Universitas Pendidikan Indonesia, Indonesia

Short Bio: Deni Darmawan is a distinguished academician and Professor at the Department of Educational Technology and Communication Science, Universitas Pendidikan Indonesia. With an H-index of 42 and over 17,000 citations on Google Scholar, he has contributed extensively to 43 Scopus-indexed articles and 14 international books. Prof. Darmawan has served as a reviewer for 13 national and international journals, including Wiley Publications, Advances in Science, Technology and Engineering Systems, and Journal of Computer Science. He has also reviewed 23 books, including high-profile titles on ICT education and higher education systems. Prof. Darmawan has received numerous accolades, including a Gold Award in Education at the ADScientific Ranking (2025) and an Honorary Professorship from the Ministry of Higher Education of Uzbekistan (2025). His international training includes prestigious programs such as the Australia Awards Fellowship and certifications from Microsoft and MikroTik. An expert in educational technology and data integration, Prof. Darmawan is actively involved in research on personalized learning platforms, with his latest study published in the Journal of Educational Technology. He is also a journal manager for the Journal of Educational Technology and Instruction and contributes to numerous national and international research projects.
Abstract: The business world, both nationally and internationally, demands that Generation Z understand and develop strong skills. Given that Generation Z remains the responsibility of both national and government education, schools and universities must prepare appropriate educational programs for this generation, especially in navigating their future after graduation. One school innovation that is responsive in mastering and providing strategic program services to master the business world for its alumni, in this case the TikTok Affiliate School, has played a role and contributed to Generation Z Indonesia by utilizing AI technology taught at the TikTok Affiliate School. The positive impact of this action research finding has increased the income of international business workers who are alumni of the school and supported the success of companies in Malaysia, the Philippines, Brazil, Korea, and Saudi Arabia.

The Hong Kong Polytechnic University, Hong Kong, China

Short Bio: Lik-Hang Lee received a PhD degree from the Hong Kong University of Science and Technology, and Bachelor's and M.Phil. degrees from the University of Hong Kong. Prior to joining ISE, he was an assistant professor (tenure-track) with the Korea Advanced Institute of Science and Technology (KAIST), South Korea, and the Director of the Augmented Reality and Media Laboratory, KAIST (2021–2023), and a postdoctoral researcher at the University of Oulu, Finland (2019–2020), working on a national-funded project, namely 5G Enhanced Augmented Reality (5GEAR). Remarkably, he delivered the first Metaverse course at KAIST (spring 2022). Also, he was an awardee of the Hong Kong Awards for Industries (Creativity and Innovation) in 2021, due to his achievement of employing augmented reality systems in Hong Kong classrooms.

His research interests are to build and design various human-centric computing systems, specializing in augmented and virtual realities (AR/VR). Dr. Lee has published no fewer than 50 works in well-recognized journals, conferences, and magazines. He has served the research community at prestigious conferences and journals in recent years, such as AAAI, IJCAI, IEEE PERCOM, ACM CHI, ACM Multimedia, AAAI ICWSM, ACM IMWUT, ACM CSUR, IEEE VR, etc.

Nanyang Technological University, Singapore

Short Bio: Dr Seng Chee TAN is the Provost's Chair in Education, and an Associate Vice Provost (Education Transformation) of the Nanyang Technological University (NTU). His research focuses on exploring and integrating emerging technologies into education, for pedagogical innovation that has impact in authentic classrooms. He has explored technologies such as computer-supported collaborative learning, knowledge building, learning analytics and artificial intelligence. As a university teacher, he has developed and taught over 20 courses, ranging from undergraduate to doctoral levels, primarily focusing on emerging technologies and pedagogies. In addition to his academic roles, he has served on the editorial boards of journals like Instructional Science and IEEE Transactions on Learning Technologies. He has also conducted workshops and delivered talks in numerous economies, including Australia, Canada, China, Dubai, India, Malaysia, Singapore, South Korea, Taiwan, and Vietnam.
Abstract: In education, the generative capability of Large Language Models (LLMs) provides the opportunity to shift from rule-based intelligent tutoring systems towards autonomous, pedagogical agents. Research has found that without guidance, students' using LLMs as a simple dyadic question-and-answer machine leads to issues such as "cognitive debt" or "metacognitive laziness". Beyond simple query-answer interactions, system prompts have been used to steer the LLMs towards pedagogical interactions, such as acting as a Socratic tutor to guide students in critical thinking and reasoning. In such a system, prompting LLMs to perform multiple pedagogical functions-including adaptability, scaffolding, student engagement and motivation, and content accuracy-is critical. An emerging trend is to leverage multi-agent collaborative architectures to enhance efficiency and pedagogical alignment. To be effective, the adoption of LLM-based pedagogical agents calls for a holistic consideration of learning from, learning with, learning about, and learning beyond AI.

The Hong Kong Polytechnic University, Hong Kong, China

Speech Title: Current trends, opportunities and challenges in Educational Technologies 

Short Bio: Eric Tsui is former Associate Director of the Behaviour and Knowledge Engineering (BAKE) Research Centre and currently a Senior Project Fellow at the Educational Research Centre at The Hong Kong Polytechnic University. He is the coordinator of the Hong Kong MIKE award and a Vice President of the Hong Kong Knowledge Management Society. A recipient of many Knowledge Management and E-Learning international awards including the Knowledge Management Award for Excellence in 2021 and the QS Wharton Reimagine Education Gold Award (Asia) in 2015, Professor Tsui was twice listed as an exemplary/outstanding academic in PolyU Annual Reports in the last 8 years.

Abstract: This talk will summarise recent trends and driving forces behind the advancement and adoption of educational technologies and new pedagogies in higher education. Such technologies include, but not limited to, Artificial Intelligence, Extended Reality (e.g. Augmented/Virtual Reality and the metaverse), and gamification. The non-technical issues that need to be addressed as a result of adopting and leveraging these technologies are even more worthy of discussion e.g. re-design of assessments, AI competencies for teachers and students, and the ethical issues in the use of AI software. Variations in the emphasis and applications of educational technologies between Western and Asian institutions will also be outlined.

The University of Hong Kong, Hong Kong, China

Short Bio: Dr. Minhong (Maggie) Wang is Professor and Director of the Laboratory for Knowledge Management & E-Learning, Faculty of Education, The University of Hong Kong. She is also Kuang-Piu Chair Professor at Zhejiang University, Eastern Scholar Chair Professor at East China Normal University, and Visiting Research Professor at the Advanced Innovation Center for Future Education of Beijing Normal University. She is the Editor-in-Chief of Knowledge Management & E-Learning (impact factor 2.5). Her expertise includes learning technologies, creative thinking, complex problem solving, knowledge management and visualization, and artificial intelligence applications. She has published more than 200 items, including 147 journal articles (49 articles in top 10 journals in multiple disciplines). Based on Clarivate's Essential Science Indicators (ESI), she is recognized as a top 1% Scholar in (a) Social Sciences, General, and (b) Economics & Business. More details can be found at http://web.edu.hku.hk/staff/academic/magwang.
Abstract: As artificial intelligence (AI) continues to reshape the way we work, study, and live, it is important to prepare people with necessary skills and capabilities to survive in the AI era. We should not wait until it's too late to make these critical changes. In this talk, I will share views and related work on helping people develop essential skills and capabilities to navigate the transformative era and take a leadership role in a world full of changes and new opportunities.

Lingnan University, Hong Kong, China

Short Bio: Prof. XIE Haoran is a Professor and the Person-in-Charge of Division of Artificial Intelligence, the Acting Associate Dean of School of Data Science, and the Director of LEO Dr. David P. Chan Institute of Data Science at Lingnan University, Hong Kong. He is the Editor-in-Chief of Natural Language Processing Journal (Elsevier), Computers & Education: Artificial Intelligence (Elsevier), and Computers & Education: X Reality (Elsevier), Co-Editor-in-Chief of Knowledge Management and E-Learning (HKU) the Associate Editor of International Journal of Machine Learning and Cybernetics (Springer), Array (Elseiver), International Journal of Mobile Learning and Organisation (InderScience). He has totally published 414 research publications including 239 journal articles (63 papers as first or corresponding author), 7 edited books, 67 book chapters, 96 conference proceedings and 5 patents. Among all 239 journal articles, there are 189 SCI/SSCI indexed. Some journals like IEEE TPAMI, IEEE TKDE, IEEE TCYB, IEEE TAC, IEEE Intelligent Systems, IEEE Multimedia, Information Sciences, Neural Networks, Neurocomputing, Knowledge-Based Systems, Expert Systems with Applications, Computers & Education, British Journal of Educational Technology, Educational Technology & Society, Interactive Learning Environments are top-tier journals in the related fields. Among all book chapters and conference proceedings, there are many papers from top-tier conferences like AAAI, IJCAI, CVPR, ICCV, ACL, EMNLP, WWW, CIKM, DASFAA, etc. He has served as 19 guest editors in special issues of journals, editors of 7 books, organization committee chairs/members of more than 59 conferences, and reviewers of 40 international journals. Till Sep 2024, his totally Google Scholar citation counts is 18,647, h-index is 55, and i-10 index is 180 at Google Scholar.

Short Bio: Dr. Thomas Wai-Kee YUEN is an economist. He earned his Ph.D. from The University of Hong Kong. From 1992 to September 2025, Dr. Yuen was a faculty member at Hong Kong Shue Yan University, where he held the position of Assistant Professor in the Department of Economics and Finance. During his long tenure, he also held several leadership roles, including Associate Head of Department and Associate Director of the FinTech Programme. Dr. Yuen has served as Principal Investigator on multiple competitive research projects fully funded by the Research Grants Council (RGC) of the Hong Kong SAR Government, notably "The Evolution of Digital Entrepreneurship, FinTech and FinReg" and "Recent Developments in Theoretical and Applied Econometrics Analysis." He is the author or co-author of three books and more than 100 scholarly publications, including book chapters, journal articles, conference papers, commentaries, working papers, and professional reports. His research has appeared in prestigious outlets, including A*-ranked journals such as Energy Economics; publications of international organizations such as the OECD Newsletter; SCOPUS-indexed journals including the International Journal of Energy Economics and Policy, The Chinese Economy, International Journal of Pluralism and Economics Education, and The Journal of Comparative Asian Development; as well as RePEc-indexed journals such as the International Journal of Happiness and Development. In addition to his academic contributions, Dr. Yuen has made significant public service contributions in Hong Kong. He served as a Panel Member of the Resolvability Review Tribunal (2018-2024) and has been an Ordinary Member of the Market Misconduct Tribunal since 2016.
Abstract: The rapid evolution of Artificial Intelligence (AI) has created an urgent need for continuous learning among adults, many of whom possess limited prior knowledge of technology. As AI increasingly reshapes industries and workplaces, adults recognize that failing to develop AI competencies risks diminishing their professional competitiveness and adaptability. However, traditional learning theories-Pedagogy, Andragogy, and Heutagogy-each exhibit notable limitations when applied in isolation to AI education for adult learners. These shortcomings stem from AI's fast-changing nature, technical complexity, tendency to generate hallucinations, and associated ethical and cybersecurity challenges. A single traditional theory struggles to simultaneously provide the necessary structure, relevance to lived experience, critical thinking, and learner autonomy required in this dynamic context. To address these gaps, this paper proposes an AI-Integrated PAHgogy, an integrated framework that weaves together Pedagogy, Andragogy, and Heutagogy into a cohesive, AI-powered approach specifically designed for adult AI education. In this framework, AI serves as the central orchestrator, dynamically balancing just-in-time structure (Pedagogy), personalized relevance and experience-based learning (Andragogy), and scaffolded autonomy with capability development (Heutagogy). By incorporating built-in mechanisms for reflection and critical critique, AI-Integrated PAHgogy preserves human agency, accommodates diverse knowledge levels, and supports deep, ethical learning amid AI's continuous evolution. This paper demonstrates the practical application of AI-Integrated PAHgogy through three sample implementations: one for continuous professional development, one for general adult continuous learning, and one tailored for elderly lifelong learning.

The Hong Kong Polytechnic University, Hong Kong, China

Short Bio: Di Zou is an Associate Professor in the Department of English and Communication and the Faculty of Humanities at The Hong Kong Polytechnic University. She holds a PhD in English from City University of Hong Kong and a TESOL certificate from Trinity College London. Her research expertise lies in educational technology, language education, computer-assisted language learning (CALL), game-based language learning, and artificial intelligence (AI) in language education. She developes AWESOME, which is a web of English sources for modern education. Here, you can easily find useful materials, powerful tools, inspiring resources for language e-learning, and peers who share similar interest with you! With a strong research focus on educational technology in language education, Professor Zou has led and collaborated on over 20 research projects. She has published more than 220 research papers, primarily in SSCI- and Scopus-indexed journals, including Computers & Education, British Journal of Educational Technology, Computer Assisted Language Learning, Language Learning & Technology, and Systems. Her work has had a significant impact in the field, with a Google Scholar citation count of 13804 (as of October 2025), an h-index of 54, and an i10-index of 115. She has been recognized as one of the World's Top 2% Scientists by Stanford University for four consecutive years (2021-2024). Several of her papers in Computers & Education and Computer Assisted Language Learning rank among the Most Cited Articles in their respective journals. Professor Zou's contributions to teaching and research have earned her numerous awards. She has received the Excellent Paper Award from the International Conference on Blended Learning and the International Conference on Open and Innovative Education. Her innovative teaching projects have been recognized internationally, winning the Gold Medal and Special Awards at the International Invention Innovation Competition in Canada (iCAN) and the Silver Medal at the International Innovation and Invention Competition (IIIC) in Taiwan. Beyond her research and teaching achievements, Professor Zou plays an active role in academic publishing. She serves as an Associate Editor for Computer & Education (SSCI IF=8.9), Computers & Education: X Reality, and previously for the Australasian Journal of Education Technology (SSCI IF=4.1) (2021-2022). She is also an editorial board member for Education Technology & Society (SSCI IF=4.7) and the International Journal of Mobile Learning and Organisation. Additionally, she has led special issues for several prestigious journals, including Computers in Human Behavior (SSCI IF=9.0), Systems (SSCI IF=4.9), Education Technology & Society (SSCI IF=4.7), and Computers & Education: Artificial Intelligence (Scopus CiteScore=16.8). Professor Zou's extensive research, editorial contributions, and dedication to technological advancements in language education continue to shape the field and inspire scholars worldwide.
Abstract: Artificial intelligence has rapidly gained prominence in language education, with growing interest in its potential to support writing, reading, speaking, feedback, and personalized learning. However, much of the current discussion still centers on conceptual arguments, technological affordances, or teachers' and students' perceptions of AI use. While such perspectives are valuable, they do not by themselves demonstrate whether AI actually improves language learning outcomes. This talk focuses on the empirical evidence for the effectiveness of AI in language education, asking not what AI is expected to do in theory, but what research has shown it can actually achieve in practice. Drawing on experimental, quasi-experimental, intervention-based, and evaluative studies, the presentation examines how AI-supported language learning has been investigated through measurable outcomes rather than speculative claims.
The presentation reviews empirical findings across three core language domains (writing, reading, and speaking) and discusses evidence related to writing quality, reading comprehension, speaking performance, learning anxiety, self-efficacy, and self-regulated learning. It also considers why AI may be effective from the perspective of language learning theories/concepts such as scaffolding, affective support, and self-regulation, while maintaining a clear emphasis on outcome-based research. In addition, the presentation addresses key concerns that shape the interpretation of current findings, including transferability, overreliance, privacy, equity, and the reliability of AI-generated content. By distinguishing between conceptual promise and demonstrated impact, this presentation aims to provide a more evidence-based understanding of the real value, limitations, and future direction of AI in language teaching and learning.

Asst. Prof. Hilary Ng

Hong Kong Metropolitan University, Hong Kong, China

Short Bio: Hilary Ng continuously develops herself with expertise across positive education, social psychology, cross-cultural psychology, digital technologies, and educational science. As a multi-disciplinary scholar, her recent work has been published in Education And Information Technology, Interactive Learning Environment, Current Psychology, and other SSCI and SCOPUS indexed journals. In addition to Dr. Ng's research portfolio, her diverse teaching experiences in both regular curriculum and invited seminars have told her that teaching and learning could take different forms and learning from students is one of the most rewarding aspects.