Thammasat University Council has resolved to expand educational opportunities to the region at the Lampang Campus in the year 1996, with the curriculum at the bachelor’s degree, academic service to society and the preservation of arts and culture, responding to the needs of communities in the northern region of Thailand.
Assoc. Prof. Dr. Supreeya Kaewla-iad, Vice Rector for Lampang Campus Administration and Law, Thammasat University said that over the past 30 years, Thammasat University, Lampang Campus, has developed in terms of physical, academic, social services, and network cooperation. This is in line with the strategy of Thammasat University and the goal of establishing Thammasat University, Lampang Campus, which is a university with academic excellence that meets the needs of communities and society.
Physical Development
Thammasat University, Lampang Campus places importance on the safety of its students and personnel as the number one priority. The University improves both the electricity and lighting systems as well as the security system, including building a strong fence along the perimeter of the campus, installing additional closed circuit television cameras (CCTV) in the area in accordance with the Personal Data Protection Law, and improving buildings, premises, and equipment to be well-maintained.
In addition, in terms of transportation, the university has developed a transportation system that connect on campus students to other living areas by purchasing golf carts and electric trams to provide shuttle service for students and personnel which as well constructed a BUS STOP service point along the service route within the university.
Academic Development
Assoc. Prof. Dr. Supreeya said that an important goal is to become a multidisciplinary education center which is the highlight of Thammasat University, Lampang Campus, because in today’s world, solving any problem cannot be solved by one discipline. Therefore, we try our best to promote academics as a combination of various disciplines.
There are projects that demonstrate academic development, for example, a learning exchange program through the Can We Talk? Project. It is an academic promotion project by organizing academic seminars in an online format and a national academic conference project, “Innovation in Education and Research for sustainable development in the future” with academic presentations, academic panel discussions, and eye health check-ups and eye measurements services along with providing eyeglasses to the public by a team of ophthalmologists from Thammasat Hospital, etc.
Social Services Development
Assoc. Prof. Dr. Supreeya stated that Thammasat University, Lampang Campus attaches great importance to the development of social services. It can be seen from the organization of various projects that meet the needs of the community. For example, the Integrated Sub-district Economic and Social Enhancement Project, or U2T, currently Thammasat University, Lampang Campus works in 48 sub-districts, creating employment for more than 960 people by working with government, private sector and people in each area in bringing knowledge, technology and innovation and help improve the economy and society in the sub-district.
Apart from that, there is also a project to develop the potential of community product entrepreneurs to the online market. It is a training project to educate both theoretical and practical knowledge in order to develop the potential of community product entrepreneurs to gain knowledge and understanding of online marketing. Thammasat University, Lampang Campus has supported community products by creating the TU to share online shop platform as a distribution channel for community products and souvenirs.
There is also a project to improve the community museum. Thammasat University, Lampang Campus has renovated the Wat Pongsanook Nuea Museum and Wat Phra That Sadet Museum into a learning center for history, ancient sites, antiquities, which are local Lanna cultural heritages, enabling future generations to continue disseminating knowledge of local cultural history.
Cooperation Networks Development
Assoc. Prof. Dr. Supreeya said that we have an important cooperation network, which is a network of cooperation with alumnis by sending off e-Newsletters on a regular basis for alumni to get to know the possibilities of the university and get involved through various projects such as fundraising and volunteer programs for community development. It also establishes a network of partnerships with government, private organizations and relevant civil society in which the university has arranged to discuss cooperation projects to gather the strengths of each party and exchange through projects such as trainings, internship programs, etc.
Amid the global concern over the pollution of radioactive wastes in the ocean, The Education University of Hong Kong (EdUHK), the City University of Hong Kong and The University of Hong Kong have conducted a cross-institutional study, which has found that ‘Artificial Mussels’ (AMs) can effectively measure low concentration of radionuclides in the sea. It is believed that this technology can be applied as a reliable and effective solution for monitoring radioactive contamination around the world.
Akin to natural mussels, the AMs – invented over a decade ago by Professor Rudolf Wu Shiu-sun of the Department of Science and Environmental Studies at EdUHK – have a remarkable ability to soak up a variety of metals, and therefore can be used to measure the concentration of metallic pollutants in the marine environment. As of today, AMs have already been in use in 29 countries around the world.
Addressing the problem of radioactive pollution in the ocean, Professor Wu and his team in 2022 selected three radioactive substances (i.e. uranium, strontium and caesium), commonly found in nuclear waste and disposal, as research targets. The research team then placed the AMs in seawater containing various concentrations of radionuclides, in an attempt to test the devices’ absorption and releasing abilities.
Following a series of experiments, results showed that it only takes seven to eight weeks for the AMs to complete the absorption process. After that, they release the radioactive substances on returning to clean seawater, demonstrating that the device can provide a reliable estimate on the concentration and variation of these radionuclides in seawater.
Unlike existing methods, using AMs does not require collecting hundreds of litres of seawater for concentration and analysis, therefore saving the required manpower and cost for sampling and pre-treatment. The cost of each AM is just US$1 (approximately HK$8), making it viable for long-term and large-scale monitoring of nuclear wastewater.
Pioneering the study, Professor Wu said, “The risks posed by nuclear wastes to marine ecology and human health cannot be underestimated. The study confirms that AMs can resolve the limitations presented by traditional detection methods. The device can play a role in safeguarding environmental and food safety, as it offers authorities around the world a practical and cost-effective way to monitor radionuclides in waters.”
The research findings have been peer-reviewed, and published in the Journal of Marine Science and Engineering. For the original publication, please visit https://www.mdpi.com/2077-1312/11/7/1309.
The global education system has started to realize the importance of early industrial exposure to university students even before their compulsory industrial internship that they will be undergoing in their final semester. This is to support the learning objective as the theories and practical skills that they acquired in the classroom are mainly to prepare them for jobs in the future.
Universiti Teknologi MARA (UiTM), Malaysia, has been encouraging lecturers to involve industrial experts in their teaching settings to expose the students not just to the theoretical syllabus but also to give a glimpse of the application of the theories in the industries. This is to expose the students to the importance of the theories learned in the classroom to be applied when they are out in the field in the future. This can also encourage the students to shape their future planning on which field to work in. In realizing this objective, an initiative by the lecturers of the General Virology course (UiTM Kuala Pilah Campus) has initiated collaborative teaching with experts from the industries to share their expert views on some parts of the syllabus.
The lecturers of the General Virology course, Dr. Muhammad Aidil Ibrahim, Dr. Suwaibah Mohamed, Dr. Mu’adz Ahmad Mazian, and Dr. Nurul Hidayah Adenan have taken the initiative to organize two virtual sharing sessions with the clinical experts to enhance the student learning experience and understanding of one particular chapter in the syllabus that describes viral diseases in humans.
The first sharing session was with Dr. Rahimah Iberahim, a specialist from Hospital Rembau, Malaysia, to expose the students to the current situation of viral diseases. Dr. Rahimah explained from a clinical view the existing diseases that are occurring due to viruses. Students were also enlightened about how the human body responds to viral diseases through a course of immunological scenarios. At the end of the session, it is obvious that the students were really keen to know more with a lot of questions asked during the Q&A session. Most questions asked were on the future prospect of treating HIV amongst humans as this virus is the most known harmful pathogen that has yet to be eradicated globally.
Another part of the syllabus was addressed by another expert, Dr Haniif Ahmad Mazian who is a clinical lecturer from the Department of Surgical, Faculty of Medicine, Universiti Sultan Zainal Abidin, Malaysia. With his expert background, Dr Haniif enlightened the students with an overview of cancer-causing pathogens including viruses. This session also sparked interest amongst the students as the Q&A session was filled with many educational discussions primarily on cancer early detection and effective prevention.
Through these effective sessions, students were able to see beyond the syllabus and oversee how the knowledge can be applied in the industry. The collaborative teaching initiative has given the students the opportunity to explore the industrial experts’ perspectives on the theories they have learned in the classroom. With this, students are able to view beyond the textbook and have a glimpse into the application of the knowledge gained to the current situation that is happening in the world. Students can value the knowledge gained as they started to see that the theories are not just information that they should merely understand or memorize, but there is a wide field of industries where the knowledge can be applied and can be a very valuable contribution to society.
Padang (UNAND) – Universitas Andalas (UNAND) is one of the best universities in Indonesia. It is a Legal Entity State University. Universitas Andalas has a mission to be part of the Top 500 World Class University (WCU). In realizing that mission, all of the lecturers, students, academic communities, and stakeholders always conduct their best efforts in various programs and activities.
To accelerate the internationalization, Universitas Andalas provides scholarship programs for prospective students from various countries around the world. Admission of foreign students is carried out throughout 3 mechanisms such as independent scheme (regular), cooperation and scholarship.
Independent scheme (regular) is kind of mechanism when the foreign students apply their selves to be a student in Universitas Andalas which is the funding endured by their selves. The cooperation scheme is between countries (Government to Government/G to G) or with other international organizations with financing based on a mutual agreement. Meanwhile, the scholarship scheme is in the form of scholarships provided by Universitas Andalas for foreign students.
This scholarship is prepared for one foreign student per study program. This scholarship also covers all levels of education such as undergraduate, master and doctoral programs. Currently, the interest of foreign students is high enough to continue their education at Universitas Andalas. Most of the foreign students who apply their selves to Universitas Andalas come from Southeast Asia, such as Myanmar, Thailand, Malaysia, Cambodia, and Vietnam.
During 2023, Universitas Andalas organizes six Summer Course Programs. They are Primate Behavior and Conservation, International Nursing Camp Program, Minangkabau for the Global Community, Fast Fashion Industries and Climate Change: How Industry and Individuals Can Mitigate Fashion’s Environmental Impact, Trekking the Patches of Minangkabau Matrilineal Culture, and Traditional Knowledge of Minangkabau People and Intellectual Property Rights Protection.
In June 2023, Universitas Andalas was holding a Summer Course Program by inviting foreign students from two countries, namely Cambodia and Vietnam. They learnt so many things in the study programs that had been internationally accredited and had held international classes such as the Faculties of Medicine, Economics, Engineering, Mathematics and Natural Sciences, Pharmacy, and others.
Currently, Universitas Andalas has several study programs that have received international accreditation. These study programs include Management and Development Economics Study Program has been accredited by AUN QA and FIBAA, Master of Management Study Program has been accredited by ABEST and FIBAA, Accounting Study Program has been accredited by AUN QA and FIBAA, Master of Accounting Study Program has been accredited by FIBAA, Pharmacy Study Program has been accredited by AUN QA, Medical Study Program has been accredited by AUN QA, Biology Study Program has been accredited by AUN QA and ASIIN, Physical Study Program has been accredited by AUN QA, Mechanical Engineering Study Program has been accredited by ABET, Electrical Engineering Study Program has been accredited by IABEE, Industrial Engineering Study Program has been accredited by ABET, Environmental Engineering has been accredited by ABET and IABEE, Indonesian and Japan Literature Study Program has been accredited by FIBAA, Computer Engineering Study Program has been accredited by IABEE, Chemistry Study Program has been accredited by RSC, and Master of Biology Study Program has been accredited by ASIIN.
In addition, Universitas Andalas is excelled in many fields. Firstly, it is a university with the most patent applicants in 2020 to 2022 in Indonesia. Secondly, having a modern central laboratory that can be used by Universitas Andalas’ students and researchers particularly and Indonesian’s students and researchers generally. Thirdly, learning systems are supported by smart class rooms in various faculties. Thirdly, having a living laboratory: indigenous natural resources as a research on disaster management in Indonesia. Next, product research used by industry/commercial private sector in Indonesia in the form of gambir election ink and Universitas Andalas also has references for research in the cash crop sector.
The Chinese University of Hong Kong (CUHK) hosted the Association of Pacific Rim Universities (APRU) Undergraduate Leaders’ Programme (The Programme) from 25 June to 6 July 2023. The Programme, themed “Leadership for Sustainable Cities Development”, was part of the University’s 60th anniversary celebration events and brought together a diverse group of 55 undergraduate students from 31 APRU member universities in 15 countries and regions in North and South America, Asia and Australasia. The event was co-organised by the Urban Studies Programme, School of Architecture, Hong Kong Social Enterprise Challenge and Office of Academic Links at CUHK.
The Programme aims to empower young leaders to become changemakers in pursuit of building sustainable, safe, resilient, and inclusive cities in response to the United Nations’ Sustainable Development Goals. It covered five sub-themes: energy sustainability; environmental, social and governance; green transport; smart, green and resilient communities; and waste and resource management.
Professor Ng Mee-kam, Programme Director of the Urban Studies Programme; Professor Hendrik Tieben, Director of the School of Architecture; and Dr Elsie Tsui, Project Director of the Hong Kong Social Enterprise Challenge, with two overseas scholars from APRU member universities, Dr Mohsen Mohammadzadeh from the School of Architecture and Planning at the University of Auckland; and Professor Yang Yizhao from the School of Planning, Public Policy and Management at the University of Oregon, gave lectures and led workshops and discussions on urban design during the Programme.
CUHK commits to build a better future for our cities and planet at the opening ceremony.
Other local industry experts and leaders from NGOs also conducted a series of talks and workshops to equip students with a holistic understanding of the challenges and opportunities facing cities today, using case studies from Hong Kong and around the world. They included Mr Wong Kam-sing, GBS, JP, Former Secretary for the Environment in the HKSAR Government; Mr Leo Chan, Founder and CEO of Leader Radio Technologies Ltd; Mr Alok Jain, CEO and Managing Director of Trans-Consult Ltd; Mr Warren Luk, CEO of Good Lab; Mr Hendrik Rosenthal, Director – Group Sustainability of CLP Holdings Ltd; Ms Fiona Sykes, Resource Management Consultant of Arup Hong Kong; and Mr Harold Yip, Co-founder of Mil Mill.
Classroom learning was supplemented with field trips during the Programme. Students were brought to the Heritage of Mei Ho House, MTR Corporation Ltd, Swire Coca-Cola HK Ltd, the Hong Kong and China Gas Company Limited, T-Park and Viva Blue House to allow them to gain a deeper understanding of sustainable development practices in action.
The Programme concluded with a group project competition in which students showcased their innovative solutions to sustainable city development by applying design thinking principles. A team led by Mr Thuta Ye Moe, a student from Yonsei University in South Korea, won the competition with its SkyBike proposal to build elevated bike lanes for local short-distance commuters, providing healthy and environmentally friendly transport in Hong Kong. The judges were very impressed with the team’s creativity and innovation in promoting green transport in urban areas.
Mr Thuta Ye Moe said, “The Programme has been a remarkable opportunity for leadership development and collaboration. The lectures and field trips have provided insight into green transport infrastructure, integration of technologies, energy efficiency measures and sustainability policies in Hong Kong. The Programme has encouraged each of us to engage in our communities and make a positive difference with passion.”
Students visit the Blue House to learn about heritage preservation in Hong Kong.
At the closing ceremony, CUHK Provost Professor Alan Chan met with the participating students. He said, “In the face of unprecedented global challenges, it is critical that we come together to collaborate and find solutions. CUHK is pleased to host the APRU Undergraduate Leaders’ Programme to facilitate collaboration across borders and provide opportunities for young leaders to address important issues related to sustainability, which is ever more pressing in a time of climate crisis.”
About the Association of Pacific Rim Universities (APRU)
APRU is a network of 60 leading universities that brings together thought leaders, researchers and policymakers to exchange ideas and collaborate on effective solutions to the challenges of the 21st century. CUHK has been a member of APRU since 2017. One of APRU’s initiatives is the Undergraduate Leaders’ Programme, which is hosted by member institutions to support emerging undergraduate leaders in becoming real-world changemakers by driving awareness, action, and change, supporting them in their academic and personal goals. By providing cultural exchange experiences and unique learning opportunities, the Programme seeks to equip the next generation of leaders with the skills they need to contribute to positive change for the betterment of societies worldwide.
For anyone working in the international education sector, its value as an export and cultural benefit is clear. Those outside, particularly local communities, however, aren’t as aware. Gauri Kohli looks at how countries are promoting the benefits of international education to the wider population.
International education is thriving as an export industry in countries such as Australia, the UK, the US, and Canada, going beyond being just a catalyst for economic success. As top destinations for international students, these nations are understanding that the true value of international education lies in the positive impact on people, communities, businesses and the knowledge sector.
Some have launched campaigns to educate the general public about these benefits of international education. For instance, recently, the International Education Association of Australia (IEAA) launched a unique campaign to showcase that in addition to economic contributions, the advantages that international education and students bring to the country include cultural and societal development. Sharing inspiring stories of international students collaborating with Australian businesses and communities, the campaign focuses on how such partnerships contribute to the country.
Taking the lead, state promotional bodies, Study NSW and Study Queensland, jointly invested in the campaign. Its focus is on three outstanding international students – Patti from Bangkok, Ralph from Dubai, and Jerry from Jakarta – who showcase the ways international students contribute to their societies.
Patti, for instance, excels as a mental health counsellor and dedicates her time to teaching dance classes, creating a positive effect on mental well-being within the community. Ralph’s valuable work in old-age care shows the meaningful roles international graduates play in key sectors. Meanwhile, Jerry’s efforts in organising fellow students to assist with fruit picking during labour shortages demonstrate the active involvement of international students in coping with national challenges.
The campaign promotes that international education is essential to Australia’s success. (Photo: IEAA official website)
Similarly in New Zealand, Education New Zealand (ENZ) took the positive step in 2019 of educating small and medium-sized enterprises (SMEs) about the unique benefits of hiring international graduates. A joint report by ENZ and insights agency TRA revealed that employers’ perceptions of international graduates vary significantly depending on whether they have prior experience in hiring migrant workers.
Employers who had previously hired international graduates viewed them as valuable assets, while those who had not, perceived them as a risk. It suggests that employers share their positive experiences and normalise hiring of international graduates to promote wider acceptance and understanding.
The COVID-19 pandemic prompted shifts in attitudes toward international students among Australian and New Zealand citizens, according to a 2021 survey by IEAA and ENZ. There is increased sensitivity towards the practical hardship international students face, such as living away from home and experiencing social isolation.
To bridge the gap, the report recommended implementing more structured peer-to-peer support within educational institutions. Such support systems would enable domestic students to gain insights into the experiences of international students through shared studies and interactions, fostering a more inclusive and supportive campus environment.
Addressing the challenge of international students being perceived as taking opportunities away from domestic students, ongoing campaigns aim to dismiss these misconceptions and highlight the genuine benefits that international education brings to host countries and their communities.
Another example is that of a campaign in May 2023 by Universities UK International (UUKi), a sector body representing more than 140 UK universities. It relaunched a 10-year-old campaign called #WeAreInternational, which aims to improve how welcoming the UK is as a study destination as perceived by international students. It also aims to improve the levels of positive sentiment towards international students and international education in the UK media and with UK politicians, through communicating how valuable the contributions of international students are to the country.
UUKi recently released a report on the costs and benefits of international higher education students to the UK. The report includes a breakdown of economic value by constituency, and received significant and sustained media coverage across local, national and sector press. It has also been shared extensively across the UK government. It demonstrates the immense economic contribution internationals students make – almost £42 billion for a single cohort – and the distribution of this across every region of the UK. Further, UK public polling undertaken by UUKi earlier this year demonstrated that public perceptions are already positive, where only 9 percent of respondents thought international students and researchers should be discouraged from coming to the UK.
According to Andrew Howells, assistant director, UUKi, who has lead numerous national level, sector-wide campaigns, “Whether it’s a doctor or nurse from another country, trained in a UK university and working in the NHS; an international graduate developing the tech to detect breast cancer early; international students volunteering in university towns and cities during COVID-19; UK universities twinning with Ukrainian counterparts; or the thousands of other examples of how international students, alumni and staff enrich our society and culture… The campaign is telling this story, empowering the voices of international students and bringing the sector together, to communicate how international students make the UK, society and the world a better place.”
It is a surprise to most people not within the sector to learn that education is usually a top 10 export. There is often some pushback claiming that international students are taking domestic students’ places or jobs.. However, Dr Allan E Goodman, chief executive officer, Institute of International Education, US, has a different view.
“We believe access to international education provides a gateway to opportunity, builds economies, and fosters a more secure and equitable world. One of the industries that define American prosperity, goodwill and strength on the world stage is education,” he says.
“The US has plenty of space to welcome more students from abroad. The capacity at US higher education institutions exceeds that of the rest of the top 10 hosting nations combined, offering an unparalleled variety of fields of study and majors. International students are important contributors to the communities they join.”
According to the US Department of State, international students, whose volume crossed the one million mark for the fifth straight year in 2019-20, added over $39 billion to the country’s economy in 2020, and supported 415,000 jobs.
Elaborating on the impact these campaigns have in terms of promoting international education, the industry, to the general population, Dr Goodman says national campaigns illustrate the many opportunities that are available to students worldwide. For the US, such initiatives highlight the diversity of the country’s higher education system and students’ ability to connect with each other on different ideas and perspectives.
Governments, too, are aware of the importance of international education. US Secretary of State Antony Blinken highlighted the value of international education to the country’s economic prosperity, national security and diplomacy, besides and its leadership in research and innovation at an EducationUSA Forum a few years ago.
Blinken told the US international education sector, comprising 4,000 colleges and universities, that they can “count on” the Biden-Harris administration to do everything “to make your work easier”.
Universities Australia, the peak body for the sector in Australia, believes that international students are back and the focus should be on keeping them in the country.
“We expect that export income data will soon show an improvement in response to students returning, edging us closer to the pre-Covid $40.3 billion economic contribution,” says Catriona Jackson, Chief Executive of Universities Australia.
The income international students bring to Australia supports thousands of jobs, boosts wages and lifts living standards right across the country, besides the important university research it helps fund, so international education as a sector must be well-accepted by the general public.
“Despite the strong numbers, we are not maximising the longer term returns our comparative advantage offers,” Jackson says. “Very few of the international students we educate remain here after they graduate – only 28 percent use their poststudy work rights in Australia and just 16% go on to become permanent residents. COVID-19 has underscored the urgent need to stop the talent exodus and ignite our economy with more skilled workers.”
In Canada, due to the aging of the country’s population, in the next decade, immigration is expected to account for 100 percent of net growth in the workforce. As per the country’s International Education Strategy 2024, international students make excellent candidates for permanent residency as “they are relatively young, proficient in at least one official language, have Canadian educational qualifications, and can help address this country’s current and pending labour market needs, particularly for highly skilled workers.” As many as 53,700 international students became permanent residents of Canada in 2018, contributing as productive and valued members of Canadian society.
The rise of AI-powered tools has sparked alarm among educators, and triggered conversations about its possible detriment to teaching and learning. Researchers from the University of South Australia (UniSA) are proving how artificial intelligence (AI) can enhance learning outcomes for students, equip teachers with advanced education tools, and overhaul the education sector for good.
Professor George Siemens is a renowned education technologist from UniSA. His research in learning analytics, personalised learning and human-machine augmentation reveals the transformative potential of AI in education.“Through learning analytics and AI-powered systems, we can unlock valuable, data-driven insights that help us understand how students learn,” Prof Siemens says.
“Advanced insights into student progress will enable us to design more effective and personalised educational experiences.”
Prof Siemens is also the Director of the Centre for Change and Complexity in Learning (C3L) at UniSA. “We look at how humans can work with – not against – AI to enhance learning, sensemaking and productivity,” he says.
World-first research from UniSA’s C3L has led to the creation of ‘learner profiles’, technology that is being trialled in several Australian schools. The learner profiles provide real-time analysis of a student’s learning, study behaviours, and emotional wellbeing.The project’s lead researchers, Dr Vitomir Kovanović and Dr Rebecca Marrone, say the technology has the potential to “significantly improve” the quality of teaching and learning in Australia.
“These profiles, accessible via an online dashboard, will show how a student is learning at any point in time, which will help teachers quickly identify which children need support,” Dr Kovanović says. Dr Marrone says that this means “teachers can respond to each child’s needs in a timely and appropriate manner”.
AI also has the capacity to improve teacher-student engagement in other ways. Prof Siemens says course development, lesson plans and attendance records are tasks that “distract from classroom teaching”, but AI has the capability to take on such tasks. “The role of AI is not to replace teachers but to augment their capabilities,” he says. “By automating administrative tasks, we free up time to foster critical thinking, creativity and social-emotional skills that are uniquely human.”
AI is already shifting the goalposts on how people learn. So, how can the education sector respond, and how can teachers work effectively with it? UniSA Professor in Augmented and Networked Learning Maarten de Laat has addressed this issue with AI Playground – an AI learning environment created in collaboration with Intel and meldCX.
“AI Playground teaches students to solve problems with AI, like building a rover that explores Mars. “By gamifying AI in this way, teachers can spark conversations in the classroom about what we can achieve with AI, and what’s ethical.”
The integration of AI in education holds immense potential for transforming teaching and learning practices. The research at UniSA highlights AI’s capability to enhance personalised education, unlock learner insights, and equip educators with the tools to transform classrooms.
In his role as the new President of Lingnan University in Hong Kong, Professor Joe Qin intends to advance digital learning and integrate the use of data science tools in the curriculum and around the campus.
He believes that higher education must embrace the latest technology since artificial intelligence (AI) and applications like ChatGPT are inevitably going to shake up academia, the workplace and everyday life.
Therefore, Lingnan faculty and students must be AI literate, pioneering new dimensions in liberal arts education, so that graduates are multifaceted and future-ready.
“There has been a huge acceleration in generative AI and what large language models can do,” says Qin, adding that recent tech breakthroughs are driving an intellectual revolution. “It is a hot topic for everyone in higher education.”
He notes how quickly OpenAI’s ChatGPT signed up over a hundred million users after its release last November and how universities, which initially expressed strong reservations, have now decided to embrace it.
“Lingnan has already purchased the licence for version 3.5 of ChatGPT, and we will be training faculty and students to use it,” Qin says. “One challenge is to redesign exams and testing instruments to assess each student’s real progress.”
In the coming semester, the Faculty of Business will offer AI generated content (AIGC) in a general education course, so new users can familiarise themselves with the possibilities and hone their skills.
Other faculties will follow suit, with professors specifying when GPT can be used for written assignments. Students would be expected to submit a list of the “prompts” given to get content used in coursework and essays, and to summarise their own thinking and conclusions.
“I’ve been using ChatGPT for almost six months now,” Qin says. “I find it makes me think more critically and I’ve become more vigilant in seeing it gives the content I want.”
Before redesigning courses, faculty staff will receive guidelines and training via a series of in-house workshops similar to those organised to facilitate the switch to online classes during Covid-19. However, they must also commit to teaching themselves.
“It’s a really good example for everyone at Lingnan to show that innovation and research are part of our lives, and that the dissemination of knowledge is no longer a static thing,” Qin says.
Significantly, he adds, more academic journals are now willing to accept submissions prepared with the help of AIGC. Authors may rephrase sections or improve the style, but their ownership of the article is recognised if it accurately reflects their viewpoints.
Looking ahead, Qin wants to see data literacy incorporated in all Lingnan programmes, which goes hand in hand with the plan for a new School of Data Science. The Hong Kong government’s University Grants Committee (UGC) has already earmarked support for such developments through its Fund for Innovative Technology in Education, a key area of focus.
“We will invest our own resources as well,” Qin says. “I think of AI as a tool, an assistant, and that’s the way it should be.”
Dr Andy Chin, Head and Associate Professor at the Department of Linguistics and Modern Language Studies, and Director of the Centre for Research in Linguistics and Language Studies, has been awarded a Publication Award in Language Learning at the Hong Kong Publishing Biennial Awards 2023.
Co-authored by Dr Chin and Professor Benjamin Tsou Ka-yin, Emeritus Professor at City University of Hong Kong, the award-winning publication Latin Terms in Hong Kong Legal Language features 105 of the most commonly used Latin words and phrases found in a corpus of Hong Kong’s legal judgments and laws which totals some 22 million words.
The bilingual examples illustrated in the book were meticulously collected from statutory and judicial sources to help readers better understand their meanings and their actual usage in the context of Hong Kong. The provision of usage frequency for each Chinese term also shows how these Latin terms and their interpretation have evolved over time. Mastering and understanding these legal terms and their equivalents in Chinese and English are both challenging and rewarding.
Of people with dementia in Singapore, 6 in 10 say they are treated as less competent than usual, with one in two feeling incompetent and embarrassed about their condition, citing stigma as the main reason.
Singapore’s new national survey on dementia also revealed that more than 75 per cent think the country is markedly less than dementia-friendly and that stigma around dementia is as prevalent as it was in 2019, with more than half still rating their inclusion level in everyday life at less than 30%. This is even as the rejection, loneliness and shame they face have dropped significantly from 72 per cent to 31 per cent across these four years.
SMU’s Principal Lecturer of Statistics Rosie Ching created and carried out the 2019 and 2023 running nationwide study she named “Remember.For.Me.” which revealed these perceptions of dementia, a burgeoning health problem in the fast-ageing country where more than 1 in 10 over the age of 60 has dementia.
Overall, an excess of 80 per cent, almost 30 per cent higher than in 2019, are confident that more needs to be done to improve the quality of life of people with dementia, citing their frustration at their lack of knowledge about dementia support, demonstrating the need for more education and outreach. The average knowledge level about dementia among the citizens surveyed remains below 50 per cent.
With Dementia Singapore as her supporting partner, Ms. Ching and her students interviewed 3,226 people across Singapore, probing into changes in knowledge levels, beliefs, attitudes, awareness of support available and their efficacy.
“Remember.For.Me.” has drawn media attention for the national need for even greater dementia awareness, support and dementia-friendliness.
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