Prof. CHIU Kin-fung, Thomas

BSc (HKUST), PGDE, PhD (HKU), MSc (PolyU)

Assistant Professor
Prof. CHIU Kin-fung, Thomas

Prof. CHIU Kin-fung, Thomas

Assistant Professor

HTB Rm. 303
3943 6932


Website
Introduction
Thomas K.F. Chiu is an assistant professor of digital futures in the Department of Curriculum and Instruction at The Chinese University of Hong Kong. He is an associate director of the two centers: University and School Partnership and Learning Sciences and Technologies. He has extensive teaching and leadership experience in schools. He is also a visiting scholar/fellow at several universities in different regions including North America, Europe, Japan, and Australia. Since 2019, he has given 12 keynotes and over 160 talks locally, regionally, and globally about his study findings.

His research interests include educational technology, AI, mathematics, STEM education, educational policy, and teacher education. Currently, his research focuses on using AI for learning, teaching, and training, as well as digital well-being. To support his research agenda, he has collaborated with local, regional, and international scholars to secure funding exceeding USD$33 million (USD$6.04 million PI/CO-PI; 27.12 million CO-I). Thomas has been named a top 2% Most Cited Scientist by Stanford since 2022 (ranking 69th in 2024). He is also the recipient of various research and teaching awards, including the Research Excellence Award 2022-23 from the Chinese University of Hong Kong and teaching awards from the University of Hong Kong and Hong Kong Education Bureau.

Thomas currently is editor-in-chief of Interactive Learning Environments (ILE/Q1) and associate editor of three international journals – International Journal of STEM Education (IJSTEM/Q1), Australasian Journal of Educational Technology (AJET/Q1), and The Asia-Pacific Education Researcher (TAPER/Q1) – and a member of the editorial board of various journals in STEM education and educational technology, and he is a reviewer for more than 40 international journals and competitive grants. Thomas is also an international scholar of the Center for Self-Determination Theory (SDT).

He has served on various advisory panels for digital education policy and curriculum development. He is a joint-faculty program coordinator of BSc Learning Design and Technology, and his teaching expertise is in digital learning, STEM teaching with specific emphasis on mathematics and technology, and research methods.

Thomas also provides consultancy services to educational technology and teacher education programs. Outside of work, he is an avid chess, tennis, and football enthusiast.

To collaborate with Thomas in any of these professional or personal areas, please contact him at .
My site: https://sites.google.com/view/thomaschiu
ORCID: http://orcid.org/0000-0003-2887-5477
Linkedin: https://www.linkedin.com/in/thomas-chiu-88469587/
ResearchGate: https://www.researchgate.net/profile/Thomas_Kf_Chiu
RESEARCH OUTPUT
(** supervisee; underline: corresponding author)

Special Issues
  1. Learning guest editor, Journal of New Approaches in Educational Research, Enhancing teacher Training with Digital Technologies (2025), with Davy Ng (The Education University of Hong Kong).
  2. Learning guest editor, Computers and Education Open, AI Literacy for All, with Mr Sanusi (University of Eastern Finland)
  3. Learning guest editor, Sustainability, Digital Education for Sustaining Our Society, with Professor Ismailov (University of Tsukuba) and Professor Chai (Chinese University of Hong Kong)
  4. Leading guest editor, Journal for STEM Education Research: Affordances and Challenges of Emerging Technologies in STEM Education (2022) with Professor Yeping Li (Texas A&M University)
  5. Leading guest editor, The Asia-Pacific Education Researcher: Motivating online learning: The challenges of COVID-19 and beyond (2021) with Professors Tzung-Jin Lin (National Taiwan Normal University) and Kirsti Lonka (University of Helsinki)
  6. Guest editor, Educational Media International: Integrating mobile technologies, social media and learning design (2014) with Professor Daniel Churchill (University of Hong Kong)

Published Journal Papers
  1. Chiu, T. K. F., Çoban, M., Sanusi, I. T., Ayanwale, M. A. (accepted). Validating student AI competency self-efficacy (SAICS) scale and its framework, Educational Technology Research and Development.
  2. Chiu, T. K. F. (accepted). Responsible digital citizen: building AI ethics awareness across subjects. Interactive Learning Environments.
  3. Zhang Z.**, Aubrey, S., Huang X, & Chiu, T. K. F. (2025). The role of generative AI and hybrid feedback in improving L2 writing skills: A comparative study. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2025.2503890.
  4. Tlili, A., Bond, A., Bozkurt, A., Arar, K., Chiu, T. K. F., & Rospigliosi, P. ‘asher.’ (2025). Academic integrity in the generative AI (GenAI) era: A collective editorial response. Interactive Learning Environments, 3(33), 819-1822. https://doi.org/10.1080/10494820.2025.2471198
  5. Li, Y.**, Wu, Y., & Chiu, T. K. F. (2025). How teacher presence affects student engagement with generative artificial intelligence chatbot in language learning classrooms designed with first principles of instruction. Journal of Research on Technology in Education, Advanced online publication. https://doi.org/10.1080/15391523.2025.2493942
  6. Li, Y.**, & Chiu, T. K. F. (2025). The mediating effects of SDT needs satisfaction on the relationship between teacher support and student engagement with generative artificial intelligence (GenAI) chatbots in second language education. Education and Information Technologies, Advanced online publication. https://doi.org/10.1007/s10639-025-13574-w
  7. Bali S. , Chiu, T. K. F., Chen T-C, Liu M-C, & Lin, C-Y (2025). Explaining the relationships between self-learning capacity and academic success in EMI from a self-image perspective. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2025.2481197.
  8. Zhou X.**, Li, Y.**, Chai C.S., & Chiu, T. K. F. (2025). Defining, enhancing, and assessing artificial intelligence literacy and competency in K-12 education from a systematic review. Interactive Learning Environments, Advanced online publication, https://doi.org/10.1080/10494820.2025.2487538.
  9. Fang, X.**, & Chiu, T. K. F. (2025). Using self-determination theory to explain how mind mapping and real-time commenting enhance student engagement and learning outcomes in video creation. Computers & Education Open, 8, 100254. https://doi.org/10.1016/j.caeo.2025.100254
  10. Chiu, T. K. F., & Rospigliosi, P. ‘asher.’ (2025). Encouraging human-AI collaboration in interactive learning environments. Interactive Learning Environments, 33(2), 921–924. https://doi.org/10.1080/10494820.2025.2471199
  11. Wu Xiuyi** & Chiu, T. K. F. (2025). Integrating learner characteristics and generative AI affordances to enhance self-regulated learning: a configurational analysis. Journal of New Approach in Education Research, 14, 10. https://doi.org/10.1007/s44322-025-00028-x
  12. Li, Y.**, Zhou X-Y**, Yin, H-B, & Chiu, T. K. F. (2025). Design language learning with artificial intelligence (AI) chatbots based on activity theory from a systematic review. Smart Learning Environments, 12, 24. https://doi.org/10.1186/s40561-025-00379-0
  13. Xiao, J., Bozkurt, A., Nichols, M., Pazurek, A., Stracke, C. M., Bai, J. Y., … Chiu, T. K. F.... & Themeli, C. (2025). Venturing into the unknown: Critical insights into grey areas and pioneering future directions in educational generative AI research. TechTrends. https://doi.org/10.1007/s11528-025-01060-6
  14. Chiu, T. K. F., Li, Y., Ding, M., Hallström, J. & Koretsky, M. D. (2025). A decade of research contributions and emerging trends in the International Journal of STEM Education. International Journal of STEM Education, 12, 12. https://doi.org/10.1186/s40594-025-00533-7
  15. Weng, X.J.**, Xia, Q.**, Chiu, T. K. F., & Wan, Z. (2025). Satisfying higher education students’ psychological needs through case-based instruction for fostering creativity and entrepreneurship. Humanity and Social Sciences Communications, 12, 292. https://doi.org/10.1057/s41599-025-04597-2
  16. Ismailov, M., Chiu, T. K. F., Aizawa, I., Yamamoto, Y., Djalilova, N., & Moorhouse, B. L. (2025). Essential lecturer competencies in english medium instruction: A study across student proficiency levels. RELC Journal. https://doi.org/10.1177/00336882241312427
  17. Ravšelj D, Keržič D, Tomaževič N, Umek L, Brezovar N, A. Iahad N, …Chiu, T. K. F., …et al. (2025) Higher education students’ perceptions of ChatGPT: A global study of early reactions. PLoS ONE, 20(2): e0315011. https://doi.org/10.1371/journal.pone.0315011
  18. Weng, X. J.**, Gu, M. M., Xia, Q., & Chiu, T. K. F. (2025). SWOT Analysis of Al empowered entrepreneurship education: insights from digital learners in higher education. Thinking and Creativity Skills, 56, 101763. https://doi.org/10.1016/j.tsc.2025.101763
  19. Heung, Y. M. E.**, & Chiu, T. K. F. (2025). How ChatGPT impacts student engagement from a systematic review and meta-analysis study. Computers and Education: Artificial Intelligence, 8, 100361. https://doi.org/10.1016/j.caeai.2025.100361
  20. Yang, Y., Xia, Q. **, Liu C., & Chiu, T. K. F. (2025). The impact of TPACK on teacher willingness to integrate AI: The moderating role of negative emotions and buffering effects of need satisfaction. Teaching and Teacher Education, 154, 104887. https://doi.org/10.1016/j.tate.2024.104877
  21. Lau, K. F., Qian Q., & Chiu, T. K. F. (2025). Effects of instructional factors on students’ acceptance of and participation in flipped Chinese language learning activities, Interactive learning environments, 32(20). https://doi.org/10.1080/10494820.2024.2375642
  22. Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., Crompton, H., Koutropoulos, A., Terentev, E., Pazurek, A., Nichols, M., Sidorkin, A. M., Costello, E., Watson, S., Mulligan, D., Honeychurch, S., Hodges, C. B., Sharples, M., Swindell, A., Frumin, I., Tlili, A., Slagter van Tryon, P. J., Bond, M., Bali, M., Leng, J., Zhang, K., Cukurova, M., Chiu, T. K. F., Lee, K., Hrastinski, S., Garcia, M. B., Sharma, R. C., Alexander, B., Zawacki-Richter, O., Huijser, H., Jandrić, P., Zheng, C., Shea, P., Duart, J. M., Themeli, C., Vorochkov, A., Sani-Bozkurt, S., Moore, R., & Asino, T. I. (2024).The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future. Open Praxis, 16(4), 487-513. https://doi.org/10.55982/openpraxis.X.X.77
  23. Weng, X.J.**, Xia, Q.**, Ahmand, Z. & Chiu, T. K. F. (2024). Personality traits for self-regulated learning with generative artificial intelligence: The case of ChatGPT. Computers and Education: Artificial Intelligence, 7, 100315. https://doi.org/10.1016/j.caeai.2024.100315
  24. Chiu, T. K. F., Ahmand, Z., & Çoban, M (2024). Development and validation of teacher Artificial Intelligence (AI) competence self-efficacy (TAICS) scale. Education and Information Technologies, 30, 6667–6685. https://doi.org/10.1007/s10639-024-13094-z
  25. Li, Y.**, Zhou, X.**, & Chiu, T. K. F. (2024). Systematics review on artificial intelligence chatbots and ChatGPT for language learning and research from Self-determination Theory (SDT): What are the roles of teachers? Interactive Learning Environments, 33(3), 1850-1864. https://doi.org/10.1080/10494820.2024.2400090
  26. Chiu, T. K. F., Chai, C. S., Chen, Y., Yau, K. W., Meng, H., King, I., Wong, S., & Yam, Y. (2024). Developing and validating measures for AI literacy tests: From self-reported to objective measures, Computer & Education: Artificial Intelligence, 7, 100282. https://doi.org/10.1016/j.caeai.2024.100282
  27. Chiu, T. K. F. & Sanusi, I. T. (2024). Define, foster, and assess student and teacher AI literacy and competency for all: Current status and future research direction. Computers & Education Open, 6, 100182. https://doi.org/10.1016/j.caeo.2024.100182
  28. Xia, Q.**, Weng X. J.**, Ouyan, F., Lin, T-J, & Chiu, T. K. F. (2024). A scoping review on how generative artificial intelligence transform assessment in higher education. International Journal of Education Technology in Higher Education, 21, 40. https://doi.org/10.1186/s41239-024-00468-z
  29. Chiu, T. K. F. (2024). How do emerging technologies CRAFT our education? Current state and future research recommendations related to AI and the metaverse, Interactive Learning Environments, 32(3), 787-789. https://doi.org/10.1080/10494820.2024.2342635
  30. Chiu, T. K. F. (2024). A classification tool to foster self-regulated learning with ChatGPT by applying self-determination theory from a teacher perspective, Educational Technology Research & Development, 72, 2401–2416. https://doi.org/10.1007/s11423-024-10366-w
  31. Wang, S, Chiu T. K. F., Zhao L., & He, W. (2024). The influence of teacher motivating styles on college students’ online self-regulated learning, Distance Education, Advanced online publication. https://doi.org/10.1080/01587919.2024.2383764
  32. Weng, X., Xia, Q., Gu M.M., Rajaram, K., & Chiu, T. K. F. (2024). Assessment and learning outcomes for generative AI in higher education: A scoping review on current research status and trends. Australasian Journal of Educational Technology, 40(6). https://doi.org/10.14742/ajet.9540
  33. Shen, W., Lin, X. F., Chiu, T. K. F., Chen, X, Xie, S., Chen, R., & Jiang, N. (2024). How school support and teacher perception affect teachers’ technology integration: A multilevel mediation model analysis. Education and Information Technologies, 29, 25069–25091. https://doi.org/10.1007/s10639-024-12802-z
  34. Çoban, M., Topuz, A. C., Karabulut, A., & Chiu, T. K. F. (2024). Comparing realities: A study on the impact of virtual reality versus paper-based reading on higher education students’ comprehension skills. Participatory Educational Research, 11(4), 19-36. https://doi.org/10.17275/per.24.47.11.4
  35. Chiu, T. K. F., Ahmand, Z., Ismail, M., & Sanusi, I. T. (2024). What are artificial Intelligence literacy and competency? A comprehensive framework to support them, Computers & Education Open, 6, 100171. https://doi.org/10.1016/j.caeo.2024.100171
  36. Mu, S., Xu K., He, W., Hu, X., & Chiu, T. K. F. (2024). Teaching behaviors in problem-oriented instruction for robotics education, Education and Information Technologies, 29, 17943–17964. https://doi.org/10.1007/s10639-024-12578-2
  37. Chiu, T. K. F., Falloon, G., Song, Y.J., Wong, V. W. L., Zhao, Li, & Ismailov, M., A (2024) A self-determination theory approach to teacher digital competence development, Computers & Education, 24, 105017. https://doi.org/10.1016/j.compedu.2024.105017
  38. Fang X.**, & Chiu, T. K. F. (2024). Enhancing business education through video: A conceptual model and research directions based on a systematic review. The International Journal of Management Education, 22, 100959. https://doi.org/10.1016/j.ijme.2024.100959
  39. Chiu, T. K. F. (2024) Using Self-determination Theory (SDT) to explain student STEM interest and identity development, Instructional Science, 58, 89-107. http://dx.doi.org/10.1007/s11251-023-09642-8
  40. Lin, X. F., Chiu, T. K. F., Shucheng, L. S., Wong, S. Y., Hwang, S., Hwang, H, Li, W., Liang, Z-M, & Lin, W. (2024). Teacher learning community for AR-integrated STEM education, Teaching and Teacher Education, 140, 104490. https://doi.org/10.1016/j.tate.2024.104490.
  41. Chiu, T. K. F. (2024). Future research recommendations for transforming higher education with Generative AI, Computer & Education: Artificial Intelligence, 6, 100197. https://doi.org/10.1016/j.caeai.2023.100197
  42. Sanusi, I. T., Ayanwale M. A., & Chiu, T. K. F. (2024). Investigating the moderator effects of social good and confidence on teachers’ intention to prepare school students for artificial intelligence education, Education and Information Technologies, 29, 273-295. https://doi.org/10.1007/s10639-023-12250-1
  43. Chiu, T. K. F., Moorhouse, B. L., Chai, C. S., & Ismailov M. (2024). Teacher support and student motivation to learn with artificial intelligence (AI) chatbot, Interactive Learning Environments, 32 (7), 3240-3256. https://doi.org/10.1080/10494820.2023.2172044
  44. Chiu, T. K. F. (2024). The impact of Generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney, Interactive Learning Environments, 32(10), 6187-6203. https://doi.org/10.1080/10494820.2023.2253861
  45. Ng, D. T. K., Wu W., Leung, J. K. L., Chiu, T. K. F., & Chiu, S. K. W. (2023). Design and validation of the AI literacy questionnaire: The affective, behavioral, cognitive and ethical approach, British Journal of Educational Technology, 55(3), 1082-1104. http://doi.org/10.1111/bjet.13411
  46. Chiu, T. K. F. & Li, Y. (2023). How can emerging technology impact STEM education? Journal of STEM Education Research, 6, 375-384. https://doi.org/10.1007/s41979-023-00113-w
  47. Moorhouse, B. L., Kohnke, L., & Chiu, T. K. F. (2024). Developing a context- and subject-specific professional digital competence framework for beginning English language teachers in Hong Kong, The Asia-Pacific Education Researcher, 3, 1105–1115. https://doi.org/10.1007/s40299-023-00778-2
  48. Xia Q.**, Chiu, T. K. F., & Li, X. (2023). A scoping review of BCIs for learning regulation in mainstream educational contexts, Behaviour and Information Technology, 43(10). 2096-2117. https://doi.org/10.1080/0144929X.2023.2241559.
  49. Chiu, T. K. F. (2023). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments, 33(6), 3326-3339. http://dx.doi.org/10.1080/10494820.2021.1926289
  50. Weng, X. J.**, Ng, O-L, & Chiu, T. K. F. (2023). Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis, Computers & Education, 199, 104790. https://doi.org/10.1016/j.compedu.2023.104790
  51. Weng, X. J.**, & Chiu, T. K. F. (2023). The mediating effects of engagement on the relationship between perceived digital inquiry and creativity, Journal of Research on Technology in Education, 56(4), 431-443. https://doi.org/10.1080/15391523.2022.2160392
  52. Chiu, T. K. F., Ismailov, M., Zhou, X-Y **, Xia, Q. **, Au, D.**, & Chai, C. S. (2023). Using Self-Determination Theory to explain how community-based learning fosters student interest and identity in integrated STEM education, International Journal of Science and Mathematics Education, 21, 109 -130. https://doi.org/10.1007/s10763-023-10382-x
  53. Xia Q.**, Chiu, T. K. F., Chai, C. S., & Xie K. (2023). The mediating effects of needs satisfaction on the relationships between prior knowledge and self-regulated learning through artificial intelligence chatbot, British Journal of Educational Technology, 54(4), 967-986. https://doi.org/10.1111/bjet.13305
  54. Xia Q.**, Cheng, M-T, Xue X-A, Chiu, T. K. F., & Lai J-T. (2023). How to effectively integrate ChatGPT into education from an international perspective based on a systematic review, Modern Educational Technology, 6, 26-30. http://kns.cnki.net/kcms/detail/11.4525.N.20230616.0928.002.html
  55. Weng, X.J.**, & Chiu, T. K. F. (2023). Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field, Computer Education: Artificial Intelligence, 4, 100117, https://doi.org/10.1016/j.caeai.2022.100117
  56. Chai, C.S., Chiu, T. K. F., Wang X, Feng J., & Lin, X. F. (2023). Modelling Chinese secondary school students’ behavioral intentions to learn Artificial Intelligence with theory and planned behavior and Self-determination theory, Sustainability, 15(1), 605. https://doi.org/10.3390/su15010605
  57. Chiu, T. K. F., Xia, Q.**, Zhou, X-Y**, Chai, C. S., & Cheng, M-T (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education, Computer & Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
  58. Xia Q.**, & Chiu, T. K. F., & Chai, C. S. (2023). The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI). Education and Information Technologies, 28, 8691-8713. https://doi.org/10.1007/s10639-022-11547-x
  59. Hu, X-Y; He W., Chiu, T. K. F., Zhao, L. (2023). Using a teacher scheme for educational dialogue analysis to investigate student-student interaction patterns for optimal group activities in an artificial intelligence course, Education and Information Technologies, 28, 8789-8813. https://doi.org/10.1007/s10639-022-11556-w
  60. Ahmadi, A., Noetel, M., Parker, P. D., Ryan, R., Ntoumanis, N., Reeve, J., …………. Chiu, T. K. F., …, Lonsdale, C. (2023). A classification system for teachers’ motivational behaviours recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8), 1158–1176. https://doi.org/10.1037/edu0000783
  61. Yau, S.**, Chai, C.S., Chiu, T. K. F., Meng, H., King, I., & Yam Y. (2023). A phenomenographic approach on teacher conceptions of teaching artificial intelligence (AI) in K-12 schools, Education and Information Technologies, 28, 1041-1064. https://doi.org/10.1007/s10639-022-11161-x
  62. Sun, J. C-Y, Ye S-L. Ye, b, Yu, S-J., & Chiu, T. K. F. (2022). Effects of wearable hybrid AR/VR learning material on high school students' situational interest, engagement, and learning performance: The case of a physics laboratory learning environment, Journal of Science Education and Technology, 3, 1-12. https://doi.org/10.1007/s10956-022-10001-4
  63. Sanusi, I. T., Olaleye, S. A., Agbo, F. J., & Chiu, T. K. F. (2022). The role of learners’ competencies in K-12 artificial intelligence education, Computer Education: Artificial Intelligence, 3, 100098. https://doi.org/10.1016/j.caeai.2022.100098
  64. Xia, Q.**,Chiu, T. K. F., Lee, M., Temitayo I., Dai, Y., & Chai, C.S. (2022). A self-determination theory design approach for inclusive and diverse artificial intelligence (AI) K-12 education, Computers & Education, 189, 104582. https://doi.org/10.1016/j.compedu.2022.104582
  65. Weng, X. J.**, Chiu, T. K. F., & Tsang, C. C. (2022). Promoting student creativity and entrepreneurship through real-world problem-based maker education, Thinking skills and Creativity, 45, 101046. https://doi.org/10.1016/j.tsc.2022.101046
  66. Chiu, T. K. F., Sun, J. C. Y., & Ismailov, M. (2022). Investigating the relationship of technology learning support to digital literacy from the perspective of Self-Determination Theory. Educational Psychology, 42(10), 1263-1282. https://doi.org/10.1080/01443410.2022.2074966
  67. Chiu, T. K. F. (2022). School learning support for teacher technology integration from a Self-Determination Theory perspective. Educational Technology Research and Development, 70, 931-949. https://doi.org/10.1007/s11423-022-10096-x
  68. Chai, C. S., Teo, T., Huang, F., Chiu, T. K. F., & Wang, X. (2022). Secondary school students’ intentions to learn AI: Testing moderation effects of readiness, social good and optimism. Educational Technology Research and Development, 70, 765-782. https://doi.org/10.1007/s11423-022-10111-1
  69. Weng, X. J.**, Cui, Z., Ng, O-L, & Jong, M. S. Y., & Chiu, T. K. F. (2022). Characterizing students’ 4C skill development during problem-based digital making, Journal of Science Education and Technology, 31, 372-385. https://doi.org/10.1007/s10956-022-09961-4
  70. Ismailov, M., & Chiu, T. K. F. (2022). Catering to inclusion and diversity with Universal Design for Learning (UDL) in asynchronous online education: A Self-determination Theory perspective, Frontiers in Psychology, 13, 819884. https://doi.org/10.3389/fpsyg.2022.819884
  71. Chiu, T. K. F. (2022). Applying the Self-determination Theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), 14-30. http://dx.doi.org/10.1080/15391523.2021.1891998
  72. Weng, X. J.**, Chiu, T. K. F., & Jong, M. S. Y. (2022). Applying relatedness to explain learning outcomes of STEM maker activities, Frontiers in Psychology, 12, 800569. https://doi.org/10.3389/fpsyg.2021.800569
  73. Chiu, T. K. F., Meng, H., Chai, C. S., King, I., Wong, S., & Yeung, Y. (2022). Creation and evaluation of a pre-tertiary artificial intelligence (AI) curriculum. IEEE Transactions on Education, 65(1), 30-39. http://dx.doi.org/10.1109/TE.2021.3085878
  74. Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on Self-determination Theory. Computers in Human Behavior, 124, 106909 http://dx.doi.org/10.1016/j.chb.2021.106909
  75. Chiu, T. K. F., Lin, T. J., & Lonka, Kirsti. (2021). Motivating online learning: The challenges of COVID-19 and beyond. Editorials. The Asia-Pacific Education Researcher, 30, 187-190. https://doi.org/10.1007/s40299-021-00566-w
  76. Chiu, T. K. F. (2021). A holistic approach to Artificial Intelligence (AI) curriculum for K-12 schools, TechTrends, 65, 796–807. http://dx.doi.org/10.1007/s11528-021-00637-1
  77. Chai, C. S., Lin, P. Y., Jong, M. S. Y., Dai, Y., Chiu, T. K. F., & Qin, J. (2021). Primary school students’ perceptions and behavioral intentions of learning artificial intelligence. Educational Technology & Society, 24(3), 89 -101.
  78. Chiu, T. K. F., Chai, C. S., Williams, J, & Lin, T. J. (2021). Teacher professional development on Self-determination Theory-based design thinking in STEM education. Education Technology & Society, 24(4), 153–165. https://www.jstor.org/stable/48629252
  79. Ismailov, M., Chiu, T. K. F. , Dearden, J., Yamamoto, Y., & Djalilova, N. (2021). Challenges of internationalizing programmes in higher education: A systematic thematic synthesis of qualitative research on learner-centred English Medium Instruction (EMI) pedagogy, Sustainability, 13(22), 12642. https://doi.org/10.3390/su132212642
  80. Chiu, T. K. F., & Chai, C. S. (2020). Sustainable curriculum planning for artificial intelligence education: A Self-Determination Theory perspective. Sustainability, 12(14), 5568. https://doi.org/10.3390/su12145568
  81. Chiu, T. K. F., Jong, M. S. Y., & Mok, I. A. C. (2020). Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics? Educational Technology Research and Development, 68, 2305-2320. https://doi.org/10.1007/s11423-020-09775-4
  82. Chiu, T. K. F., & Lim, C. P. (2020). Strategic use of technology for inclusive education in Hong Kong: A content-level perspective, ECNU Review of Education, 3(4), 715-734. https://doi.org/10.1177/2096531120930861
  83. Chiu, T. K. F., & Hew, T. K. F. (2018). Asynchronous online discussion forum in MOOCs: Does openness matter for peer learning and performance? Australasian Journal of Educational Technology, 34(4), 16-28. https://doi.org/10.14742/ajet.3240
  84. Lam, Y. W.**, Hew, T. K. F., & Chiu, T. K. F. (2018). Improving Hong Kong secondary school students’ argumentative writing: Effects of a blended learning approach and gamification. Language Learning and Technology, 22(1), 97-118. https://dx.doi.org/10125/44583
  85. Chiu, T. K. F., & Mok, I. A. C. (2017). Learner expertise and mathematics different order thinking skills in multimedia learning, Computers & Education, 107, 147-164. http://dx.doi.org/10.1016/j.compedu.2017.01.008
  86. Chan, B. S. K., Churchill, D., & Chiu, T. K. F. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research. https://doi.org/10.19030/jier.v13i1.9907
  87. Chiu, T. K. F. (2017). Introducing electronic textbooks as daily-use technology in schools: A top-down adoption process. British Journal of Educational Technology, 48(2), 524-537. http://dx.doi.org/10.1111/bjet.12432
  88. Chiu, T. K. F., & Churchill, D. (2016). Design of learning objects for concept learning: Effects of multimedia learning principles and an instructional approach. Interactive Learning Environments, 24(6), 1355-1370. http://dx.doi.org/10.1080/10494820.2015.1006237
  89. Chiu, T. K. F., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327. http://dx.doi.org/10.1080/10494820.2015.1113709
  90. Chiu, T. K. F., & Churchill, D. (2015). Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: multimedia learning and variation theory. Computers & Education, 82, 280-291. https://doi.org/10.1016/j.compedu.2014.12.001
  91. Churchill, D., Lu, J., & Chiu, T. K. F. (2015). Integrating mobile technologies, social media and learning design. Educational Media International, 51(3), 163-165. https://doi.org/10.1080/09523987.2014.969895

Book
  1. Churchill, D., Lu, J., Chiu, T. K. F., & Fox, B. (2016). Mobile learning design: Theories and applications. Springer: Singapore. [Top ten scholar book seller in 2016 Springer]
  2. Chiu, T. K. F. (2025). Empowering K-12 Education with AI: Preparing for the Future of Education and Work. Routledge. https://doi.org/10.4324/9781003498377

GRANTS

2025-2027 PI: Hong Kong Research Council - General Research Fund
Upscaling and sustainability for school teacher professional learning in AI and Education from a Self-determination Theory perspective
HK$667,600 (US$85,590), project code: 14613024
2024-2027 PI: Qatar National Research Fund - Academic Research Grant
Developing an Evidence-based Artificial Intelligence (AI) educational framework: An exploratory study of secondary learner outcomes, experiences, competencies, and teacher efficiency. Lead PI: Dr. Zubair Ahmad, Qatar University.
HK$5,769,387 (USD$739,665), project code: ARG01-0502-230058
2023-2024 PI: Hong Kong Research Council - General Research Fund
School learning support and teacher digital competence from a needs satisfaction perspective
HK$324,000 (US$41,538), project code: 14610522.
2023-2024 CO-I: Policy Innovation and Coordination Office - Public Policy Research Funding Scheme
Establishing a performance expectation framework for STEM education among primary and secondary school students in Hong Kong.
HK$546,137 (US$70,017), project code: 2022.A8.125.22C.
2022-2026 CO-PI: Hong Kong Research Council - Theme-based Research Scheme
Multimodal approaches to testing and prediction in early academic achievement: Chinese, English, and Mathematics. PI: Professor Catherine McBride (The Chinese University of Hong Kong)
HK$37,570,000 (US$4,816,000), project code: T44-410/21-N.
2022-2024 PI: Hong Kong Research Council - Early Career Scheme
Hong Kong secondary school student interest and identity development in integrated Science, Technology, Engineering and Mathematics (STEM) education: A Self-determination Theory perspective.
HK$483,000 (US$61,920), project code: 24600321.
2021-2022 PI: Quality Education Fund
The curriculum development of artificial intelligence and education in Hong Kong schools.
HK$490,300 (US$63,115), project code: 6906035.
2021-2022 CO-I: Education Bureau - Standing Committee on Language Education and Research
Hong Kong students’ acceptance of using flipped classroom in Chinese language subject and influencing factors. PI: Professor Dinky Lau (The Chinese University of Hong Kong)
HK$616,000 (US$78,975), project code: 182942995.
2016-2018 CO-I: Hong Kong Research Council - Grant Research Fund
Student engagement in online learning: What factors and strategies can be learnt from massive open online courses (MOOCs)? PI: Professor Timothy Hew (The University of Hong Kong).
HK$262,940 (US$33,710), 2016-2018, project code: 17651516.
2001-2002 PI: Quality Education Fund
Development of an information technology learning center.
HK$800,000 (US$102,564), 2001-2002, project code: 20000292.

External Knowledge Exchange Grants (Research Based)
2022-2026 CO-I / Team Leader (Head of school engagement and teacher education): The Hong Kong Jockey Club Charities Trust
AI for the future Phrase II. PI: Professor Yeung Yam (The Chinese University of Hong Kong). https://cuhkjc-aiforfuture.hk/
HK$98.02 million (US$12.49m), 2022-2026
2023-2024 CO-I: Education Bureau
Provision of services for the development and delivery of professional training programmes on artificial intelligence for the junior secondary (S.1-3) learning and teaching materials. PI: Professor Yeung Yam (The Chinese University of Hong Kong).
HK$ 1,399,987 (US $178,420), project code: EDB/CSD/TE/03-05/002.
2022-2023 CO-I: Education Bureau
Provision of services to develop a set of learning and teaching materials on AI for junior secondary (S.1-3) students and to provide the professional training programmes for teachers. PI: Professor Yeung Yam (The Chinese University of Hong Kong).
HK$ 1,399,987 (US $178,420), project code: EDB/CSD/TE/03-05/001.
2019-2022 CO-I / Team Leader (Head of school engagement and teacher education): The Hong Kong Jockey Club Charities Trust
AI for the future. PI: Professor Yeung Yam (The Chinese University of Hong Kong).
https://cuhkjc-aiforfuture.hk/
HK$59,984,488 (US$ 7,690,318), project code: 6905143.
2020-2021 CO-I: Education Bureau
Using learning management systems (LMS) and IT tools to develop self-directed learning abilities of secondary school students. PI: Professor Morris Jong (The Chinese University of Hong Kong)
HK$540,960 (US$ 69,353), project code: 165936707.
2020-2021 CO-I: Education Bureau
Professional development programme for school teachers: Effective use of mobile computer devices for e-Learning. PI: Professor Morris Jong (The Chinese University of Hong Kong)
HK$540,960 (US$ 69,353), project code: 134503241.
2019-2021 CO-I: The Hong Kong Jockey Club Charities Trust
Jockey Club self-directed learning in STEM programme - Inspiring self-directed learners for the future. PI: Professor Nancy Law (The University of Hong Kong). https://jcstem.cite.hku.hk/
HK$30,820,000.00 (US$ 3,951,282), project code: AR180050.
2019-2020 CO-I: Education Bureau
Research project on the development and validation of knowledge structures and assessment questions for the mathematics subject for student adaptive learning. PI: Professor Ida Mok (The University of Hong Kong).
HK$1,399,680 (US$ 179,487), project code: EDB(BCA)/P&S/5/2019/10.
2017-2019 CO-I: Education Bureau
Multilevel leadership network for SDL innovation to advance STEM development. PI: Professor Nancy Law (The University of Hong Kong)
HK$8,658,000 (US$102,564), project code: KE160024.
2017-2018 CO-I: Education Bureau
Development of a student adaptive learning system for mathematics for primary schools to enhance learning and teaching. PI: Professor Ida Mok (The University of Hong Kong).
HK$1,399,660 (US$ 179,487), project code: EDB(BCA)/P&S/5/2017/78.
2015-2016 CO-I: Education Bureau
Provision of consultancy services on school version of world skills competition. PI: Policy 21.org
HK$ 6,000,000 (US$769,231), 2015-2016, project code: SVWS 150831.
2014-2015 PI: Education Bureau
Google products to enhance the effectiveness of lesson planning, peer collaboration and dissemination of good practices among teachers.
HK$1,000,000(US$128,205), project code: EDB(EID/ITE)/IT/PRO/22/144

Internal Research Grant
2022-2023 PI: The Chinese University of Hong Kong - Direct Grant
Teacher professional development on Artificial Intelligence in South Asian regions
HK$39,200 (US$ 4,900), project code: 4058094.
2020-2021 PI: The Chinese University of Hong Kong - Direct Grant
A comparative study on a Self-determination Theory designed professional development programmes for Artificial Intelligence education.
HK$39,200 (US$ 4,900), project code: 4058077.
2018-2019 CO-I: The University of Hong Kong - Faculty Research Fund
Conception of teacher professionalism in Hong Kong: A cross-sector comparative study. PI: Dr Anthony Cheng (The University of Hong Kong).
HK$59,955 (US$7,687), project code: 000250337.
2015-2016 PI: The University of Hong Kong - Faculty Research Fund
Benefits of group-based working space in multimedia e-portfolios.
HK$30,000. (US$3,846), project code: 200007704.
2015-2016 PI: The University of Hong Kong - Faculty Research Fund
Factors affecting motivation in multimedia learning
HK$27,800 (US$ 3,564), project code: 200007679.
2013-2014 PI: The University of Hong Kong - Faculty Research Fund
How school learn innovation address school policies from the teachers’ perspective.
HK$30,000 (US$3,846), project code: 000250337.

External Teaching Grant
2017-2019 CO-I: University Grant Council – Funding Scheme for Teaching and Learning
Joint university collaboration to develop students’ competence and leadership in promoting integrated STEM education. PI: Professor Lee (The Education University of Hong Kong)
HK$4,953,900 (US$635,115), project code: EdUHK5/T&L/16-19.

Internal Teaching Grant
2025-2025 PI: The Chinese University of Hong Kong – Teaching Development and Language Enhancement Grant. Online learning and assessment of AI competency for school teachers and learning designers.
HK$425,000 (US$ 57,487), project code: 4171207.
2020-2022 PI: The Chinese University of Hong Kong – Grant Scheme for Internationalization of Curriculum Developing digital learning course for internationalization of curriculum through contemporary learning environments.
HK$82,000 (US$ 10,512), project code: 4170732.
2016-2018 CO-I: The University of Hong Kong - Dean Innovation Fund
Designing and evaluating four master-level courses based on an active learning- flipped classroom-and-gamification framework. PI: Professor Timothy Hew (The University of Hong Kong).
HK$246,701 (US$31,628), project code: N/A.
2015-2016 PI: The University of Hong Kong – Faculty Teaching Development Fund
Applying multimedia learning to online learning
HK$80,000 (US$10,256), project code: 000250335.
2016-2017 CO-PI: The University of Hong Kong – Common Core Teaching Development Grant
Games: Playing, learning and society. PI: Professor Sam Chu (The University of Hong Kong)
HK$70,000 (US$8,974), project code: CCHU9060.
EDITORSHIPS
Editor
  • Editor, Interactive Learning Environments, 2025–present
  • Associate Editor, The International Journal of STEM Education, 2022-present
  • Associate Editor, The Asia-Pacific Education Researcher, 2022-present
  • Associate Editor, Interactive Learning Environments, 2022–2024
  • Associate Editor, Australasian Journal of Educational Technology, 2021 – present
  • Book Review Editor, Interactive Learning Environments, 2021 – 2022
  • Editorial Board Member, International Journal of STEM education, 2021-present
  • Editorial Board Member, TechTrends, 2021-present
  • Editorial Board Member, Computers & Education Open, 2021-present
  • Editorial Board Member, Vietnam Journal of Educational Sciences, 2021-present
  • Editorial Board Member, Frontiers in Education (STEM education), 2017-present
  • Editorial Board Member, Journal of Education and Training Studies, 2016-2019
AWARDS AND HONORS
  • Top 2% most-cited scientist in Education 2024 (named by Stanford university)
  • Top 2% most-cited scientist in Education 2023 (named by Stanford university)
  • Top 2% most-cited scientist in Education 2022 (named by Stanford university)
  • Research fellowship, Johannes Kepler University Linz, 2025
  • Visiting scholar, University of Calgary, 2025
  • Visiting scholar, Monash University, 2024
  • Visiting scholar, The University of Tsukuba, 2024
  • Research Excellence Award 2022-2023, Chinese University of Hong Kong
  • Reviewer Excellence Award 2022, Educational Technology Research and Development
  • Reviewer excellent award 2021, Educational Technology Research and Development
  • The Hong Kong ICT Awards 2021: Smart People Award (Smart Education and Learning) Gold Award (from the project AI4future)
  • Nomination for The Falling Walls Engage Award 2021 (from the project AI4future)
  • Nomination for Saint Francis Prize in Techno-Humanities 2022 (from the project AI4future)
  • Faculty outstanding teaching award, Faculty of Education, The University of Hong Kong (2018)
  • Faculty early career teaching award, Faculty of Education, The University of Hong Kong (2016)
  • Honorary assistant professor, Faculty of Education, The University of Hong Kong (September 1, 2017 to August 31, 2021)
  • Outstanding professional performance (K-12), Education Bureau (2009)
Keynotes, Invited Talks and Workshops (Selected, Since 2019)
Keynotes addresses
  1. Second International Conference on Building Bridges in STEAM Education in the 21st Century, Porto, Portugal, May 14-15, 2026.
  2. Global Smart Education Conference (GSE2025), Beijing, China, August 18-20, 2025.
  3. Transforming Mathematics Education with AI: Innovations and Future Directions. The 2025 Mathematics Classroom Teaching Research for All Students (M-CTRAS) Conference, Johannes Kepler University, Linz, Austria, June 23-25, 2025.
  4. Empowering Education with AI: Preparing for the Future of Learning and Work. International Conference and Summer Institute on GenAI Literacy: Multidisciplinary Research and Practice in the Age of GenAI, Obuda University, Budapest, Hungary, June 10-13, 2025.
  5. How does AI CRAFT education? International Conference on Education, Humanities, and Social Science (ICEHoS) 2025, Indonesia, April 22-35, 2025.
  6. How does AI transform STEAM Education?, III Conferencia y Escuela de Verano sobre investigación en Educación STEAM, Uruguay, 6-7 February, 2025.
  7. A human-AI collaboration framework for self-regulated Learning in language education. 10th CLS International Conference (National University of Singapore), 5-7 December, 2024
  8. How can we prepare students, teachers, and schools to embrace AI?, International Academy of Ecological, Engineering and Pedagogical Sciences (Republic of Kazakhstan), 25 April, 2024.
  9. Design framework for blended learning, Symposium on blended learning, Hong Kong Baptist University, 26 August, 2023 (100 participants)
  10. How can AI be used in schools?, Learning and Teaching Expo, Hong Kong, December 9, 2022 (200 participants)
  11. Transforming school education in a post-pandemic world, Learning and Teaching Expo, Hong Kong, December 8-10, 2021 (200 participants)
  12. AI education development in Hong Kong schools, Learning and Teaching Expo, Hong Kong, December 5, 2019 (200 participants)

Invited talks, workshops, and panelists (Total: 108)
  1. Understanding your AI competency by designing activities and measurable items, International Conference and Summer Institute on GenAI Literacy: Multidisciplinary Research and Practice in the Age of GenAI, Obuda University, Budapest, Hungary
  2. Book launch - Empowering K-12 education with AI: Preparing for the Future of Education and Work, Chinese university of Hong Kong, March 19, 2025 (100 participants)
  3. The 6th Loong Cup: The Inter-Government Secondary Schools Multi-Sided Debating Competition 2025, May 17, 2025 (200 participants)
  4. AI for self-regulated learning in language education, Salesian Yip Hon Primary School, May 15, 2025 (16 participants)
  5. Learning designers as a career, Chinese University of Hong Kong, May 13, 2025 (50 participants)
  6. Workshop Speech, The Joint Symposium on Emerging Technologies and Future Talent By Harvard, Stanford and The Education University of Hong Kong, May 8, 2025 (90 participants)
  7. How does AI change early childhood education? Po Leung Kuk group, May, 7, 2025 (principals and vice principals in 20 schools)
  8. Redefine, Foster, Assess AI Literacy, self-efficacy and Competency, University of Calgary, Canada, April 30, 2025 (30 participants)
  9. AI and education. Connect Charter School, Calgary, Canada, April 289, 2025 (50 participants)
  10. How does AI shape the future of work? Chinese University of Hong Kong, April 12, 2025 (30 participants)
  11. What can school leaders do for the AI era?. ELCHK Lutheran Academy, April, 2, 2025 (30 participants)
  12. Understanding AI: walk with your kids, Hong Kong Education City, March 22, 2025 (150 participants)
  13. Walk with AI, Department of Psychology, Chinese university of Hong Kong, March 20, 2025 (200 participants)
  14. Unpacking Essential Skills for Young Mathematics Learners in the AI eras: What research, teachers and a parent reveal?, Beijing Normal University Zhuhai, March 19, 2025 (70 participants)
  15. How to capture the eyes of editors and reviewers in high-level journals? III Conferencia y Escuela de Verano sobre investigación en Educación STEAM, Argentina, 10-12, February, 2025 (100 participants).
  16. Future workforce in digital education, Chinese University of Hong Kong, October 25, 2024 (60 student participants).
  17. Professional development for blended learning, Chinese University of Hong Kong October 16, 2024. (70 participants)
  18. Professional development for blended learning, Chinese University of Hong Kong October 15, 2024. (70 participants)
  19. Professional development for blended learning, Chinese University of Hong Kong October 13, 2024. (70 participants)
  20. Module on artificial intelligence for junior secondary school, Education Bureau, October 4, 2024 (60 participants)
  21. How to walk with AI, St. Paul's Co-Educational College Primary School, September 17, 2024 (100 participants)
  22. AI K-12 education webinar, East China Normal University, September 14, 2024 (50 participants)
  23. Integrating self-regulated learning in education, Xianggang Putonghua Yanxishe Primary School of Science and Creativity, August 22, 2024 (80 participants)
  24. Action research for all teachers, Education Bureau, June 29, 2025 (100 participants)
  25. PISA 2022 subject seminar mathematics literacy workshops, February 5 and 6, 2024 (80 participants)
  26. Future workforce in digital education, Chinese University of Hong Kong, May 17, 2024 (30 student participants).
  27. How can we prepare students, teachers, and schools to embrace AI?, CUHK-ECNU symposium, April 30, 2024 (50 participants)
  28. How to Embrace AI in Education, March 26, 2024, St. Paul's Co-educational College (200 participants)
  29. How does AI transform school education, March 8, 2024, Quality Education Fund (700 participants)
  30. Empowering educators with essential competencies for thriving in the AI era, March 5, 2024, Kwun Tong Maryknoll College (80 participants)
  31. PISA 2022 Subject Seminar Mathematics Literacy, February, 6, 2024 (140 participants)
  32. Panel Discussion, AI Summit of CUHK Jockey Club AI for the Future Project, December 15, 2023 (100 participants)
  33. Faculty undergraduate program talk, December 1, 2023. (100 participants)
  34. Empowering Educators with Essential Competencies for Thriving in the AI Era, December 1, 2023, Three schools’ joints event (250 participants)
  35. Educational technology and future work force, November 21, 2023. Faculty of Education, The Chinese University of Hong Kong (60 participants)
  36. Professional development for blended learning, Chinese University of Hong Kong November, 11, 2023. (100 participants)
  37. AI for parents, November 7, 2023. (800 participants)
  38. Professional development for blended learning, Chinese University of Hong Kong November 4, 2023. (100 participants)
  39. Future of K-12 and higher education powered by Generative AI, Chinese University of Hong Kong, November 3, 2023 (100 student participants).
  40. AI for all teachers, Munsang College, November 1, 2023 (60 participants).
  41. Future workforce in digital education, Chinese University of Hong Kong, October 11, 2023 (20 student participants).
  42. Future workforce in digital education, Chinese University of Hong Kong, October 10, 2023 (20 teacher participants).
  43. AI for all teachers, Fanling Rhenish Church Secondary School, October 3, 2023 (60 participants).
  44. Future workforce in digital education, MingPao Education Expo, July 16, 2023 (60 participants).
  45. Action research for all teachers, Education Bureau, June, 24, 2023 (100 participants)
  46. Module on artificial intelligence for junior secondary school, Education Bureau, June 19, 2023 (500 participants)
  47. AI competence for all teachers, Office of School Partnership and Community Engagement, Chinese University of Hong Kong, June, 16, 2023 (100 participants)
  48. Generative AI in teaching, learning, and assessment, Centre for Learning Enhancement and Research, Chinese University of Hong Kong, June 8, 2023 (500 participants)
  49. Should we use AI in classrooms?, Concordia Lutheran School, June 7, 2023 (80 participants)
  50. AI for All teachers, Cognition College (Kowloon), May 19, 2023 (100 participants)
  51. Cater for learner diversity from self-directed learning in digital environments, April 21, 2023. Xianggang Putonghua Yanxishe Primary School of Science and Creativity (20 participants)
  52. Educational technology and future work force, April 19, 2023. Faculty of Education, The Chinese University of Hong Kong (60 participants)
  53. Educational technology and future work force, April 1, 2023. Faculty of Education, The Chinese University of Hong Kong (50 participants)
  54. Introduction of AI to Junior Secondary Education: Seminar on AI Technical Knowledge and Curriculum Planning, February 12, 2023 & February, 24, 2023. Education Bureau (320 participants)
  55. How AI impact education in Hong Kong, December 16, 2022. Faculty of Education, The Chinese University of Hong Kong (100 participants)
  56. Professional development for blended learning, October, 21, 2022 & November, 29, 2022. Lok Dao Secondary school (70 participants)
  57. AI for future of work, Victoria primary schools, October, 3, 2022 (300 participants)
  58. Professional development for AI Education, Victoria primary school, September, 30, 2022 (60 participants)
  59. K-12 Blended learning Framework for programme instructors, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, August 8, 2022 (12 participants)
  60. Be Different and Creative: Engage Students with Innovative Pedagogies, Hong Kong Education City, August 1, 2022
  61. Blended learning projects Briefing session, The Chinese University of Hong Kong, July 7, 2022 (120 participants)
  62. Individual different in creative thinking, Fanling Government Primary School, June 28, 2022 (20 participants)
  63. Mini-lecture on learning design and technology, Faculty of Education, The Chinese University of Hong Kong, May 25, 2022 (10 participants)
  64. STEM education development in Hong Kong, Leung Shek Chee College, May 4, 2022 (65 participants)
  65. Is it challenging to boost student and teacher digital competence? International Conference on Educational Technology: towards Sustainable Future, Vietnam National Institute of Educational Sciences (VNIES), Ministry of Education and Training of Vietnam, and UNICEF, March 10 and 11, 2022 (300 participants)
  66. Educational Technology and Contemporary Learning, Faculty of Education, The Chinese University of Hong Kong, February 18, 2022 (65 participants)
  67. Building the future STEM workforce from K-12 in Greater Bay Area, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, February 25, 2022 (40 participants)
  68. Are we at a turning point? Critical questions for sustainability and climate change educators an interdisciplinary roundtable, The World Environmental Education Congress Network, January 26, 2022 (50 participants)
  69. Visualizing active learning processes and outcomes, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, December 14, 2021 (40 participants)
  70. Gamification and self-directed learning, Pui Tak Canossian School, December 8, 2021 (20 participants)
  71. Introduction to AI (secondary schools), Centre for Information Technology in Education, The University of Hong Kong, December 1, 2021 (30 participants)
  72. Affordances and challenges of AI in higher education, Vocational Training Council, December 1, 2021 (130 participants)
  73. Nurturing young generations of effective educators and innovative professionals, International Outreach, The Chinese University of Hong Kong, November 27, 2021(60 participants)
  74. Introduction to AI (primary schools), Centre for Information Technology in Education, The University of Hong Kong, November 24, 2021 (60 participants)
  75. Speaker, Grand Opening Ceremony D & T hub, November 20, 2021 (120 participants)
  76. Designing tasks for activity-based learning in Mathematics and STEM, Yuet Wah College, Macau, November 13, 2021 (20 participants)
  77. STEM+, SKH Tsoi Kung Po Secondary School, October 21, 2021 (70 participants)
  78. Learning design and technology, Faculty of Education, The Chinese University of Hong Kong, October 16, 2021 (60 participants)
  79. A needs-satisfaction approach for promoting more integrated STEM education: Hong Kong Case Studies, Faculty of Education, The University of Hong Kong, October 18, 2021 (40 participants)
  80. Blended learning, Ho Sik Nam Primary School, October 05, 2021 (20 participants)
  81. Blended learning, Tuen Mun Government Primary School, August 21, 2021 (20 participants)
  82. CETL summer sandbox series, Centre of the Enhancement of Teaching and Learning, The University of Hong Kong, July 21, 2021 (50 participants)
  83. AI in and data for education, Learning and Teaching Expo online, July 23, 2021. (500 participants)
  84. Internationalization of curriculum: Case studies in CUHK and The University of Göttingen, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, July 19, 2021 (40 participants)
  85. AI and mathematics education, Hong Kong Association of Mathematics Education, June 30, 2021 (50 participants)
  86. Self-directed learning in AI education (primary school teachers), eFunLearning Limited, June 17, 2021 (50 participants)
  87. Digitalizing STEM learning and teaching, Faculty of Education, The Chinese University of Hong Kong, June 16, 2021 (90 participants)
  88. Self-directed learning in AI education (principals), eFunLearning Limited, June 10, 2021 (20 participants)
  89. AI literacy for secondary students, eFunLearning Limited, May 6, 12, 13, 2021 (20 participants)
  90. IT in education e-Leadership Series: The strengths and opportunities of e-Learning development under the new normal, Education Bureau, April 23, 2021 (300 participants)
  91. E-learning sharing session, Hong Kong Education City, April 15, 2021 (210 participants)
  92. Motivation in remote learning: The challenges of COVID-19 and beyond, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, February 10, 2021 (200 participants)
  93. Rethinking education in the time of COVID-19, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, January 18, 2021 (300 participants)
  94. Teaching in the new normal, The CUHK School Heads Alumni Association, November 23, 2020 (200 participants)
  95. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 18, 2020 (30 participants)
  96. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 4, 2020 (45 participants)
  97. Design for flipped learning in English language, Cartias School Sponsor, November 13, 2020 (14 participants)
  98. How to use technology to foster student centered learning, Lok Sin Tong school organization, November 6, 2020 (300 participants)
  99. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 4, 2020 (86 participants)
  100. AI education development in Hong Kong, The Association of IT Leaders in Education , 29 October, 2020 (100 participants)
  101. eTeaching and eLearning in blended and online course designs, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, August 21, 2020 (200 participants)
  102. Real-time ZOOM training, Faculty of Education, The Chinese University of Hong Kong, March 31, 2020 (60 participants)
  103. ZOOM training and sharing, Faculty of Education, The Chinese University of Hong Kong, February 5-6, 2020 (100 participants)
  104. Introduction to STEM education, Holy Family Canossian School (Kowloon Tong), October 21, 2019 (70 participants)
  105. How to use assessment for learning: motivate students, Tai Po Sam Yuk Secondary school, September 19, 2019 (80 participants)
  106. The role of M in STEM education, Hong Kong Education Publishing, June 29, 2019 (150 participants)
  107. STEM education, Ma Kam Ming Charitable Foundation (MKMCF) Ma Ko Pan Memorial School, February 28, 2019 (200 participants)
  108. Technology in STEM education, Faculty of Education, The University of Hong Kong, January 5, 2019. (50 participants)
Media

To demonstrate the advocacy and impact of my research, I disseminated the findings through a variety of channels both locally and internationally, including the CUHK bulletin, international media, radio shows, local newspapers, press releases, digital learning resources, infographics from other universities, and academia platforms.

International media articles
Radio shows
Selected local newspaper articles
Press release
University articles
Research impact platforms
Newspaper articles for new undergraduate program
  • CUHK launched an innovative programme on STEM and digital learning to meet evolving market and academic demands (The Standard 2024-10-04)
  • 香港中文大學 學習設計與科技理學士學位課程 迎合創科發展大趨勢 (星島頭條 2024-10-04; 星島網 2024-10-04)
  • 教育科技求才若渴 中大三院合辦新課程 專注培訓EdTech專才 (星島升學網 2023-11-09; 星島頭條 2023-11-09; 星島網 2023-09-04 & 2023-11-09)
  • CUHK revolutionizes education through learning design and technology (The Standard 2023-09-04)
  • 中大三學院合辧新課程 以教育糅合科技 培育跨領域專才 (明報升學網 2023-05-02)
  • 中大開辦四個新理學士學位課程 (中大新聞稿 2021-11-23)
  • 中大開新課程 聚焦掌握跨學科知識 (文匯報 2021-11-23)
  • 中大推新課程重科技環境 (香港仔 2021-11-23)
  • 中大三學院合辦新課程 培養STEM與AI人才 地球環科 理學士合併 (頭條日報 2021-11-22)
  • 中大下學年推跨學院學士課程　涉學習理論及科技 (香港經濟日報TOPick 2021-11-22)
  • 中大跨學科新課程 為大灣區育才 (大公報 2021-11-22)
  • 中大明年增4理學士課程　讀地球與環境科學可考天文台職位 (HK01 2021-11-22)

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