Prof. DAI Yun

B.A.(PKU), M.Phil.(PKU), Ph.D.(UCSB)

Associate Professor
Prof. DAI Yun

Prof. DAI Yun

Associate Professor

HTB Rm. 419
3943 6719


Introduction
Dr. Yun Dai received her B.A. from Peking University and her Ph.D. from the University of California, Santa Barbara. Before joining The Chinese University of Hong Kong, she was a Postdoctoral Fellow in engineering education at the Viterbi School of Engineering, University of Southern California.

Her research examines the evolving intersection of technology, education, and human development. She is particularly interested in developing theoretical and methodological frameworks for understanding how technological change reshapes learning, teaching, and human inquiry. Her current work focuses on three interrelated areas: AI literacy and ethics, learner agency in AI-mediated environments, and AI as an epistemic partner in human inquiry.

Beyond her academic research, Dr. Dai is committed to community outreach and public education. Since 2020, she has led AI Literacy for All (AILFA), an AI education initiative that provides accessible and inclusive learning opportunities for students from underserved communities in Hong Kong and Shenzhen. She also serves as an expert reviewer for AI curriculum development in cities such as Beijing and Shenzhen.
Research Areas
AI literacy, ethics, learner agency, learning sciences
Courses
PEDU 6126: Special Topics in STEAM Education and Research
PEDU 6052: Curriculum Evaluation: Theory & Practice
PEDU 6004: Ethnographic Study in Education Research
Grants and Funding
  • PI. Early Career Scheme, Research Grant Council. Fostering quality online adaptive help-seeking through an analytics-enhanced course forum in large college classes. 2022-2024.
  • Co-I. Knowledge Transfer Project Fund, Chinese University of Hong Kong. Empowering Youth from Underprivileged Community: Enhancing Programming Skills and Mathematical Knowledge for STEM Teaching and Learning. 2024-2025.
  • PI. Direct Grant at the Chinese University of Hong Kong. Investigating upper primary students’ misconceptions and learning trajectories in an introductory artificial intelligence course. 2023.
  • Co-I. Quality Education Fund, HK Education Burea. The curriculum development of artificial intelligence and education in Hong Kong schools. 2021-2022.
  • PI. Women in Engineering Visiting Funding Scheme, University of New South Wales, Australia, 2019.
Representative Publications
Please refer to my Google Scholar profile for a complete and up-to-date list of my publications.

  1. Dai, Y., Chen, C., Lin, Z., Qin J., & Guo, Y. (2026). Development and validation of a scenario-based multiple-choice test of AI ethical competence (AIEC) using item response theory. Computers & Education. https://doi.org/10.1016/j.compedu.2026.105641
  2. Dai, Y., Liu, S.Y., Zhou, S., Lai, S., Liu, A., & Lim, C.P. (2026). Redefining and measuring student agency in AI-assisted learning: Development and validation of the Agentic Engagement with AI (AE-AI) Scale. Computers & Education. https://doi.org/10.1016/j.compedu.2026.105687
  3. Dai, Y. (2024). Dual-contrast pedagogy for AI literacy in upper elementary schools. Learning and Instruction, 91 (2024), 101899. https://doi.org/10.1016/j.learninstruc.2024.101899
  4. Dai, Y., Lai, S., Lim, C. P., & Liu, A. (2023). ChatGPT and its impact on research supervision: Insights from Australian postgraduate research students. Australasian Journal of Educational Technology, 39(4), 74–88. https://doi.org/10.14742/ajet.8843
  5. Dai, Y., Liu, A., & Lim, C.P. (2023). Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. Procedia CIRP, 119, 84-90. https://doi.org/10.1016/j.procir.2023.05.002 [Scopus]