads to the development of an innovative digitalized interactive platform named - Saving Lives Achievable by You! (SLAY!). The project enhances students’ learning experiences, boosts confidence, and improves academic performance. The platform includes theoretical content, instructional videos, authentic emergency scenarios, and quizzes, making learning engaging and effective. This initiative aligns with Singapore’s national goals to improve resuscitation training and ensure a CPR-trained individual in every household. | Wenqian, Teo |
| 6 | The Hong Kong Polytechnic University | Hong Kong SAR China | Many university students frequently grapple with writing assignments, often hindered by ambiguous guidelines and inadequate support. Since AI tools that refine content quality are scarce, this gap leaves students perplexed by grading rubrics and unsure of how to fulfill assignment criteria. Our solution, the Artificial Intelligence Review Assessment System (AIReAS), is an innovative AI platform that assimilates these rubrics to provide relevant feedback, enhancing students' understanding and writing capabilities. AIReAS, adaptable to various disciplines, including Engineering, Social Science, Design, English, etc., has been embraced by educators and students alike, marking a significant stride in academic support and assessment. | Pauli, Lai |
| 7 | Taipei Medical University | Taiwan | VoiceRp leverages VR to revolutionize English language teaching and learning. This immersive program fosters confidence and fluency by simulating real-world communication scenarios, enabling students to practice speaking and listening in a supportive environment. Through personalized activities, peer feedback, and public presentations, VoiceRp empowers learners to overcome language barriers and progress significantly. This innovative approach represents a transformative step towards the future of language education. | Hsiang-ling, Huang |
| 8 | The Chinese University of Hong Kong | Hong Kong SAR China | Emerging technologies like the metaverse and generative artificial intelligence (AI) offer transformative opportunities for medical education, particularly in enhancing both theoretical understanding and practical skills through immersive and personalized learning experiences. Our research team developed a personalized learning environment by training a deep learning AI tutor using a diverse range of text data from textbooks and lecture notes. This AI tutor generates customized multiple-choice questions tailored to each student’s learning needs, immersive in a metaverse platform of the dissecting lab in The Chinese University of Hong Kong. This setup fosters a strong sense of belonging among students, enriching their immersive study experience. Aligned with Bloom's Digital Taxonomy, the AI tutor offers distinct advantages for problem-solving, AI-enhanced thinking, interactive chatting, and reflective knowledge. | Florence Mei Kuen, Tang |
| 9 | The Hong Kong Polytechnic University | Hong Kong SAR China | The major pain point is that the "Preview" and "Review" components of the study cycle are often neglected due to the lecturer's heavy workload. Previews are typically limited to slides, which fail to engage students, making the process uninteresting and ineffective. Post-pandemic, students have become more reluctant to ask questions, further limiting meaningful interaction. This gap can be bridged by using AI-generated content (AIGC) and large language models (LLMs) to create interactive, personalized previews and reviews. These technologies transform traditional lecture content into dynamic, engaging formats (AIGC video & Digital Human), encouraging active learning and improving student participation. | Peter, Dr |
| 10 | University of Languages and International Studies, Vietnam National University, Hanoi | Vietnam | STEM teachers in non-native English-speaking (NNES) countries including Vietnam are not confident in using English as a medium of instruction (EMI) to adapt to trends in their profession and provide their learners with necessary STEM skills and knowledge. In practice, they first update their syllabi with information in English and then act as role models play a role model of using the English language and other 21st-century skills in classroom for increasing learners’ employability, development opportunity, and mobility (Vu & Burns, 2014). To accommodate those practical needs and foster a dialogue within the STEM-TESOL communities for EMI reinforcement, a SIOP-model online training project was offered as a part of local STEM professional development. Since 2018, 45 STEM teachers, also members of Microsoft Innovative Educator/ Expert (MIEE) network in Vietnam, volunteered to participate in the 15-week online training project lead by the author. This project had three main interrelated components: (i) 45 ready-made clips of Pronunciation for teachers of STEM in Vietnam; (ii) self-designed lessons and assessment-for-learning tools using educational Microsoft tools such as Flip, Sway, PowerPoint, OneNote, Office Lens; and (iii) language competence building which enabled the participants to review basic language knowledge and skills including STEM grammar, pronunciation, reading comprehension, together with academic skills such as presentation, reporting, summarizing with the support of a Facebook Group. Analyzing the data from the teachers’ self-developed materials, presentation videos and evidence-based assessment, findings reveal that the participants have enhanced language competences, and efficiently employed Microsoft tools in education. Furthermore, some suggested follow-up activities include offering SIOP-model online guided-training courses to the communities of local and international MIEE network and in-service STEM teachers. | Ha Thi Hai, Nguyen |
| 11 | Maranatha Christian University | Indonesia | The project presents E-STRANGE, a web-based assessment submission system with formative feedback of plagiarism. The system automates the educational process, personalizes the information to the students’ own cases, and warns students if they are potentially involved in plagiarism. A report will be generated for each student submission, informing them about which acts constitute of plagiarism including the AI-assisted one. To help students understand the matter, the system will report either obviously similar submissions (suspected conventional plagiarism), overly unique submissions (suspected AI-assisted plagiarism), or simulated similarities (examples of conventional plagiarism). Gamification (e.g., pop-up quizzes) is also provided to promote student engagement. | Oscar, Karnalim |
| 12 | Vellore Institute of Technology | India | Due to mental health being a taboo among students of higher education, the family as well as the institution finds it difficult to find it and provide mentoring and further professional help to them. To address this issue, we propose the development of an autonomous chatbot that aims to provide the students with the support they require. A personalized mental health chatbot uses advanced natural language processing techniques to analyze user input and offer tailored support, guidance, and empathy. This personalized approach enhances the effectiveness of mental health support via chatbot and promotes positive outcomes.
Chatbot will analyze multiple sentiment parameters and call the appropriate actor for a suitable response. The software component inside it will also monitor the tone and sentiment of the user queries, allowing it to adapt and respond based on the unique needs of every individual.
If the critical parameters are triggered, the chatbot will take measures to share the location with the concerned authorities. The software library namely Pinecone will be keeping track of essential details of emergency services, if not found, it gets will info from the authorized sources.
With the appropriate permission, the application can track the location of the user to provide better assistance. It will also ensure surfing of the internet to provide accurate results.
The UI will be easy to use to ensuring that technological barriers do not hinder a user from reaching out. The chatbot will also learn with the queries provided to better understand the client. Client privacy and confidentiality will also be secured. The chat bot will also employ strict moderation to ensure that sensitive information is handled correctly.
| Jeya Mala, D |
| 13 | De La Salle University | Philippines | This Digital Content Development project funded by the United Board for Christian Higher Education in Asia (UBCHEA) entailed the development of an online course to help students and teachers to understand ethical communication practices within online settings. | Jasper Vincent, Alontaga |
| 14 | The Chinese University of Hong Kong | Hong Kong SAR China | | Christopher, See |
| 15 | The Chinese University of Hong Kong | Hong Kong SAR China | Our faculty-wide project, the AI Avatar for Every Teacher Programme, has fundamentally changed how students interact with classroom educational AI’s. Most other AI use-cases centre around a chatbot on an individual’s mobile device, but our teaching innovation uses 2 metre tall interactive touchscreens to bring a physical presence into medical school classrooms. Students gather in small groups for teaching by our web-app deployed narrow AI, through learning task guidance, feedback and hinting branched-pathway system. We employ generative AI strategically to scale our teaching, such as text-to-voice-to-animation, whilst human design underlies our learning tasks which are crafted to stimulate discussion and divergent thinking. | Christopher, See |
| 16 | Institute of Technical Education, Singapore | Singapore | In precision engineering (PE), CNC milling is essential for producing complex parts, but its high cost necessitates optimizing throughput. Skilled workers with advanced technical expertise are in high demand. This project proposes a learning model to enhance engagement and business performance through effective machine monitoring systems (MMS) and data analytics. This dual heuristics and bias deeper learning model connect explicit knowledge with learners' and instructors' heuristics and biases, improving understanding and mastery. Embedded content knowledge and corrective feedback align with the Singapore Skill Framework to produce skilled workers for a lean workforce. | Yeo, Hock Jin |
| 17 | University of Santo Tomas | Philippines | The TechRover MultiBot project aims to enhance STEM education in Philippine elementary schools by introducing an affordable, innovative robotics tool. It addresses the challenges of high-cost educational facilities and tools that limit access to robotics education, which is vital for developing digital skills. Through a mixed-methods research approach, the project evaluates the impact of the TechRover MultiBot on improving students’ understanding of STEM concepts. It also gathers feedback from teachers and students to assess the tool's usability and effectiveness, ultimately fostering early interest and proficiency in STEM to meet future job market demands. | Anthony James, Bautista |
| 18 | Lingan University | Hong Kong SAR China | The Inter-institutional Collaborative Activities for Teaching Development and Language Enhancement (IICA-TDLE) project is funded by the University Grants Committee (UGC), Hong Kong and is a collaborative effort led by Lingnan University (Lingnan), involving three participating UGC-funded institutions. The key deliverable of the IICA-TDLE project is a comprehensive instructional design platform – a suite of integrated tools specifically developed to optimize the learning design and content creation process, making it a valuable resource for educators and instructional designers. Recognizing the transformative potential of generative AI (Gen-AI) technologies, the project team has developed the IDEAL-Gen.AI (Instructional Design Enhanced Active Learning Generative Artificial Intelligence) platform. This innovative platform leverages generative AI and Large Language Models (LLMs) to revolutionize learning design and instructional content creation, enabling instructional designers, teachers, instructors and educators to seamlessly generate customized learning materials that actively engage learners and allow them to interact with the subject matter in a more constructive and meaningful manner, ultimately enhancing learning outcomes. Although primarily aimed at Hong Kong's eight UGC-funded universities, the IDEAL-Gen.AI platform is globally accessible, enabling educators worldwide to leverage generative-AI for learning design and content creation. | Ronnie, SHROFF |
| 19 | The Open University of Sri Lanka | Sri Lanka | This project aims to adapt the BSc Engineering program to the challenges brought by the COVID-19 pandemic, transitioning from in-person to virtual learning. Efforts focused on improving internet access, fostering interactive learning, and sustaining student engagement. Key strategies included using Moodle for collaborative activities such as wikis, workshops, and quizzes, designed to assess understanding without overwhelming students. Peer-to-peer interaction was emphasized throughout all Moodle-based activities. The initiative underscores the importance of flexibility, innovation, and a student-centered approach, with the goal of creating accessible, engaging, and supportive Virtual Learning Environments to drive continuous educational improvement. | Anuradha, Peramunugamage |
| 20 | Central China Normal University / Beijing Institute of Technology | China | The "IRIS" project is about using advanced technology to improve the effectiveness of classroom instruction on collaborative reading. In specific, we designed a pedagogy mode named IRIS, which is short for individual preparation, group reflection, intra-construction, and summarization. An interactive system empowered by advanced artificial intelligence technologies is developed to support the conduction of the four phases. Before the class, students make annotations in the system. The system then generate feedback on the aggregated students’ annotations by using Large Language Model technologies and human expert code books. During the class, the teacher can distribute the feedback via the system to help with group reflection. Then, the student groups can use the chat function to discuss and complete in-class collaborative tasks. By tracing the group discussion states, the system can send alerts to teachers, so that the teachers can be aware of which group is inactive during discussion. At last, the teacher makes the summarization based on the group submissions. | Lishan, Zhang |
| 21 | Kristu Jayanti College (Autonomous), Bangalore - 560077 | India | As universities move toward automation, technological integration, Implementation of AI, Robotics and paperless processes, Kristu Jayanti Software Development Centre (KJSDC), fully staffed by alumni of Kristu Jayanti College, has pioneered the digital transformation of the campus through its in-house ERP solution. This integrated system streamlines operations such as admissions, resource management, and venue bookings, while supporting a smart campus with innovations like botanical labeling, automated water management, and an RFID-enabled library self-checkout kiosk, developed entirely by students. KJSDC has also built a custom Learning Management System (LMS) based on Moodle, serving over 22,645 active students for seamless academic management.
The center provides students with valuable R&D opportunities and internships, allowing them to gain hands-on experience in real-world projects. Notable projects include the Smart Interview Manager, Attendance Management System, Secure Campus, Well-being Centre and Kristu Jayanti Arena. Students also contribute to advanced initiatives like robotics development, positioning KJSDC as a leader in campus technology. This initiative not only enhances campus infrastructure but also prepares students to tackle future challenges in technology and innovation.
Financially, KJSDC’s initiatives have significantly benefited the institution by reducing external software costs, lowering operational expenses, and generating additional revenue through efficient resource management. The development of in-house solutions has led to substantial cost savings, reinforcing the financial sustainability of the college while enhancing its technological capabilities. Moreover, students receive stipends for their project work, which were previously spent on external software companies. This financial support not only provides practical knowledge and part-time job experience but also fosters financial independence during their studies. | Dr. Fr. Augustine, George |
| 22 | Department of Interactive Media, Hong Kong Baptist University | Hong Kong SAR China | "An Inclusive World of Emotions" is an innovative HKBU service-learning project combining advanced technology with empathy development. Students use MetaHuman and Unreal Engine to create realistic 3D facial animations portraying ethnic minority students' emotions to understand and share their emotional experiences. The project applies Scherer's appraisal theory and leverages AI tools for monologue design, episodic visual memory creation, and facial performance preparation. Students interview ethnic minority students from the Islamic Kasim Tuet Memorial College HK, create fictional characters, and produce empathetic animations. This approach enhances students' technical skills, emotional understanding, and sensitivity towards diverse social and ethnic groups, bridging technology and psychology in animation education. All the animations are hosted on the YouTube Project Channel at: https://www.youtube.com/@SLFacialAnimProj | Kelvin, Lee |
| 23 | Hong Kong Baptist University | Hong Kong SAR China | We developed a Gen AI chatbot customization platform that allows teachers and students to build their own chatbots to support teaching and learning in a wide range of contexts. Compared to the commercially available platform such as poe.com, our platform is less costly and allows teachers to access students’ chat histories with students’ consent. | Simon, Wang |
| 24 | Soqqle Hong Kong Limited | Hong Kong SAR China | Virtual reality (VR) and AI technologies hold potential for immersive learning, but current platforms often fail to truly enhance educational experiences. They are often used in silos or lack educational focus—focusing more on entertainment than deep critical thinking, or real-world applications. Thus, our question: how can we use VR and AI to create interactive, meaningful learning experiences that build real-world skills? Our platform, Classlet, combines generative AI with immersive environments for students to engage with AI-driven avatars and dynamic scenarios for problem-solving and critical thinking. With customized, real-time interactions, Classlet makes learning more effective and practical. | Daniel, Shen |
| 25 | University of Santo Tomas | Philippines | The initiative demonstrates the innovative use of technology in education through the creation of "Outcomes Insight," a Learning Analytics Dashboard designed to improve the learning outcomes of incoming Year 2 level Physical Therapy students. This project incorporates advanced predictive modeling techniques, such as structural equation modeling and artificial neural networks, to offer personalized feedback and actionable insights. By utilizing data analytics, the dashboard enables students to enhance their study strategies and self-regulate their learning, leading to a more tailored and impactful educational experience. This initiative showcases excellence in educational innovation, showcasing the effective use of technology to promote student success and enrich learning environments. | Catherine Joy, Escuadra |
| 26 | De La Salle Lipa | Philippines | "Blending Science and Tech: Enhancing Learning with Virtual Labs in a Blended Classroom" addresses the challenges of limited physical lab space and the risks associated with dangerous experiments. This innovative project leverages virtual simulation labs, integrating Gizmos for basic education and Labster for Senior High School (SHS) and college students. These virtual labs provide a safe, engaging, and interactive environment for students to conduct experiments and explore scientific concepts without the limitations of traditional lab setups. The project enhances learning by offering hands-on experiences that build scientific understanding while minimizing risk and space constraints, ideal for blended learning environments.
| Glenda, Obre |
| 27 | De La Salle Lipa | Philippines | In SY 2023-24, De La Salle Lipa’s College of Nursing, in collaboration with Nexus Labs, launched an innovative initiative integrating Virtual Reality (VR) into nursing education using the Oculus Quest 2. This cutting-edge technology enhances learning by providing immersive VR simulations that allow students to explore detailed 3D models of human anatomy, conduct virtual dissections, and engage in realistic clinical scenarios. The use of Oculus Quest 2 facilitates a more interactive and engaging educational experience, bridging the gap between theoretical knowledge and practical skills. By combining advanced VR technology with traditional methods, this initiative aims to improve student proficiency, increase engagement, and better prepare future nurses for real-world healthcare challenges.
| Glenda , Obre |
| 28 | Taylor's University | Malaysia | As a Senior Lecturer and Stream Coordinator of Engineering & Computer Science, I have consistently demonstrated excellence in utilizing EdTech to revolutionize education at Taylor's University and beyond. Technology Enhanced Learning (TEL) is a cornerstone of my approach, where I incorporate emerging technologies such as interactive virtual storytelling, VR simulations, and personalized AI tutors, with innovative pedagogies to enhance the learning experience for students and staff.
I have demonstrated this award through the "Interactive Virtual Storytelling in Blended Learning Eduverse" (InViSiBLE) project, which aims to provide interactive, immersive, and engaging learning experiences. This innovative approach combines interactive video storytelling, gamification, AI, and VR within a blended learning EduVerse environment. I use the Flipped Classroom and 5E model to enhance learning. Students watch lectures before class and engage in active learning during class. “InViSiBLE” framework captures attention with videos, promotes inquiry through experiments, and ensures understanding through discussions and applications. Interactive videos and VR simulations improve engagement and achievement by allowing hands-on experience and real-time interaction.
This project has resulted in significant improvements in student engagement, motivation, and achievement, as well as numerous awards and recognitions at university, national, and international levels. My work with “InViSiBLE” showcases a commitment to innovative, student-centered education that leverages cutting-edge technology to create meaningful learning experiences. This project is scalable and transferable across educational levels and disciplines, particularly in STEM education, aligning with the needs of the Fourth Industrial Revolution. | Dr Wong, Yau Hsiung |
| 29 | De La Salle University & Networked Learning PH Inc. | Philippines | The learning network is a concept, praxis, and advocacy that empowers Filipino educators and learners to use ICT for education and development. A learning network facilitated through the Internet, involves connecting educators and researchers to collaborate, share, and evaluate ideas and resources aimed at enhancing teaching and learning practices. Thus, it is a social innovation that emphasizes the importance of providing solutions with social impact. Inherent in the learning network is the technology and social innovation that started first in the DLSU Challenge Grant Part 2 of the research team and eventually continued through the establishment of the Networked Learning PH, Inc. (NLPH) in 2018 up to this day. The organization’s vision is to be the leading professional organization of learners, educators, scholars, and researchers using ICT for Education and Development in the Philippines and Asia-Pacific. Its mission: (1) To train and equip teachers in using learner-centric technology-aided pedagogies in line with 21st-century education; (2) To motivate and guide learners to be responsible and ethical netizens; (3) To complement the implementation of the K12 curriculum and the higher education new curriculum with the latest, state-of-the-art open blended learning environment and innovative e-learning technologies; (4) To propose creative solutions using the Internet leading to a roadmap towards Philippine ICT for Education and Development; and (5) To provide an avenue for research presentation and intellectual discussions regarding best practices, trends, debates, and issues on ICT for Education and Development.
| Rhoderick, Nuncio |
| 30 | University of Santo Tomas | Philippines | LocAI - A Web-based Adaptive AI Text and Content Generator System using Local and Online AI
The development of LocAI: A web-based adaptive AI text and content generator system, using both local and online AI, aims to address key issues with AI accessibility and performance. The developers plan to create an application that will allow users to generate content using AI models that can function with or without internet access. The system's performance will be optimized based on the user's hardware when running locally, thereby avoiding the limitations of purely online AI services. Running the AI locally will guarantee transparency regarding what data is processed, how it operates, and how the user parameters and settings influence the AI’s outputs. Additionally, running the AI locally will ensure privacy and security, as everything will be generated, saved, and viewed through the user's machine. For online use, the users will be able to connect to an online AI service through the use of their API’s. The terms and conditions of these online services will apply regarding the use and limitation of their AI models.
| Edwin, de Guzman |
| 31 | Universitas Katolik Parahyangan | Indonesia | This project involves developing an Augmented Reality (AR) system specifically designed to assist senior workers in control rooms. The primary goal is to enhance the cognitive abilities of older employees and reduce their mental workload.
In control room settings, senior workers often handle complex and high-stakes tasks that demand quick decision-making and precise information processing. The AR system aims to address these challenges by providing real-time, contextual information that overlays directly onto their field of view. This support includes:
Enhanced Information Display: AR will project critical data, system statuses, and operational instructions directly into the control room environment, allowing workers to access necessary information instantly without having to shift their attention away from their primary tasks.
Cognitive Support: The AR system is designed to aid cognitive functions by presenting information in an intuitive and organized manner. This includes visual cues, alerts, and interactive elements that simplify complex decision-making processes and reduce the mental strain associated with information overload.
Reduced Mental Workload: By streamlining information access and providing on-demand guidance, the AR system helps lower the mental burden on senior workers. This reduction in cognitive load not only enhances job performance but also helps prevent fatigue and errors.
Training and Assistance: The AR system can include training modules and interactive tutorials that assist senior workers in mastering new tools or procedures, thereby improving their overall efficiency and confidence.
Overall, this AR initiative aims to create a more supportive work environment for senior control room operators, allowing them to perform their roles more effectively while maintaining their cognitive health and job satisfaction.
| Kristiana Asih, Damayanti |
| 32 | The Education University of Hong Kong | Hong Kong SAR China | YoChatGPT! is an innovative educational platform that integrates collaborative learning with generative AI. It allows multiple users to interact simultaneously with various large language models (LLMs) in shared chatrooms, fostering peer-to-peer and AI-assisted learning. The platform also features STEM-specific tools like math handwriting recognition and scientific diagram generation, gamified elements to boost engagement, and prompt engineering templates to optimize AI interactions. With an option for context windows for individual work or group discussions for extended projects and classroom activities, YoChatGPT! supports in-depth, individual and collaborative work. Designed based on active learning theories, it aims to enhance critical thinking, problem-solving, and AI literacy while improving learning outcomes across diverse subjects, particularly in STEM fields. | Fridolin, Ting |
| 33 | De La Salle Lipa | Philippines | This project stands out in the Philippines, particularly since its inception in SY2019-2020, due to its unique integration of robotics education with the United Nations Sustainable Development Goals (SDGs). While robotics programs are emerging across the country, few explicitly align their objectives with global sustainability goals, particularly SDG 7: Affordable and Clean Energy. The use of UBTECH's uKit Explore to build a robotic WindMill that promotes renewable energy highlights the novelty of this initiative. By combining cutting-edge technology with a focus on real-world impact, the project differentiates itself from other robotics programs, offering both a technological and socially relevant learning experience that is rare in the region.
| Glenda, Obre |
| 34 | Trinity University of Asia | Philippines | The Trinity in-house Teacher-formation Training (T3) of Trinity University of Asia (TUA) is an annual program designed to upskill and develop teachers from high school to graduate school, equipping them with the latest educational trends and teaching strategies. T3 focuses on enhancing pedagogical practices, integrating new technologies, and fostering professional growth to ensure teachers remain responsive to evolving student needs.
Now in its 7th year, the 2024 T3 training theme is "Rationalizing Generative Artificial Intelligence and Microcredentialling Towards a Responsive Education of Post-Millennials and the Alpha Generation." This theme reflects TUA's commitment to preparing educators to navigate emerging trends such as the role of AI in education and the value of microcredentialling, ensuring they can effectively engage and educate both Post-Millennials and Alpha Generation learners.
| Gisela, Luna |
| 35 | wqr | Afghanistan | erc | TEST, TEST |
| 36 | The Hong Kong Polytechnic University | Hong Kong SAR China | In response to the sweeping digital transformation in higher education, the Educational Development Centre (EDC) at PolyU has pioneered an in-house Learning Analytics Platform (LAP). This cutting-edge EdTech innovation seamlessly centralises and integrates diverse learning and teaching data, offering dynamic visualisations, standardised reports and profound insights into student learning and teaching development. By incorporating advanced AI capabilities, the LAP generates insightful summaries and actionable insights from educational data, revolutionising teaching practices.
Designed for management, Deans, Heads, learning and teaching committees, programme leaders and teachers in the university, the platform supports quality assurance and enhancement processes. The LAP has cultivated a culture of evidence-based continuous improvement, empowering our university community to harness data for unparalleled educational excellence.
| See Ki, Ada, Tse |
