Speech Abstract

Artificial intelligence is rapidly transforming many aspects of human life, including the ways teaching and learning are conceptualized and enacted. This talk begins by examining how AI is reshaping educational practices and learning environments. It then addresses key challenges associated with the integration of AI in instruction, particularly from the perspectives of practicing teachers. Finally, the talk explores the relationship between AI use and learners’ epistemic development. It argues that when AI is used thoughtfully and aligned with sophisticated epistemic beliefs, it can support learners in becoming epistemically adaptive agents who actively engage as knowledge explorers, creators, and co-creators.

Speaker Bio

Chin-Chung Tsai is a National Chair Professor for Program of Learning Sciences, as well as the Director of the Institute for Research Excellence in Learning Sciences, at National Taiwan Normal University, Taiwan. Prof. Chin-Chung Tsai’s research interests deal largely with constructivism, science education, epistemic beliefs, and various types of technology-enhanced instruction. In particular, his research focuses on the role of epistemic beliefs in science or technology-assisted learning environment. His research also highlights the potential of using innovative technologies in reforming educational practice. He currently serves as the Editor-in-Chief for “Computers & Education” (impact factor value = 10.5 based on JCR 2024, ranked very top in the SSCI journal list). He has also served the Editor for “International Journal of Science Education” since 2016 (indexed in SSCI, three core journals in the field of science education). He has published more than 350 papers in SSCI-indexed education journals in recent 25 years. 

Speech Abstract

In an era where data is abundant, transforming information into actionable insights is paramount for effective educational assessment. The integration of artificial intelligence (AI) in education is reshaping assessment strategies, offering unprecedented opportunities to enhance learning outcomes. In this presentation, titled “From Data to Insights: How AI is Shaping Assessment Strategies,” delves into the transformative role of artificial intelligence in revolutionizing assessment practices. Attendees will gain insights into how AI technologies analyze vast datasets to identify patterns, predict student performance, and personalize learning experiences. We will showcase innovative AI-driven tools that enhance the accuracy and efficiency of assessments, enabling educators to provide timely feedback and tailored support. By the end of this presentation, participants will have a comprehensive understanding of how AI empowers educators and improves learning outcomes. They will be equipped with practical strategies to implement AI in their own assessment practices, transforming their educational approaches and fostering student success.

Speaker Bio

Professor Irwin King, Pro-Vice-Chancellor (Education) and Distinguished Professor at the Department of Computer Science & Engineering, The Chinese University of Hong Kong, has a diverse research portfolio in machine learning, social computing, artificial intelligence, and data mining. His scholarly contributions include publications in prestigious journals and editorial board memberships with international publishers. He has received numerous accolades, including Test of Time Awards at ACM CIKM, ACM SIGIR, and ACM WSDM, and the Dennis Gabor Award from INNS for his pioneering work in machine learning within social computing. As a Fellow of ACM, IEEE, AAAI, INNS, and HKIE, he has demonstrated exceptional leadership in the field. He has held significant positions, including President of the International Neural Network Society (INNS) and General Co-chair for premier international conferences like WebConf, ACML, and RecSys. He is also the Director of the ELearning Innovation and Technology (ELITE) Centre, the Trustworthy Machine Intelligent Joint Lab, and the Machine Intelligence and Social Computing (MISC) Lab. His academic journey began with a Bachelor of Science degree from Caltech, followed by a Master of Science and Doctor of Philosophy in Computer Science from the University of Southern California (USC).

Speech Abstract

Against the backdrop of generative artificial intelligence being gradually integrated into human cognitive activities, how humans establish effective connections between internal and external intelligence through chunking mechanisms remains a question to be further clarified. This research argues that in the human-machine synergy ecosystem, human cognition has presented a dual interactive structure of "internal cognitive network—external cognitive chunks". Cognition does not merely exist inside the brain, but is an open system jointly constituted by internal cognitive structures and external cognitive resources. Under certain conditions, this dual interactive structure may provide support for the formation of mechanisms such as functional division of labor, dynamic regulation and semantic maintenance, thereby offering an explanatory perspective for understanding how cognitive outsourcing exerts a positive effect. The research further holds that effective cognitive outsourcing does not simply depend on the capability level of external intelligent systems, but rather relies more on the degree of coordination between internal cognitive networks and external cognitive chunks in terms of structure, semantics and functions. In the absence of effective regulation, structural dependence, functional substitution, and semantic imbalance may ensue; prolonged cognitive outsourcing imbalance will systematically erode an individual’s cognitive capabilities.

Speaker Bio

Shengquan Yu is a Jingshi Distinguished Professor in Beijing Normal University, Director of Advanced Innovation Center for Future Education，Director of the Joint Laboratory for Mobile Learning, Ministry of Education-China Mobile Communications Corporation. He was selected for the Ministry of Education's New Century Excellent Talent Support Program and National-Level Candidates of the "Hundred-Thousand-Ten Thousand Talents Project", and was awarded the honorary title of “Young and Middle-aged Experts with Outstanding Contributions” by the Ministry of Human Resources and Social Security, and was granted a special government allowance by the State Council.

He has published more than 300 academic papers in Chinese and English academic journals, 7 monographs, 1 ISO international standard, 23 authorized patents, 26 policy recommendations adopted by governments at all levels, presided over more than 100 projects such as the National Key Research and Development Program, the Ministry of Education's Philosophy and Social Science Major Projects, the State Language Commission's Major Projects, and the Natural Science Foundation, etc. He has organized the development of the Smart Learning Partner Platform, the “Listening to Textbooks” Intelligent Teaching Research Platform, the Evidence Based PBL Platform, the “Good Teacher” Open Tutoring Platform, the Sanyu Smart Reading Platform, the Problem Solving Ability Assessment Platform, and the Learning Cell Community Platform, 4A network teaching platform and other large-scale application systems.

Major academic adjuncts include: Deputy Director of the National Basic Education Informatization Teaching Steering Committee, member of the Expert Committee on Pilot Demonstration of Smart Education of the Ministry of Education, expert of the Pilot Steering Group of the Ministry of Education's Artificial Intelligence-aided Teachers Building Action, member of the Academic Committee of the Chinese Society of Education, member of the Academic Committee of the Chinese Society for Educational Development Strategies, member of the Academic Committee of the Chinese Academy of Educational Policy. Vice Chairman of Education Standards Committee of China Society for Educational Development Strategy, Vice Chairman of Modern Educational Technology Branch of China Electronics Society, Member of Academic Committee of Key Laboratory of Data Science and Intelligent Education of the Ministry of Education, Member of Academic Committee of Key Laboratory of Publishing Convergence Development of the State Press and Publication Administration, Member of Academic Committee of Key Laboratory of Digital Educational Publishing Technology and Standards of the State Press and Publication Administration.

His main research interests include artificial intelligence educational applications, mobile education and ubiquitous learning, regional education informatization, and information technology and curriculum integration, etc.

Speech Abstract

Despite the growing body of research on the use of Generative AI (GenAI) in language education, uncertainty persists among language teachers about how best to harness this technology to empower students to take ownership of and maximize their learning. Much of current practice has focused on leveraging GenAI to enhance students’ written products, while a more fundamental question to ask is whether and how GenAI can be used to promote student learning and empower them to be independent and responsible writers. Such a challenge is further compounded by language teachers’ lack of confidence and competence in using GenAI, as well as the absence of established guidelines to support its effective implementation. This foregrounds the need to rethink teachers’ roles in AI-mediated writing classrooms.

Taking the broader challenge of AI integration as a point of departure, this presentation proposes that second language (L2) education can benefit from an expertise framework that prioritizes adaptive expertise—defined as the capacity to apply knowledge flexibly and innovatively in response to a complex and evolving educational landscape. Supported by adaptive expertise, L2 teachers do not merely apply existing knowledge, but they continually engage in professional learning and development to meet the dynamic demands of AI integration. Building on this foundation, I present a quadruple expertise framework (Lee, 2025) - comprising four key dimensions: visionary, professional, collaborative, and emotional expertise – to rethink teachers’ roles in the AI era. With visionary expertise as the cornerstone, purposeful, meaningful, and responsible use forms the foundation for effective AI integration in L2 classrooms. Translating this into practice, teachers enact professional expertise by applying learner-centred principles—such as assessment as learning, metacognition, agentic engagement, and self-regulated learning—when designing and guiding AI use. Collaborative expertise involves teachers working not only with AI tools, but also with students to integrate AI in ways that are pedagogically productive and ethically sound. Finally, emotional expertise supports teachers in navigating the affective and ethical tensions that accompany AI integration, allowing them to model emotional resilience and foster positive engagement with AI-supported writing.

In this keynote presentation, I unpack each dimension of the quadruple expertise framework and illustrate its application to AI use in L2 language education, shedding light on the multifaceted roles teachers play in promoting student learning and re-envisioning L2 education and teacher education to prioritize students’ active roles in taking charge of their learning in the age of AI.

Speaker Bio

Professor LEE IcyIcy Lee is Professor of Education (TESOL & Language Education) at the National Institute of Education, Nanyang Technological University, Singapore. Her research focuses on second language writing and second language teacher education. Her work has appeared in leading international journals, including Applied Linguistics, Assessing Writing, Journal of Second Language Writing, Language Teaching, Language Teaching Research, System, and TESOL Quarterly. She previously served as Co-editor of Journal of Second Language Writing and is currently Co-editor of the Disciplinary Dialogues section of the journal. She also serves as Principal Associate Editor of The Asia-Pacific Education Researcher and Co-editor of the International Journal of Christianity & English Language Teaching.