| 1 | Temasek Polytechnic | Singapore | The HSBC-TPSmart Programme is a community-driven initiative that brings together Temasek Polytechnic, HSBC, and SmartCo to advance financial literacy among youth. Over 300 student facilitators have reached more than 40,000 secondary school students through 400+ workshops, extending learning beyond the classroom and into the community since 2017. By integrating outreach with gamified platforms like LCube, Smart Money Online and the Uplift initiative for vulnerable youth, the programme fosters both financial confidence and social empathy. Facilitators gain hands-on experience in leadership and public engagement, with many returning as mentors. The initiative nurtures a new generation of socially conscious changemakers committed to uplifting others. | Joanna, Tan |
| 2 | Singapore University of Social Sciences | Singapore | The Prison School Project is a pioneering university-led initiative by the Singapore University of Social Sciences (SUSS) that provides incarcerated individuals with access to higher education through specially adapted business degree programmes. It was launched in 2020 by the Singapore University of Social Sciences (SUSS) in collaboration with the Singapore Prison Service (SPS) and supported by the Yellow Ribbon Fund. Initially spearheaded by the School of Business (SBIZ) with tailored business degree programmes, it has since expanded to include disciplines such as Logistics and Supply Chain Management, Marketing, and Business undergraduate programmes. The project adapts academic rigour to correctional environments through secure, hybrid learning modes, offering a dignified path to transformation and societal contribution post-release. Over 50 faculty members contributed pro bono and volunteered beyond their regular workloads to drive this transformative initiative. | Huay Ling, Tay |
| 3 | Taipei Medical University | Taiwan | Taipei Medical University(TMU) leads a university alliance under a Ministry of Education project, partnering with Tzu Chi University, National Taiwan Ocean University(NTOU), National Taipei University of Technology, and National Taipei University to jointly advance digital learning. TMU promotes its mature digital self-learning initiative through this alliance. Within this framework, NTOU's "MOOCs Jade Award Program" significantly impacts disadvantaged students. It provides incentives for digital self-directed learning to assist economically or culturally disadvantaged students "learn in place of part-time work," balancing needs and enhancing effectiveness. The Alliance has leveraged technology to expand opportunities and support disadvantaged communities. | HSU-TIEN, WAN |
| 4 | Guru Binar | Indonesia | The Lighthouse School Program x Guru Binar is a tech-powered initiative designed to transform teacher quality in Indonesia’s most underserved communities, from a low-income boarding school in East Java to remote schools deep within palm oil plantations in Central and West Kalimantan. Through structured digital learning, coaching and mentoring, it equips isolated teachers with skills, support, and a professional community. This initiative bridges the urban–rural divide and ensures children who are often excluded from quality education are taught by confident and capable educators. More than a project, it’s a lifeline that empowers teachers to become changemakers for educational justice. | Weni Mardi , Waluyani |
| 5 | Chihlee University of Technology, Center for Digital Affairs and E-Learning | Taiwan | Since its launch in 2021, the research team has been steadily advancing the “5G Innovative Learning Demonstration School Program,” which enters its fifth year in 2025. To date, 158 elementary and secondary schools across Taiwan have integrated VR and educational metaverse technologies into their teaching practices. Additionally, 108 schools in 13 counties and cities are actively implementing XR-enabled collaborative learning, showcasing remarkable progress in innovative education.
These achievements are the result of our long-term commitment to digital learning innovation and practice. Through hands-on guidance, we have supported teachers in incorporating emerging technologies—such as 5G, VR, XR, and the educational metaverse—into their subject curricula. This not only enriches instructional design with greater diversity and interactivity, but also creates immersive learning environments that enhance student engagement. Most importantly, students in remote and under-resourced areas now have access to the same quality educational resources and opportunities as those in urban centers, helping to realize educational equity and digital inclusion. | Shu-Ping, Chang |
| 6 | Hong Kong Baptist University | Hong Kong SAR China | Despite the growing potential of immersive learning, students from low-income, rural, and indigenous communities often face barriers to accessing VR technology. These learners experience higher discomfort and lower technology acceptance, particularly when exposed to non-personalized, one-size-fits-all VR environments. This project develops adaptive VR learning environments tailored for disadvantaged students in Malaysia, Hong Kong, and Kunming. By monitoring presence (sense of being there) and discomfort, it adjusts learning conditions in real time-improving engagement, reducing dizziness, and increasing technology acceptance through culturally responsive, scaffolded step-by-step guided immersive experiences. Results show that the methodology helps to adapt learning to support equitable VR learning for underserved and low-exposure learner groups. | Kristen Yuanxi, Li |
| 7 | economic education | Angola | EduReach AI is a mobile and web-based platform designed to reduce educational inequality in Indonesia, especially in 3T (frontier, outermost, and underdeveloped) regions. Using satellite data and community reports, the app’s AI engine identifies underserved areas lacking infrastructure, then connects students with volunteer online teachers. Lessons are adapted to local languages and needs, while AI handles scheduling, progress tracking, and reporting to local governments. Inspired by educational strategies from countries like Finland and South Korea, EduReach AI offers a scalable, inclusive solution that empowers students in remote areas to access quality education without relocating to urban centers. | Fajrina, Ina |
| 8 | University of Santo Tomas | Philippines | UST is pioneering innovations on the broader educational landscape and continues to actively empower and provide crucial support to its diverse stakeholders as they navigate this rapidly evolving technological terrain. Recognizing the pervasive influence of publicly accessible Artificial Intelligence (AI) in 2022, UST, through the collaborative efforts of its administrative, academic and academic support units, local and international organizations and experts, the University of Santo Tomas has actively and carefully bridged learning sessions for AI awareness and integration of AI practices into teaching and learning methodologies. Appreciating early AI's central role in modern instruction and the necessity of ethical application, UST thoroughly explored AI technologies, culminating in a series of webinars, workshops and comprehensive training programs to contextualize complex technological concepts for optimal learning experiences. These programs strategically blend onsite, online, hybrid, and practical sessions to effectively equip and upskill academic staff, support personnel, and students, including interested public audience and collaborators from partner institutions.
| April Joy, Gascon |
| 9 | The Hong Kong Polytechnic University | Hong Kong SAR China | From 2019 to 2025, our project delivers sustainable STEM training to underserved youth in developing countries, equipping them with foundation skills in coding, robotics, 3D printing, and digital storytelling to support local development. Through hands-on workshops like the BootCamp in Tanzania, students explore technology creatively and practically, fostering critical thinking, teamwork, and digital literacy. By empowering local educators and youth with adaptable skills and leadership capacity, we ensure these communities can sustain and expand STEM education independently. This approach bridges the digital divide, inspires innovation, and promotes inclusive, future-ready development aligned with global sustainability goals. | Pauli, Lai |
| 10 | Hong Kong Baptist University, Centre for Holistic Teaching and Learning | Hong Kong SAR China | The United Nations Sustainable Development Goals Online Knowledge Contest
(Greater China) (the SDGs e-Tournament) is a cross-regional online tournament
designed to engage secondary school students to learn about SDGs through peer
collaboration, and inquiry-based, gamified learning. Students from Hong Kong,
Taiwan, Macau, and Mainland China conduct group-based studies on SDG-related
topics, then compete by answering questions on a digital platform. Correct answers
allow teams to expand their virtual territory; when time expires, the group with the
largest land area wins. The SDGs e-Tournament offers an edutainment format that
improves students’ awareness of SDGs and strengthens their ability to collaborate
with peers, online and offline, to complete tasks.
| Kimmy, Cheng |
| 1 | Indian Institute of Technology Roorkee | India | In this project 40 video lectures have been developed on Advanced Geomatics Engineering. This project is about developing video content for the benefit of larger students' community who have some background knowledge of the subject and further want to enhance their knowledge without attending any formal class room teaching. | Pradeep, Garg |
| 2 | Singapore University of Social Sciences | Singapore | 1) Description of the pedagogy-driven technology integration initiative
This initiative integrates the 5R Model, including “Recall, Read/Research, Rectify/Recommend, Recap, and Reflect, with accessible technologies (Canvas and Zoom) to engage working adult learners. Uniquely developed by myself, the 5R Model promotes student engagement online through simplified technology. Guided by a pedagogy-driven technology integration approach, the initiative leverages familiar tools to support learning without overwhelming learners. Each stage aligns with tools like discussion boards (Canvas), Zoom breakout rooms and whiteboards. Designed for learners with time constraints, it fosters structured, active engagement. Its simplicity, scalability, and learner-centred design make it an inclusive and effective model for technology-enhanced learning in higher education.
2) Background of students in the Business programme at Singapore University of Social Sciences (SUSS).
The majority of students enrolled in the Business programme at the Singapore University of Social Sciences (SUSS) are working adults who previously did not have the opportunity to pursue higher education. Now embracing a second chance, they are determined to upgrade their qualifications while managing full-time jobs, family commitments, and community responsibilities. With limited time and competing demands, these learners value practical, accessible, and flexible learning experiences. In response, teaching approaches at the Business programme are designed to be flexible, inclusive, and supportive, acknowledging their lived experiences. These teaching approaches are tailored to meet the unique learning needs of adult learners.
| Thi Thu Huong, Ha |
| 3 | Singapore University of Social Sciences | Singapore | Psychology courses are typically taught on a topical basis, which does not fully capture the interconnectedness of multiple psychological processes like memory, emotion, and social interactions experienced in our day-to-day life. ABS103 Everyday Psychology was developed using the "A Day in the Life" digital storytelling approach where interactive videos adopting the context-based, scenario-based, and experiential learning models immerse students in realistic scenarios involving characters from different professions. These videos prompt students to apply psychological concepts, make decisions, and experience the consequences of their choices through embedded quizzes. This approach enhances engagement, deepens understanding, and makes psychology relatable. | Eun-Young, Yeo |
| 4 | King Mongkut's University of Technology Thonburi | Thailand | The inquiry-based learning (IBL) initiative involves shifting learning responsibility to students, emphasizing curiosity-driven exploration and active questioning. Rooted in constructivism, it aims to foster critical thinking, creativity, and adaptability for the 21st century, with the teacher acting as a "guide on the side" rather than “sage on the stage”. IBL phases include conceptualization, investigation, conclusion, and discussion. Implemented activities included bad idea brainstorming, observation for needfinding, journal and viewbook creation and peer review. Moreover, storytelling methods in both oral and written formats also served as inquiry tools, enhancing understanding and reflection. These initiatives promoted student engagement, collaboration, and analytical skills for computer engineering students. | Nuttanart, Muansuwan |
| 5 | Centre for Learning Enhancement And Research (CLEAR), The Chinese University of Hong Kong (CUHK) and Centre for Holistic Teaching and Learning (CHTL), The Hong Kong Baptist University (HKBU) | Hong Kong SAR China | The Jockey Club “Blended Learning” Project is an innovative teaching and learning programme for primary and secondary schools in Hong Kong. It aims to equip teachers with the essential skills and knowledge to implement blended learning effectively, while also fostering students’ self-learning capabilities to meet the challenges of the 21st century.
The project offers a comprehensive range of services, including a rigorous professional development course, on-site pedagogical support from expert teachers, educational tool workshops, teacher community activities, and a self-learning platform for students.
As of May 2025, we have supported more than 100 schools and 500 teachers in reimagining and refining their instructional practices, resulting in innovative and highly effective teaching approaches.
| Ka Man, Lau |
| 6 | Beijing Normal University - Hong Kong Baptist University | China | This initiative represents a project-based teaching and learning innovation in Management Information Systems (MIS) education through its systematic integration of pedagogical innovation with technological excellence through three synergistic dimensions, creating a holistic approach to higher education. Strategic Planning leverages outcome-based pedagogical theories to guide technology adoption, ensuring e-learning tools (including AI) align with experiential learning cycles. Outcome-based Curriculum Alignment embeds these technologies within constructivist project frameworks, where students tackle real-world challenges through enterprise partnerships-enabled project-based learning. Deep Learning through Critical Thinking and Problem-solving synthesizes experiential philosophy with contemporary AI and technology capabilities, enabling students to engage in authentic inquiry while developing metacognitive awareness through flipped classroom methodologies and collaboration with agentic AI tutors, AI collaborators as well as their peers, ensuring that technological integration transcends mere tool adoption to create pedagogically-grounded learning ecosystems where technologies amplify human cognitive processes.
This tri-dimensional approach has yielded significant recognition through several prestigious awards: the Guangdong Provincial First-Class Courses "Management Information Systems" Award, recognizing excellence in curriculum design and implementation; the Merit Award in the Guangdong University Innovative Teaching Competition, organized by the Department of Education of Guangdong Province, acknowledging innovative pedagogical approaches.
The initiative's customized learning pathways demonstrate discipline-specific technological integration through tailored implementations across professional domains. In Human Resources, AI recruitment tools analyse historical hiring data to identify and mitigate unconscious bias patterns, enabling students to redesign equitable selection processes while mastering predictive analytics. Information System cohort exemplified this approach by developing AI-powered social media analytics dashboards. These implementations bridge technical proficiency with sector-specific problem-solving, ensuring learners acquire both technological mastery and contextualized application skills that address real organizational challenges while advancing social responsibility objectives with high relevancy to their field and interest.
Beyond formal recognition, the initiative has accomplished substantial business competition awards as well as academic output through paper publications in the education field (e.g. The International Journal of Management Education, SSCI Q1) and book publications that contribute to the broader scholarly discourse on pedagogical innovation and technology integration in higher education.
This comprehensive framework maintains ethical technological stewardship while fostering critical thinking competencies, ensuring that students develop both technical proficiency, critical thinking, and the analytical skills necessary for addressing contemporary challenges in an increasingly complex technological landscape, thereby creating a replicable model for educational transformation that balances innovation with pedagogical rigor. The initiative's project-based learning (PBL) framework has prompted adjacent departments, e.g. economics department, the communication department, etc., to adopt interdisciplinary course components, as evidenced by cross-disciplinary collaborations with faculty on AI-driven epidemiological modelling projects. This economics team won the Guangdong Provincial First-Class Courses Award in following years, recognizing excellence in curriculum design and implementation and secured provincial project on “Reform and Construction of Applied Economics Education: Exploration for the application of new technologies in economics teaching, and cultivation the teaching team” from Guangdong Higher Education Upgrading Plan (Project Code UICR0400016-25). A new book, “Chinese Social Media: Insider, Intercultural and Interdisciplinary Perspectives,” was published on interdisciplinary teaching in the Chinese social Media context through cross-disciplinary collaborations. | May, Wang |
| 7 | University of Santo Tomas | Philippines | Faithful to its tradition of excellence and relevance for more than 400 years, the University of Santo Tomas thoroughly explored and prioritized the integration of artificial intelligence (AI) technologies into instruction. Since 2023, the university has offered comprehensive institutional training programs to its academic staff. These programs strategically blend onsite, online, and hybrid practical sessions that effectively equip and upskill over 2,000 strong academic staff and 600 support personnel of the university. This process ensures that its 40,000 students can competently maximize these technologies for optimal learning experiences and can eventually thrive in their prospective work settings. | Kim Gerald, Medallon |
| 8 | The Hong Kong Polytechnic University | Hong Kong SAR China | This peer mentoring initiative is a structured academic and emotional support program designed to enhance student learning outcomes. We connect 38 mentees with 7 mentors for weekly two regular sessions, with 66% of students favored this arrangement. We have also integrated Generative AI (GenAI) tools to enhance students’ learning outcome. Mentors use GenAI to design tailored learning content (e.g., practice problems, concept summaries), and coaching our mentees to leverage AI technology for self-paced study and clarifying doubts. This project offers both, online (31% students’ preference), and weekly face-to-face (31% students’ preference) sessions, with 66% of students favoring our designed weekly meetings. Student reported this project improved problem-solving (75% agreed/strongly agreed), motivate to learn (65.5%), and emotional support and connection (over 60%). By combining AI-driven resource creation with human mentorship, the initiative bridges gaps in complex coursework while fostering collaborative, tech-enabled learning communities. | Kim Hung, Lam |
| 9 | Silliman University | Philippines | This project integrates a six-hour micro-course on innovation culture into the GE 10 (Whole-Person Education) course at Silliman University. Designed to foster responsible digital engagement, AI literacy, and innovation mindset, the micro-course aligns with institutional graduate outcomes and utilizes self-paced, technology-enhanced learning via the university’s LMS. It offers students flexible, engaging content and assessments that promote reflection, ethical digital practices, and future-ready skills. Implemented across 16 sections with 346 students, the initiative exemplifies how micro-learning can enrich general education, support outcomes-based teaching, and respond to evolving educational needs in a post-pandemic, digitally driven learning environment. | Dave, Marcial |
| 10 | The Education University of Hong Kong | Hong Kong SAR China | The YoChatGPT! initiative is a pioneering collaborative AI platform designed to transform educational environments into hubs of co-creation and critical thinking. Unlike traditional single-user AI tools, YoChatGPT! enables real-time, multi-user interactions within digital chatrooms, integrating multiple large language models. It supports innovative pedagogies such as AI-moderated group discussions, personalized analytics, and gamified learning for English, STEAM, and interdisciplinary education across K12 and higher education. By fostering teacher-student-AI and peer-to-peer collaboration, YoChatGPT! enhances student agency, digital literacy, and engagement, aligning with global calls for ethical and rigorous AI integration in education. | Fridolin, Ting |
| 11 | Hong Kong Polytechnic University | Hong Kong SAR China | This initiative aims to equip educators and students with GenAI literacy, fostering a deeper understanding of its applications and implications. By integrating GenAI into practical tools, such as daily mobile applications like WhatsApp, it supports enhanced student learning and scales up out-of-classroom experiences. The project seeks to improve the quality of academic discussions while leveraging backend data to inform teaching practices and address students' evolving needs. Ultimately, the initiative aspires to bridge the gap between cutting-edge technology and education, offering innovative solutions to enrich learning environments and promote reflective practices in both teaching and learning processes. | Rodney, CHU |
| 12 | Guru Binar | Indonesia | The School Transformation Program x Guru Binar is a hybrid teacher development initiative that champions pedagogically driven technology in seven under-resourced public schools in Bengkulu, Indonesia. Through Guru Binar platform, teachers engage in scaffolded digital modules, receive real-time feedback, and participate in collaborative reflection while strengthening core 21st-century pedagogies like differentiated instruction and cooperative learning. Offline workshops deepen practice through lesson study activities. As teachers grow in confidence, they become mentors, lead local communities, and present at national events. This initiative demonstrates how technology, when anchored in sound pedagogy, can spark sustainable, teacher-led transformation beyond the boundaries of urban schools. | Weni Mardi , Waluyani |
| 13 | Academy of Chinese, History, Religion and Philosophy - Department of Religion and Philosophy, Hong Kong Baptist University | Hong Kong SAR China | An urgent need exists to teach ethical awareness in digital environments. Our online course "An Introduction to Digital Ethics" is offered free-of-charge to people working in higher education and developed with particular attention to the diversity of cultures and educational practices across Asia. Using both asynchronous and synchronous sessions, the course is co-organized by the Centre for Holistic Teaching and Learning (CHTL) and the Department of Religion and Philosophy at Hong Kong Baptist University (HKBU) and the Digital Content and Programming division of the United Board for Christian Higher Education in Asia. | Rachel Siow, Robertson |
| 14 | 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 |
| 15 | 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 |
| 16 | ITE College Central | Singapore | The School of Engineering at the Institute of Technical Education (ITE) College Central, Singapore, has launched a groundbreaking AI-first educational blueprint, redefining how technical education is delivered in the era of Industry 4.0 and 5.0. This innovative initiative exemplifies excellence in Artificial Intelligence (AI) implementation for learning by embedding artificial intelligence across pedagogy, curriculum, and assessment to create a dynamic, learner-centric ecosystem.
The blueprint is structured into a three-tier AI model—Generative AI, Rule-Based AI, and Digital Twin + Statistical AI—each aligned with progressively more advanced learning outcomes, ranging from foundational understanding to expert-level reasoning. These tiers are operationalised through three purpose-built AI tools:
Learning Al Robot for Everyone (LARRY) (Layer 1): A generative AI assistant that supports early-stage learning through ideation, Science, Technology, Engineering and Mathematics (STEM) exploration, and flipped classroom engagement. It fosters curiosity and learner autonomy, laying the conceptual foundation for deeper skill development.
Al-assisted Mechanical Computer-Aided Design (AMCAD) (Layer 2): A rule-based evaluator that provides automated, consistent feedback on technical tasks such as computer-aided design (CAD) and electronics. It enables iterative practice and mastery logging, bridging conceptual knowledge with hands-on technical proficiency.
Al-assisted Mechanical Computer-Aided Manufacturing (AMCAM) (Layer 3): A digital twin and statistical AI platform that immerses learners in real-world industrial problem-solving. Students analyse computer-numerical control (CNC) sensor data, predict machining outcomes, and optimise processes—mirroring expert roles in smart manufacturing.
This AI-first approach is not only pedagogically sound but also industry-aligned, preparing students for AI-integrated workplaces. It exemplifies how AI can be leveraged to personalise learning, enhance engagement, and foster future-ready skills and competencies.
| Hock Jin, Yeo |
| 17 | Hong Kong Baptist University | Hong Kong SAR China | The purpose of this project, titled "Responsible by Design: GenAI and Immersive Learning," is to integrate ethically aligned GenAI avatars into VR learning environments across eight universities in Hong Kong, Malaysia, and Singapore. By combining immersive technology with reusable scene design and responsible AI practices, the initiative enables engaging, hands-on, and authentic student-AI interactions. The methodology supports scalable, cross-disciplinary deployment, with over 1,800 students participating in 2024/2025, out of which 2615 GPT interactions were completed. Regression results show that our approach predicts up to 80% of students' intent to engage, demonstrating strong potential for long-term adoption. | Paolo, Mengoni |
| 18 | National Teachers College | Philippines | Tanglaw 101 is conceived as an institutional-foundational course, strategically designed to orient incoming students, often referred to as "freshies," to their academic trajectory, the core values of the institution, and crucial aspects of personal development. Its primary intention was to serve as a compass for students as they navigated the initial phases of their university life, fostering a profound sense of belonging and purpose.
At its core, Tanglaw 101 aimed to cultivate character, instill a strong sense of institutional identity, and foster holistic student development. The curriculum was meticulously crafted to guide students through a journey of self-discovery, historical appreciation, and the practical application of institutional values. Key modules, particularly those introduced early in the course, were perceived as transformative. For instance, the "Week 7 Ikigai" module was consistently highlighted by both students and facilitators for its effectiveness in helping students discern their "real purpose or path" and understand their course pathway. Similarly, "Week 3 - Legacy" was instrumental in fostering an appreciation for the institution's history, thereby cultivating a sense of belonging and pride.
The course's pedagogical approach emphasized student-centric engagement and practical application. Modules such as "Week 4 and 7 - Goals and Role" were recognized for fostering active student participation by focusing directly on students' immediate experiences and relevance. Experiential learning was a significant component, with activities designed to facilitate a deeper, more internalized understanding of abstract concepts like institutional vision and mission. This approach aimed to move beyond mere theoretical knowledge, providing opportunities for students to put their learnings and essential concepts into practice.
Central to Tanglaw 101's philosophy was the "Know, Love, Serve Tanglaw" framework. This framework posited that students must first "Know Tanglaw" through intellectual understanding and factual knowledge of the institution's history and values. This foundational knowledge was intended to precede the "Love Tanglaw" phase, which focused on character building aligned with institutional goals and fostering self-worth, with students envisioned as "walking tarpaulins" embodying the institution's values. The culmination was "Serve Tanglaw," considered the most important element, as it involved the practical realization and application of their learning through contribution and service.
Ultimately, Tanglaw 101 sought to equip students with crucial non-cognitive skills, such as a positive "Mindset" for leadership, "Love" for social connection and empathy, and beneficial "Habits" for overcoming personal barriers. The course aimed to develop critical thinking, enhance skills, and provide a clear sense of direction, thereby reducing feelings of being lost and significantly increasing student motivation. It was intended to be a catalyst for social capital and confidence-building, directly aiding in social integration and personal confidence. | Edizon, Fermin |
| 19 | Hong Kong Baptist University | Hong Kong SAR China | Now in its third consecutive year, this project has consistently empowered marketing students to bridge academic theory and real-world practice through live SME collaborations. Students applied AI, AR, and data analytics to deliver innovative campaign strategies, developing future-ready skills in digital fluency and adaptive problem-solving. SMEs, in turn, benefited from fresh market insights and scalable solutions. In Hong Kong SAR—where over 98% of businesses are SMEs—the project stands as a replicable, pedagogically grounded model for enhancing employability and fostering meaningful academia-industry partnerships, especially for students outside formal transdisciplinary streams. | Mei Ching Amy, TSANG |
| 20 | Universiti Teknologi MARA (UiTM) | Malaysia | This initiative introduces Hyper-personalized Blended Learning (HPBL), a pedagogy-led model that leverages Generative AI (GenAI) to personalize student learning experiences at scale. Currently implemented in an engineering course at Universiti Teknologi MARA, Malaysia, HPBL uses a toolchain of three integrated web applications to support students through self-paced learning design, adaptive assessments, and real-time feedback and mentoring. The approach empowers regulated learning during the self-learning time and aligns with course outcomes and graduate competency goals. By integrating pedagogy and GenAI, HPBL addresses learner diversity, increases engagement, and strengthens teaching effectiveness, which makes it a replicable best practice for blended learning environments. | Valliyappan David, Natarajan |
| 21 | Center for Continuing Professional Education, University of Santo Tomas (UST) | Philippines | The MasterCourse in the Fundamentals of Artificial Intelligence in Education is a 54-hour post-baccalaureate foundational mastercourse offered by the University of Santo Tomas (UST), Manila primarily aiming to enable Filipino teachers to integrate AI effectively and safely into instruction and contribute to useful policy development. The course serves as a prerequisite to five (5) other Mastercourses leading to a MasterTrack Specialist Certification in AI-Integrated Learning and Development for Educators. The course is team-taught by educators from UST, in collaboration with industry practitioners from partner agencies who provide broader insights on how education should address the global and national goals through maximization of available technology. MasterTrack Courses and MasterTrack Specialist Certificates may be applied for credit to a Master's Degree program at the UST Graduate School, subject to existing policies and evaluation. The course is open to all educators, industry practitioners, policy-makers, and other stakeholders across the Philippines interested in enhancing their understanding of artificial intelligence and how it can be adopted responsibly and ethically in the academe. The course is delivered through a hybrid modality with in-person classes being held at the state-of-the-art facilities of the UST Educational Technology Center and online classes facilitated by the UST Cloud Campus, the online learning platform of the University. The mastercourse has graduated two cohorts composed of 46 students from across the Philippines since its first run in May 2024 (see Exhibit A. Publicity Materials) | Jocelyn, Agcaoili |
| 22 | King Mongkut's University of Technology Thonburi | Thailand | This initiative addresses educational inequality in Ratchaburi Province by integrating local community resources into learning. Entitled “Student Development Through Community Resources: A Case Study of Stingless Bees,” the project targets Grade 4–6 students in rural schools. By incorporating real-world experiences, digital tools, and cross-disciplinary activities—including science, Thai language, and design—students build critical thinking, environmental literacy, and self-confidence. The stingless bee becomes a medium for teaching sustainability and entrepreneurship. Students not only gain academic knowledge but also develop life skills and pride in their cultural and ecological heritage, helping them stay engaged in education and contribute to communities. | PANUTDA, YODSANG |
| 23 | School of Creative Arts, Hong Kong Baptist University | Hong Kong SAR China | An art student creates a socially provocative 3D installation; a GE student designs a vending machine to dispense fresh herbs; another creates a sustainable agricultural plan for a rural community. The initiative, "Empowering Transdisciplinary Collaboration through Planet-Centric Design," integrates design thinking, sustainability, and creative entrepreneurship to develop students with future-ready skills. The 4Cs framework (Content, Context, Culture, Collaborator) breaks down a problem. Instruction using project-based learning, gamification, and flipped classrooms fosters critical thinking, ethical citizenship, and entrepreneurial resilience. The United Nations’ Sustainable Development Goals (SDGs) frame students’ engagement in real-world challenges, collaborating across disciplines, with industry, NGOs, and community partners. | Anna Lai-yin, Qin |
| 24 | The Hong Kong Polytechnic University | Hong Kong SAR China | My educational innovation focuses on developing digital tools to support flipped classroom pedagogies. I have committed in “Digital Technology Enabled Flipped Classroom” pedagogy development. In the past few years, I have successfully designed and implemented three education projects: 1) 360-degree immersive videos on green buildings, 2) VR-based thermal comfort simulations, and 3) online micro-learning modules for sustainable engineering. By integrating real-world scenarios and interactive technologies, this approach overcomes the limits of traditional instruction and promotes student-centered learning. Evaluations using surveys and statistical modeling demonstrate improved comprehension, motivation, and satisfaction among undergraduate and postgraduate students in building and environmental engineering. | Cynthia , Hou |
| 1 | Singapore University of Social Sciences(SUSS) | Singapore | iSmartGuide: Transforming Education with AI-Powered Platform for Inclusive, Personalised, and Lifelong Learning
iSmartGuide represents a paradigm shift in educational technology, seamlessly integrating diverse learning tools into a comprehensive platform designed to cater to the varied needs of learners at all stages of their educational journey. This platform is uniquely positioned to support a wide range of learning styles and preferences, ensuring that education is not only accessible but also engaging and effective for every learner. The core features of iSmartGuide, including Interdisciplinary Learning, the Reader, AI Tutor, AI Quiz, Gamification, Achievement Badges, Nudging, Lifelong Learning, and detailed Analytics, collectively foster an environment that emphasises personal growth, practical knowledge application, and continuous engagement. Each component is meticulously designed to encourage self-directed learning, support special educational needs, facilitate real-time problem-solving, and offer adaptive assessments that align with each learner's pace and proficiency level. A video is available at https://youtu.be/sbbt5I28JfA
| Wee Leong, Lee |
| 2 | University of Batangas | Philippines | The "Bahay-Bahayan" project addresses the decline in traditional cultural transmission in Batangas by digitizing local heritage through an interactive, web-based platform. Featuring gamified learning, virtual tours, AR/VR, and mobile apps, it promotes Batangueño culture to students, educators, and tourists. The initiative includes seven unique arcades and tools to track engagement and learning. Developed in collaboration with the Provincial Tourism, Culture and Arts Office, it ensures authenticity and community involvement. Designed as a digital playground, it fosters cultural appreciation, bridges generational gaps, and supports education. With usability testing and future integration into school curricula, the project offers a novel, meaningful approach to heritage preservation in the Philippines. | Bernadet, Macaraig |
| 3 | Spark Education Co., Ltd | Thailand | CodeVenture is a gamified coding education platform designed to make coding fun, accessible, and effective for children aged 5 and above. Through four progressive learning levels—Icon, Block, Text, and Python coding—it delivers a structured yet engaging journey that develops critical digital skills. The platform blends interactive gameplay, AI-powered personalized learning, and curriculum-aligned content to meet learners at their skill level while enabling teachers and parents to track progress. With widespread adoption across schools and a high satisfaction rate, CodeVenture is redefining how young learners acquire future-ready technological competencies both at school and at home. | Apinya, Hiranyawech |
| 4 | Maranatha Christian University | Indonesia | This project aims to integrate Generative Artificial Intelligence (GenAI) into a data science course to improve GenAI literacy through firsthand experience and to broaden participation by simplifying the course’s complexities with GenAI. To improve GenAI literacy, students are encouraged to use and acknowledge GenAI in some assessments, not all, to prevent over-reliance. Each covers a GenAI literacy aspect. Students who directly copy GenAI results are penalised. To broaden participation in the course, students can use GenAI to assist their code-writing process, although they still need to verify and align GenAI results. Programming can be challenging for some. | Oscar, Karnalim |
| 5 | Office of Information Technology, Center for Multi-Metaverse Media, Taipei Medical University | Taiwan | The Center for Multi-Metaverse Media at Taipei Medical University, in collaboration with various healthcare-related college has developed 65 immersive VR360° teaching modules. These modules cover a wide range of essential topics such as human anatomy, clinical procedures, patient care, and end-of-life support. Co-designed through close collaboration between educators and a dedicated technology team, and powered by advanced VR technology, the modules deliver realistic, interactive, and emotionally resonant learning experiences. Accessible via web browsers, mobile devices, and VR headsets, they enhance both student engagement and learning flexibility. This initiative illustrates the potential of interdisciplinary collaboration and immersive media to modernize healthcare education and better prepare students for real-world clinical practice. | Hsu-Tien, Wan |
| 6 | Temasek Polytechnic | Singapore | The Hospitality & Tourism industry is highly experiential, requiring hands-on exposure to understand operational complexity and its diverse sectors. Yet, classroom-based learning often limits students’ ability to visualise spatial planning or apply service concepts effectively. To bridge this gap, a Work-Integrated Learning (WIL) approach was introduced, supported by a personalised, tech-enabled skills-assessment dashboard. This tool combines self and supervisor evaluations to promote self-awareness, workplace reflection, and critical analysis. Students use the insights gained to identify skill gaps, enhance performance, and engage more deeply in classroom discussions. The innovation strengthens their industry readiness and ability to deliver quality guest experiences. | Samantha, Chern |
| 7 | Centre for Holistic Teaching and Learning, Hong Kong Baptist University | Hong Kong SAR China | By following augmented reality (AR) “Learning Trails” on their mobile devices, students contemplate broad-ranging lessons in digital citizenship as moral dilemmas and scenarios presented as case studies. To date, a set of 88 AR scenarios, co-created among the project team and our students, have allowed over 5,200 students to engage in immersive, interactive learning experiences covering topics that include Security and Privacy, Rights and Responsibilities, Communication, Literacy, Economy, Integrity, and Law. These scenarios are aligned with the updated Digital Citizenship Framework (Ribble, 2020 & Ribble, 2021), and emphasise responsible and ethical behaviour in the digital world by simulating real-life situations. | Theresa, Kwong |
| 8 | The Hong Kong Polytechnic University | Hong Kong SAR China | Project initiative cultivates STEM and environmental sustainability in students through student-staff co-creative partnership (SSP) approach with ESG experts, merging educational technology (Generative AI, immersive tools) with blended learning—case studies, hybrid labs, outbound learning opportunities and mini-projects. Our project emphasizes active, peer, and experiential learning to develop critical thinking, problem-solving, and teamwork. GenAI tutorials and virtual environments boost engagement and higher-order thinking, while authentic assessments address AI integrity. Learning analytics from LMS and virtual tools refine pedagogy, enhancing students' learn-to-learn behaviors and sustainable values. The project focuses on nurturing advanced cognitive skills and mitigating AI’s ethical challenges through Ed-tech and GenAI-supported collaborative pedagogies. | Kim Hung, Lam |
| 9 | The Hong Kong Polytechnic University | Hong Kong SAR China | English language learners face a critical challenge: lack of immediate feedback on writing and speaking skills. To address this, we developed AIReAS, a rubric-based AI platform delivering real-time, subject-specific feedback on written assignments, encouraging iterative improvement while supporting teachers’ professional judgment. Building on this, we created NinjOrAItor, which evaluates English oral presentations through hybrid intelligence with self and peer review mechanisms. Human intelligence complements AI feedback—peer assessments fill AI's gaps with nuanced insights, while self-assessment fosters critical reflection, allowing students to agree or disagree with AI and peer input. These innovations empower learners to think critically while using GenAI. | Pauli, LAI |
| 10 | The Education University of Hong Kong | Hong Kong SAR China | The YoChatGPT! initiative is a pioneering collaborative AI platform designed to transform educational environments into hubs of co-creation and critical thinking. Unlike traditional single-user AI tools, YoChatGPT! enables real-time, multi-user interactions within digital chatrooms, integrating multiple large language models. It supports innovative pedagogies such as AI-moderated group discussions, personalized analytics, and gamified learning for English, STEAM, and interdisciplinary education across K12 and higher education. By fostering teacher-student-AI and peer-to-peer collaboration, YoChatGPT! enhances student agency, digital literacy, and engagement, aligning with global calls for ethical and rigorous AI integration in education. | Fridolin, Ting |
| 11 | QUALITYZONE CORP | United States | AI Made Simple: A Beginner’s Guide to Using AI Tools is a pioneering eLearning initiative by QUALITYZONE CORP that democratizes access to AI literacy through immersive, self-paced learning. Blending innovative instructional design with cutting-edge technology, the module empowers learners of all backgrounds to understand and apply AI tools confidently. Featuring interactive scenarios, real-time Gen AI feedback, and voice-guided tutorials, it transforms complex AI concepts into engaging, real-world applications. This initiative exemplifies educational excellence by bridging the digital skills gap and promoting responsible, scalable AI adoption, making it a model for how technology can be effectively leveraged to elevate learning outcomes. | Dharshini, Ramkumar |
| 12 | Guru Binar | Indonesia | Guru Binar is a nationally scaled digital platform that reimagines teacher professional development in Indonesia. Launched during the COVID-19 crisis, it addresses systemic challenges in access, quality, and continuity of teacher learning. The platform offers over 70 online courses, and competency profiling tools for teachers, principals, and supervisors. AI-assisted analytics embedded in its competency profiling tools ensure learning is personalized, scalable, and measurable. With over 90,000 active users across the archipelago, Guru Binar empowers educators to become adaptive, data-informed, and collaborative agents of change which drive real transformation in classrooms, schools, and communities anytime, anywhere. | Weni Mardi , Waluyani |
| 13 | 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 |
| 14 | 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 |
| 15 | FEU Institute of Technology | Philippines | MILES Virtual World is an educational metaverse that serves as a digital school environment for the Far Eastern University (FEU) Group of Schools. Following the principles of the Embodied Social Presence Theory, this metaverse allows students to socialize through customizable avatars and engage in a variety of curricular and extracurricular activities that closely resemble those in the physical world. As an online-based application, it follows the idea of a massively multiplayer online role-playing game (MMORPG). MILES Virtual World offers a multifaceted solution to the identified problem of online learning challenges. Firstly, the platform addresses the issue of limited social interaction that online learning can pose. By replicating FEU campuses and allowing students to explore them virtually, it fosters a sense of belonging and community. It enables students to engage in collaborative activities, group discussions, and social interactions within a familiar campus environment, mitigating the isolation often associated with remote learning. Secondly, it enhances engagement by providing interactive and immersive educational experiences. It transforms passive learning into an active, engaging process through simulations, 3D models, and educational games. This dynamic approach makes learning more exciting and effective. Lastly, the project contributes to a seamless transition between physical and virtual learning environments by ensuring that students and educators can access the resources and tools they need regardless of the mode of instruction. Whether students are attending classes in person or engaging with other students remotely, MILES Virtual World remains a consistent and valuable component of their educational journey. | Manuel, Garcia |
| 16 | ITE College Central | Singapore | AMCAM (AI-assisted Mechanical Computer-Aided Manufacturing) is a new AI-enabled paradigm for improving precision machining education and training. By fusing dual heuristics and dual bias deep learning models, AMCAM connects explicit with tacit knowledge, allowing learners to internalise expert experiences through embedded content and feedback loops. Through the solution of major milling problems, such as tool selection, cutting strategy, and material interaction, AMCAM addresses the challenge of predicting vibrations and noise by utilising instance-based supervised learning and chaos theory to ensure machining is accurate and reliable. For the system, three pillars interrelate: AI is indispensable for contemporary machining, comparing its advantages over classic analytics and its transformative power on industry productivity and educational outcomes.
AMCAM is based on a suite of SCOPE Al agents, namely Sensotrix, Calibrix, Optitrix, Parametrix, and prEdictix. Each is designed to perform a distinct role within the computer numerical control (CNC) workflow. They demonstrate a distinct type of agentic Al behaviour, from learning and simulation to optimization, monitoring, and recommendation. The modular design allows students to interact with each stage of the process, gaining experiential knowledge of agentic Al behaviour. | Hock Jin, Yeo |
| 17 | OmniSkills Pte.Ltd. | Singapore | This project introduces OmniSkillsa.ai, a GenAI-powered learning platform that operationalizes the concept of Hyper-personalized Blended Learning (HPBL). HPBL addresses gaps in student engagement, course readiness, and self-learning time during blended learning. The platform, comprising a tool chain of three integrated applications, provides personalized AI tutor, virtual mentoring, adaptive assessments and predictive analytics that enable self-directed learning and offers instructors actionable insights for customizing support. Implemented in a core engineering course, it empowers diverse learners while matching learning outcomes with industry-required skills and competencies. Its design facilitates impactful individualized learning across institutions and regions with cost-effective scalability. | Gaurav, Vijayvergia |
| 18 | Hong Kong Baptist University | Hong Kong SAR China | I spearheaded a project that empowered marketing students to bridge academic theory and real-world practice through live collaborations with SMEs, harnessing transformative technologies such as AI, AR, and data analytics. By integrating these tools into authentic learning experiences, I fostered digital fluency, adaptive problem-solving, and strategic thinking. The initiative not only elevated student employability but also delivered actionable, tech-driven insights to SMEs. In Hong Kong SAR—where SMEs form over 98% of businesses—this scalable, pedagogy-informed model exemplifies how purposeful technology integration can reshape education and industry collaboration, especially for non-transdisciplinary learners.
| Mei Ching Amy, Tsang |
| 19 | Ateneo de Manila University | Philippines | The technology and governance guided development process is part of the MICROCASA project (MICRO-credentials for life-long learning and employability: building capacities for developing Agile educational interventions in Southeast Asian Universities), a three-years project co-funded by European Union (EU) Erasmus+ Capacity Building in the Field of Higher Education (CBHE). The aim of the project is to share the European experiences and build institutional capacities in Southeast Asia to co-create, promote, and deliver short competence-oriented educational units leading to micro-credentials with the goal of solving various economic and social problems. The project engages eleven partners among Higher Educational Institutions (HEIs) in Europe and Association of SouthEast Asian Nations (ASEAN) region, as well as experts in the procedure of qualification recognition and in the implementation of international projects in the field of research and education. MICROCASA project, implemented in the Philippines by the University of the Phiulippines and Ateneo de Manila University
https://microcasa.uc3m.es/
| Dennis, Batangan |
