Prof. CHIU Kin Fung, Thomas

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

Professor, Department of Curriculum and Instruction
Director, Centre for Learning Enhancement and Research

Prof. CHIU Kin Fung, Thomas

Prof. CHIU Kin Fung, Thomas

Professor

HTB Rm. 426
3943 6932


Introduction
Thomas Chiu is a Professor of AI Education in the Department of Curriculum and Instruction at The Chinese University of Hong Kong (CUHK). He also serves as Director of Centre for Learning Enhancement and Research, Associate Director of two key centers: the University and School Partnership and the Learning Sciences and Technologies. With a strong interdisciplinary background in mathematics, computer science, and education, Thomas brings extensive teaching and leadership experience from both schools and higher education.

An internationally recognized scholar, Thomas has been a visiting scholar/fellow at leading universities across North America, Europe, Japan, and Australia. Since 2019, he has delivered 20 keynote speeches and over 200 invited talks worldwide, sharing his research insights with academic and professional communities.

Research Expertise

His research focuses on AI in education, STEM/Mathematics education, educational policy, and teacher education, with a current emphasis on AI-enhanced learning, teaching, and training, as well as digital well-being. To advance his research agenda, he has secured over USD $33.4 million in competitive funding (including $6.1 million as PI/Co-PI and $27.3 million as Co-I) through collaborations with local, regional, and international partners.

Recognized for his scholarly impact, Thomas has been named a Top 2% Most Cited Scientist by Stanford University since 2022 (ranking 20th in 2025). He is also the recipient of multiple prestigious awards, including the Research Excellence Award (2022-23) from CUHK, as well as teaching awards from The University of Hong Kong and the Hong Kong Education Bureau.

Leadership in Academic Publishing & Service
Thomas is the Editor-in-Chief of Interactive Learning Environments (ILE, Q1). Additionally, he sits on the editorial boards of multiple journals in STEM education and educational technology and acts as a reviewer for over 50 international journals and competitive grant programs. He is also an International Scholar at the Center for Self-Determination Theory (SDT).

Teaching & Advisory Roles
As Joint-Faculty Program Coordinator of the BSc in Learning Design and Technology, Thomas specializes in educational technology, STEM/mathematics education, and research methods. He actively contributes to policy development, serving on advisory panels for digital education and curriculum reform. Beyond academia, he provides consultancy services to educational technology initiatives and teacher training programs.

Outside of his professional work, Thomas is an avid enthusiast of chess, tennis, and football.

To collaborate with Thomas in any of these professional or personal areas, please contact him at .

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. Leading guest editor, Journal of New Approaches in Educational Research, Enhancing teacher Training with Digital Technologies (2025)
  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. Li, Y. **, Zou, D., & Chiu, T. K. F. (accepted). The moderating effects of gender and teacher support on student engagement in language learning with generative artificial intelligence (GenAI) Chatbot. Technology, Pedagogy, and Education.
  2. Lavina, Z., & Chiu, T. K. F. (accepted). From procedural to generative: a spectrum of computational thinking integration in mathematics teachers’ lesson design, ZDM.
  3. Xia, Q., Jiang R., Zhang Z., & Chiu, T. K. F. (2026). Self-regulated learning with generative artificial intelligence: the role of SDT needs satisfaction and personality traits. Measurement: Interdisciplinary Research and Perspectives. https://doi.org/10.1080/15366367.2026.2717599
  4. Liang, S., Yau, K. W., Meng, H., Chiu, T. K. F., King, I., & Yam, Y. & Chai, C. S. (2026). Does school-based AI education narrow readiness gaps? The role of prior agency-related learning. Computers & Education. https://doi.org/10.1016/j.compedu.2026.105745
  5. Chiu, T. K. F. (2026). AI governance and ethics in education: research gaps, future directions, and methodological approaches, Interactive Learning Environments, 3627-3630. https://doi.org/10.1080/10494820.2026.2710463
  6. Xia, Q., Jiang, R., Weng, X., & Chiu, T. K. F. (2026). How latent personality profiles shape student engagement with artificial intelligence from a facet-level five-factor model analysis. Educational and Developmental Psychologist. https://doi.org/10.1080/20590776.2026.2708689
  7. Lau, K. L., Wong, Y. K., & Chiu, T. K. F. (2026). Using Generative Artificial Intelligence to Support Secondary Students’ Cognitive Processes in Writing. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70320
  8. Ismailov, M., Ono, Y., Chiu, T. K. F., Djalilova, N., Dadabaev, T., Ismailov, D., & Bavli, B. (2026) Constructivist pedagogy as a post-socialist modernization project: Insights from higher education in Kazakhstan, Kyrgyzstan and Mongolia, Studies in Higher Education. https://doi.org/10.1080/03075079.2026.2699815.
  9. Fang, X. **, Zhang, L, Xia, Q, Weng, X. J., & Chiu, T. K. F. (accepted). Using mind mapping and real-time commenting to enhance university student self-regulated learning in video creation. Information Technologies and Learning Tools.
  10. Luo, J., Li, S., Chiu, T. K. F., & Cao, X. (2026). A review of reviews on unveiling the dynamics of STEM education research from an artificial intelligence analysis approach. Interactive Learning Environments. https://doi.org/10.1080/10494820.2026.2685803
  11. Ismailov, M., Ono, Y., Chiu, T. K. F. (2026). Engagement Without Enhancement? Theoretical Perspectives on AI in SLA, Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2026.2699241
  12. Yan, W., Cui, Y., Chiu, T. K. F., & Nakajima, T. (2026). How Motivation and Roles Influence Metacognitive Engagement in Student-GenAI Interaction, International Journal of Educational Technology in Higher Education, 23, 34. https://doi.org/10.1186/s41239-026-00610-z
  13. Niri, G. **, Chiu, T. K. F., Ombid, A. M. O., Ybañez, D. L. K. B., Dennerlein, S. M., & Zhou X. & Lavicza, Z. (2026). STEAM Education for AI Literacy: A Systematic Literature Review, The International Journal of STEM Education. https://doi.org/10.1186/s40594-026-00629-8
  14. Yan W., Cui, Y., Chiu, T. K. F., Nakajima, T., Kozima, H. (2026). From Cognitive Outsourcing to Reallocation: A 3P Analysis of Student--Generative AI Engagement in Unsupervised Assessment, Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.11725
  15. Xia, Q., Aldharman, N.S. & Chiu, T. K. F. (2026). How do autonomy, critical thinking, and artificial intelligence value perception affect university student self-regulated learning?. TechTrends. https://doi.org/10.1007/s11528-026-01203-3
  16. Chiu, T. K. F. (2026). Student and teacher well-being for the AI Era from a balanced integration framework. Interactive Learning Environments, 34(4), 1871-1875. https://doi.org/10.1080/10494820.2026.2662351
  17. Zhang, Z.**, Aubrey, S., Guo, Z., & Chiu, T. K. F., (2026). How L2 learners negotiate meaning in GenAI-supported creative writing, International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70256
  18. Bozkurt, A., Crompton, H., Farrow, R., Kukulska-Hulme, A., Dron, J., West, R., Palalas, A. (Aga), Bower, M., Xiao, J., Tlili, A., Henriksen, D., Pazurek, A., Huijser, H., Chiu, T. K. F., Jandrić, P., Jordan, K., Curry, J., Kimmons, R., Cukurova, M., Reeves, T., Hwang, G.-J., Shea, P., Lodge, J., Weller, M., Ng, D., & Asino, T. I. (2026). Redefining Educational Technology: A Critical Collaborative Inquiry. Open Praxis, 18(2), 192–211. https://doi.org/10.55982/openpraxis.18.2.1117
  19. Ismailov, M., Chiu, T. K. F., Djalilova, N., & Dadabaev, T. (2026). Think-Pair-Share was once unthinkable: student-centered instruction, teacher identity, and pedagogical disruption in post-socialist higher education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2026.2674234
  20. Zhang, Z.**, Chen, C. H., Guo, Z., & Chiu, T. K. F. (2026). How Does Learner Prior Language Knowledge Play in GenAI-Assisted Project-Based Learning for Creative Thinking?. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-026-09984-5
  21. Liang, S., Yau, K. W., Meng, H., Chiu, T. K. F., King, I., & Yam, Y. & Chai, C. S. (2026). From disengaged to self-determined: A latent transition analysis of students’ AI learning motivation. Education and Information Technologies. https://doi.org/10.1007/s10639-026-13998-y
  22. Chiu, T. K. F., & Rospigliosi, P. A. (2026). Six global frameworks for human-centred AI literacy and competency: comparative analysis and a way forward. Interactive Learning Environments, 34(3), 1003-1005. Interactive Learning environments, 34(2), 1003-1005. https://doi.org/10.1080/10494820.2026.2648342
  23. Wang, D., Su, X., Mcbride, C., Mauer, U., & Chiu, T. K. F. (2026). Do Digital Technology–Reading Links Differ Between English and Chinese? Considering Language Systems and School Contexts. Reading and Writing. https://doi.org/10.1007/s11145-026-10814-4
  24. Hsieh, C. C., Bali, S., Chiu, T. K. F., Yen, A. C., Liu, M. C., Chen, T. C., & Ardhyantama, V. (2026). Understanding the role of AI Chatbots in English self-regulated learning: A dual-stage structural equation modeling and artificial neural network approach. Acta Psychologica, 266, 106834. https://doi.org/10.1016/j.actpsy.2026.106834
  25. Shen, W.**, Chiu, T. K. F., Chai, C. S., Yau, K. W., King, I., Wong, S., & Yam, Y. (2026). Key Elements in Student AI Literacy Development: Insights from Psychometric Network Analyses. Computers in Human Behavior Reports, 22, 101041. https://doi.org/10.1016/j.chbr.2026.101041
  26. Weng, X. J.**, Zhang, Y., Xia, Q., & Chiu, T. K. F. (2026). Creativity in university students: The role of personality traits and basic psychological needs in the digital context. TechTrends. https://doi.org/10.1007/s11528-026-01179-0
  27. Shen, W.**, Chai, C.S., Chiu, T. K. F., Yau, K. W., Meng, H., King, I., Wong, S., & Yeung, Y. (2026). Longitudinal relationships between student ethical considerations, behavioral intention, and perceived knowledge in artificial intelligence education. Computers & Education, 249, 105614. https://doi.org/10.1016/j.compedu.2026.105614
  28. Shen, W.**, Chai, C. S., Chiu, T. K. F., Yau, K. W., Meng, H., King, I., ... & Yam, Y. (2026). Pedagogy first, technology second: Cross-level relationships between teacher professional knowledge and student learning in artificial intelligence (AI) education. Computers and Education: Artificial Intelligence, 10, 100564. https://doi.org/10.1016/j.caeai.2026.100564
  29. Fang, X.**, Yang, M., Zhou, X., Li, Y., & Chiu, T. K. F. (2026). Using self-determination theory to explain how teacher support enhances student engagement and higher-order thinking in simulation-based learning with GenAI. Journal of Educational Computing Research, 0(0). https://doi.org/10.1177/07356331261421079
  30. Chiu, T. K. F., Bali, S., Tondeur, J., Howard, S. Chan K. H. H., (2026). Teacher education for artificial intelligence literacy through a self-determination theory perspective, European Journal of Teacher Education. https://doi.org/10.1080/02619768.2026.2621848
  31. Liu, H.**, Fang, X., Cui, Q., & Chiu, T. K. F. (2026). A systematic mapping review on how generative artificial intelligence impacts social and emotional learning: A case of large language model chatbots. Review of Education, 14(1), e70141. https://doi.org/10.1002/rev3.70141
  32. Chiu, T. K. F. (2026). Human-Centric Artificial Intelligence Pedagogy (HCAP) framework developed from TPACK through integration of artificial intelligence literacy and competency, Interactive Learning environments. https://doi.org/10.1080/10494820.2026.2615818
  33. Han, Z., Chen, C., Chiu, T. K. F., Qiu, K., Yang, L., Wang, Z., & Chan, K. K. H. (2026). As an end or as a means to an end: positioning empathy in STEM education. International Journal of STEM Education, 13, 4. https://doi.org/10.1186/s40594-026-00594-2
  34. Zhou, X.**, Liu, G., & Chiu, T. K. F. (2026). A five-step AI-Information problem solving (AI-IPS) model for critical, ethical, and responsible usage. Interactive learning environments. https://doi.org/10.1080/10494820.2026.2614080
  35. Zhou, X**, Lavicza, Z., & Chiu, T. K. F. (2026). Developing teacher ai competence: A systematic review of beliefs, professional learning, and cultural factors. Teaching and Teacher Education, 172, 105384. https://doi.org/10.1016/j.tate.2026.105384
  36. Gökçearslana, S., Mumcub, F., Chiu, T. K. F., & Lavicza, Z. (2026). Measuring AI-giarism: A validation study and dimensional exploration of the scale in Turkish. Journal of Learning and Teaching in Digital Age, 11(1), 111-118. https://doi.org/10.53850/joltida.1762390
  37. Wu, X.**, Ng, D. T. K., & Chiu, T. K. F. (2026). Self-regulated learning with AI: A comparative analysis of general-purpose and task-specific platforms. International Journal of Technology in Education (IJTE), 9(1), 279-302. https://doi.org/10.46328/ijte.5241
  38. Heung, Y. M. E.**, Yin, H. B., English, L., & Chiu, T. K. F. (2026). Theorizing AI literacy development using Habermas’ three cognitive knowledge interests: A STEM Interdisciplinary perspective, Computers & Education, 242, 105492. https://doi.org/10.1016/j.compedu.2025.105492
  39. Kashif, M., Ammar, M., Sellami, A., Chiu, T. K. F., Abbasi, S. A., & Ahmad, Z. (2025). Teachers’ perspectives on AI integration in K-12 education: challenges, opportunities, and preliminary assessment model–a systematic review. Computers in the Schools. https://doi.org/10.1080/07380569.2025.2602507
  40. Lin, C.**, Li, Y. Chen, X. & Chiu, T. K. F. (2025). A systematic review on generative AI in l2 speaking development from a self-determination theory perspective, The International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70091
  41. Xia, Q., Yang, Y., Weng, X. J., & Hatice, C-S, Cheng, W. K., & Chiu, T. K. F. (2025). Generative artificial intelligence competency self-efficacy scale for teachers and researchers (GAICS-TR). Journals of Computers in Education. https://doi.org/10.1007/s40692-025-00373-y
  42. Yau, K. W., Dong, T., Chai, C.S., Chiu, T. K. F., Meng, H., King, I., Wong, S., & Yeung, Y. (2026). Epistemic network analysis of in-service teachers’ ai teaching competency for secondary education. Computers & Education: Artificial Intelligence, 9, 100520. https://doi.org/10.1016/j.caeai.2025.100520
  43. Zhou, X.Y. ** & Chiu, T. K. F. (2025). The role of epistemic beliefs in predicting deep learning strategies in an AI-assisted English learning, Language Testing in Asia, 16(2), https://doi.org/10.1186/s40468-025-00416-2
  44. Martínez-Moreno, J., Zhou, X.**, Petko, D. & Chiu, T. K. F. (2025). Motivation to shape the future of education with artificial intelligence: An international comparison between Switzerland and China. Computers and Education Open, 10, 100327 https://doi.org/10.1016/j.caeo.2025.100327
  45. Xia, Q., Yang, Y., Weng, X., Cheng, W. K., & Chiu, T. K. F. (2025). Needs Satisfaction Mediates the Relationships Between TPACK, Self‐Efficacy and Teachers' Willingness to Integrate Generative AI Into Higher Education Practices. European Journal of Education, 60(4), e70328. https://doi.org/10.1111/ejed.70328
  46. Radloff, J., Yeter, I. H. & Chiu, T. K. F. (2025). Intelligent-TPACK in teacher education: examining preservice elementary teachers’ emerging views about AI classroom use, Computer and Education Open, 100307. https://doi.org/10.1016/j.caeo.2025.100307
  47. Au, C. K.**, Yoo, S., & Chiu, T. K. F. (2025). Student engagement and teacher perceived support in STEAM education using generative AI: A systematic review and direction for future research. School Science and Mathematics Education. http://doi.org/10.1111/ssm.18413
  48. Li, Y.**, Shadiev, R., & Chiu, T. K. F. (2026). Applying generative artificial intelligence to task-based language teaching and learning: A systematic review and meta-analysis. TechTrends, 70, 150–163. https://doi.org/10.1007/s11528-025-01140-7
  49. Xia, Q.**, Weng X. J.**, Huang, W., LI, Y., Cheng W. K., & Chiu, T. K. F. (2026). Is generative artificial intelligence (GenAI) a game changer for interdisciplinary collaborative learning in higher education? Education and Information Technologies, 31, 143–166. https://doi.org/10.1007/s10639-025-13812-1
  50. Bali S., Chiu, T. K. F., Chen T-C, & Yen, Ai C. (2025) Learning foreign language via TikTok: Perspective from self-determination theory and theory of planned behavior. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2025.2570843
  51. Xia Q.**, Liu, Q., Tlili, A., & Chiu, T. K. F. (2026). A systematic literature review on designing self-regulated learning using generative artificial intelligence and its future research directions. Computers & Education, 24, 105465. https://doi.org/10.1016/j.compedu.2025.105465
  52. Wu, xy**, Radloff, J.D., Wang, L., Yeter, I. & Chiu, T. K. F. (2025). Designing artificial intelligence chatbots for self-regulated learning from a systematic review based on Habermas's three interests, Interactive Learning Environments. http://dx.doi.org/10.1080/10494820.2025.2563086.
  53. 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
  54. 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.
  55. 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.
  56. 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.
  57. Xia, Q.**, Zhang, P., Huang, W., & Chiu, T. K. F. (2025). The impact of generative AI on university students’ learning outcomes via Bloom’s taxonomy: a meta-analysis and pattern mining approach. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2025.2530503
  58. Chiu, T. K. F. & Broad, R. W. (2025). The digital drain on well-being: a human flourishing approach with an urgent focus on our future, Interactive Learning Environments, 33(9), 5139-5141. https://doi.org/10.1080/10494820.2025.2580120
  59. Cheng, M., Lai, X., Chiu, T. K. F., Feng, Y., & Sun, D. (2025). Unveiling children’s computational thinking developmental trajectories: profiles and contextual influences in programming education. Education and Information Technologies, 30, 26631–26660 https://doi.org/10.1007/s10639-025-13763-7
  60. Chiu, T. K. F. (2025). Developing Intelligent-TPACK (I-TPACK) framework from unpacking AI literacy and competency: Implementation strategies and future research direction, Interactive Learning Environments, 33(7), 4189-4192. https://doi.org/10.1080/10494820.2025.2545053.
  61. Xia, Q., LI, W., Yang, Y., Weng, X. J., &Chiu, T. K. F. (2025) A systematic review and meta-analysis of the effectiveness of generative artificial intelligence (GenAI) on university students' motivation and engagement, Computers & Education: Artificial Intelligence, 9, 100455. https://doi.org/10.1016/j.caeai.2025.100455
  62. Li, Y.**, & Chiu, T. K. F. (2025). The mediating effects of needs satisfaction on the relationship between teacher support and student engagement with generative artificial intelligence (GenAI) chatbots from a self-determination theory (SDT) perspective. Education and Information Technologies, 30, 20051–20070. https://doi.org/10.1007/s10639-025-13574-w
  63. Dong, T., Yau, S.**, Chai, C.S., Chiu, T. K. F., Meng, H., King, I., Wong, S. & Yam Y. (2025). A phenomenographic approach to students' conceptions of learning artificial intelligence (AI) in secondary schools, Education and Information Technologies, 30, 24965–24989. https://doi.org/10.1007/s10639-025-13724-0
  64. Chiu, T. K. F. (2025). AI literacy and competency: definitions, frameworks, development and future research directions, Interactive Learning Environments, 33(5), 3225-3229. https://doi.org/10.1080/10494820.2025.2514372
  65. Wang, S, Chiu, T. K. F., Zhao L., & He, W. (2025). The influence of teacher motivating styles on college students’ online self-regulated learning, Distance Education, 46(3), 383-402. https://doi.org/10.1080/01587919.2024.2383764
  66. Chiu, T. K. F., Çoban, M., Sanusi, I. T., Ayanwale, M. A. (2025). Validating student AI competency self-efficacy (SAICS) scale and its framework, Educational Technology Research and Development, 73, 2785–2807. https://doi.org/10.1007/s11423-025-10512-y
  67. Chiu, T. K. F. (2025). Responsible digital citizen: building AI ethics awareness across subjects. Interactive Learning Environments, 33(4), 2759–2761. https://doi.org/10.1080/10494820.2025.2494914
  68. 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
  69. 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
  70. 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
  71. 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
  72. 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
  73. 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
  74. 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
  75. 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
  76. 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
  77. 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
  78. 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
  79. 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
  80. 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
  81. 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
  82. 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.16.4.777
  83. 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
  84. 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
  85. 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
  86. 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
  87. 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
  88. 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
  89. 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
  90. Chiu, T. K. F. (2024). A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: a case of ChatGPT, Educational Technology Research & Development, 72, 2401–2416. https://doi.org/10.1007/s11423-024-10366-w
  91. 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
  92. 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
  93. 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
  94. 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
  95. 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
  96. 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
  97. 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
  98. 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
  99. 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.
  100. 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
  101. 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
  102. 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
  103. 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
  104. 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
  105. 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
  106. 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
  107. 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.
  108. 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
  109. 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
  110. 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
  111. 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
  112. 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
  113. 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
  114. 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
  115. 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
  116. 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
  117. 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
  118. 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
  119. 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
  120. 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
  121. 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
  122. 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
  123. 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
  124. 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
  125. 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
  126. 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
  127. 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
  128. 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
  129. 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
  130. 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
  131. 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
  132. 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
  133. 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
  134. 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
  135. 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
  136. 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.
  137. 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
  138. 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
  139. 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
  140. 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
  141. 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
  142. 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
  143. 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
  144. 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
  145. 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
  146. 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
  147. 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
  148. 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
  149. 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
  150. 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

2027-2029 Co-I: Hong Kong Research Council - General Research Fund
Integrating Chatbot-facilitated Scaffolding with Self-Regulated Learning to Develop Teachers’ Intelligent-TPACK: A Randomised Controlled Trial. PI: Professor Huang, Xianhan
HK$613,500 (US$88,264), project code: 18617126.
2026-2027 Co-I: Fiji national University, Seed Funding Scheme
Investigating AI readiness and Competency for Secondary School Teachers in Five Oceania countries.
HK$50,000 (FJ$13,900)
2026-2028 PI: Hong Kong Research Council - General Research Fund
Does generative AI support or thwart needs satisfaction in STEM self-regulated learning?
HK$511,245 (US$65,152), project code: 14616925
2026-2028 CO-PI: Hong Kong Research Council - General Research Fund
Beyond the Cold Technology: Teachers’ Cognitive Appraisal, Emotions and Coping in Generative AI Usage and its Antecedents and Consequences. PI: Professor Hong-biao Yin (The Chinese University of Hong Kong)
HK$620,160 (US$79,302), project code: 14606525
2026-2028 CO-PI: Hong Kong Research Council - General Research Fund
Conceptualizing, Investigating, and Cultivating Teachers' Generative Artificial Intelligence Competency. PI: Professor Huang, Xianhan
HK$692,600 (US$88,264), project code: 18614525
2026-2028 CO-PI: Hong Kong Research Council - Early Career Scheme
Supporting Students’ Understanding of Generative Artificial Intelligence (GenAI) in Science Learning: The Affordance of an Epistemic-Dialogic Approach. PI: Dr Cheung, Ka Ching
HK$626,800 (US$79,878), project code: 28600425
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)
2026 PI: Provision of services in conducting professional development programmes in the form of knowledge-enrichment seminar and workshop, Education Bureau
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
2025-2027 CS: The Chinese University of Hong Kong – Teaching Development and Language Enhancement Grant (inter-institutional collaborative activities portion)
Enhancing university graduates’ employability leveraged by ‘iChat-Job’ - an AI powered digital human system
HK$300,000 (US$38,462), project code: 4171230.
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 2021-2025, Educational Technology Research and Development
  • 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. Keynote panelist discussion. HKUST-FWE Conference on AI, Technology, and Education, The Hong Kong University of Science and Technology, Hong Kong, May 25-26, 2026.
  2. Second International Conference on Building Bridges in STEAM Education in the 21st Century, Porto, Portugal, June 21-26, 2026.
  3. The interdisciplinary imperative: reimagining education from AI+X. Unviesity of Graz, May 13, 2026.
  4. STEPAM Approach In Contemporary Education – Challenges And Perspectives, International Conference Organized By the Faculty of Education, University of Kragujevac, Jagodina, Serbia, May 11-12, 2026.
  5. STEAM education conference, Johannes Kepler Linz Austria, May 7-8, 2026.
  6. From Grading to Guiding: How AI is Redefining Educational Assessment. The 2026 International Conference on Artificial Intelligence in Education Technology and Data Science (AIETDS 2026), which will be held in Macau, China from March 27–29, 2026.
  7. From Principles to Practice: A Cohesive Framework for Human-AI Collaboration in Education, CPCECPR Conference 2026, The Hong Kong Polytechnic University College of Professional and Continuing Education, 5-6 January, 2026.
  8. Publishing What We Practice: Writing STEAM Education Research for Wider Impact, University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED) 11-12, December, 2025, Manila, Philippines.
  9. Evolving Assessment: AI for Automation, Facilitation, and Measuring Complexity in Education, 2025 Annual meeting of the Guangdong- Hong Kong-Macao Education Quality Monitoring and Evaluation Alliance and the international forum on Frontiers in Education Assessment, 22-24, November, 2025, Macau, China.
  10. How does AI CRAFT STEM higher education? STEAM for Tomorrow: From Erasmus+ Results to Skills and Policy in Higher Education, 30–31 October 2025. Federal Ministry Women, Science and Research DG Higher Education, Austria.
  11. Unpacking Essential Skills for Young Mathematics Learners in the AI eras. The 2025 Mathematics Classroom Teaching Research for All Students (M-CTRAS) Conference, Interdisciplinary Transformation University Austria, Linz, Austria, June 23-25, 2025. (80 participants)
  12. 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.
  13. How does AI CRAFT education? International Conference on Education, Humanities, and Social Science (ICEHoS) 2025, Indonesia, April 22-35, 2025.
  14. How does AI transform STEAM Education?, III Conferencia y Escuela de Verano sobre investigación en Educación STEAM, Uruguay, 6-7 February, 2025.
  15. A human-AI collaboration framework for self-regulated Learning in language education. 10th CLS International Conference (National University of Singapore), 5-7 December, 2024
  16. 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.
  17. Design framework for blended learning, Symposium on blended learning, Hong Kong Baptist University, 26 August, 2023 (100 participants)
  18. How can AI be used in schools?, Learning and Teaching Expo, Hong Kong, December 9, 2022 (200 participants)
  19. Transforming school education in a post-pandemic world, Learning and Teaching Expo, Hong Kong, December 8-10, 2021 (200 participants)
  20. AI education development in Hong Kong schools, Learning and Teaching Expo, Hong Kong, December 5, 2019 (200 participants)

Invited talks, workshops, and panelists (Total: 141)
  1. Integrating AI in subject, Tin Ka Ping Foundation, August 21, 2026.
  2. Human-Centric Pedagogy for Collaboration in the AI Era, The Asia-Pacific Society for Computers in Education), July 24, 2026
  3. Assessment in the AI Era. Advanced Learning, Theories, Technologies, Applications, and Impacts Consortium (ALTTAI), July 17, 2026 (20 participants)
  4. Topical SDT Forums, The 9th International Conference on Self-Determination Theory, July 30. (20 participants).
  5. Artificial Intelligence and Self-Determination Theory The 9th International Conference on Self-Determination Theory, July 30. (100 participants)
  6. Studying Autonomy Support in Education: Experimental, Longitudinal, and AI-Based Approaches. International Conference on Motivation and Emotion, June 22-24, 2026 (40 participants)
  7. Roadmap for AI and education, Hong Kong Association for Computer Education, June 13, 2026 (100 participants)
  8. Mathematical modeling and AI, Hong Kong Association for Mathematics Education and Hong Kong Association for Mathematics and Science Education. June 6, 2026 (100 participants)
  9. Current status of digital education in Hong Kong, Explore learning Brazil, The Chinese University of Hong Kong, May 28, 2026. (20 participants)
  10. AI in higher and nursing education, The Nethersole School of Nursing, The Chinese University of Hong Kong, May 5, 2026 (60 participants)
  11. AI assessment and essential skills, Sha Tau Kok Central Primary School. March 20, 2025. (30 participants)
  12. Assessment for the AI era. Furtulogue, March 19, 2026 (30 participants)
  13. AI+ education transformation. China Mobile, March 11, 2026 (200 participants)
  14. A roadmap for AI in school education. The Centre for school and university partnerships, Chinese University of Hong Kong, March 7, 2026. (500 participants)
  15. How Parents can use AI to support their children’s learning?, Hong Kong Baptist University affiliated School Wong Kam Fat Secondary and Primary School, March 6, 2026 (100 participants)
  16. AI as a double edge sword in student growth, CLEMR, the Chinese University of Hong Kong, February 28, 2026 (40 participants)
  17. AI as the Copilot: Designing with Intelligence, Not For It, OBRIS, February 28, 2026124 AI as a Teaching Assistant: Practical Tools for Classroom Enhancement, February 27, 2026, Education Bureau (50 teacher participants)
  18. Preparing Teachers and Students for an AI-Powered World, February 10, 2026, Education Bureau (100 teacher participants)
  19. Introduction of AI Education, December 4, 2025. The Chinese University of Hong Kong (30 participants)
  20. Building AI-Ready Schools Together: Insights for School Leaders. The Chinese University of Hong Kong GOAI project, November 18, 2025 (50 participants)
  21. STINT workshop (Sweden), Knowledge Transfer Office, November 18, 2025
  22. Assessing and Nurturing Core Skills and Chinese Values with AI, November 4, Department of Psychology, The Chinese University of Hong Kong (50 parents participants)
  23. A holistic approach to assessing ai literacy and competency, Centre for Information Technology in Education, The university of Hong Kong, October 10, 2025 (40 participants)
  24. How parents walk with AI, St. Paul's Co-Educational College Primary School, October 17, 2025 (500 parent participants)
  25. Panel discussion, ELAI Global Conference 2025, October 7 – 10, 2025. (50 participants)
  26. Assessing and Nurturing Core Skills and Chinese Values with AI, October 14, Faculty of Education, The Chinese University of Hong Kong (30 teacher participants)
  27. Redefining Roles: How Teachers and Students Transform Learning in the AI Era, Hong Kong Teaching Excellence Alliance. October 3, 2025 (50 participants)
  28. AI and education, Shenzhen University, September 18, 2025 (50 participants)
  29. Academic Writing and Publication in Education Research, Global Smart Education Conference (GSE2025), Beijing, China, August, 18-20, 2025 (300 participants)
  30. Understanding your AI competency by designing activities and measurable items. Educational technology talents. Johannes Kepler Universität Linz, Austria, June 25, 2025. (70 participants)
  31. Exploring the Future: Opportunities and Challenges of AI in Pre-College Engineering Education, American Society for Engineering Education, June 23, 2025. (50 participants)
  32. Our research journey on publishing journal papers, Johannes Kepler Universität Linz, Austria, June 18, 2025. (30 participants)
  33. 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. June 12, 2025. (30 participants)
  34. 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
  35. 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)
  36. The 6th Loong Cup: The Inter-Government Secondary Schools Multi-Sided Debating Competition 2025, May 17, 2025 (200 participants)
  37. AI for self-regulated learning in language education, Salesian Yip Hon Primary School, May 15, 2025 (16 participants)
  38. Learning designers as a career, Chinese University of Hong Kong, May 13, 2025 (50 participants)
  39. 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)
  40. How does AI change early childhood education? Po Leung Kuk group, May, 7, 2025 (principals and vice principals in 20 schools)
  41. Redefine, Foster, Assess AI Literacy, self-efficacy and Competency, University of Calgary, Canada, April 30, 2025 (30 participants)
  42. AI and education. Connect Charter School, Calgary, Canada, April 289, 2025 (50 participants)
  43. How does AI shape the future of work? Chinese University of Hong Kong, April 12, 2025 (30 participants)
  44. What can school leaders do for the AI era?. ELCHK Lutheran Academy, April, 2, 2025 (30 participants)
  45. Understanding AI: walk with your kids, Hong Kong Education City, March 22, 2025 (150 participants)
  46. Walk with AI, Department of Psychology, Chinese university of Hong Kong, March 20, 2025 (200 participants)
  47. 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)
  48. 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).
  49. Future workforce in digital education, Chinese University of Hong Kong, October 25, 2024 (60 student participants).
  50. Professional development for blended learning, Chinese University of Hong Kong October 16, 2024. (70 participants)
  51. Professional development for blended learning, Chinese University of Hong Kong October 15, 2024. (70 participants)
  52. Professional development for blended learning, Chinese University of Hong Kong October 13, 2024. (70 participants)
  53. Module on artificial intelligence for junior secondary school, Education Bureau, October 4, 2024 (60 participants)
  54. How to walk with AI, St. Paul's Co-Educational College Primary School, September 17, 2024 (100 participants)
  55. AI K-12 education webinar, East China Normal University, September 14, 2024 (50 participants)
  56. Integrating self-regulated learning in education, Xianggang Putonghua Yanxishe Primary School of Science and Creativity, August 22, 2024 (80 participants)
  57. Action research for all teachers, Education Bureau, June 29, 2025 (100 participants)
  58. PISA 2022 subject seminar mathematics literacy workshops, February 5 and 6, 2024 (80 participants)
  59. Future workforce in digital education, Chinese University of Hong Kong, May 17, 2024 (30 student participants).
  60. How can we prepare students, teachers, and schools to embrace AI?, CUHK-ECNU symposium, April 30, 2024 (50 participants)
  61. How to Embrace AI in Education, March 26, 2024, St. Paul's Co-educational College (200 participants)
  62. How does AI transform school education, March 8, 2024, Quality Education Fund (700 participants)
  63. Empowering educators with essential competencies for thriving in the AI era, March 5, 2024, Kwun Tong Maryknoll College (80 participants)
  64. PISA 2022 Subject Seminar Mathematics Literacy, February, 6, 2024 (140 participants)
  65. Panel Discussion, AI Summit of CUHK Jockey Club AI for the Future Project, December 15, 2023 (100 participants)
  66. Faculty undergraduate program talk, December 1, 2023. (100 participants)
  67. Empowering Educators with Essential Competencies for Thriving in the AI Era, December 1, 2023, Three schools’ joints event (250 participants)
  68. Educational technology and future work force, November 21, 2023. Faculty of Education, The Chinese University of Hong Kong (60 participants)
  69. Professional development for blended learning, Chinese University of Hong Kong November, 11, 2023. (100 participants)
  70. AI for parents, November 7, 2023. (800 participants)
  71. Professional development for blended learning, Chinese University of Hong Kong November 4, 2023. (100 participants)
  72. Future of K-12 and higher education powered by Generative AI, Chinese University of Hong Kong, November 3, 2023 (100 student participants).
  73. AI for all teachers, Munsang College, November 1, 2023 (60 participants).
  74. Future workforce in digital education, Chinese University of Hong Kong, October 11, 2023 (20 student participants).
  75. Future workforce in digital education, Chinese University of Hong Kong, October 10, 2023 (20 teacher participants).
  76. AI for all teachers, Fanling Rhenish Church Secondary School, October 3, 2023 (60 participants).
  77. Future workforce in digital education, MingPao Education Expo, July 16, 2023 (60 participants).
  78. Action research for all teachers, Education Bureau, June, 24, 2023 (100 participants)
  79. Module on artificial intelligence for junior secondary school, Education Bureau, June 19, 2023 (500 participants)
  80. AI competence for all teachers, Office of School Partnership and Community Engagement, Chinese University of Hong Kong, June, 16, 2023 (100 participants)
  81. Generative AI in teaching, learning, and assessment, Centre for Learning Enhancement and Research, Chinese University of Hong Kong, June 8, 2023 (500 participants)
  82. Should we use AI in classrooms?, Concordia Lutheran School, June 7, 2023 (80 participants)
  83. AI for All teachers, Cognition College (Kowloon), May 19, 2023 (100 participants)
  84. 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)
  85. Educational technology and future work force, April 19, 2023. Faculty of Education, The Chinese University of Hong Kong (60 participants)
  86. Educational technology and future work force, April 1, 2023. Faculty of Education, The Chinese University of Hong Kong (50 participants)
  87. 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)
  88. How AI impact education in Hong Kong, December 16, 2022. Faculty of Education, The Chinese University of Hong Kong (100 participants)
  89. Professional development for blended learning, October, 21, 2022 & November, 29, 2022. Lok Dao Secondary school (70 participants)
  90. AI for future of work, Victoria primary schools, October, 3, 2022 (300 participants)
  91. Professional development for AI Education, Victoria primary school, September, 30, 2022 (60 participants)
  92. 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)
  93. Be Different and Creative: Engage Students with Innovative Pedagogies, Hong Kong Education City, August 1, 2022
  94. Blended learning projects Briefing session, The Chinese University of Hong Kong, July 7, 2022 (120 participants)
  95. Individual different in creative thinking, Fanling Government Primary School, June 28, 2022 (20 participants)
  96. Mini-lecture on learning design and technology, Faculty of Education, The Chinese University of Hong Kong, May 25, 2022 (10 participants)
  97. STEM education development in Hong Kong, Leung Shek Chee College, May 4, 2022 (65 participants)
  98. 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)
  99. Educational Technology and Contemporary Learning, Faculty of Education, The Chinese University of Hong Kong, February 18, 2022 (65 participants)
  100. 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)
  101. 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)
  102. Visualizing active learning processes and outcomes, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, December 14, 2021 (40 participants)
  103. Gamification and self-directed learning, Pui Tak Canossian School, December 8, 2021 (20 participants)
  104. Introduction to AI (secondary schools), Centre for Information Technology in Education, The University of Hong Kong, December 1, 2021 (30 participants)
  105. Affordances and challenges of AI in higher education, Vocational Training Council, December 1, 2021 (130 participants)
  106. Nurturing young generations of effective educators and innovative professionals, International Outreach, The Chinese University of Hong Kong, November 27, 2021(60 participants)
  107. Introduction to AI (primary schools), Centre for Information Technology in Education, The University of Hong Kong, November 24, 2021 (60 participants)
  108. Speaker, Grand Opening Ceremony D & T hub, November 20, 2021 (120 participants)
  109. Designing tasks for activity-based learning in Mathematics and STEM, Yuet Wah College, Macau, November 13, 2021 (20 participants)
  110. STEM+, SKH Tsoi Kung Po Secondary School, October 21, 2021 (70 participants)
  111. Learning design and technology, Faculty of Education, The Chinese University of Hong Kong, October 16, 2021 (60 participants)
  112. 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)
  113. Blended learning, Ho Sik Nam Primary School, October 05, 2021 (20 participants)
  114. Blended learning, Tuen Mun Government Primary School, August 21, 2021 (20 participants)
  115. CETL summer sandbox series, Centre of the Enhancement of Teaching and Learning, The University of Hong Kong, July 21, 2021 (50 participants)
  116. AI in and data for education, Learning and Teaching Expo online, July 23, 2021. (500 participants)
  117. 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)
  118. AI and mathematics education, Hong Kong Association of Mathematics Education, June 30, 2021 (50 participants)
  119. Self-directed learning in AI education (primary school teachers), eFunLearning Limited, June 17, 2021 (50 participants)
  120. Digitalizing STEM learning and teaching, Faculty of Education, The Chinese University of Hong Kong, June 16, 2021 (90 participants)
  121. Self-directed learning in AI education (principals), eFunLearning Limited, June 10, 2021 (20 participants)
  122. AI literacy for secondary students, eFunLearning Limited, May 6, 12, 13, 2021 (20 participants)
  123. 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)
  124. E-learning sharing session, Hong Kong Education City, April 15, 2021 (210 participants)
  125. 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)
  126. Rethinking education in the time of COVID-19, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, January 18, 2021 (300 participants)
  127. Teaching in the new normal, The CUHK School Heads Alumni Association, November 23, 2020 (200 participants)
  128. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 18, 2020 (30 participants)
  129. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 4, 2020 (45 participants)
  130. Design for flipped learning in English language, Cartias School Sponsor, November 13, 2020 (14 participants)
  131. How to use technology to foster student centered learning, Lok Sin Tong school organization, November 6, 2020 (300 participants)
  132. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 4, 2020 (86 participants)
  133. AI education development in Hong Kong, The Association of IT Leaders in Education , 29 October, 2020 (100 participants)
  134. 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)
  135. Real-time ZOOM training, Faculty of Education, The Chinese University of Hong Kong, March 31, 2020 (60 participants)
  136. ZOOM training and sharing, Faculty of Education, The Chinese University of Hong Kong, February 5-6, 2020 (100 participants)
  137. Introduction to STEM education, Holy Family Canossian School (Kowloon Tong), October 21, 2019 (70 participants)
  138. How to use assessment for learning: motivate students, Tai Po Sam Yuk Secondary school, September 19, 2019 (80 participants)
  139. The role of M in STEM education, Hong Kong Education Publishing, June 29, 2019 (150 participants)
  140. STEM education, Ma Kam Ming Charitable Foundation (MKMCF) Ma Ko Pan Memorial School, February 28, 2019 (200 participants)
  141. 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)

Others