Showcase Area
18
Access, Diversity & Inclusion
ACADEMIC: For those from an Education Institution, Higher Education Institution, Research Institution
EARLY-STAGE: Projects that are in early stages of development with no peer reviews, no citations, haven’t received any awards
A Free Educational Alternative: Online University for the Deprived, Institute for Social Sciences and Humanities (Iran Academia)
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Project Summary
ISSH's Graduate School offers a free, interdisciplinary master's program in social sciences and humanities, focusing on critical analysis of social developments in Iran. The program supports those deprived of higher education due to political, religious, ethnic, cultural, and gender barriers. It emphasizes critical thinking, advanced theories, and original research, equipping students with qualitative and quantitative skills. Graduates are prepared for academia, policy development, and non-profit roles, fostering ethical and analytical abilities to address complex social issues and advocate for change.
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Betting on the Future Program (UAF), Universidad Popular Autónoma del Estado de Puebla (UPAEP University)
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Project Summary
Since its foundation, UPAEP has embraced solidarity as one of its cornerstone values. In 2007, it launched the "Betting on the Future" (Una Apuesta de Futuro) program, an innovative initiative to tackle the lack of equal educational opportunities for vulnerable youth in Mexico. This program provides higher education scholarships to young people from rural and indigenous communities, with the aim of empowering them to become transformative leaders who can drive societal change. The program is structured around three core pillars: academic training, comprehensive approach and life-in-community experiences, and the development of social impact projects.
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Bridging the Digital Divide Asynchronously: Digital Education tools & Data, World Possible
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Project Summary
World Possible's RACHEL is a portable, offline server with a 2TB storage capacity, capable of supporting up to 50 users simultaneously. It provides a gateway to high-quality, open-source educational content from websites like Wikipedia and Khan Academy, converting underused computers into dynamic 21st-century learning hubs. World Possible recently introduced DataPost, an innovative application that enables asynchronous email communication via Android phones, bridging the gap between remote communities and the connected world. DataPost collects valuable usage data, providing insights into how communities interact with RACHEL. This data is crucial for educators, funders and content creators to monitor their programs' impact.
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Data storytelling as an innovation tool for developing inclusive education strategies, Universidad de Santander
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Project Summary
This work presents the innovations achieved at the University of Santander with the use of information and communications technologies, as well as data mining and data storytelling methodologies, which has allowed the impact on the development of academic and administrative tasks, to optimization in work management, greater knowledge on the subject, strengthening the culture of data-based decision making and accountability in constitutionally protected populations
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e-Mentor, e-Mentor
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Project Summary
e-Mentor is a pioneering project aimed at democratizing access to affordable quality education for internally displaced students in conflict-affected regions, starting from Cameroon. It uses a stand-alone VR headset equipped with a solar unit and SIM card, ensuring functionality without conventional electricity or Wi-Fi.
Since its launch, e-Mentor has enabled over 824 students to access remote learning, with a 27% improvement in academic performance. The initiative has gained international recognition, including the Commonwealth Innovation Award for the SDGs presented by the president of Kenya. e-Mentor’s mission is to empower 1 million learners in West and Central Africa by 2030.
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Empowering African students with future skills, Study Access Alliance
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Project Summary
The Study Access Alliance (SAA) is dedicated to making university education accessible to African youth and closing the African skills gap. The SAA provides scholarships and leverages technology to offer online degrees and digital learning tools. The project collaborates with local partners to provide comprehensive student support, including mentorship, career counseling, academic advising, and local resources. SAA's mission is to empower African students with future skills, ensuring they have the opportunity to thrive and succeed locally and internationally.
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EmpowerVision: Inclusive Business Tools for the Blind, Universiti Pendidikan Sultan Idris
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Project Summary
EmpowerVision, in collaboration with the Malaysia Association for the Blind, conducted workshops on June 29-30 in Kuala Lumpur and June 24-25 in Sabah, Malaysia. Six blind entrepreneurs in Kuala Lumpur and seven in Sabah participated. The program provided them with accessible tools like the Business Model Canvas and Google Forms, along with training in social media marketing. Progress was closely monitored, leading to the successful launch of their businesses. Participants effectively used social media to promote and sell their products, enhancing their independence and business capabilities.
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Equitable Education for Rural Communities: Driving Diversity and Inclusion through Magnetcode Training in STEM Education, SEAMEO RECSAM
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Project Summary
This project focuses on empowering rural educators in Zambia through innovative training using the Magnetcode application, which integrates computational thinking and coding into STEM education. By providing hands-on experience and tools to educators, the project addresses the challenges of limited access to modern teaching resources in rural areas. The training encourages educators to adopt new pedagogies, fostering inclusive and engaging learning environments for diverse learners. The project aims to bridge the gap in STEM education, ensuring equitable access and empowering both teachers and students to thrive in today’s digital world
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Google and Reichman University Tech School, FORE - External & Executive Education, Reichman University
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Project Summary
The Google and Reichman Tech School is a pioneering initiative combining Google's tech expertise and Reichman University's academic excellence. It aims to train highly motivated individuals for in-demand tech and AI focused professions like software development, data analysis, UX, Cyber, SOC analysis, QA, and digital marketing. The school focuses on providing accessible, high-quality education with a curriculum designed in collaboration with industry leaders.
Graduates receive academic credits and support for seamless integration into the high-tech workforce. This partnership represents a commitment to bridging the skills gap and empowering a diverse range of talent in the Israeli tech industry.
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In-VisIBLe. Innovative and Inclusive learning tool for Visually Impaired and Blind pople, University of Bologna
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Project Summary
In-VisIBLe project is focused on inclusion of visually impaired and blind people in HE courses related to visual arts, creating advanced technological solutions, interactive pedagogical methods and innovative teaching&learning tools, also fostering collaboration between HEIs and a broader cross-section of society on the issue of cultural accessibility. The mixed composition of the partnership ensures that the project results benefit from different fields of expertise and meet the needs of different target groups. In-VisIBLe gave to all the persons directly or indirectly connected with it the opportunity to foster inclusion in education, promote accessibility to culture and improve
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Inclusive Engineering Excellence Hub; Don't forget the mortar!, Loughborough University
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Project Summary
Experiences and outcomes of underrepresented engineering students are influenced by structures within which they study, live and develop. Awarding gaps are found between identifiable groups (socioeconomic status, race, ethnicity, gender, physical ability, and neurodiversity) and building on our admissions, performance and wellbeing databases, this project uses contextual data to target the most vulnerable students throughout their higher education journey. Focusing on student intersectionality and striving to develop and deliver excellence in inclusion, we develop educational “mortar” experiences, improving the cohesion of our students’ learning to enhance their skill sets and preparedness for industrial careers.
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Integrated Maths Project: Empowering Inclusive, Data-Informed Learning for All, Green Shoots
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Project Summary
The Integrated Maths Programme (IMP) transforms Maths education across South Africa by providing equitable, data-informed, and real-time learning experiences. Through the Maths Curriculum Online (MCO) platform, learners from all backgrounds gain access to quality Maths education, fostering growth and confidence. Our inclusive, low-data-usage, and device-neutral tools empower teachers, parents, and the broader educational ecosystem. By nurturing partnerships and supporting the entire learning journey, IMP ensures that every child has the opportunity to thrive, from foundational education through to future career paths
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k2i (kindergarten to industry) academy - Bringing STEM to Life, k2i (kindergarten to industry) academy, Lassonde School of Engineering, York University
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Project Summary
k2i academy works alongside school boards, community, industry and government to co-create strategic directions for system change work in STEM education in Canada. Alongside innovative partners and collaborators, k2i academy has reached over 80,000 youth, educators, families, and community in almost 400,000 hours of STEM learning, generating $8.5M in funding to offer free programs for equity-deserving communities. k2i has employed 525 high school students in work-integrated learning programs and empowered 175 undergraduate STEM students to engage in this work as mentors and leaders, reconnecting underrepresented youth, including Black youth, Indigenous youth and girls, into STEM pathways.
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KOTO’s Holistic Hospitality Vocational Training Program, Know One Teach One (KOTO)
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Project Summary
KOTO (Know One Teach One) is a not-for-profit social enterprise based in Hanoi, Vietnam, that offers a free 24-month holistic hospitality training program to disadvantaged youth aged 18-24. The program combines vocational education with English lessons, computer literacy, life skills, and practical experience in hospitality, ensuring participants develop both professionally and personally. KOTO’s approach includes a supportive live-in environment and guarantees job placement upon graduation. By providing these essential skills and opportunities, KOTO helps youth transition from vulnerable situations to stable careers, breaking the cycle of poverty and fostering long-term positive change in their lives and communities.
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Robot for Autism and Behavioral Intervention (RABI), Science and Technology for Autism Remediation (STAR) Limited Company
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Project Summary
The full-fledged, evidence-based robotic intervention RABI has significantly promoted the social and emotional well-being of autistic individuals and their families by 25-30%. Its curriculum, ranging from self-care to vocational skills, meets their diverse and special learning needs. A charitable organisation solely offering RABI established in 2020 has served >2,500 autistic individuals. Two hundred speech therapists were trained to implement RABI at work. During the pandemic, RABI was delivered online and identified by the Hong Kong government as one of the key services supporting autistic children. Its contributions to technology, R&D, and social impact have been recognised locally and
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The Early learning Content Box: Child learning development through facilitated independent play, Kaya Childcare Center (KCC)
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Project Summary
Vulnerable young women in the informal sector who work as head porters and hawkers face significant challenges in accessing childcare services while they work. Leaving their young children disadvantaged in school-readiness. This project addressed these issues by training the mothers to create and distribute learning content boxes through an entrepreneurial childcare-kiosk model. Each box contained handmade manipulatives designed to foster independent learning through play, following an expertly designed 14-week scaffolded curriculum. This approach not only fostered early learning development but also built the entrepreneurial capacities of these women, offering a sustainable, community-based solution to childcare and decent work challenges.
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The Tappy Revolution, Jayshree Periwal International School
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Project Summary
TAPPY is a groundbreaking Braille literacy device providing visually impaired children, particularly in remote and underserved areas, with access to quality education. Equipped with a refreshable Braille display, voice-guided lessons, and solar-powered technology, TAPPY makes learning interactive and accessible. Coupled with the TAPPYGUIDE platform, it offers quizzes, stories, and games. We have conducted 100+ sessions in rural India, impacting over 2,000 children. TAPPY is partnering with the Abhuyeda Foundation and the Blind Organization of India, and we are in talks with the government. TAPPY celebrates diversity, fostering belonging and ensuring equitable access to education for all learners.
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U21 Global Student – Accessible, Sustainable, Global Education For All, Universitas 21 & Common Purpose
Project Summary
In 2019, U21 and Common Purpose embarked on a visionary partnership tackling the common barriers students face when considering a global experience. Through innovative online programme design and delivery, they developed sustainable international experiences offered to thousands who may have been previously excluded. Themed around the United Nations Sustainable Development Goals (SDGs), these free online programmes – U21 Global Citizenship and U21 Sustainable Micro-Internships - equip students with essential skills and tools for their studies and futures through dynamic, inclusive curriculum and global perspectives, as well as inspire them to become catalysts of change on local, national, and global levels.
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17
AI in Education
AI4All: AI-Powered Reimagination of AI as a Universal Early Skill, Abu Dhabi University
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Project Summary
Our project aims to make artificial intelligence education accessible at scale. This initiative offers a comprehensive introduction to AI, designed to be easily understood by students from various academic backgrounds without requiring extensive math or programming knowledge. The project uses AI tools to provide tailored assignments, labs, and AI-generated exams to over 250 students per semester, ensuring a personalized and practical learning experience. Additionally, the project addresses ethical considerations and real-world applications, employing AI for assessment purposes, thereby enhancing AI education's accessibility and quality on a large scale. The project also includes advanced security measures for attendance and cheating detection.
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Academic Success Monitor - Data Insights for Student Learning and Support, UNSW Sydney
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Project Summary
By automating at-risk student identification and suggesting tailored support services, the Academic Success Monitor (ASM) project aims to reduce academic failure, increase retention, alleviate staff administrative burdens, and foster a supportive, efficient environment to enhance student success and wellbeing. It leverages predictive analytics powered by Machine Learning (ML) analysis of digital engagement to identify at-risk students early in the term. These predictions inform Artificial Intelligence (AI) generated insights and support suggestions personalised to each student, keeps academics appraised of class engagement, and gives support teams timely notifications for effective human interventions.
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Acai by FeedbackFruits: Pedagogy-driven AI for education, FeedbackFruits
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Project Summary
At FeedbackFruits, we believe in leveraging the power of AI to enhance both the teaching and learning experience. Our AI tools are designed with a pedagogy-first approach, ensuring that technology enhances rather than replaces human educators. Acai by FeedbackFruits is created to reduce faculty workload and help students improve their writing and feedback skills while empowering a personalized and authentic learning environment. Acai comprises several AI-powered features that can be seamlessly integrated into the learning management systems (LMS)s to enhance both teaching and learning.
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Augmenting Instructors' Course Design Capabilities with an AI Co-designer, The Hong Kong University of Science and Technology
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Project Summary
The project integrates AI technologies, proven instructional design principles, a university-curated best practices knowledge base, and meticulously crafted sample prompts into an AI Co-designer platform. The platform breaks down course design into key steps based on instructional design framework and principles including Bloom’s taxonomy, Backward Design, and Constructive Alignment. It helps instructors ensure that all course components work cohesively to achieve desired course outcomes. Meticulously crafted sample prompts are demonstrated at each step to guide instructors in producing outputs tailored to their course requirements. Instructors can leverage the platform anytime, anywhere to create pedagogically sound courses.
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Bringing AI Revolution to Physical Education, City University of Hong Kong
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Project Summary
City University of Hong Kong (CityU) Centre for Intelligent Multidimensional Data Analysis (CIMDA)'s AI-based evaluation systems for physical education can detect students' movements and automatically analyse and evaluate the physical performance of up to 256 students simultaneously. The aim is to help students foster a proactive and encouraging environment where they can engage in physical activities positively through direct interaction and healthy competition with their peers. This project provides a remedy to the lack of exercising adolescents nowadays and to lower their chances of obesity for a healthier generation of young people.
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Building Bridges in AI: Enhancing AI Literacy Across Disciplines at Queen Mary University of London, Queen Mary University of London
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Project Summary
The project is a comprehensive initiative designed to enhance AI literacy among students and staff across various disciplines at Queen Mary University of London. Launched in 2023, this initiative leverages a multi-stage training strategy inspired by the Queen Mary University of London’s Active Curriculum for Excellence (ACE) to provide diverse learners with a rich and meaningful educational experience. It combines practical, application-based learning with a collaborative approach involving co-creation with students and partnerships with AI industry experts. The program covers foundational AI principles, ethical considerations, and hands-on applications, aiming to integrate AI tools into teaching, learning and research pratices.
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Explorance MLY: AI-Powered Qualitative Analysis, Explorance
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Project Summary
Explorance MLY is the leading AI-powered qualitative analysis software purpose-built to amplify the voices of employees and students. With an in-house team of annotators, Explorance’s supervised learning approach continuously trains three separate AI models that are specifically built to understand the student experience, employee experience, and employee learning experience. Each model is trained using real comments provided by partnering institutions and organizations, ensuring that the resulting insights are relevant, accurate, and decision-grade. With the capability to analyze qualitative feedback from any platform, MLY categorizes comments into domain-specific topics, determines sentiment, highlights forward-looking recommendations, and flags pressing issues.
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GPTutor: A GenAI-powered Learning Platform for Healthcare Professional Career Readiness, The Hong Kong Polytechnic University (PolyU)
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Project Summary
Our project focuses on developing and adopting GPTutor, a Generative AI (GenAI) powered intelligent tutoring system to improve healthcare professionals' training and career readiness. It emphasises self-directed learning, allowing students to pose questions and explore the course contents independently. Active learning is facilitated through personalised review questions and flashcards, enabling students to test their knowledge and receive immediate feedback. Additionally, the project incorporates simulation-based learning, offering realistic clinical scenarios for the practical application of theoretical knowledge. This initiative aims to refine the educational infrastructure for future healthcare professionals, ensuring they are adequately equipped for their professional responsibilities.
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GoSkills: Transforming L&D With AI-Powered Innovation, GoSkills
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Project Summary
Over the last year, GoSkills has leveraged AI to develop two innovative features: Genie and the Course Recommender.
Built on GoSkills’ decades of expertise in crafting award-winning, bite-sized training, Genie is an AI authoring assistant that helps creators generate and refine course content. Meanwhile, the Course Recommender provides tailored course suggestions based on individual interests and goals.
With their intuitive design and comprehensive functionality, these tools enable users to create impactful learning experiences and confidently begin their journey. Moreover, these tools are integral to GoSkills’ all-in-one solution, unifying a course library, authoring tool, and a robust LMS with LXP capabilities.
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KALEIDO: A Storytelling Platform to Foster School Communities, Project Coursework at Harvard (Learning Design)
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Project Summary
KALEIDO is a digital storytelling platform designed to enhance community and English language skills in multilingual US high schools. It provides a scaffolded environment for students to create and share stories, fostering a sense of belonging and intercultural understanding. The platform features monthly thematic challenges, a community gallery, and a gamified engagement tracker to encourage participation. Primarily aimed at English Language Learners (ELLs), KALEIDO integrates with school curriculums and is accessible within school communities, ensuring a safe and supportive online space. It empowers students to express their diverse identities and experiences, enhancing both digital and literacy
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Personalized AI-Driven Learning for Global Educational Equity, Squirrel Ai Learning
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Project Summary
Squirrel Ai Learning is an educational technology platform that utilizes AI-driven adaptive learning to deliver personalized education. Our proprietary Large Adaptive Model (LAM) assesses and adapts to each student’s learning needs, enabling highly individualized learning pathways. With over 24 million students served and partnerships with 60,000 schools, Squirrel Ai is transforming the education landscape by making high-quality learning accessible to all.
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Risk Detector: AI-Driven Student Success Predictor., Ed Machina
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Project Summary
Risk Detector by EdMachina is a predictive analytics tool that uses AI to identify students at risk of failing from the course’s first week. The tool employs an algorithm trained with both historical and real-time data, such as platform activity, assessments, and academic metrics, to deliver early alerts and enable timely interventions. It provides actionable insights on academic history, participation, and performance, helping administrators and instructors implement targeted support strategies. This approach enhances educational management by anticipating challenges, allowing for personalized interventions, and ultimately improving student retention by addressing academic risks proactively.
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SabidurIA, Universidad de las Americas (UDLA) Ecuador
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Project Summary
The SabidurIA project at Universidad de las Américas implements artificial intelligence (AI) in education to offer advanced tools to more than 20,000 students in Quito. It aims to address the lack of equitable access to modern educational technologies by integrating AI into the academic curriculum to enable personalized learning and access to sophisticated resources. This responds to the need for education tailored to the individual demands of students, regardless of their socioeconomic background. In addition, SabidurIA promotes innovation and research, aligning with Sustainable Development Goals.
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Skill Studio Empowering Educators with AI-Powered Prompt Design and Sharing, Instituto Tecnológico y de Estudios Superiores de Monterrey ITESM
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Project Summary
Skill Studio is an innovative platform designed to enhance teaching and learning through AI-driven resources. It supports educators and academic staff by simplifying the process of creating interactive components (skills) based on prompts, these elements can be designed collaboratively and shared with the institutional community in a secure environment. The skills are flexible and versatile AI components with the potential to facilitate diverse teaching and learning processes such as the activities design, the assessment process, and the development of teaching strategies. Skill Studio aims to democratize access to AI educational technologies while fostering collaboration across disciplines.
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Turnitin's AI Writing Detection Tool, Turnitin
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Project Summary
Turnitin has been at the forefront of developing AI-enabled technology for education for nearly 10 years. Turnitin’s AI writing detection feature is purpose-built to distinguish between AI and human-generated content in academic writing. Turnitin’s AI writing detection capabilities help educators identify when AI writing tools, such as ChatGPT, may have been used to write any part of a student’s submitted work.
The feature provides educators with a report indicating the overall percentage of the submission that may have been generated by AI writing tools.
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YoChatGPT!: A Multi-LLM integrated Chatroom for Collaborative learning and teaching with GenAI, The Education University of Hong Kong
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Project Summary
YoChatGPT! is a collaborative learning platform that empowers students to explore any subject with the power of AI. Our interactive chatrooms, featuring diverse large language models, foster dynamic discussions, problem-solving, and knowledge co-creation. It addresses key challenges in AI-enhanced education by offering features like math handwriting recognition, scientific diagram generation, and gamified learning experiences. The platform's unique multi-LLM approach, combined with its 100K context window for group projects, creates a versatile, engaging learning ecosystem. YoChatGPT! aims to revolutionize education by opening discussion about any generative AI outputs, and letting users know how different LLMS can be useful for different subjects.
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Zerobionic, Strathmore University
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Project Summary
Zerobionic is a robotic interface for teaching and interacting with deaf and dumb students onsite and remotely. As a volunteer with Young Scientists Kenya, I’ve trained students in STEM for two years. In eight schools for the disabled, I struggled to mentor due to communication barriers, relying on my phone to type words for 30-40 students per session. Realizing the need for better communication, we developed Zerobionic, a human arm prosthesis trained on a STEM dataset. It transcribes spoken words into sign language and vice versa, enhancing STEM learning.
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15
Best use of Generative AI
AI-Powered Marketing Education: Bridging Theory and Practice for Future Marketers, University of Auckland
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Project Summary
We have accomplished four key initiatives to reimagine digital marketing education at the University of Auckland:
1. Developed an AI Avatar tutor for personalised and self-directed learning and assessment preparation.
2. Introduced the SACRAD framework (Specificity, Accuracy, Clarity, Relevance, Appropriateness, Depth) for ethical AI content evaluation.
3. Integrated generative AI tools across the curriculum, requiring student use and assessing proficiency through specific rubric criteria.
4. Implemented AI-enhanced industry collaborations, enabling students to apply these tools to real-world marketing briefs.
This approach ensures our graduates are technologically adept, ethically responsible, and strategically prepared for AI-driven marketing challenges.
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ATLAS: Authentic Teaching & Learning Application Simulations, Monash University
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Project Summary
ATLAS is a digital platform leveraging advanced AI to create immersive, simulated professional experiences for higher education students. It bridges the theory-practice gap through unscripted, dynamic interactions tailored to individual learning paths across disciplines. In a consequence-free environment, students apply theoretical knowledge, hone skills, and receive immediate feedback. Developed by a multidisciplinary academic team, ATLAS enhances graduate outcomes, meets employer needs for experienced graduates, and prepares students to tackle both complex challenges and routine tasks in their careers. The platform aims to transform higher education by providing authentic, scalable practical learning experiences.
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Budly: Amplifying Learning with AI, Budly
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Budly is an AI startup focused on learning.
We help educational institutions scale personalized, high-quality learning experiences by providing AI learning partners to teachers, designers and learners that allows them to amplify their capabilities of learning, design and development.
Our unique value lies in our approach: combining pedagogical expertise with cutting-edge technology. We not only supply the tools, but also guide the integration process with our unique "Amplified" methodology. This ensures a seamless transition towards an AI-enhanced educational model for students and educators.
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Classlet: Immersive Generative AI Avatars for Autonomous Learning, SOQQLE HONG KONG LIMITED
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Project Summary
Traditional educational platforms struggle to personalize learning that fully engages students. Integrating artificial intelligence (AI) with VR poses challenges because AI avatars need to respond in complex, ever-changing scenarios. Simply implementing a generic AI model falls short, as it lacks the depth for effective, context-aware interactions. Soqqle Classlet addresses these challenges by combining Generative AI with VR, using customizable prompts to tailor content to specific learning goals. AI Avatars can then deliver context-aware responses, unlock dynamic pathways adapted to student decisions and run autonomously. This way, students can learn in authentic environments to apply knowledge in real-world
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Cogniti: Putting teachers in the driver’s seat of AI, The University of Sydney
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Project Summary
Cogniti is a web-based generative AI platform developed at the University of Sydney that empowers educators to create customised AI 'agents' for their students, without technical expertise. These AI agents, powered by models like GPT-4 and hosted on secure Azure infrastructure, can be tailored to specific course content and pedagogical goals. Teachers provide instructions and resources to steer their AI agents, enabling them to answer questions, provide feedback, and facilitate learning activities. Integrated with LMSes via LTI, Cogniti ensures safe and pedagogically useful AI is available to all students, addressing challenges such as equitable access, security, accuracy, and personalisation.
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Combining AI with popular books to help struggling readers., ObjectiveEd
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Project Summary
BuddyBooks, developed under a National Science Foundation grant, helps students more than one grade level behind in reading, improve fluency, prosody and comprehension.
With BuddyBooks, a child and the computer share reading from thousands of popular books, which keeps the child engaged, as the AI helps the child where they struggle.
Our new enhancements include a generative AI (GAI) “Ghostwriter” to empower adults with a disability co-author role-model stories for students with a similar disability, using GAI to ask comprehension questions and rate the response, and adjust book content to a student’s reading ability and vocabulary level.
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Disrupting the Practice of Learning Reflections with Professor E, The Hong Kong University of Science and Technology
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Project Summary
From the famous quote by John Dewey (1933) “We do not learn from experience; we learn from reflecting on experience.” Helping students to reflect effectively is arguably the most important element in any learning process.
Professor E, which the “E” could stand for Experience, Education, Exploratory, Entrepreneurship..., is a solution developed with the focus on enhancing reflective learning by providing personalized feedback and guidance, increasing motivation and conceptual understanding, and ensuring a secure, adaptive learning environment.
Experiential learning takes place in many forms and disciplines. Prof. E is designed to be configurable and adaptable to the students’ and instructors’ needs.
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Empowering Lifelong Learning and Personalised Learning with Custom AI Tools, Singapore Management University
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Project Summary
The Singapore government launched the national SkillsFuture movement to empower adult learners to reach their full potential through lifelong learning. To support this national initiative, Singapore Management University established SMU Academy (SMUA) as the professional training arm of the university. SMUA offers over 2,000 courses for adult learners, integrating Generative AI into areas such as Data Governance and Gen AI. The Singapore-developed Capabara AI Assistant platform enhances learning by enabling instructors and learners to leverage GPT-like language models. This allows for engaging, personalized experiences through AI tutors, generated scenarios, and role plays, all achieved through no-code and using prompts.
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Game-Based Learning and Generative AI: Transforming Education Across Disciplines at HSUHK, The Hang Seng University of Hong Kong
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Project Summary
This project at HSUHK integrates Game-Based Learning (GBL) and Generative AI (GAI) to revolutionize education across multiple disciplines. By embedding GAI into creative, cultural, historical, financial, and strategic decision-making courses, we provide students with immersive, interactive learning experiences that bridge the gap between theory and real-world application. From designing AI-enhanced historical RPGs and cultural heritage tours to simulating ESG decision-making in supply chain management, this project empowers students to develop critical thinking, creativity, and practical skills. The initiative showcases the potential of GAI to foster deeper engagement, personalised learning, and social impact, preparing students.
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Generative AI-powered Characters in Serendip VR Sustainability Learning adventure, University of Helsinki
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Project Summary
In the University of Helsinki’s Serendip learning adventure, two GenAI characters represent a novel approach to sustainability education. These characters, based on the carefully selected pedagogical approaches, engage learners through personalized interaction within a virtual environment. By simulating real-time conversations and adaptive learning scenarios, these characters enhance learner understanding of complex sustainability topics. For example, one acts as a local forest owner, fostering systems-thinking competence whereas the other one is designed to help learners in creating their value-based future vision. This innovative use of 3D characters makes learning interactive and immersive, demonstrating the profound potential of GenAI to transform education.
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GreenFlags. Hyperpersonalization of learning with AI-RX: Educational impact on Social-Responsibility, Tecnológico de Monterrey
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Project Summary
The project introduces an innovative approach to hyper-personalized learning by combining virtual reality and artificial intelligence. Students immerse themselves in a digital environment where they explore the "GreenFlags Crafts" company, identifying issues and developing proposals based on the ISO 26000 standard. Guided by a pre-trained AI avatar, an expert in Corporate Social Responsibility, students successfully bridge theory and practice, thus enhancing meaningful learning. Results show that the experimental group outperformed the control group, demonstrating the effectiveness of this innovative methodology in technological acceptance and educational perfor mance. "Green Flags" is an example of the future of hyper-personalized and effective education.
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IDEAL-Gen.AI - Instructional Design Enhanced Active Learning through Generative Artificial Intelligence, Lingnan University
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Project Summary
The Inter-institutional Collaborative Activities for Teaching Development and Language Enhancement (IICA-TDLE) project is funded by the University Grants Committee (UGC), Hong Kong and is a collaborative effort led by Lingnan University (Lingnan), involving three participating UGC-funded institutions. A key deliverable of the IICA-TDLE project is the development of an AI-powered instructional design chatbot platform that enables educators to create bespoke learning materials tailored to their specific teaching and pedagogical needs. Although the platform primarily targets Hong Kong's eight UGC-funded institutions, it is globally accessible, allowing educators worldwide to leverage generative-AI for learning design, setting a new standard in instructional design.
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Psychological First Aid Mobile Learning, Nanyang Technological University (NTU)
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Project Summary
With a total of approximately 43,000 students and employees, the key challenge was finding a solution that allowed for the implementation of the training on a large scale without compromising quality and without requiring years to reach its goal. The nature of PFA training is such that it requires the practice and acquisition of skills through a series of role-plays and skills assessments. Thus, there was a need to use artificial intelligence (AI) in course development, deployment and skills assessment, incorporating cutting-edge Generative AI technology to assess each learner’s skills through their spoken words and tones, expressions and body.
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Purdue University’s Variate, an AI-Powered STEM Problem Creator, Purdue University
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Project Summary
Purdue developed Variate, an innovative no-coding assessment platform designed for STEM disciplines that offers automated randomization of variables, a variety of problem types, and sharable problem libraries. While the team has striven to create a user-friendly problem creation experience, we acknowledge the sunk costs for instructors to create ample problems for a course.
By integrating artificial intelligence (AI) into Variate, the team sought to explore the potential of generative AI-assisted problem creation to lower the barrier of entry for using Variate and shorten instructors’ time to create a problem library.
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WordUp | AI Vocabulary Builder, WordUp
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WordUp is an award-winning vocabulary-building app, launched in 2019, with over 6 million users. Utilizing AI, it personalizes learning by mapping 25,000 commonly used English words to each user’s needs. It offers detailed flashcards, spaced repetition, and interactive challenges. Users can practice vocabulary through real-life scenarios, engage with AI teachers, and track progress. The app caters to students, professionals, and lifelong learners aiming to improve their English skills. Available in free and Pro plans, WordUp enhances learning outcomes and employability, striving to be the global leader in English vocabulary enhancement.
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15
Blended and Presence Learning
AGORA Ecosystem of spaces, Tecnologico de Monterrey
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The AGORA Ecosystem consists of three innovative spaces that integrate advanced technologies with pedagogical models, the first of which is the Professor with Hologram Effect which recreates the natural dynamics of face-to-face environments where students interact in real time with their classmates and with a professor in hologram effect, the second space is the Hall Immersive Room, which offers an immersive experience using advanced audiovisual technology that recreates an immersive environment for the professor and finally the Extended Reality Classroom offers a dynamic and flexible environment that allows immersion in learning experiences with Virtual, Mixed, Augmented Reality and 360 videos.
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Creating Stories and Cartoons to Effectively Teach Economics and Statistics with Students, University of Lincoln
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At the University of Lincoln, I led a project to boost student engagement in economics and statistics, working closely with lecturers and undergraduates. Inspired by Russell Roberts' "The Invisible Hand" and Bediuzzaman's works, I developed stories using analogies to simplify complex topics. Positive feedback from students and colleagues motivated me to enhance these examples visually. After securing internal funding, I collaborated with lecturers and students to create seven cartoons and one animation. This collaborative effort resulted in highly satisfying outcomes for the project team and significantly enhanced student learning.
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Diverse Horizons: VR for Transformative Inclusive Education, University of New South Wales, Sydney Australia
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Diverse Horizons leverages Virtual Reality to transform educational experiences, promoting deep, empathetic understanding of diversity. This innovative VR project immerses students in the real-world challenges faced by marginalized communities, enhancing their ability to engage inclusively in professional settings. By integrating VR into business courses and collaborating with industry partners, the project not only broadens perspectives but also equips future leaders with the tools to foster inclusive environments and make impactful, ethical decisions in their careers.
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FUN Model: Innovating Blended Learning through Focused, Unforgettable, Nurturing Experiences, Universiti Teknikal Malaysia Melaka
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The FUN Model (Focused, Unforgettable, Nurturing) began as an innovative approach to enhance student engagement in traditional in-person settings at UTeM, specifically in the Artificial Intelligence course. Initially, it focused on making learning more interactive through active learning strategies like role-playing and group activities. When the pandemic struck, the model seamlessly adapted by integrating online tools such as WhatsApp games and interactive LMS activities, ensuring continuity in student engagement. Post-pandemic, the FUN Model effectively blended its engaging online components with in-person learning, creating a dynamic educational experience that enhances both academic and soft skills across various teaching scenarios.
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Future-Ready Educators: Pioneering Immersive Graduate Teaching Assistant (GTA) Training, Hong Kong University of Science and Technology
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"Future-Ready Educators" pioneers immersive Graduate Teaching Assistant (GTA) training, addressing universal challenges through an innovative approach. Our course integrates blended learning, gamification, and AI support to tackle issues of motivation, diverse pedagogical needs, and scalability. This five-week program equips Research Postgraduates with 21st-century teaching skills through hands-on experience of cutting-edge pedagogies. GTAs engage directly with innovative methods, experiencing them as learners before applying them as educators. Spring 2024 data shows promising outcomes: 97.6% student engagement and significant self-efficacy gains. By modelling and nurturing innovative practices, we're cultivating adaptable education leaders prepared for evolving educational landscapes, with potential for far-reaching impact.
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IEU Blended Programs VR Experience, IE University
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Being leaders in blended education through the integration of virtual reality, creating an educational model that combines the best of face-to-face and online teaching, and preparing our students for the future of work and life in a digital society.
We have chosen four different programs from IE Business School, both academic and corporate, to test immersive learning through collaborative sessions and classes in our IE Immersive Campus.
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Integrating Metaverse, Online and AI Focused Robot for Flexible and Effective Learning, Berlin School of Business and Innovation
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At BSBI, we leverage cutting-edge technology to enhance learning for international students through innovations like BOTSBI, our robotic project. BOTSBI uses advanced natural language processing to enrich learning experiences, while our virtual campus on the "Second Life" platform enables global student engagement through lectures and collaborations. Additionally, our holographic mascot, BESBI, provides immersive, interactive presentations. By integrating BOTSBI, the virtual campus, and BESBI with our didactic model, BSBI fosters a dynamic, accessible, and transformative learning environment, breaking geographical barriers and reducing accommodation, commuting, and costs for students worldwide.
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Kaka Acoustic Interactive Learning, I.M.G.A education Coorporation
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The Kaka series is a story-based 3D animation courseware designed for children aged 2 to 8. In its latest version, we offer 36 sensory integration units, 90 visual learning units, and 106 music-based game units. These components are designed to cultivate essential preschool skills such as rhythm, articulation, hands-on activities, dramatic play, and sensory integration. To support educators in various settings—schools, homes, and communities—we provide customizable modules to meet each child's specific needs. Over the past decade, this program has been tested and used by more than 8,000 children across China.
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Love of Math, Think Academy
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Our innovative math program empowers K-12 students to excel in mathematics and develop lifelong skills. Trusted by families in over 13 countries and regions, Think Academy offers top-tier and accessible educational solutions to secure a bright future for their children.
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Reimagining nursing training by blending online convenience with patient storytelling., University of Newcastle
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The School of Nursing developed a blended learning approach, combining storytelling with online training in a simulated lab environment (SLE).
A mock patient case was developed, engaging students and taking them on a ‘real-life’ scenario-based learning journey for eight weeks of interactive, LMS (Learning Management System) based training. During this stage, students were able to apply and better understand current clinical policies and procedures.
The mock patient was then utilised in the SLE to further strengthen student knowledge and skills. Importantly, this method fostered a deeper connection between the students and content, encouraging their investment in the outcomes.
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Reimagining uncertainty handling & teaching in Higher-Ed presence learning, Biosymfonix EduGames
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Uncertainty is a very difficult topic to teach/grasp. Educators typically try to minimize uncertainty to create a more comfortable learning environment, while students naturally prefer clear, predictable outcomes. However, uncertainty is an inherent aspect of life. To address this, we have developed an innovative approach to help students better appreciate, understand, and navigate uncertainty through a course-integrated, physical board game. The game simulates various forms of uncertainty arising from complex decision-making processes. It maintains a balance between realism and engagement, encouraging role-play and identity exploration within a psychologically safe and enjoyable setting to help students appreciate complexity & uncertainty.
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Soaring to New Heights in Education 5.0, Bukidnon State University College of Nursing, Bukidnon State University
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The Bukidnon State University College of Nursing (BukSU-CON) is redefining nursing education with a forward-thinking approach that blends advanced technology with traditional instruction. Our Blended and Presence Learning model incorporates state-of-the-art facilities such as high-fidelity mannequins, advanced technology and equipment simulating near to ideal hospital practices, equipping nursing students with experiential and authentic skills development.
BukSU’s Learning Management System (LMS) is designed to enhance student engagement and learning outcomes. BukSU shows consistently exceeding national licensure examination averages and achieving exceptional employability rates, and the College of Nursing stands at the forefront of nursing education in the Philippines.
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Social Robot for English Language Learning among Young Learners, The Education University of Hong Kong
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Our innovative project develops the first-of-its-kind social robot, Joey, for young English as a Second Language (ESL) learners. Joey offers personalised interactive storytelling activities that enhance children's English language skills, learning engagement, and motivation. Powered by an AI system, educators can create tailored teaching materials for their students. Our research demonstrates Joey's superior performance compared to tablets and human teachers in engaging children in English learning. Implementing the robot in local kindergartens and primary schools will offer an evidence-based English learning tool for young ESL learners. Our project is a pioneering effort in the field of ESL learning.
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STUDENT AS MANAGER: A BETTER QUALITY EDUCATION FOR NEXT GENERATION, Universiti Pendidikan Sultan Idris
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The “Student as Manager” model immerses undergraduate business students in managerial tasks, fostering collaboration and decision-making by integrating blended with presence learning. This approach combines games-based learning (GBL), problem-based learning (PBL), and challenge-based learning (CBL) to prepare students for complex industrial issues. Implemented weekly, these methods align with course objectives, achieving average Course Learning Outcomes (CLOs) of 83.1%, 74.5%, 79.8%, and 83.0% over five semesters in Strategic Management. This model enhances 21st-century skills—collaboration, creativity, critical thinking, and communication which integrate modern skills, technologies, and pedagogies—supporting SDG 4: Quality Education. The copyrighted approach recognized globally is flexible, scalable, and transferable.
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Transdisciplinary-Learning Environment - “Creativity that give impact to the society”, Universiti Sains Malaysia
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Advancing Creativity Together (ACT) integrates students from TESOL, GD, and AD programs across the 2019-2024 academic years, using a blended learning approach. By combining Project-Based Learning (PjBL), Online Peer Coaching (OPC), Authentic Collaborative Learning (ACL), and Social Constructivist Learning (SCL), the project fosters interdisciplinary collaboration and practical skill development. Students use social media as e-portfolios for reflection, showcasing, and peer collaboration. Success is assessed through course results, self-reflections, and professional evaluations. This initiative aligns with QS Reimagine Education Awards under the Blended and Presence Learning category, offering an innovative model for modern education.
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20
Developing Emerging Skills and Competencies
Building 21, Building 21 at McGill University
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B21 is a unique laboratory for original, student-generated ideas. It distinguishes itself by removing grades, credits, semesters and silos, inviting students to explore without limits, and professors to work in service of students. B21 welcomes students from all faculties and all levels (undergraduate to post-doctoral) to pursue ideas that do not fit into traditional programs. Students are free to delve deeply into forging new paradigms, unacknowledged directions, and unknown territories, but with academic rigour. At B21, students use poetry to understand physics, science to explore beauty, technology to ponder what it means to be human, biology to explore capitalism.
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CAREERise: Empowering UTAR Students, UNIVERSITI TUNKU ABDUL RAHMAN (UTAR)
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This integrated initiative aims to elevate the educational journey of UTAR students by strategically merging the UTAR Soft Skills Development Certification (USSDC), UTAR CARE, and UTAR LEAD Programmes. By uniting comprehensive soft skills training with meaningful community service, volunteerism and imbued leadership, the project aspires to shape well-rounded individuals who possess both critical competencies and a deep commitment to social responsibility.
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Communication for Future Global Leadership, The University of Hong Kong
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With 6 years of implementational experience, we have achieved a scalable model and unique institutionalisation methodology for transforming our undergraduate curriculum towards the comprehensive teaching and learning of holistic communication competencies. Instead of separate courses to teach communication capabilities, these written, oral, visual, and digital literacies are now taught, practiced, and assessed throughout the students’ undergraduate journey, embedded within their disciplinary and interdisciplinary courses, as well as language acquisition, practicums, internships, and capstone experiences. This continual immersion happens regardless of their majors, even if they are studying to be medical doctors, teachers, scientist, musician, engineers, artists or architects.
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Cultivating career ready skills: experiential Learning and cross-disciplinary education, University of Toronto
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To Foster "Career ready Skills" I implemented Work Integrated Learning (WIL) pedagogy and weaved scaffolded Experiential Learning (EL) throughout the curriculum. I introduce EL opportunities early in an undergraduate second-year course. Beyond cultivating career-ready skills, engagement in this EL opportunity is designed to bring awareness, elicits emotional engagement, motivation, and inspiration. As students progress through the program, they are offered more extensive work-integrated EL opportunities to culminate in a full-year fourth-year biotech internship course within the biotech industry.
Furthermore, I collaborated with colleagues from the Faculty of Computer Science and with students to develop modules bridging life-science and information technology.
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Driving Digital Health Futures, Queensland University of Technology
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The Digital Health Futures project has transformed education at QUT by equipping over 7,500 Health students with essential digital skills for an increasingly digital healthcare environment. Our diverse multidisciplinary team of academics, librarians, and support specialists has created a sustainable and collaborative model to systematically embed student digital capability development into core curriculum. By partnering with Health academics, we align the unique digital capability needs of each graduate profession with learning outcomes and assessment. Our innovative publicly-available resources, now accessible across QUT and internationally, support the scalability of our approach to prepare students as digitally-capable leaders in their professions.
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Empowering Future Business Leaders with AI and Real-World Experience, Swinburne University of Technology / Deakin University
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This collaborative project prepares business school students for success in the modern digital economy by integrating practical AI and analytical skills and real-world client projects into their education. By bridging the gap between theory and practice, the initiative equips students with essential competencies in AI, data analysis, and problem-solving. Through the use of a comprehensive AI handbook and authentic client collaborations, students develop the practical skills needed to excel in the evolving business landscape. The collaboration of two universities allows for a comparative analysis of their experiences, enabling us to learn from diverse perspectives and adapt best practices across institutions.
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Empowering Logistics Students to Innovate with Blockchain Technology, University of Johannesburg
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The University of Johannesburg, led by Dr. Sebonkile Thaba, empowers logistics students without technical backgrounds to develop blockchain applications addressing social challenges in logistics and supply chain management. The program integrates 4IR elements and fosters entrepreneurial skills, resulting in student-led startups. Innovative approaches combine classroom teaching with practical bootcamps, enhancing employability and community engagement. With plans for national scalability, the program continuously improves its curriculum to stay ahead of industry trends. Recognized internationally for its impact, the program aims to produce graduates capable of driving economic growth and social improvement globally.
LinkedIn Profile:
https://www.linkedin.com/school/universi...
https://www.linkedin.com/in/sebonkile-th...
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ITS Nabu CRP: Adaptive and Realistic Cyber Security Training Platform, Institut Teknologi Sepuluh Nopember
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ITSNabu is a web-based platform for linear and adaptive cybersecurity training to improve skills and cybersecurity awareness. It uses real-life inspired scenarios to improve participants' problem-solving skills. Linear training mode follows a set task sequence, while adaptive training mode adjusts difficulty based on skill level. With this system, we aim to make cybersecurity more accessible to all. Training sessions were held for university lecturers, local government IT staff, and Indonesian ministry staff. We also hosted sessions for students from Malaysia (UTP and IIUM) and the Philippines (CSPC), with plans for a session for UK and Indonesian students.
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Ivey Advanced Impact Certificates, The Ivey Academy at Ivey Business School, Western University
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The Ivey Advanced Impact Certificates offer a customizable learning journey to address real-world challenges. The program focuses on critical issues in business, featuring core programs in Digital, Inclusive, and Responsible Leadership. Participants complete a core program, two interactive workshops as flex options, and the Ivey Advanced Impact Project to earn their certificate, with a strong emphasis on practical application, digital transformation, leadership skills, and driving measurable change. Beyond program completion, alumni will be part of a community of leadership practice to sustain learning and foster collaboration.
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Mixed Reality Design Sprint: A Multidisciplinary Loop Building Intrapreneurial Mindset, TBS Education
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This project explores the intrapreneurial approach applying the Design Sprint methodology within Airbus. Embedded within the TBS ecosystem, the project integrates research, teaching, and business. Students engage in a multidisciplinary loop involving the use of AI, specifically ChatGPT, as a creative assistant, and hands-on experience with mixed reality tools to address societal challenges. Originality lies in the practical application of theoretical knowledge, fostering innovation, and preparing future managers to navigate complex environments. The strategic nature of the project aims to transform educational practices and bridge academia with industry needs. In understanding intrapreneurial legitimacy students can transform innovative ideas into reality.
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Monash University Research, Experimentation and Discovery (RED) program, Monash University
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The Research, Experimentation and Discovery (RED) program is an intensive course at Monash University, connecting undergraduate students from all faculties with leading researchers from across the institution. Through interdisciplinary teamwork on applied research challenges with various parts of the research precinct, students develop the analytical, creative, and collaborative skills vital for diverse careers in research and beyond. RED braids research with theories of transformation, and indigenous pedagogies that connect learning to places, locations and groups of people - equipping students with vital skills they will need to navigate increasingly complex and disrupted futures.
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Monash University's Bachelor of Collaborative Design, Monash University
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Monash University's new Bachelor of Collaborative Design is a forward-thinking, future-ready program designed to prepare students for the evolving design landscape. The program answers industry’s increasing need for versatile design professionals with blended skill sets, who have the ability to work in new and emerging career fields including service design, experience design, and design for innovation. Collaborative design brings together people with lived experience and those with professional expertise, allowing students to work at the intersection of creativity and collaboration, and experience design as a relational, social, cultural and political practice with tangible impact.
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Navigator – Your Life. Your Way., Corvinus University of Budapest
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Navigator, a brand new tool developed at Corvinus, is truly unique in Hungarian higher education. It addresses the need to treat campus offerings as a system, helping students identify the most relevant opportunities for competence development. The tool includes a validated personality test that provides feedback on personal strengths and enables students to choose subjects and activities aligned with their interests. Using the life path planner, students can plan their professional route and can also receive tailored support in shaping their future within a cutting-edge student support program. Navigator ensures students maximize their university years for personal and professional growth.
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Nomu Al Ghurair, Abdulla Al Ghurair Foundation
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Nomu Al Ghurair is a UAE multistakeholder upskilling initiative launched by Abdulla Al Ghurair Foundation in 2022. Initially launched in the UAE aiming to empower 25,000 Emirati youth by 2025. Having exceeded the UAE target, the Foundation leveraged the success in empowering UAE youth with high-demand, market-driven skills for a competitive knowledge economy, and expanded Nomu Al Ghurair to support an additional 5,000 Arab youth in Tunisia, Jordan, and Lebanon through trainings by 2025. It aligns with the UAE national strategies and allies with UAE Global Council on Sustainable Development Goals, leading impact-driven projects advancing SDGs 4 ,5,8,13, and 17.
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Pre-Teens Financial Literacy Workshop Series, Honours Academy, Hang Seng University of Hong Kong
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The "Pre-teens Financial Literacy Workshop" series is a community service flagship initiative by the Honours Academy (HA) of The Hang Seng University of Hong Kong. First launched in 2022, the project empowers pre-teens with essential financial literacy skills through simulation, game booths, interactive board games and mini-lectures. Designed and led by HA students, the workshop also develops their creative and innovative mindset, leadership, event management, and empathy. In collaboration with The Boys’ and Girls’ Clubs Association (BGCA) of Hong Kong, the project fosters a deeper understanding of financial responsibility while promoting civic engagement and social impact within the community.
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Professional Masters in Data Science and Leadership, Amsterdam Tech
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AmsterdamTech takes on the task of closing the skills gap, connecting university education with the dynamic tech job market. This mission is fueled by the growing demands in data science and AI. We offer the Professional Masters as our solution—a blend of tech-focused education, leadership development, and practitioner research skills. Rooted in a competency-based model, it directly addresses the skill mismatch, boosting employability. This project demonstrates our commitment, aligning with the demands of the evolving tech landscape. From our Science Park campus and our Amsterdam employability hub, we designed a transformative educational journey aimed to create a link between education&industry.
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ProjoTech Skills Assessment & Development, Protopia EdTech For Education and Training Computer Software
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ProjoTech platform revolutionize the educational assessment process by developing an advanced system that intelligently evaluates student skills. By integrating rubrics with established educational standards that are established so as to nuture certain skills. ProjoTech aims to foster essential skills in students while providing precise insights into their development. The platform measures students' competency levels and identifies specific areas for improvement, ensuring a tailored learning experience. Ultimately, ProjoTech strives to empower educators with actionable data, enabling them to support each student's growth and achievement, enhancing overall educational outcomes, and preparing students for success in the STEM fields by nurturing market-needed skills.
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Quantum Quest - Engaging space to learn, connect and research, Cartoonbase
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We are developing a comprehensive quantum computing academy that revolutionizes learning in this field through an interactive visual map, dynamic, bite-sized content and community-based projects. Our unique approach blends cutting-edge instructional design with engaging, immersive experiences, allowing users to master complex quantum concepts at their own pace. The academy emphasizes hands-on learning and the development of essential skills, ensuring that participants are not only prepared for the advent of quantum technology but are also equipped to drive innovation in the field. This project solidifies our commitment to increasing access to quantum education and advancing emerging competencies in the workforce.
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Skills for Green Transition, Politecnico di Milano School of Management
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The training programme described is organised in 5 phases:
- RESEARCH AND ANALYSIS: to identify the professional profiles of the Green Transition Professional and fit them to the market skills gaps
- CALL TO ACTION: a set of different activities aiming to promote the training programme to the target groups, followed by students’ selection process and recruiting
- KICK OFF: game-based activity aiming at engaging the students involved in the project
- DELIVERY of the training paths: Corporate Master & Bootcamps
- CELEBRATION event, involving all the stakeholders of the educational programme (SMEs, students, UniCredit managers).
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Stemuli: We Put School in a Video Game, Stemuli
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At Stemuli, we combine education and career pathways into an AI-powered video game. Student interests and career goals connect in our platform of 3rd party curricula with real-time job market data in a gaming experience.
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13
E-Learning
Alif Bay Jeem: Urdu Alphabet Learning App, National University of Sciences and Technology (NUST)
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Alif Bay Jeem is a free educational app designed for young children to learn the Urdu alphabet (Haroof-e-Tahajjai) through interactive and engaging activities. Featuring a colorful interface, vibrant graphics, and a reward system, the app motivates learners with basic alphabet tracing, engaging alphabet family (Khandan) stories, and diverse vocabulary lessons. It addresses the scarcity of digital Urdu learning resources by combining phonics and writing practice, facilitating easy learning and progress evaluation. Ad-free and tailored to the South Asian cultural context, Alif Bay Jeem provides a unique and effective tool for early Urdu literacy.
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ASU Prep High School Course Suite, ASU Prep
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The ASU Prep high school course suite offers a diverse and comprehensive set of digital courses designed to align with state and national standards. The courses are delivered through the ASU Prep Learning Cloud, which provides a divisible and flexible learning experience with real-time feedback and immersive 3D simulations.
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CodeMitra, Pi Jam Foundation
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Through implementing Code Mitra, an open-source, device-agnostic platform, we aim to empower disadvantaged students, especially from the region of J&K by imparting 21st-century skills. By providing culturally responsive, contextualized, and language-specific game-based programming lessons, we anticipate fostering a supportive learning environment that enhances students' technical proficiency, problem-solving abilities, and digital literacy. As students engage with the platform, we expect to observe increased confidence, creativity, and adaptability, ultimately leading to improved educational outcomes, expanded opportunities for socio-economic advancement, and greater participation in the digital ecosystem among marginalized communities.
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Edutrackr, Universidad de las Americas (UDLA) Ecuador
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Edutrackr is an e-learning platform that uses generative AI to create personalized educational experiences. It offers adaptive lessons and an AI assistant for continuous support, improving access to quality educational resources. The platform utilizes AI vision algorithms to monitor student engagement and emotions in real-time, fostering a more inclusive and effective e-learning environment. Edutrackr empowers teachers to deliver relevant content and supports students in their digital learning journey.
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Envirocare: Cultural Intelligence and First Nation Science Caring for Country, Deakin University
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Envirocare is an eLearning platform that houses four online modules co-designed with First Nations scientists and educators, to bring cultural intelligence and First Nations science into curricula through a Caring for Country lens. Envirocare offers open-access, modular learning that can be embedded into curricula, supporting educators who may lack resources or experience in this field. By privileging Indigenous voices through stakeholder consultation, interviews and content creation, Envirocare fosters cultural intelligence and inclusivity. This offers higher education institutions a novel approach to embedding First Nations perspectives in higher education and aims to address significant learning gaps in education.
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FLoRA - An Adaptive Tool to Support Human-AI Coregulated Learning, Monash University
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FLoRA is an interactive, AI-powered learning platform designed to support research and improve students' Self-Regulated Learning (SRL) and Human-AI Coregulated Learning (HACL) skills in complex learning tasks. In FLoRA, learners use theory-informed tools that support annotation, planning, content engagement, and AI-generated, personalised feedback to enhance learning. Additionally, fine-grained trace data are collected as learners interact with these tools. Through the analysis of detailed, data-driven insights into learner behaviours and their performance, FLoRA empowers educators and researchers to develop and refine educational strategies and interventions that are tailored to meet the evolving needs of students, thereby potentially reshaping future educational paradigms.
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Intelligent Learning and Smart Campus, Institut Teknologi Sepuluh Nopember
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The ITS e-learning program focuses on three core areas: leveraging advanced technologies like AI, VR/AR, IoT, simulators, and video-based content to enhance educational quality; implementing various initiatives and programs to improve learning experiences; and establishing strategic policies to support and sustain these advancements. By integrating these technologies into ITS’s learning environment, the program aims to create an engaging and comprehensive learning experience for all students. Additionally, ITS is committed not only to enhancing learning within its own institution but also to contributing to the improvement of education quality across Indonesia, particularly in underserved regions.
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Introducing iLearning courses, NEOMA Business School
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In 2021, NEOMA conducted a study based on in-depth interviews with more than 140 professors and students, as well as an analysis of experiences from top institutions. This study explores the educational models of tomorrow to enable the deployment of new pedagogical innovations. These models combine face-to-face learning and blended learning, integrating modern student expectations. The focus is on increased interaction, personalized learning, and course scripting. NEOMA relies on its Digital organization to design these innovations, redefining distance learning through Interactive Learning with courses about "Digital Transformation": a new vision of asynchronous distance learning.
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LeapInTime: The Patent Game, Aarhus University
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We discovered that there was a widespread fear and ignorance around the world of patents and it was an underutilized resource. We created a digital, multiplayer- escape room game playable via browser (i.e. no download necessary) that targeted the reading and comprehension skill of a real-world patent-document transformed into multiple pieces of clues and puzzles that you would have to read to understand. The game not only makes it easier to understand the structure of a patent and improve readability but also think like a hacker and then innovate around the patent without infringing thus making patents more accessible.
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Promova: A One-Stop Solution For All Your Language Learning Needs, Promova
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Promova is a one-stop solution for all your language learning needs. To maximize users’ results, Promova combines a variety of tools for remote learning, such as bite-sized lessons in self-learning courses, tutoring programs (individual and group lessons with certified tutors), conversation clubs, an educational blog, interactive social media, and a community of fellow learners. All of these tools are available in the mobile app and on the web.
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The Learning Gate, Instituto Tecnológico y de Estudios Superiores de Monterrey
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The overarching goal of The Learning Gate is to create a digital learning ecosystem that fosters a shared community of value, empowering leaders to transform their organizations, environments, and communities positively. Specifically, it aims to provide personalized learning pathways tailored to individual professional profiles, facilitate experiential and interactive learning experiences, ensure immediate applicability of acquired knowledge, and offer certifications backed by the prestigious Tecnológico de Monterrey.
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WordMe For You - The MindPath, WordMe For You - The MindPath project
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WordMe For You is designed to foster cognitive skills and expand knowledge using cutting-edge technology, tailored for users from early childhood to seniors. This innovative tool enhances memory with engaging interactive games and incorporates quizzes and logic puzzles to develop critical thinking and problem-solving skills. As we prepare to integrate sophisticated AI features, WordMe For You will further personalize learning experiences, adapting to the unique styles and needs of each user. Our goal is to provide a versatile educational platform that supports lifelong learning and mental agility. Overall, WordMe For You targets a spectrum of cognitive and developmental challenges.
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ZNotes, ZNotes
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ZNotes is leveling the educational playing field with a community-driven online platform providing free access to high-quality learning resources and peer-learning support. To date, we've reached 5.5+ million students and 37+ million hits from 190+ countries. We address the inequalities in high-stakes exams by offering open-access digital tools that supplement K-12 learning, resources for educator upskilling, and opportunities for high-achieving students to engage and contribute globally, all while fostering a growing global community of over 45k members.
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25
Immersive Experiential Learning
AI Conversation Sim, UNSW Sydney
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Project Summary
Building on the new wave of AI LLM capability, our AI Conversation Sim project sets out to allow academics to craft specialised scenarios aimed at helping their students learn specific skills related to conversations in their discipline areas. The students can then practice these simulated conversations through VR or Web interfaces that present a 3D environment and virtual AI agents that talk with the player in real-time. Leveraging an authoring tool, teachers can create scenarios covering use-cases such as journalism interviewing practice, board room negotiations and doctors taking patient histories.
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BE ALSO AN ASTRONAUT, THE EMBASSADOR OF THE EARTH!, Spacebuzz Hungary Education Support, Climate and Environment Public Benefit Foundation
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Project Summary
Climate and environmental education through VR space travel for kids. The main objectives of the SpaceBuzz education project are: to provide children aged 10-12, regardless of their social situation, with free, experiential education directly, so that they can become more responsible in their climate and environmental thinking and behaviour. Their interest will be directed towards science and technology (STEM). Their collaborative, creative and communication skills are developed. The project has a direct impact on the teachers involved in education by improving their STEM teaching methods. Good practices for the STE(A)M teaching method will be provided.
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Black Death Interactive | Reimagining History through Engaging Digital Storytelling, Northwestern University in Qatar
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Project Summary
Black Death Interactive is an immersive iPad and Android tablet app that transports users to 14th century Venice during the height of the Black Death. Players assume the role of Giana, a young girl facing life-altering decisions amidst the pandemic. Through interactive storytelling, authentic visuals, and historically accurate content, the app offers a unique blend of education and entertainment. Users explore medieval Venice, interact with diverse characters, and make crucial choices that shape their journey, gaining a profound understanding of the historical, social, and ethical dimensions of pandemic response.
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Enhancing Forensic Science Education at NUS through XR Technology, National University of Singapore
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Project Summary
This project leverages XR technology to revolutionize forensic science education at NUS. Using the Meta Quest 2 for immersive virtual reality experiences and the Merge Cube with iPads for interactive augmented reality, students can explore crime scenes and examine evidence in a highly engaging, hands-on manner. The apps, developed in-house by librarians, are tailored to specific cases provided by the professor, allowing students to investigate realistic scenarios and apply forensic techniques in a controlled, virtual environment. This innovative approach enhances learning outcomes by providing a safe, dynamic space for students to practice and refine their skills.
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EscapeTOlearn: an innovative collection of digital edugames, University of Turin - Department of Philosophy and Education Sciences
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Project Summary
The project was funded by the University of Turin as part of the 2021/2022 call for public engagement and is related to research activities on the sustainable use of re-sources. The overall project aimed to validate an environmental education digital tool (digital escape rooms) involving k-12 students. 14 digital escape rooms were designed by our team for different age groups and covering various topics related to sustainable development: around 600 italian students and 50 teachers were involved. Research topics of the team were deconstructed and rebuilt through a science communication language, coming to life in these digital escape rooms.
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Exploring Climate Change using Augmented Reality (ECAR), Universiti Kebangsaan Malaysia
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Project Summary
Exploring Climate Change using Augmented Reality (ECAR) is an innovative educational project to raise awareness of climate change. Developed in Kuala Selangor, Malaysia, it comprises six phases: identifying a pedagogical framework, determining learning outcomes, constructing content, developing an AR model, implementing the module with diverse participants, and assessing its effectiveness. The initiative fosters positive interactions among various ethnic and cultural groups, encouraging collective action towards climate change. Its novelty lies in integrating educational technologies with a focus on global competencies and climate change education, enhancing understanding and engagement with environmental issues.
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EyeSim - VR simulation in ophthalmology and optometry, UNSW Sydney
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Project Summary
Our Eye Sim simulates a wide range of eye conditions from glaucoma and retinal detachment to the set of colour deficiencies. Being able to experience these conditions in a range of virtual environments allows for a potent shift in the learning. Having a whole class of students gasp as the teacher activates some severe astigmatism is exciting and then having those same students trying to describe what they see and then self diagnose from there is a rich learning experience.
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Haptic Dental Trainers – Revolutionising Dental Training for students, Institute of Dentistry, Queen Mary University of London
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We provide a brand-new method of training our dental students using a virtual reality 3D projected tooth or jaw and haptically enabled feedback.
Students can practice multiple dental procedures in an immersive 3D virtual environment.
Highly realistic haptic feedback is provided through the drill hand piece, so that the student has an exact feeling of the teeth surfaces, density and materials that are being worked on during the training.
The project trained all staff and students in the use of this new technology and consequently, haptics was integrated into our existing undergraduate and postgraduate curricula.
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IMD’s XR 360 AR Learning Theater Experience - SpheriC02, International Institute for Management Development IMD
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IMD’s groundbreaking XR360-degree AR experience, entitled SpheriC02 immerses participants in a dynamic, interactive environment aimed to enhance critical thinking, teamwork, and leadership skills.
The learning experience combines augmented reality (AR) technology with game mechanics to deliver a highly engaging, realistic, and impactful experience. A debrief identifies new learning and awareness based on a behavioral framework.
The simulation’s outcome is that participants learn a lot about themselves as leaders and how they navigate decision-making and crises. They have the chance to reflect on where they are today and what they need to do to become the leaders they aspire to be.
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INSEAD Immersive Learning Initiative, a global center of excellence at the INSEAD Middle East Campus, INSEAD
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INSEAD XR is a comprehensive, scalable, cost-effective and easy-to-use XR-based teaching solution that increases the impact of education and research by making it more immersive, engaging and memorable. INSEAD XR has been developed in collaboration with AVRIS.
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K-Cube: Complex Reasoning for Knowledge Graph Construction and 360-degree Interactions, The Hong Kong Polytechnic University, Department of Computing
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The K-Cube (Knowledge Cube), project aims to build an immersive virtual reality (VR) knowledge graph platform for visualising and guiding both students and instructors through the computer science curriculum taught in the Department of Computing at The Hong Kong Polytechnic University. The objective of the project is to provide mind maps that can align course content, scheduling alternatives, and career-aware advising in an immersive AI-assisted edu-metaverse environment. The project uses immersive CAVE-VR technology supplemented by generative AI to better understand, manipulate, organise, and visualise abstract concepts and relationships in the teaching and learning activities using knowledge graphs and mind maps.
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Leveraging Metaverse for Promoting Data Security and Privacy Awareness, The Education University of Hong Kong (EdUHK)
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The project "Leveraging Metaverse for Promoting Data Security and Privacy Awareness" at the Education University of Hong Kong (EdUHK) enhances data security awareness through immersive metaverse training. Targeting 400 students and staff, it offers interactive education on data protection and ethical handling via virtual simulations and real-world scenarios. Integrated with Moodle LMS, the platform provides seamless access to educational resources and activities. Workshops and multimedia resources, including videos and animations, are developed to make complex data concepts more accessible, fostering a deeper understanding of data security within the academic community.
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Metaverse4ALL: Problem-based Collaborative Learning via Metaverse for Higher Education Disciplines, The Hang Seng University of Hong Kong
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Project Summary
Higher education often encounters problems in learning complex operations with multiple roles practiced by various parties from different functions, affecting learning effectiveness and reflecting gaps in practicing team problem-solving. A Metaverse VR Project is launched in developing cooperative VR CAVE systems for collaborative team learning in a Metaverse platform, with problem-solving workstations in heritage, logistics and journalism disciplines. Art, culture, and architecture modules are trained through Tiger Balm Garden lost heritage reconstruction. Cargo load planning and safety operations are practiced using simulated industry scenes. Earthquake disaster environment facilitates practicing live news reporting skills. The platform has benefited over 1,500 students.
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Mission in the Snow: Learning Leadership in the Metaverse, ESMT (European School of Management and Technology) Berlin
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The "Mission in the Snow" is an innovative leadership training exercise co-developed by ESMT Berlin's Learning Innovation Lab and Executive Education, as part of the “Leading Digital Transformation” program led by Nora Grasselli. The exercise unfolds in a virtual snowy river landscape within the Engage metaverse. Participants are divided into two groups: "Navigators" and "Pioneers." Navigators, stationed in a control room, guide the Pioneers, who use VR headsets to explore the metaverse, manipulate objects, and solve survival challenges. After ten minutes, roles switch, allowing participants to experience both perspectives. The exercise concludes with reflective discussions on their learnings
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Mixed Reality Convenience Store: Tech-Enhanced Learning for Special Needs Students, The Hong Kong Polytechnic University
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This project leverages virtual reality (VR), chatbots, and computer vision to revolutionise vocational training for mentally and emotionally challenged children. By providing immersive, hands-on learning experiences, trainees complete simulated real-world tasks such as customer service and product identification in mixed-reality environments. Intelligent conversational agents offer instant feedback, helping build practical skills and confidence. Designed for customisation, the initiative addresses everyone's unique learning needs, facilitating their integration into society. The project aims to enhance vocational and social skills, improve self-efficacy, and promote inclusion and independence for these children.
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Plague of Athens VR | a Quantum Leap in Experiential History Education, Northwestern University in Qatar
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Project Summary
Plague of Athens VR is an immersive educational experience for Meta Quest, Windows, and Pico VR platforms. Set in 429 BCE Athens during a devastating plague, users embody Nikos, a young physician facing life-or-death decisions. The experience combines historical accuracy with interactive storytelling, challenging players to navigate ethical dilemmas while witnessing the interplay of medicine, faith, and societal crisis. Developed by Northwestern University researchers with support from multiple grants and rigorously tested with university and high school students, Plague of Athens VR demonstrates VR's capacity to enhance cognitive, affective, and experiential learning outcomes in history education.
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Revolutionising Early Childhood Education through Hybrid Learning with EDURINO, Edurino
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EDURINO is a new way of educational gaming that merges the digital and physical worlds to create a comprehensive learning experience for children aged 4-8. The platform features a hybrid learning system that includes an interactive learning app, an ergonomic stylus, and haptic figurines. Children embark on educational adventures covering topics such as phonics, math, coding, and problem-solving. EDURINO not only teaches traditional school skills but also equips children with critical 21st-century skills.
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TALIA - Teaching and Learning Immersive Authoring, UNSW Sydney
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Project Summary
Virtual or immersive experiences used to be time consuming to make. The technical assistance required in production made them prohibitively expensive. We wanted to develop a simple tool for users of all skill levels to design and create their own immersive experiences, such as (but not limited to) virtual field trips (VFTs), lab or building tours, quickly and independently.
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The Mobile Visual Science Center Kaleidoscope, FACULTY OF ECONOMICS AND BUSINESS ADMINISTRATION
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Project Summary
The mobile center for visual science presents sustainability-related data through 3D mapping by using general-purpose technology and creative storytelling. It aims to raise the general public awareness (with focus on youth) on global environmental, social and economic risks and positive solutions which are proven, accessible and scalable.
It will rebuild the trust to academia by filling the gap between science and communities. It will also apply new technologies and cinematography to create genuine interest and empathy.
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VR Serious Games for Special Needs Education using Immersive & Interactive Classrooms, Nanyang Technological University
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Over the years, Nanyang Technological University (NTU)/Singapore, in collaboration with local and international partners, has been actively developing immersive, interactive, integrated, and low-cost edutech solution to assist students with special needs aiming to improve their communication, independent living, and future jobs skills.
A good number of NTU students and researchers have made substantial contributions through their individual projects to help students with special needs (autism spectrum disorder (ASD), in particular) learning different skills by immersive and interactive gameplay. This project creates opportunities for both special needs students (end users) and NTU project students (developers/researchers) to have their potentials maximized.
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VR Zones - Innovative model to enhance learning experiences, Tecnologico de Monterrey
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We present an implementation and operation methodology to enhance educational experiences through virtual reality, using a self-service large-scale model. The “VR Zones” are spaces that offer a wide range of immersive experiences to all our academic community, which includes students, teachers and professors.
Virtual reality experiences include exam preparation, visualizing abstract concepts, collaborative virtual environments, design and creation activities, and graded immersive experiences, among others; all found in an ever-growing catalog put together by the university’s faculty.
To achieve large-scale implementation, we present a self-service model supported by robust processes to ensure its ongoing operation among multiple campuses.
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Virtual Reality Teaching Training (VIRTT), Sultan Idris Education University
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Project Summary
Virtual Reality Teaching Training (VIRTT) uses virtual reality technology to assist pre-service teachers in honing their teaching skills in a safe and controlled virtual classroom environment. With more engaging and realistic learning experiences, pre-service teachers can receive immediate feedback on their performance and identify areas where they need to improve. VIRTT also enables pre-service teachers to explore various teaching methods and approaches, helping them develop their own teaching style and philosophy and become more confident and effective educators. VIRTT can be a valuable approach or 'tool' in preparing future teachers to face the challenges of the classroom.
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Virtual Reality and AI for Entrepreneurship: Enhancing Student Competencies, Tecnológico de Monterrey
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This project leverages Virtual Reality (VR) and Artificial Intelligence (AI) to enhance entrepreneurship education at Tecnológico de Monterrey. By immersing students in realistic business scenarios, the initiative aims to develop critical skills in communication, pitching, negotiation, and conflict management. Initially piloted at the Querétaro campus with 50 students, the project has received overwhelmingly positive feedback. It is now being expanded to six additional campuses, with plans to reach all 60,000 students across the university in 2 years. The use of generative AI in the Virtual Speech software enables personalized, in-depth feedback, making this a groundbreaking approach to modernizing
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Virtual Reality and UAV Photogrammetry for Educational Rock Slope Analysis, UNIVERSITI SAINS MALAYSIA
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This project integrates UAV photogrammetry and Virtual Reality (VR) to enhance geological and geotechnical engineering education. By creating a detailed 3D model of a rock slope from UAV imagery and importing it into the Oculus VR Geological Studio Platform, students can conduct virtual site visits to analyze joint orientation, a critical factor in rock slope stability. This immersive learning experience provides a safe environment for understanding geological features, improving spatial and analytical skills. Following virtual exploration, students apply their knowledge in actual site visits, performing geological mapping and in-situ tests, ultimately bridging virtual learning with real-world application.
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Virtual Workshop with embedded Artificial Intelligence, Behind Reality
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Project Summary
Virtual Workshop is an advanced VR and AI platform for practical education in engineering and medicine. It offers immersive 3D simulations, AI instructors, and realistic virtual tool handling to address limitations in traditional workshop training and dissections. The platform provides interactive, customizable, and cost-effective learning experiences for students and institutions. It aims to solve issues like resource shortages and over-reliance on theory in technical education.
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4
Innovation in Business Education
Conscious Enterprise Education at Tec de Monterrey, Tecnologico de Monterrey
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Project Summary
The Conscious Enterprise Education program at Tec de Monterrey aims to train students to adopt consciousness enterprise practices that prioritize the well-being of all stakeholders. It defines a graduation competency, now called Conscious Capitalism, affecting courses in the first three semesters and all business specialties. The program includes specific courses like a Tec Week, a General Education course, and a Conscious Business Minor, where students work with companies. It also features a 100-hour teacher training for internal certification. To date, 7,750 students have completed conscious enterprise training, 11,550 have taken related courses, and 228 professors have participated in related training.
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Integrating Industry Partnerships and Innovation for Transformative Business Education Excellence, Singapore Management University
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Singapore Management University (SMU) Industry Project-based Experiential Learning (INDEX) represent a transformative approach to business education, seamlessly integrating interdisciplinary learning, industry collaboration, and experiential methodologies. SMU INDEX connects students with real-world projects, fostering innovation and practical problem-solving by engaging with industry partners. SMU INDEX complements this by providing data-driven insights and analytics, equipping students with cutting-edge skills essential for the modern business landscape. Together, these initiatives redefine business education, bridging the gap between academia and industry, and empowering students to lead with agility, creativity, and informed decision-making in an increasingly complex global market.
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Prototype at the emlyon makers' lab, emlyon business school
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Every day, new innovative products and services emerge. But what is the creative process behind the success?
The "Prototype" course guides students through the “Makers” culture and the methodology that can leads project to success. This course enables students to understand the methods involved in prototyping and product design systems, as well as the tools and techniques. This action-centre learning approach provides the instruments to move quickly from a simple concept to a functional, testable prototype. The aim is to enable students to understand prototyping steps and technologies as they design, build and document their first prototype.
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Transforming Global Business Education: Pioneering Pathways to Future-Ready Leaders, Metropolitan College of Greece
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Metropolitan College Business School is transforming global business education through innovative initiatives such as the Global Business Incubator, Virtual Exchange Programs, and an AI-driven curriculum. These programs empower students with real-world entrepreneurial skills, cross-cultural collaboration, and technological proficiency, ensuring they are fully prepared to excel in a rapidly evolving global marketplace. By expanding career mentoring, enhancing soft skills, and providing hands-on experience through industry collaborations, the school bridges the gap between academic theory and practical application. Our comprehensive approach sets a new benchmark in transnational education (TNE), fostering future-ready leaders who will drive global business innovation.
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11
Learning Assessment
'Listen Again': Accelerating Acquisition of Critical Listening Skills Using CBL, Queen's University Belfast
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Within our Stage 1, 2 and 3 audio production modules, listening skills have always been assessed via an end-of-semester summative listening assessment. The ‘Listen Again’ project commenced in September 2014, introducing weekly formative listening assessments and practice listening banks at Stage 1. Practice questions were drawn randomly from a large question pool enabling students to engage regularly with the practice bank. This resulted in marked improvement in summative listening assessment performance. Formative listening assessments and practice listening banks were subsequently introduced at Stages 2 and 3 audio production modules with the same resulting improvement in end-of-semester summative listening assessment performance.
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Engineering Empowerment: Virtual Factory Simulations for Skill Enhancement, Tecnologico de Monterrey
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The Virtual Reality Factory is an educational tool that offers an interactive space bridging academic knowledge with practical, real-world applications. Created by industry experts, it provides students with a safe, cost-free environment to develop essential skills like scientific thinking and problem-solving. With unlimited access, students can explore various operational scenarios, preparing them for future challenges and leadership roles in their fields.
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Enhancing Classroom Assessment and Feedback through Generative AI, University of South Australia
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This project integrates Classroom Assessment Techniques (CATs) with an AI-enabled feedback mechanism to improve student learning and engagement in higher education. The use of CATs provides immediate formative feedback, helping educators identify and address student misconceptions early. The AI-based tool enhances this process by offering real-time, personalised feedback and resources to students, creating a continuous learning loop. The project has demonstrated promising results in improving learning outcomes and student engagement and holds potential for broader application across educational institutions.
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Grading and Simultaneously Providing High-information Feedback: The Harmonized Appraisal Assessment Methodology, Rotterdam School of Management, Erasmus University
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The Harmonized Appraisal (HAPP) assessment methodology transforms the assessment of semi-structured student work (e.g., papers, presentations) by harmonizing (i.e., integrating) feedback and grading into a single process. It employs a dual-rubric system: students receive a general rubric for guidance, while instructors use a more detailed version to evaluate specific facets of the work. Each rating level is tied to specific scores and feedback from a comment bank, allowing graders to assess each component just once to get both the grade scores and the feedback. This approach enhances efficiency and consistency for the grader, fairness and feedback quality for the student.
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KEATH.ai (Key Evaluation & Assessment Tools Hub), KEATH.ai
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KEATH.ai harnesses the power of AI to transform assessment in higher education. Our system provides personalized feedback and detailed justifications for essays, dissertations, and case studies. This empowers educators to deliver effective and equitable evaluations, while students can overcome digital divides, consolidate knowledge, and refine their learning strategies. KEATH.ai fosters a future where AI serves as a bridge between assessment and deeper learning.
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Pioneering Resilient Innovative Marketable Engineers for Communities’ Sustainability, Diversity and Inclusivity (PRIME-CSDI), Universiti Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia
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The Pioneering Resilient Innovative Marketable Engineers for Communities’ Sustainability, Diversity, and Inclusivity (PRIME-CSDI) initiative is an alternative assessment tool designed to develop resilient engineers capable of addressing complex challenges for a sustainable future. By integrating Design Thinking and Service-Learning Malaysia University for Society into the Engineers in Society course, it engages students in an iterative process of empathizing with communities, defining problems, ideating, prototyping, and testing solutions. PRIME-CSDI connects students with communities through hands-on projects, applying theoretical knowledge in real-world contexts via active/experiential learning. The assessment tools are complemented by performance criteria matrices to assess the intended learning outcomes.
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Reimagining high school assessments with interdisciplinary projects, School of Humanity
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School of Humanity is an award-winning American online high school where we learn by doing and having a positive impact on the world. We are internationally accredited by the Western Associations of Schools & Colleges, with full-time learners from 25 countries across 5 continents.
We replace exams with interdisciplinary projects. At our school, we do not assess learning through standardized, and closed-book exams. Instead, learners evidence their learning via interdisciplinary projects. Some of these projects are led and scaffolded by educators, while others are learner-led. They are mapped to learning outcomes from our core curriculum.
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Revolutionizing CNC Education: A Collaborative and Sustainable Learning Model, Institute of Technical Education, College Central, Singapore
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In precision engineering (PE), CNC milling is essential for producing complex parts, but its high cost necessitates optimizing throughput. Skilled workers with advanced technical expertise are in high demand. This project proposes a learning model to enhance engagement and business performance through effective machine monitoring systems (MMS) and data analytics. This dual heuristics and bias deeper learning model connect explicit knowledge with learners' and instructors' heuristics and biases, improving understanding and mastery. Embedded content knowledge and corrective feedback align with the Singapore Skill Framework to produce skilled workers for a lean workforce.
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TASK - The Assessment of Sustainability Knowledge, SULITEST IMPACT
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TASK™ aims to be the new standard for sustainability knowledge.
TASK™ enables Higher Education Institutions to measure the sustainability knowledge of their students through a psychometric, multiple-choice question assessment covering a comprehensive scope of sustainability-related subjects.
It is a robust measurement tool on an individual's knowledge of sustainability. It provides a certificate and relevant data for measuring, monitoring and steering sustainability education at the level of the institution. In addition, the detailed and aggregated results make it possible to provide reliable and comparable data on the sustainability knowledge level of a cohort to external stakeholders (accreditation, ranking, etc.)
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TecDrone: Assessment of STEM Competencies using VR & AI, Tecnológico de Monterrey
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The project represents a significant advancement in the assessment of engineering competencies. Students conduct research, construct drones, and test them in a VR environment for use in environmentally sensitive areas, applying their knowledge in real-world scenarios. At the process's end, students present their rationale for their decisions in the VR-Simulation, receiving real-time feedback from an AI-avatar. Teachers can access the results of each student's level of competency achievement via a dashboard. This innovative approach prepares students to meet the challenges of a changing world, such as climate change, while fostering motivation for learning and encouraging reflection on potential career applications.
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Towards Accurate and Real-Time Assessment in Large, Multidisciplinary Classes, Lingnan University
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Traditional assessments often struggle to accurately and instantly evaluate student learning on project-based assignments in large, multidisciplinary classes. The ARTS addresses this challenge by encouraging students to integrate their discipline-specific knowledge with course materials, thereby mitigating discrepancies from varied academic backgrounds. ARTS’ in-house formative assessment system enables real-time evaluations. Implemented among 1,200 students across 33 different majors—including arts, science, social science, and business—the ARTS demonstrated a 30% increase in accuracy and an 11% improvement in students’ performance. The project's data-driven methodology and its adaptability to versatile educational contexts position it as a transformative initiative in the educational landscape.
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9
Lifelong Learning Award
Advancing STEM education and teacher development through STEM Teach Mapúa, Mapúa University, Mapúa Malayan Colleges Laguna, and Mapúa Malayan Colleges Mindanao
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STEM Teach Mapúa is a pioneering corporate social responsibility initiative established in 2018 by Mapúa University, Mapúa Malayan Colleges Laguna, and Mapúa Malayan Colleges Mindanao. It is designed to equip junior and senior high school teachers with cutting-edge knowledge and skills on Mapúa's traditional strengths in the (teaching of) STEM subjects. The free, flexible, and fully online program has been endorsed by the Philippine’s Department of Education (DepEd) and recognized by the Professional Regulation Commission (PRC), awarding it 10 Continuing Professional Development (CPD) Credit Units, which successful teacher-trainees use as evidence of skills and qualifications for their PRC license renewal.
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Blend of Lifelong Initiatives at the Berlin School of Business and Innovation, Berlin School of Business and Innovation
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BSBI places a strong emphasis on developing a lifelong learning orientation among students through its Didactic model. This innovative teaching-learning approach equips students with critical skills and fosters a mindset of continuous growth. Beyond the classroom, BSBI supports alumni and professional engagement through a wide range of initiatives, including top-up degree programmes, second-degree options, special certificate programmes, alumni association events, conferences, and academic journals - ensuring ongoing professional development and networking opportunities. Additionally, the Synthetic Hybrid Online Model provides vital support, offering flexibility through live lectures, interactive exercises, and on-demand content, enabling lifelong learning for students and professionals globally.
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Circularity in action – Empowering professionals for a sustainable future, Delft University of Technology
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The realisation of a truly Circular Economy/Society* requires reskilling and upskilling of the workforce on all levels: from product design and production processes to material cycles and packaging, and in many different contexts. The TU Delft circularity portfolio combines theoretical knowledge with engineering and industry insights for direct applicability in the workplace. The courses are flexible, inclusive, affordable, and readily available to hundreds of thousands of people globally. They equip professionals worldwide with the insights and tools needed to support society’s transition to a more sustainable way of living, and act as a multiplier for circular innovation and change.
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Cultivating Complex Reasoning Skills to Empower Lifelong Learners, Tecnológico de Monterrey
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This project enhances complex reasoning skills for lifelong learners by using open science principles, cutting-edge technologies, and active learning methods. It offers diverse educational formats, such as bootcamps, workshops, and online courses, supported by alternative credentials and micro-credentials, to provide flexible learning experiences. By integrating these with open educational resources, we ensure accessibility and support lifelong learning. Focusing on 21st-century skills crucial for the future of work, we drive four key initiatives: Complex Thinking, Innovation and Entrepreneurship, Computational Thinking, and Logistics Simulation. Our approach prepares participants to tackle global challenges and contribute to sustainable development goals.
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Empowering Lifelong Learning with a Flexible and Stackable Practice-based Postgraduate Degree Program, Singapore Management University
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Singapore Management University (SMU)'s Industry Practice Master (IPM) of Digital Economy is Singapore's first stackable, practice-based postgraduate degree program. Aligned with the Singapore Government's SkillsFuture movement, the IPM program fosters lifelong learning and enhances Singapore’s education system. Tailored for adult learners, it provides a flexible, personalized pathway with stackable certificates, work-based learning, and industry-relevant certifications. This approach allows participants to balance professional and educational commitments, progressing at their own pace towards an applied postgraduate Industry Practice Master of Digital Economy degree.
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IE Online Stackable Master in Digital Transformation (MDT), IE University
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The Online Stackable Master in Digital Transformation (MDT) by IE University offers 38 three-week courses covering business foundations, data science, digital strategy, and leadership, to face the challenges of this new technological era. In partnership with Zain Group, the content is being offered to 2000 employees, achieving high satisfaction rates and significant skill enhancement, demonstrating the program’s scalability and impact. This 100% online program aims to meet modern business needs through a flexible, innovative curriculum. Utilizing cohort-based learning with asynchronous coursework and live sessions, it supports skill development with personalized coaching and learning analytics.
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Micro-credentials for Classroom Confidence, The University of Adelaide
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In 2022, As part of the National Teacher Workforce Action Plan, the Australian Government set aside funding to develop and deliver evidence-based micro-credentials for teacher professional development. In June 2023, the University of Adelaide was awarded over $4 million in funding to design and deliver three online micro-credentials on the topics of classroom management, explicit teaching, and teaching phonics. The University has brought together a cross-disciplinary project team to work collaboratively to bring the online micro-credentials to-market, freely accessible for the education sector across the country. The first micro-credential, on the topic of classroom management, opened for enrolment on 29.7.24.
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Not just courses, but a future-ready community, NTU Entrepreneurship Academy
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We offer various pathways to help executives, start-up founders and professionals in the local and international community develop an entrepreneurial mindset, navigate technology challenges, identify opportunities, and formulate strategies to make best of the tides and trends. We design lifelong learning courses, equip them for current challenges, learn emerging topics, or tailor-made growth strategy to transform businesses. Beyond classrooms, our courses include personalized coaching, mentorship, and experiential learning through overseas immersion trips to Southeast Asia and other parts of Asia, such as China and Japan, broadening horizons for new business opportunities beyond Singapore.
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The green Global Instructional Design, NIET: National Institute for Educational Training/Ministry of Education and Higher Education(MOEHE)/Palestine
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The project focused on implementing the GHOSHEH model for creating Open Educational Resources, in a professional development program for teachers, which required these teachers to practice the model in teaching their students and assist them to create OER and share them globally. The project explored the role of the GHOSHEH model in developing teachers' global and professional competencies and students’ global lifelong learning. Teachers implement the GHOSHEH model (in classes or online) in teaching students and assist them in applying what they learned in creating OERs related to global green problems, sharing them, and communicating globally to develop these OERs.
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4
Neuroscience of Learning
Brain-driven Entrepreneurial Learning, the WNYLE Method, XJTLU Liverpool University
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Project Summary
The WNYLE Brain-Driven Entrepreneurial Learning method is the first of its kind that leverages neurofeedback technology to address key learning challenges faced by entrepreneurship students, such as low self-efficacy and lack of cognitive self-regulation. Tested across Peru, Finland, and China with promising results, it improves focus, resilience, and entrepreneurial intention. Looking forward, WNYLE envisions integrating AI to deliver personalized cognitive training and adaptive learning pathways. With scalable features and a global network through XJTLU’s partnerships, the project is positioned for international impact, enhancing entrepreneurship education by fostering real-time, brain-driven learning experiences tailored to each student’s needs.
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Enhancing Cognitive Development in Children through Brain-Computer Interface Games, BehaveNeu
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Project Summary
We are focusing on cognitive enhancement through innovative brain-computer interface (BCI) devices and neurofeedback-based games. Our flagship product, a multi-channel EEG headband, seamlessly integrates with a mobile application that offers thought-controlled games. These games are specifically designed to boost focus, memory, brain speed, language learning and creative thinking in children, empowering them to unlock their full cognitive potential.
The app also includes meditation and breathing exercises for mindfulness among kids to help them tackle distractions. Together, the device and app provide real-time brain data, offering invaluable insights for parents and educators to support personalized cognitive development.
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Evivve, Gamitar Inc.
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Project Summary
As part of Evivve’s 8-year research, we discovered five pillars that create learning opportunities through experience. The AFERR Model (Activation, Forecasting, Experimentation, Realization, Reflection) grounded in neuroscience, is designed to support the human brain’s learning journey. Our approach harnesses the power of engaging game mechanics to encourage the brain’s natural learning pathways, ensuring deep, meaningful, and lasting learning experiences. By integrating neuroscience research with immersive gameplay, Evivve directly impacts learning outcomes and instructional methodologies, contributing significantly to the educational field. Our project aims to pioneer the advancement of learning strategies to make a profound impact on the future of learning.
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Neuroretail Lab: the Sustainability of food choice of Z generation, Università IULM
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Project Summary
The project focuses on teaching students the use of neuroscience and neuromarketing indicators in a neuroretail lab and during a product tasting (pasta). By integrating knowledge of consumer neuroscience, the psychology of persuasion and neuromarketing, students learn about emotional and decision-making analysis of products on the shelf at the supermarket and the effect of food on the brain. They learn how to acquire and analyse neurophysiological data and interpret the results. Research related to the choices of the younger generation demonstrates the attractiveness of sustainable and healthy products and the effect of tasting pasta on the brains of young people.
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12
Nurturing Employability Award
Build the Momentum for Student Professional Skill and Employability Enhancement, College of Business and Economics, The Australian National University
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Project Summary
To meet industry demands for professionally proficient graduates, the ANU College of Business and Economics launched Momentum in 2017. This innovative extracurricular initiative, developed with industry partners and based on global best practices, cultivates students' professional skills through mindful practice, awareness, and effective articulation.
In Momentum, students complete five research-informed, industry-led workshops focusing on key employability skills: communication, critical thinking, teamwork, leadership, and personal brand. Each student is also matched with an industry mentor to support their strengths-based professional development. Supported by over 700 industry partners, Momentum has successfully equipped more than 660 students to become well-rounded and job ready.
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Creativity Trainee Program, School of Economics and Management (SEM), Beijing Jiaotong University (BJTU), China
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Project Summary
Creativity Trainee Program (CTP) engages in nurturing creativity-ready, industry-ready, and future-ready graduates, bridging the creative-talent gaps between university and industry. The Program introduces real-world (important but non-urgent) challenges/problems of industry into university education, to nurture trainees with creative employability including problem identifying-solving-communicating competencies. The program is founded and conducted on three key pillars co-created by SEM-BJTU with businesses, 1) Training Models of junior-trainee and senior-trainee phases, 2) Training Approach of curriculum, imitation/reflection, and practicum, and 3) Sandbox Environments of courses, cases, and co-creation platforms. The program has been successfully implemented and extended to over 15 businesses, organizations, and universities.
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contact@creativitytrainee.com; 9338@bjtu.edu.cn
Employability Skills Training for Unemployed and Underemployed Nigerian Youth, WAVE (West Africa Vocational Education)
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Project Summary
WAVE has been transforming the education-to-employment landscape by addressing gaps in the education system and hiring practices. We upskill youth with our Screen-Train-Match-Support model through direct training and growth partnerships. After training, we match the youth to jobs with employer partners in high-growth industries. Alumni receive support through professional development workshops to encourage lifelong learning. On the demand side, WAVE promotes our ReadyForWork movement with the public, private, and social sectors to foster widespread adoption of competency-based hiring and education. We also participate in summits and conduct research, encouraging employers, educators, and government officials to adopt life skills training.
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From Education to Employment, Good Work Foundation
Project Summary
Good Work Foundation (GWF) is a non-profit organisation that has pioneered a unique Ecosystem of Learning and Working on the edge of rural Bushbuckridge, one of South Africa's largest informal economies, bringing opportunities to people who might otherwise be excluded from the global community. Over 400 young people graduate from these adult learning academies’ each year and our total Alumni sits at around 3,500. An essential part of our ecosystem is connecting our alumni into the world of work.
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Industry-Led Learning: Enhancing Employability through ITE Work-Study Diploma, Institute of Technical Education
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Project Summary
WSDip is a 2.5-year first-ever apprenticeship-based Diploma programme in Singapore designed to address the industry needs of employers. Employers hire ITE graduates as WSDip trainees and deliver structured on-the-job learning (70%-80% of curriculum), while ITE provides off-the-job learning (20%-30% of learning). Trainees benefit from working in real work environment, access to latest technologies and practices, and close mentorship by industry trainers, while employers benefit from a ready workforce that grow with them. WSDip sees high retention of trainees in the same industry after graduation (85%) and 42.5% wage increment from SGD2,000 (year 1) to SGD2,850 when they completed the programme.
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Progresa EPE Centers: Employability and Entrepreneurship for Integral Human Development., Corporación Universitaria Minuto de Dios - UNIMINUTO
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UNIMINUTO's Progresa EPE Centers are the transversal academic-administrative management units that contribute to the social projection and articulate with all academic programs for the orientation, knowledge management and provision of services in the areas of entrepreneurship, professional practices and employability for the benefit of students, graduates and graduates of UNIMINUTO.
The Centers provide the following services:
1) Entrepreneurship training, 2) technical assistance, 3) orientation to financing, 4) support in the start-up of new businesses.
5) orientation to practice, 6). Business contact, 7) Follow-up, 8) evaluation.
9) occupational orientation; 10) job placement.
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Savvygoat, an AI powered platform to enhance team competencies., Savvygoat Limited
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Project Summary
Savvygoat is a gamified experiential learning platform designed to enhance team dynamics and essential business skills, including leadership, planning, communication, collaboration, and accountability. Student teams, represented as goats ascending their mountain, engage in continuous reflection at both individual and team levels, supported by AI and mentor feedback. The platform promotes self-directed learning through systematic objective setting and task creation. Real-time monitoring by lecturers, termed as herders, provides insights into team behaviour and course performance, enabling targeted support and adjustments based on student inputs and analytics.
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Shughlee, Khalifa University
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Project Summary
Shughlee is a job matching platform that addresses the skills gap employers face in hires. Many job seekers lack practical experience, soft skills, and relevant job-specific abilities. Shughlee enhances employability by offering psychometric tests, skills upgrading through courses and workshops, and AI-driven job matchmaking. Our platform helps users develop essential traits such as communication, teamwork, and problem-solving. By providing personalised digital CVs and real-time performance data, Shughlee enables employers to identify and hire candidates with the desired skills, ensuring a more effective and efficient
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Tech Upskills, Rwanda ICT Chamber
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Project Summary
The Tech Upskill project, under the Decent Jobs for Youth initiative, was a 3-year program designed to identify and nurture tech talent in Rwanda. But it was extended to other 3 years. Implemented by the Rwanda ICT Chamber, it aimed to enhance employability among graduates in ICT and engineering fields by providing training in software development, hardware innovations, and 4IR technologies. The project also facilitated job placements, internships, and access to incubation programs, helping young innovators transition their projects into viable businesses.
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Venture Creation Lab, UBI Business School
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The Venture Creation Lab empowers aspiring entrepreneurs by taking them on a journey from ideation to funding. This innovative program seamlessly blends academic rigor with invaluable industry mentorship, guiding students over 6-12 months on an immersive journey from initial concept to a well-defined business model. This program is especially crafted to balance the entrepreneurial focus and skills required to succeed in the industry as an entrepreneur or in the job market.
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Vietnamese student employability nurtured by AI-enabled Career Development Guidebook, VinUniversity
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The AI-powered Career Development Guidebook is a cutting-edge platform that aligns student aspirations with employer expectations, addressing identified gaps in viewpoints of the two parties. Leveraging AI and machine learning, it offers personalized guidance, helping students identify interests, navigate the job market, and develop essential skills. Students can access the interactive guidebook online through the VinUniversity Library. Structured into three sections – Career Exploration, Industry Immersion, and Career Readiness – the Guidebook provides tailored content and interactive assessments. AI-powered features such as quizzes, flashcards, personalized feedback, and tailored interview questions enhance the learning experience.
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Welcome to NTUniverse: Shaping Student Success Through Career Gamification, NTU
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Project Summary
This project centres on an innovative career simulation game that immerses students in realistic, decision-driven scenarios to shape their career paths. Integrating the Designing Your Life concept, the game emphasises lifelong learning, career resilience, and the importance of aligning values with professional goals. By navigating job searches, retrenchment, and career transitions, students gain practical insights and build confidence in their ability to manage their careers. The game’s experiential approach helps students understand the complexities of the modern job market, fostering proactive career planning and preparing them for successful, fulfilling professional journeys, ensuring a sense of fulfillment in their chosen paths.
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8
Nurturing Values and Ethics
'In Their Shoes Now' – Adapting Immersive, Interactive Digital Storytelling and Design Thinking for Building Grief Literacy, Medical Ethics and Humanities Unit, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong
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Project Summary
Globally, “grief literacy” – understood as healthcare professionals’ responsiveness in identifying signs of grief and in attending to emotional needs of families at patients’ end-of-life, has been increasingly recognized as a clinical competency. We sought to adapt an award-winning virtual reality story based on real-life patient story, once recommended in JAMA, for a “proof of concept” pilot intervention, pushing the boundaries of how we use simulation in medical education, to ask (i) what about emotional realism of end-of-life care may virtual reality simulate for students’ learning, (ii) how an adaption of design thinking pedagogy can scale up the impact.
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Bonyan - Integrative Social Management Program, Bonyaan
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Project Summary
Bonyaan is dedicated to developing and implementing educational, training, and developmental programs aimed at enhancing the potential of the local community in learning and management skills, as well as community and environmental integration. These initiatives also work towards improving the competencies of educators in guiding their students to enhance their opportunities in the job market, secure scholarships, and achieve integrated community productivity. Furthermore, Bonyaan empowers teachers, parents, and youth through interactive training workshops, enabling them to test and present learning concepts and skills via practical exercises, fostering a culture of continuous education and skill development.
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Empathy Through Avatars: Cultivating Cross-Cultural Understanding in the Metaverse, Talpiot College of Education
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Project Summary
The "Empathy Through Avatars" project is an innovative MOOC that leverages the metaverse to enhance intercultural understanding and combat racism. Participants engage as avatars in immersive simulations, fostering empathy and respect among diverse cultural groups. The course is structured into eight units, where students collaborate in multicultural groups, share experiences, and reflect on their learning through interactive animated videos. Available in English, Hebrew, and Arabic, the project targets students, social sector professionals, and the public, aiming to cultivate values of equality and tolerance. Research shows lasting positive impacts on participants' attitudes and behaviors, promoting a more inclusive society.
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Giving Voice to Values Africa, The Education Collaborative
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Project Summary
Giving Voice to Values Africa—GVV Africa for short—is a suite of interactive online courses designed to teach skills in ethical action. Curricula and cases draw on the experiences of professionals, leaders, and students working and learning in Africa, the ethical challenges they face, and the creative and effective ways they have found to speak up and be heard. GVV Africa courses (GVV Africa, GVV Africa Train-the-Trainer, GVV Africa for Students, and French language versions) are appropriate for university and workplace ethics and leadership training.
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HEROCARE: Empowering Compassionate Healthcare and Medical Education for Future Professionals, The Hong Kong Polytechnic University
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Project Summary
HEROCARE empowers future healthcare professionals by placing students at the forefront, using AI and immersive technology to create personalised workshops for paediatric radiotherapy patients and carers. Students design and lead gamified workshops that minimise physical and emotional stress, fostering cooperation and reducing the need for anaesthesia. AI chatbots are integrated to train students in reflective capacity, ensuring they develop critical empathy, ethical decision-making skills. This innovative approach enhances students' clinical abilities, prepares them to deliver compassionate, patient-centred care. By integrating cutting-edge technologies into education, HEROCARE sets new standards for sustainable, empathetic training, transforming paediatric cancer care and support for carers.
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Olympic Values Education Programme, Olympic Foundation for Culture and Heritage
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Project Summary
OVEP combines teaching methodologies, tools, and activities that facilitate the promotion and implementation of civic values through sport. Through OVEP, sport serves as a platform for values-based learning, enabling students to develop 21st century skills and put Olympic values into action both inside and outside the classroom. Through 2021 to 2024, the programme has seen significant developments, including expansion of activities in key regions, capacity building, educational resources updates, and new partnerships. A thorough analysis of the programme was conducted in 2021, focusing on developing a comprehensive education strategy through strengthening partnerships, leveraging digital transformation, and enhancing existing content.
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The Day, The Day
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Project Summary
Since 2011 The Day has been turning news into lessons and is recognised for its integrity, balance and quality. Today it is a leading provider of life skills resources and training for teachers. It has a paying readership of 900 schools using digital subscriptions to teach nearly 1m students per day -- the largest audience of any news brand in the UK in its age group. Its content was endorsed by the UK’s Department for Education during the Covid epidemic. It is independent of all media groups and writes all its own content.
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The Ethical Crossroads of Emerging Technologies: VR Experience, IE University
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Project Summary
“The Ethical Crossroads of Emerging Technologies” leverages the emotional immersion of virtual reality to place learners in positions where the choice to implement new technologies has crucial ethical ramifications. The material consists of two dilemmas, each framed through first-person storytelling and recorded using 360° video. In each dilemma, the student must choose between two options regarding the implementation of an emerging technology; the consequences that follow each decision showcase the ethical impact of using such technologies. Aimed at undergraduate and master's students, the material is designed to foster rigorous classroom discussion and promote critical thinking about AI's societal implications.
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18
Nurturing Wellbeing and Purpose
Cogniphant, Cogniphant
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Project Summary
Cogniphant is at the intersection of education, technology, and inclusion. We are not just changing the way schools support students with ADHD; we are reimagining what special education means. We use artificial intelligence to detect ADHD symptoms early, but we don't stop there. We create environments that not only educate but empower. We engage the entire academic community—parents, educators, and students—so that everyone becomes part of the solution. Our mission is clear: to help each student understand themselves, become more self-aware, and unlock their full potential.
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Empowering Student Wellbeing: Sussex Peer Support, University of Sussex Business School
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Project Summary
The University of Sussex Business School's Wellbeing Peer Support Project (launched 2023) advances student wellbeing by training students to provide peer support, promoting mental health within our university community. The initiative is guided by Rich Green, Student Wellbeing Officer, and a volunteer trainer for the charity Student Minds ‘Look After Your Mate’ programme and Nicky Gamble, Assistant Education Manager. They recruit and train student ambassadors to engage with peers at Business School events and Community Cafes, offering accessible support and reducing stigma around seeking help. The pilot year saw positive feedback and impactful interactions, leading to plans for 100% expansion.
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Enhancing Positive Youth Development in Hong Kong and Mainland China, The Hong Kong Polytechnic University
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Project P.A.T.H.S. is aimed at enhancing the wellbeing and life purpose of high school students through cultivating their multi-faceted positive youth development (PYD) attributes using positive education. The impact of the project includes: a) enriching the toolbox of youth problem prevention and wellbeing promotion used in different parts of China and elsewhere (Sri Lanka, Korea, Argentina and Malaysia); b) enhancing psychosocial competencies and wellbeing in more than one million students; c) enhancing professional and psychosocial competencies of more than 11,000 teachers; and d) transforming high school mental health education by adoption and promotion of positive education and experiential learning approaches.
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Enhancing Well-being: Lifestyle Medicine for Healthcare Students and Working Professionals, RCSI University of Medicine and Health Sciences
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Project Summary
RCSI launched an optional online Certificate in Lifestyle Medicine for medical students in 2020. Two years later it became one of the first universities internationally to introduce Lifestyle Medicine as a core curricular theme and in 2024, its Centre for Positive Health Sciences launched a Lifestyle Medicine microcredentials course aimed at health professionals and other professionals including teachers.
Lifestyle Medicine is now available to RCSI undergraduate and graduate students in three ways: through their core curriculum, as an optional student choice, and as an optional online certificate. Twenty scholars are enrolled in the first iteration of the micro credentials course.
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Healthy Habits in Exercise and Nutrition (HaSEN), Universidad Europea
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The project Healthy Habits in Exercise and Nutrition (HaSEN) was created with a clear objective: to prevent cardiovascular and metabolic diseases through lifestyle change strategies. To achieve this, it provides employees of the European University with practical and theoretical training on exercise and nutrition habits.
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I-WELL HOME, The Education University of Hong Kong
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Project Summary
I-WELL HOME is a first-of-its-kind scientific learning system designed for children aged 3 to 8. With its patented design, this all-in-one system provides a space for play, learn and sleep. Based on psychological assessments, it offers over 140 game-based training comprising sensory integration, psychological and therapeutic activities to improve sensory processing, emotional regulation, attention concentration, motor coordination and cognitive functions. These AI-assisted performance enhancement games utilise biometric sensors to track children’s focus, emotions and eye and health co-ordination to enhance children's executive functions, while allowing parents and educators to monitor and personalise the learning experience of each child effectively.
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IMD Wellness– Fostering a Caring and Inclusive Culture, International Institute for Management Development IMD
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Project Summary
IMD Business School's HR team has launched an innovative wellness program to bolster faculty and staff well-being. “Wellness” at IMD, emphasizes self-care as a key factor to success when it comes to navigating crisis and change.
The program is backed by the IMD "Workplace Well-being Research Initiative," which provides research-driven and frameworks that empower people and organizations to thrive in our ambiguous and uncertain world.
The “Wellness” program is activated through IMD’s “Spirit” platform which facilitates insights sharing, activities and connection.
To promote self-care’s vital advantages and opportunities, a month-long “Wellbeing Month” campaign is conducted to inspire the IMD community.
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Inclusive Education for Students with Cerebral Palsy at the American University in Dubai, American University in Dubai
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Project Summary
The project explores various facets of the university's approach. It discusses the UAE's strong commitment to inclusive education, illustrating milestones achieved and outlining AUD's pivotal role in this journey. It describes Universal Design for Learning (UDL) and the Social Model of Disability inform AUD’s strategies, which encompass personalized support, innovative adaptive technologies, and collaborative methodologies. Case studies spotlight successful AUD students with cerebral palsy, underscoring the effectiveness of these inclusive practices. Ultimately, the conclusion underscores AUD's unwavering dedication to fostering an inclusive environment, ongoing enhancements, and its forward-looking vision for accessible education.
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Lakou Kajou: Nurturing wellbeing among Haitian students and teachers, Blue Butterfly, a fiscally sponsored project of TSNE
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Project Summary
Haitian classrooms are characterized by authoritarian classroom management techniques such as rote memorization and corporal punishment. Such pedagogy fails to create an environment that supports students’ holistic development.
Blue Butterfly and our partners are helping Haitian teachers integrate supportive, holistic pedagogical practices in their classrooms. Our Lakou Kajou classroom programs are comprehensive curricular packages that help children and teachers learn socio-emotional skills—regulating emotions, building healthy relationships, and taking care of oneself and one’s community—all while discovering that learning can be joyful!
Our model works because teachers are immersed in a pedagogy that puts socio-emotional learning at its core.
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MotionRehab, Universidad de las Americas (UDLA) Ecuador
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Project Summary
MotionRehab is an advanced prototype that significantly enhances a previous physical rehabilitation project. Using Python and its libraries, the system optimizes image processing and user interaction, allowing for more personalized and effective rehabilitation. The prototype captures images of moving joints and uses advanced processing techniques to analyze the range, speed, and quality of movement. These innovations not only expand existing functions but also enrich the user experience by providing more precise results tailored to the individual needs of patients.
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NutriGuard: Empowering Health and Wellbeing in Communities Worldwide, Jayshree Periwal International School
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Project Summary
NutriGuard is an AI-driven mobile application designed to improve health literacy among underserved populations. By offering personalized nutritional analysis of packaged food products, the app helps users make informed choices that align with their health needs. NutriGuard incorporates user-specific data, such as allergies, medical conditions, or medical documents, to provide personalised recommendations. It further emphasises Nutritional and environmental awareness through EcoScores and NutriScores. NutriGuard is free to use, ensuring accessibility for all, and has conducted over 200 NGO sessions across 25 cities and 3 countries, including rural areas of Rajasthan, India, while delivering 500+ healthy food packets to underserved.
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The art of curating flourishing spaces; higher education and beyond, Queen Mary University of London (QMUL)
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The 'Flourishing Spaces' practice and research group is a dynamic team rooted in medical education but expanding across higher education. Our focus is not on directly teaching ‘wellbeing,’ but on fostering meaningful relationships and encounters through creative exploration and expression of lived experience including 'shadow work' (engaging with parts of ourselves and our lives that seem difficult). We seek to move the conversation beyond resilience and 'toughing it out' towards flourishing and agency. These spaces manifest in optional arts-based reflective courses, student reflective assignments, co-creative student-staff collaborations, and diverse exhibitions, workshops, and symposia at local, national, and international levels.
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The Irshad Platform, King Fahd University of Petroleum & Minerals KFUPM
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Project Summary
The IRSHAD platform by King Fahd University of Petroleum & Minerals (KFUPM) revolutionized student support. Offering comprehensive assistance in academic, psychological, health, behavioral, financial, and social domains, IRSHAD facilitated over 1,400 cases in 2023 alone, with cases documenting students with very low GPAs progressing to become honor students after receiving assistance through the platform. The platform’s success is evident in overwhelming student feedback and improved access to vital information across university departments. Its referral system and integration with critical university units ensure seamless support interventions. IRSHAD underscores KFUPM’s commitment to fostering a supportive environment and student well-being.
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Thrive Personal Development Programme building students' confidence, agency and resilience, The University of Warwick
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Thrive is a personal development programme that develops students’ confidence, agency and resilience. A series of workshops run four times a year with groups of up to 30 students. Facilitated by experienced trainers from across the university with input from alumni and guest speakers who share their own experiences. Following the programme, students are paired with a mentor to support them in their continued personal development journey. A programme of social and wellbeing-related events throughout the year allows participants from different cohorts to connect, both in person and online, to form a community and further a sense of belonging.
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UNEC Flourish: Empowering Wellbeing and Purpose for a Brighter Future, Azerbaijan State University of Economics (UNEC)
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Project Summary
"UNEC Flourish: Empowering Wellbeing and Purpose for a Brighter Future" is all about enhancing the wellbeing of everyone at UNEC—students, faculty, and staff. The project creates a supportive environment where mental and physical health are prioritized, helping individuals discover and pursue their true purpose. Through practical programs like mental health workshops, wellness activities, and career guidance, we aim to build resilience, promote self-care, and support both personal and academic growth. Our vision is a thriving UNEC community where wellbeing and purpose are at the heart of the educational experience, driving meaningful success and connection.
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Well-being and Resilience: School Empowerment in Vulnerable Communities of Sinaloa, Mexico., Proeduca Sinaloa IAP
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Project Summary
Our methodology guides community stakeholders to activate and organize governing bodies (school councils, PTA - parent-teacher associations) within their elementary schools. How do we do this? Through workshops and ludic activities focusing on collective action, active citizenship, forgiveness and reconciliation, self-care and self-esteem, planning and management; these trainings develop skills enabling the community to design & implement school improvement plans, enhance school climate, promote social cohesion, and bolster personal development for families. Emphasizing horizontal decision-making, evidence-based practices, and strategic alliances with local stakeholders to ensure the continuity of the project.
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“Everyone a Wellbeing Change-Maker” through Wellbeing Development Pathways (WDP) Framework, Nanyang Technological University Singapore
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This project aims to empower everyone in Nanyang Technological University (NTU) Singapore to become competent, confident, committed wellbeing change-makers through the Wellbeing Development Pathways (WDP) framework. This is part of NTU’s University Wellbeing Office Inside-Out-Outside-In strategy to create an organisational wellbeing culture. The Outside-In component was anchored by the Wellbeing Community of Practice (CoP) (won Gold at QS Reimagine 2023) while the WDP framework project is the core of the Inside-Out component. The WDP allows employees and students of NTU to nurture and develop their wellbeing skills in a systemic, structured manner matching their particular stage of wellbeing journey.
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“SHINE” like a star: A new approach for whole-person Development in Higher Education, Macao Polytechnic University
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Project Summary
“SHINE” is a comprehensive scheme designed to cultivate the holistic development of Macao Polytechnic University students. It provides all students with a well-rounded platform for learning and growth, targeting their physical, mental, cognitive, social, and career-related abilities. The scheme encompasses five major areas: Social engagement, Health and well-being, Inspiration and innovation, Networking and civil responsibility, and Empowerment. Nine key projects under “SHINE” include a range of activities and resources to ensure comprehensive support and development opportunities for students. Through the “SHINE” scheme, students are empowered to excel in their personal and social lives, promoting their well-rounded growth and success.
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4
Smart Omnichannel Campus
Engage, Empower, Excel: PolyU’s Smart Campus Innovation, The Hong Kong Polytechnic University
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Project Summary
Our current student generation expects instant feedback, favours visual engagement, and juggles multiple tasks at once. The omnichannel approach seamlessly integrates different ed-tech solutions together, using instant messaging and Generative AI e.g., AI-based assessment tools Artificial Intelligence Review Assessment System [AIReAS], to provide instant feedback/ feedforward to students; location-based Radio Frequency Identification [RFID] Smart Tags to deliver personalised and immersive learning experiences to students that supports internationalisation with high visual engagement. Adopting commonly used tools in daily life to support “EEE” principles further guarantees that learning behaviour can be preserved in an inclusive manner that naturally supports multitasking.
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Gamification for Whole Person Education: Integrating Learning Environments, The Hong Kong Polytechnic University
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Project Summary
Our project leverages gamification, Play2Earn, and Blockchain technology to create a holistic educational experience. Through three innovative apps—Green Coins (Social), WellFit Coins (Physical), and Wellmind Go Coins (Psychological)—we provide a seamless online-to-offline (O2O) learning environment that promotes sustainability, physical exercise, and mental health. By engaging students in university life and fostering a sense of belonging, we aim to enhance whole-person education, covering lifestyle, physical, social, spiritual, and intellectual development. Our approach ensures personalised learning experiences, increased student engagement, and a stronger connection to the university community. (Classroom > Campus > Community)
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POLIMI GSoM Navigli Smart Campus, Politecnico di Milano School of Management
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Project Summary
A versatile and technological space
The Navigli Campus is designed to encourage meetings and exchanges of ideas, and to offer solutions for various needs.
The digital dimension is preponderant. All rooms are equipped with sensors that detect lighting, CO2, temperature, occupancy, people entering/leaving (“smart building”), and information on room usage is centralised (“digital signage”). Students will increasingly live a “blended” experience, a merging of physical and digital spaces. Classrooms are inspired by hybrid learning, with screens behind or next to students, auto-frame video cameras, ambient sounds.
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Sustainable Hybrid Learning Space: The Meta Class Model, Dokuz Eylul University
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Project Summary
Sustainable meta-class model (http://metasinif.deu.edu.tr/) focuses on designing and developing a sustainable hybrid learning space that integrates architectural sustainability with advanced educational technology. Aligned with Sustainable Development Goals 4 and 11, the project involves creating a reference model, analyzing existing classrooms, and optimizing a selected space for occupant comfort, health, and energy efficiency using IoT and simulation data. Sustainable materials were chosen based on best practices and educational space inclusivity. Stakeholder feedback was gathered to boost the design. Beyond traditional classroom design, this endeavor supports a broader shift towards sustainability, hybrid teaching methods, and classrooms, potentially inspiring adoption across other institutions/sectors.
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18
Sustainability Education Action
14 Years of Sustainable STEM Education: Developing a Novel Research Cognitive Theory, Qatar University Young Scientists Center (QUYSC)
Project Summary
Through successful implementation of sustainable STEM-education teaching and learning practices for the last 14-years, QUYSC has developed a novel Research Cognitive Theory(RCT), transforming learning across all educational levels. The RCT, validated in 100+schools, effectively engaged 11,200+students in 2,600+innovative projects. By inducing inquiry, curiosity, creativity, and problem-solving, the success of this theory is tangibly evidenced by the development of 2 STEM-identity frameworks, 5 novel pedagogies, and teaching & learning models. The impact of this 14-year transformational journey is disseminated in 8 international conferences, 25 high-impact-journals, and 2 books: a testament to QUYSC’s commitment to building a sustainable future beyond local boundaries.
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Avatar Station, LightEd
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Project Summary
Avatar Station is a solar-powered educational hub built from recycled materials, designed to deliver sustainability education and clean energy to underserved communities. By integrating hands-on learning with renewable energy solutions, Avatar Station fosters environmental stewardship and empowers communities to take tangible actions toward sustainability. The project engages local leaders, educators, and residents in sustainability workshops and energy management training, promoting a culture of environmental responsibility. Avatar Station exemplifies leadership in sustainability through community partnerships and advocacy, providing a scalable model for integrating education and clean energy into community development efforts, ultimately driving long-term positive change.
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Echo- Building Environment Conservation Heroes, WWF-India
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ECHO is an annual innovation platform that engages and empowers interdisciplinary teams of university students to explore, ideate and pilot test their innovative solutions to develop environment entrepreneurial ventures to accelerate environment conservation efforts. The themes for the ECHO programme are aligned with the Sustainable Development Goals (SDGs) and focus on prevailing and pressing environmental issues.
ECHO bolsters the entrepreneurship skills and mindset among young people by mentoring them to develop a business canvas, test, validate pitch and eventually transform their innovative ideas into business action plans.
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EGADE Action Week, EGADE Business School
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EGADE Action Week, a multiple stakeholder engagement and multidisciplinary initiative is a space for students, alumni, professors, collaborators, local government, civil society organizations, businesses, and the general community, to join dialogue to transform business for a sustainable impact. Through conferences, workshops, exhibitions, book presentations, challenges, volunteering, among other activities, the school fosters responsible leadership. For this initiative the school received the Best CSR and Sustainability Initiative prize in the AMBA & BGA Excellence Awards 2024. Moreover, distinguished among the highly commended institutions in the best school’s category of the Financial Times Responsible Business Education Awards 2024.
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Green Projects Lab: The Sustainable Innovation Center for Research in Ecuador, Universidad ECOTEC
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ECOTEC University committed to innovation, leadership, and sustainability, continuously seeks opportunities to contribute to sustainable growth and solve challenges through development and research. ECOTEC has established the Sustainable Innovation Center, leading a comprehensive circular economy project in educational institutions, which involves students in addressing environmental issues in Ecuador creating a holistic green circuit that directly impacts students' learning and development in sustainability. Through guided and practical participation in the irrigation system of our Wastewater Treatment Plant (WWTP) and organic compost creation, we promote circularity, setting an example for sustainable management and approaching economic, environmental, and social benefits.
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Greening Communities: Mangrove Planting Project, Ajman University
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Ajman University, in collaboration with Al Zorah Development Private Company and Quest for Adventure, launched the "Greening Communities: Mangrove Planting Project" initiative at Al Zorah Natural Reserve in Ajman. This initiative aligns with the ambitious plan to plant 100 million mangrove trees by 2030, Ajman’s pledge to double the existing mangrove forest in the golf club area to 2.4 million trees and to AU climate and sustainability strategy. The project started in 2023 where on a weekly basis, a group of volunteers planted mangrove saplings while learning about their importance in capturing carbon and protecting coastal areas.
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Habitat Green: A HongKong-African Collaboration in Sustainability Education and Action, The Hong Kong Polytechnic University (PolyU)
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HG is a community-engaged academic programme in sustainable education, leading to sustainability projects in Rwanda. HG has involved 3 engineering departments (Computing, Electronic & Electrical, Building Environmental & Energy) and the faculties of Nursing and Fashion. Hong Kong students learn about sustainability issues, master practical skills for projects and gain transferable competencies (e.g., intercultural sensitivity/problem-solving/global mindset/etc.), then coach local Rwandan youths. Together, they carry out projects in village communities. Rwandan youths gain practical skills, introduce local context, and contribute to the development of their own communities.
Strategies:
-360-degree student preparation
- youth agency and capacity-building
- low-cost context-specific solutions
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Dr Grace Ngai: grace.ngai@polyu.edu.hk, Dr Stephen CHAN: stephen.c.chan@polyu.edu.hk, Mr Kenneth Lo: kenneth.wk.lo@polyu.edu.hk
Itinerários Amazônicos Program, Instituto iungo
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The Itinerários Amazônicos Program brings the Amazon into brazilian public school classrooms, working from socio-environmental, historical, cultural, territorial, and economic perspectives. The initiative trains teachers and provides content for high school and, in the case of the state of Pará, elementary school. The program is free for state governments. More than just teaching knowledge, the initiative helps teachers and students see themselves as agents of change, capable of changing their realities and the realities of the places where they live, towards innovation, sustainability, and equity.
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Káapeh, Tecnologico de Monterrey
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Káapeh Mexico is an organization that empowers coffee-growing communities through education and innovation. We offer free workshops on sustainable farming practices, pest control, biofertilizer production, and financial education, which improves soil health and fosters local entrepreneurship. In addition, we develop innovative products such as biodegradable slabs from coffee residues, generating new revenue streams for producers and promoting environmental sustainability. Our comprehensive approach seeks to improve the quality of life of coffee-growing communities and strengthen their resilience to the challenges of climate change.
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La España Azul Competition, IE University - IE School of Politics, Economics and Global Affairs
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The project "Protect Our Oceans" is a collaborative initiative between IE University and the La España Azul Sailing Expedition, aimed at promoting sustainability education. La España Azul, a scientific and educational sailing expedition, navigates Spain's coastline to document marine ecosystem health, focusing on plastic pollution. The project involves a student contest where teams propose campaigns to raise awareness about ocean conservation, aligning with UN SDG 14. Students design communication strategies, seek funding and partnerships, and engage youth in ocean protection activities. The winning team participates in the expedition, engaging in scientific research, beach clean-ups, and data collection on marine debris.
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McGill University Sustainability Education Fellows, McGill University
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The SEF program is a McGill-wide initiative that brings together instructors (Faculty Fellows) and students (Student Fellows) to advance sustainability in curriculum and pedagogy. This year-long initiative involves Faculty Fellows (re)designing a course to place sustainability at its core while Student Fellows, trained in sustainability pedagogy, assist in this process. Supported by mandatory workshops based on education for sustainable development (ESD) principles, Faculty Fellows are expected to (re)design at least one syllabus. The SEF is intended to advance sustainability in higher education in a meaningful way, by providing a collaborative, interdisciplinary, capacity-building learning experience to Fellows.
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Partnering with students in climate education: HKU Climate Ambassador, The University of Hong Kong
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The HKU Climate Ambassador Program is a campus-wide initiative designed to empower students to take action on climate change. This innovative program aligns with UNSDG Targets 4.7, 12.8, and 13.3, emphasizing practical application of climate education. Using a "Students as Partners" approach, the program effectively involves students from HKU and other universities, fostering their ownership and understanding of climate initiatives. Launched in February 2024, the program has facilitated the creation of over 15 sustainable actions by students. It has also reached more than 30,000 individuals within and beyond the HKU community, locally and internationally.
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Reciprocity in Education: Community-Based Sustainability Education in Canada's North, Wilfrid Laurier University
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The Northwest Territories (NWT), is among the most rapidly warming regions on Earth. Climate warming related changes are profoundly impacting communities’ Indigenous culture, health, safety, food security, infrastructure, and economy. Recognizing the urgency and complexity of the challenges facing the NWT, Wilfrid Laurier University (Laurier), located in Waterloo, Canada, and the Government of NWT (GNWT) developed a partnership that allows for unique experiential learning and research opportunities. Students advance the SDGs, while working along side the residents of the NWT, over 50% of which are Indigenous, to develop solutions that address priority needs of the GNWT and its communities.
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Research Program for Sustainable Biodiversity from Mangrove to Coral 2021-2050, Universidad Espíritu Santo (UEES)
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Among the key achievements of the program are the discovery of two spider species new to science, and studies on the diversity of insects, herpetofauna, terrestrial mammals, bats, birds, and plants. The program also includes research on the biogeochemistry of mangrove soil, in collaboration with Stanford University; SCRIPPS from the University of California-San Diego; and the Environmental Defense Fund. This research precedes the restoration of 560 hectares of mangroves in Esmeraldas, Manabí, Guayas, and El Oro, benefiting 10,000 people. Environmental Engineering students have undertaken seed projects and graduation theses focused on this topic.
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Smart Forests, FACENS
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The Smart Forests Project unites students from four Brazilian universities across three regions in Brazil to develop sustainable solutions that protect forests and conserve biodiversity in the Amazon and Atlantic Forests. Focused on bioeconomic empowerment, the project enhances or creates new income opportunities for riverside communities. Students are selected, trained, and divided into teams to design replicable, accessible solutions, working closely with the communities. The project promotes environmental conservation, social equity, and economic resilience, with a commitment to open-source technologies and ongoing education through platforms like UniFlorestas, ensuring long-term, scalable impacts.
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Sustainable and Healthy Gastronomy from the School of Culinary Arts, Universidad de las Americas (UDLA) Ecuador
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The Sustainable and Healthy Gastronomy project aims to develop a gastronomic educational model centered on health and sustainable development. By integrating research, community outreach, and academic education, the project seeks to utilize gastronomy as a tool for food sovereignty. Its four core pillars are: nutrition and wellness, local production and responsible consumption, environmental preservation, and education on health and sustainability. Aligned with several UN Sustainable Development Goals—namely Zero Hunger, Good Health and Well-Being, Quality Education, Responsible Consumption and Production, and Climate Action—the project has made significant strides and garnered recognition since its inception in 2017.
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TeamUpcyclers, TeamUpcyclers
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TeamUpcyclers is a pioneering social enterprise that transforms textile waste into sustainable period products (reusable sanitary pads) to combat period poverty and reduce pollution. Our core objectives include empowering marginalized communities, particularly IDPs, through education and skill development in upcycling. We address environmental pollution and climate change by creating and selling upcycled items while also promoting climate, renewable energy, and the Sustainable Development Goals education. What sets us apart is our holistic approach, combining waste reduction with community empowerment, and a proven track record of impactful projects and awards. TeamUpcyclers is leading the revolution for a sustainable and equitable future.
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The Mountain Town of Fruits - A Garden of Wellness and Happiness, Chaoyang University of Technology
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Dongshi District in Taichung, Taiwan, faces challenges as a super-aged rural area, with insufficient funds and infrastructure hindering local development and accelerating population loss. This project promotes a healthy lifestyle to foster intergenerational integration, ensures public health through safe diets, advocates for environmentally friendly farming, and expands market channels with innovative services. These initiatives aim to drive rural transformation, highlight local characteristics, attract young people back, address labor aging, and ultimately contribute to the development of the mountain city's blockchain.
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14
Sustainability Education Literacy
Accelerating Integration of Sustainability into the Curriculum, University of Waterloo
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Project Summary
No career is likely to be unaffected by climate change and sustainability considerations. University of Waterloo graduates will need core skills and discipline-specific knowledge of climate change and sustainability if they are to be global citizens prepared to thrive in an age of rapid, global sustainability change. There are many ways sustainability adds value to curriculum including meeting the needs of industry, supporting student demands, and aligning with strategic goals.
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Addressing Global Challenges Using a Transdisciplinary Approach, Hong Kong Baptist University
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In 2022, HKBU launched four transdisciplinary degree programs: Arts and Technology, Global Entertainment, Health Innovation and Social Well-Being, and an individualized degree. Each year, 140 transdisciplinary students take a 9-unit course called 'Global Challenges,' emphasizing our commitment to advancing sustainable education through a transdisciplinary approach. This project presents the pedagogical profile of Global Challenges and explains how faculty members across disciplines collaborate to promote sustainability principles through a structured framework consisting of three stages: "Connection," "Complexity," and "Collaboration." With the support of WWF-Hong Kong as a community partner, students also have a real-life opportunity to turn their ideas into reality.
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Business as a Force for Good: BESGO’s Path to Sustainability Literacy, Chinese University of Hong Kong (CUHK)
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Business Education for Social Good (BESGO) connects students with businesses, impact organizations, NGOs, and social enterprises to enhance their sustainability literacy through diverse experiential learning. Key initiatives include Responsible Business Workshops (RBW), Multicultural Study Tours, Interdisciplinary Workshops on Social Innovation, and Summer Global Studies Series (SGS). By integrating social entrepreneurship, corporate social responsibility, and creating shared value (CSV) into the curriculum, BESGO empowers students to address complex social, environmental, and economic challenges, fostering leaders who leverage business as a force for good
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Cross-Cultural Classroom (3C): Empowering Future Leaders with Sustainable Citizenship, Tecnologico de Monterrey, International Islamic University Malaysia, Srinakharinwirot University, The University of Hong Kong
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Project Summary
In Cross-Cultural Classroom (3C), we empowered students from four universities in different cultural contexts to experience interdisciplinary and intercultural sustainability problem-solving. Students hailed from different disciplines: Engineering, Medicine, and Arts and Humanities. During the program, students engaged in extended conversation about shared global problems, designed their own solution, and devised a ‘minimum viable product’ that had to factor in all four cultural contexts.
3C was created by the Global Educational University Alliance (GEUA), a collaboration among universities, evolving over 4 years from 2 to 4 universities. The initiative has empowered 61 students, with 9 academicians over 3 learning experiences.
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Ek Prithvi (One Earth) Whole School Environment Education Programme, World Wide Fund for Nature India WWF India
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Ek Prithvi Model Schools are designed to serve as a successful example for the education department to replicate across various states. The aim is to create institutions that foster environmental stewardship and equip students and educators with the skills for taking action. Further, E-STEM education integrates environmental education with STEM learning, encompassing Environmental Science, Technology, Engineering, and Mathematics. This approach has two benefits: 1) Builds environmental literacy and active citizenry for sustainability. 2) Boosts science literacy and builds practical knowledge such as engineering design process and systems thinking that are often needed in real-world environmental problem-solving.
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Empowering Change: Advancing Sustainability and CSR through Community Engaged Learning, Corvinus University of Budapest
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This project advances a course that integrates CSR and sustainability through the method of community engaged learning. Developed in collaboration between a lecturer and the Corvinus Science Shop, the course builds on nine semesters of BA-level experience with 12 community partners. Now in its MA form, it incorporates a corporate partner who supports students in creating genuine CSR projects. The course aligns with the SDGs by using innovative pedagogy to drive both community impact and student attitude change. Continuous assessment and feedback of students and the community partners ensure the course's ongoing development and relevance to global sustainability objectives.
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Gamifying Education with the Good Goal App, IE University - IE School of Politics, Economics and Global Affairs
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Project Summary
The Good Goal software improves sustainable habits and measures the environmental impact of individuals and organizations committed to the environment in an accessible, easy, and motivating way, promoting cultural transformation and aligning employees with ESG strategies.
The software is integrated into our first-year Bachelor classes, engaging nearly 400 students in understanding their ecological footprint. Through this tool, students learn to identify and adopt sustainable practices to reduce their impact in key areas such as waste management, consumption, and transportation.
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Global Sustainability Literacy: Connecting Classrooms and Communities, Murdoch University(Australia) and University of Mataram (Indonesia)
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The Eco-Economy Project of Murdoch University (Australia) and the Community Service Program of University of Mataram (Indonesia) have collaborated with students, academics, and the community since 2021. Together, we address shark fishing dependency and work towards a sustainable future on Maringkik Island and the Teluk Jukung region in East Lombok.
The underlying sustainability literacy curricula employs diverse pedagogical approaches to develop students with a global sustainability mindset and deep understanding of sustainability's multifaceted nature. The project cultivates empathy, curiosity, and innovation, as students collaborate with diverse communities, creating long-lasting impact through sustainability advocacy, tangible sustainable solutions, and intangible positive impacts.
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NEOMACT Initiative: Empowering Students for Sustainability Transition, NEOMA Business School
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NEOMACT, created in line with the United Nations' 17 Sustainable Development Goals (SDGs), is designed to inspire and empower students to actively contribute to the Social and Environmental Transition (SET). This initiative integrates academic coursework with reflective assessments and hands-on projects, providing students with continuous opportunities to engage deeply with sustainability challenges. By embedding these experiences throughout the entire curriculum, NEOMACT ensures that every student at NEOMA graduates not only with the knowledge but also the confidence and practical skills necessary to lead transformative change in their professional and personal lives.
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Preparing Global Citizens: NTU’s Sustainability Education through Interdisciplinary Collaborative Learning, Nanyang Technological University
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As one of NTU’s seven compulsory Interdisciplinary Collaborative Core modules, this course aims to inspire a long-lasting mindset of awareness, critical thinking, and collaboration across disciplines through the lens of current sustainability challenges. Students will analyze sustainability issues from different perspectives (social, economic, and environmental) and on different scales (individual, organizational, Singaporean, and global). They will apply these skills to discuss and propose solutions to sustainability challenges facing individuals, organisations and communities in Singapore and the world. By the end of the course, students will have developed a system thinking approach to sustainability, applicable across any discipline or career path.
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Quizzability - Quizzes for Sustainability, Quizzability
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Project Summary
Quizzability is an innovative EdTech platform focused on sustainability education. We create engaging, interactive quizzes designed to teach students and professionals about critical environmental issues, aligned with the UN’s Sustainable Development Goals (SDGs). Our platform combines gamification and real-world scenarios to enhance learning and awareness. With tailored content for various industries and educational levels, Quizzability empowers users to make informed, sustainable choices. Our mission is to drive positive environmental impact through accessible, fun, and impactful education.
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SustainAble Minds: Cultivating Global Citizens Across Disciplines, University of Central Florida
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Our team is working to increase student and faculty awareness of sustainability-related challenges. Anecdotally, faculty tend to view sustainability narrowly, for example, as recycling or protecting the trees. As a result, while sympathetic to the concept of sustainability, they do not feel particularly connected to it. We are developing an open-educational resource--a library of class resources designed within the framework of the UN sustainable development goals. Content is designed to be easily imported into educational platforms. Faculty using our content will be able to adopt single, free-standing activities/exercises that introduce individual SDGs, build skills for addressing SDGs, and show examples.
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Sustainability Pathways Program at the University of Toronto, University of Toronto
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The University of Toronto (U of T)'s Sustainability Pathways Program, guided by the UN Sustainable Development Goals, is aimed at providing a voluntary opportunity for students to enhance sustainability literacy within any degree program. Created by the U of T Committee on Environment, Climate Change, and Sustainability (CECCS), the program encourages students to become Sustainability Citizens, Scholars, Leaders, or a combination of the above through an integrative tiered framework of co-curricular activities, academic learning and capstone leadership training, respectively. Students explore sustainability from various disciplinary, methodological, and practical perspectives while getting their achievements recognized on official transcripts and co-curricular records.
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Urban Conservation Experience through the Bio-ITA Natural Observatory of Native Species as a Model of Sustainable Environmental Education, INSTITUCION EDUCATIVA AGRICOLA DE GUADALAJARA DE BUGA
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To be reference in conservation and environmental education in the community, about the urban biodiversity of the green lung of the northern area of Buga, promoting the harmonious coexistence between nature and the city.
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23
The Power of Partnerships
Abu Dhabi University Global Engagement Program, Abu Dhabi University
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ADU Global Engagement Program is an international network that connects faculty and higher education professionals from around the world in areas of mutual interest and engagement. The purpose of this endeavour is to provide a platform for engaging in collaborative initiatives of mutual benefit for professors, instructional innovators, research professionals, and university leaders worldwide. This Program is supported by a distinguished project experts from both academia and industry.
ADU Global Privileges
• Collaboration in International research grant opportunities with special privileges for young scholars
• Access to professional development sessions from ADU’s Smart Learning and Innovation Centers
• Access to international faculty specialized seminar and guest speaker series • Preferential access to national, regional, and international research fellowship opportunities
• Faculty exchange opportunities
• Registration fee waivers for international conferences organized by ADU
• Opportunities to organize and lead study abroad programs and educational
study tours
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Breaking Barriers: Transformative Learning Partnerships in an Generative AI Metaverse, Lingnan University, Hong Kong
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Virtual reality (VR) and metaverses hold significant potential to transform education through immersive learning experiences. However, existing solutions often lack scalability, interdisciplinarity, and strong pedagogical foundations. Many platforms are limited to content-sharing or focus on entertainment that results in minimal educational value. Solving this problem requires a deep understanding of disciplines, pedagogy, and partnerships to create scalable content that seamlessly integrate educational content with immersive technology.
Thus we aligned experts accross 8 universities with a common goal to create a scalable, interdisciplinary platform that integrates VR, AI, and immersive simulations to enhance educational outcomes, effectively 'breaking barriers'. The project leverages a QS Reimagine Award-winning metaverse to develop 50 simulations and 20 GPT-powered avatars across 10 virtual scenes, benefiting over 300 students. This partnership brings together experts in VR, AI, and immersive environments, enabling rapid prototyping, customization, and scalability. Through this innovative approach, we deliver impactful, interdisciplinary educational experiences that personalize
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CityUHK – Venture Beyond Boundaries – Entrepreneurial Programme and Innovation Education, City University of Hong Kong
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CityUHK harnesses the power of partnership with external collaborators. Within HK Tech 300's collaborative ecosystem, leading capital firms like Lenovo and China Resources Enterprise act as co-investors, providing transformative capital and guidance to startups. By collaborating with strategic partners and supporting organizations, such as commercial chambers and corporate banks, the program utilizes industry leaders' resources to offer mentorship and real-world opportunities for aspiring young entrepreneurs.
At the same time, CityUHK Academy of Innovation has built an impressive network of accomplished local and international industry experts. These experts contribute invaluable expertise, insights, and practical skills to enrich the Academy's entrepreneurship education, empowering students, alumni, and researchers to transform innovative ideas into successful ventures.
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COMPANY INTEGRATED LEARNING: AN INNOVATIVE PROGRAM FOR UNIVERSITY-INDUSTRY PARTNERSHIP, “BAHCESEHIR UNIVERSITY COOP BRANDED COURSES”, Bahcesehir University
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Changing worklife dynamics and GenZ students’ expectations require new methods-approaches for an effective university-industry partnership. Filling the gap between academic education and business is the key factor for this challenging issue. Bahcesehir University/BAU CO-OP program brought an innovative solution to this challenge by developing Company Integrated Learning/CIL program. It is an inspiring&innovative model by bringinging the sectors&companies to the campus and fully integrating them into the faculty and curriculum for one semester. In CIL model/CO-OP branded course project, each partner company prepared the content of its course according to sectoral needs and newly emerging topics (e.g.Prompt engineering), ran the whole 14 weeks course in the classroom and even made the evaluation by midterm&final exams/projects. This model is a full integration of companies into the faculty&curriculum. Our program clearly shows that power of effective partnership between university and industry can create new learning models in today's complex learning and business environment.
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Cornell-VinUniversity: Pioneering World-Class Education in Vietnam, VinUniversity
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This partnership between Cornell University and VinUniversity has created a new, internationally recognized institution of higher education in Vietnam. Cornell University, with over a century of academic excellence, provides expertise in curriculum development, faculty training, and university administration. VinUniversity, as the emerging institution, contributes local knowledge, resources, and a commitment to addressing the educational needs of Vietnam and the broader region.
The partnership covers:
1. Recruitment and Faculty, Key Staff Development
2. Facilities and Educational Technology Quality Assurance
3. MentoringVinUniversity’s First Cohort of Undergraduate Students
4. Curriculum Development and Validation
5. University Management System and Platform Quality Assurance
6. Governance Consultancy
7. Marketing and Branding Activities
8. Academic Consulting for Quality Assurance and Accreditation
9. Academic Consulting Research Development
This collaboration has not only benefitted VinUniversity, but has also provided valuable learning and research experiences for Cornell, fostering a truly symbiotic relationship that advances global higher education.
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Digital student engagement partnership - Successful Graduate Pty Ltd and Australian Catholic University, Successful Graduate Pty Ltd
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Successful Graduate provides co-branded online micro-credential platforms that support university client value propositions to future students. These platforms are designed to support students across various stages of the student lifecycle. Australian Catholic University (ACU) is ranked first in Australia for graduate employment. (Graduate Outcomes Survey – Longitudinal 2022, medium-term, full-time employment 2020–2022 for domestic undergraduate students). Successful Graduate supports this ranking with its digital learning products.
The Successful Graduate + ACU platform is being utilised to support international student preparation across key stages of the student acquisition lifecycle, and has helped ACU to increase its future student engagement at key touchpoints during the student enrolment conversion process (acquisition lifecycle).
Visit https://www.successfulgraduate.com/case-... to read a top-level summary of this initiative.
Successful Graduate's role in the project has been to develop the co-branded platform and micro-credentials, and ACU's role has been to automate the release of the products to future international students.
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E4S–a powerful interdisciplinary partnership for academic impact, Enterprise for Society Center E4S: University of Lausanne - Faculty of Business and Economics (UNIL-HEC), the International Institute for Management Development (IMD), Ecole Polytechnique Fédérale de Lausanne (EPFL)
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Project Summary
The world faces challenges like climate change, biodiversity loss, inequality, populism, and digital and biological revolutions. These factors will shape the future. E4S believes we are at a critical juncture, with many aspects of life soon to change drastically. To address these challenges and seize opportunities, we must unite multiple perspectives and collaborate across all sectors. In this spirit, the University of Lausanne (UNIL-HEC), the International Institute for Management Development (IMD), and the Ecole polytechnique fédérale de Lausanne (EPFL) have formed the Enterprise for Society Center (E4S).
The center aims to act on its mission through three pillars: research, education and innovation.
A demonstration of E4S’s impact synergy is the joint degree program - Master of Science in Sustainable Management and Technology or SMT. The program is tailored to equip students with the essential technical and economic skills needed to become impactful leaders of a sustainable, prosperous, and inclusive society.
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ESSEC Case Competition for High School Future Leaders, ESSEC Business School
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The ESSEC Case Competition is an annual contest for high school students aged 14 to 18, co-organized by the Asia-Pacific campus of ESSEC Business School and The Human Factor, a Singapore-based executive learning company. As the first international business school to offer comprehensive business education and mentorship to K12 students, ESSEC launched the competition in 2022 with 30 teams based in Asia. It has swiftly gained a global reach, attracting 270 registered teams in 2024, with 100 teams from over 25 countries selected to participate.
Uniting students, industry experts, entrepreneurs, academics, and international mentors, it offers participants a unique opportunity to expand their perspectives and networks. Over three weeks, teams tackle a real-life business challenge from a socially and environmentally impactful start-up, supported by seven online workshops and two coaching sessions conducted by academics and industry experts. The competition culminates in final presentations with the top three teams winning prizes.
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Flying Start programme in partnership with PwC and the ICAEW, Queen Mary University of London
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Flying Start is an exciting and challenging 4-year programme which offers a unique learning experience at the School of Business and Management to fast tracking a career to become an ICAEW Chartered Accountant. The programme is also known as the Flying Start degree programme because it gives students a flying start towards becoming an ICAEW Chartered Accountant. The programme is based at the School of Business and Management, Queen Mary University of London, and has been developed in partnership with PwC, which is the UK’s leading professional service organisation, and the ICAEW. Together, the programme offers an exceptional blend of academic excellence, professional accreditation, and real external audits – which will help students towards a great career in accountancy. While students are studying at the School of Business and Management, they will learn technical and theoretical accounting skills, with academic specialists who are experts in their field and
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Global Catalyst for Education Excellence: Strategic Innovation and Collaboration, Singapore Management University
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At Singapore Management University (SMU), the SMU Industry Project-Based Experiential Learning (INDEX) Overseas Project Experience (OPE) extends our impactful industry project-based experiential learning to a global stage. This initiative immerses students and faculty in real-world projects from international partners across various sectors, including sustainability, social innovation, and technology. Through these projects, students and faculty collaborate with global communities, industries, universities and organizations, gaining invaluable insights and cultural understanding.
OPE fosters a tripartite relationship between students, faculty, and industry partners, creating a win-win-win scenario, in Singapore and beyond. Students and faculty engage in hands-on projects, building closer ties with industry partners and other institutes of higher learning in the public, private, and people sectors. This collaborative approach enhances students’ professional readiness, and strengthens SMU’s global network and reputation as a leading university for high-quality consultancy, research and innovative solutions.
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Global Collaboration for Sustainable Leadership: Enhancing Business Education through International Partnership, The Chinese University of Hong Kong (CUHK), National Chiayi University (NCYU)
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The Responsible Business Workshop (RBW) is an innovative educational initiative designed to cultivate sustainability competence and global leadership skills among business students.
The program is offered in partnership with three academic institutions:
Chinese University of Hong Kong (CUHK),
National Chiayi University (NCYU), Taiwan,
Nagoya University of Commerce & Business (NUCB), Japan.
The key features of the program:
1. International Virtual Classroom: Bringing together students from Hong Kong, Taiwan, and Japan in a virtual classroom environment, fostering cross-cultural understanding and collaboration.
2. Case- and Discussion-Based Classes: Featuring case studies based on local contexts from 5 regions, cultivating global perspectives and ability to adapt to diverse business environments.
3. Study Tour: Students from all four partner universities gain firsthand insights into sustainable business practices and ESG initiatives.
This combination of experiential learning activities equips students with the skills to lead responsibly in a globally interconnected world.
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Global Incubator, NEOMA Business School
Project Summary
The goal of this innovative educational project is to enable students to be incubated within one of the incubators of the international academic partners in the network we have established for this purpose.
A unique opportunity for students to join a partner university's incubator and follow a semester of courses related to business creation. Set up across four continents, this network currently includes 10 institutions renowned for their expertise in entrepreneurship and innovation, and is set for further expansion.
Partner list : Fundação Getulio Vargas (Brazil), Berkeley University (USA), Brock University (Canada), Hong-Kong Baptist University (China), Carleton University (Canada), Laval University (Canada), Deakin University (Australia), Dublin City University (Ireland), Bradford University (UK), Indian Institute of Management Calcutta (India).
Each partner hosts Neoma students within its incubator, where our students immerse themselves with local students and take courses in entrepreneurship and innovation.
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Innovative Digital Factory: Transforming Learning through Strategic Alliances, Tecnológico de Monterrey
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The project aims to enhance engagement among Engineering students by utilizing extended reality resources in collaboration with the Triad universities (Universidad de los Andes, Pontificia Universidad Católica de Chile, and Tecnológico de Monterrey). One of the resources developed is the Digital Factory (DF) in partnership with Heineken, a world-class company that supported the development of the resource in one of its largest production lines in Latin America. The DF was implemented in Industrial Engineering and the Innovation and Transformation Avenue. It involved pilot testing, testing among universities, and implementation in seed courses across 16 campuses. Results are: 3 publications in international conferences, impacts more than 1800 students, and 30 professors.
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Learning Design Community: Scaling student success with best-in-class teaching templates, FeedbackFruits
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The Learning Design Community (LDC) is a global initiative built through partnerships with over 200 educational institutions. These collaborations foster a vibrant community of practice where best-practice templates are co-created, drawing on the diverse expertise of each partner. For instance, Fort Hays State University contributes to online learning strategies, Central Michigan University provides insights into student engagement, and Deakin University shares innovative approaches to instructional design. Together, we translate real-world educational challenges into actionable solutions, which are then shared across the global education community. Each partner plays a crucial role in shaping these resources, ensuring they are practical, impactful, and adaptable to different contexts. By leveraging the collective wisdom of our partners, the LDC empowers educators worldwide to enhance their teaching practices, driving educational innovation and improving student outcomes on a global scale.
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Quality Teaching at Cessnock High School 2020-2024, Teachers and Teaching Research Centre, University of Newcastle
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'Quality Teaching at Cessnock High School 2020-2024’ is a collaborative research-practice partnership between the University of Newcastle’s Teachers and Teaching Research Centre (TTRC) and Cessnock High School, one of the most disadvantaged schools in regional New South Wales, Australia. The partnership, led by TTRC Deputy Director Dr Drew Miller, Cessnock High School Principal Peter Riley, and Deputy Principal Belinda Cooper, has transformed teaching practice at the school and delivered some of the most improved academic results in Australia.
The partnership team collaboratively developed a Quality Teaching Action Plan - a suite of evidence-based professional learning activities designed to improve staff morale, teaching quality and student outcomes. Peter Riley and Belinda Cooper spearheaded the adoption, communication and implementation of the Action Plan amongst their teachers, while Dr Miller's team delivered the professional development for teachers, supported the school executive to ensure effective implementation, and provided a rigorous evaluation of the project.
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Redefining the power of partnership: Transforming healthcare through global interprofessional education, Bau Institute of Medical and Health Sciences Education, The University of Hong Kong
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Collaboration drives innovation. When professionals work in alliance, creative solutions that transform practice emerge. In contrast, when universities operate in silos, they perpetuate hierarchy and competition, limiting their potential to achieve optimal results through collaborative efforts. Despite this recognition, universities remain territorial, and silos in education thrive. United by our shared philosophy of #TearingDownCompetitionForCollaboration, we formed a Global Interprofessional Education (gIPE), consisting of eight collaborating universities: University of Hong Kong, Tung Wah College, Hong Kong Metropolitan University, Education University of Hong Kong, Hong Kong Polytechnic University, Shanghai University of Traditional Chinese Medicine, University College London, and Queen Mary University of London. Together, we overcome competition and demonstrated collaboration cultivating a space where innovative solutions thrive. By synergistically merging our strengths and rising above competition, we forged transformative educational practices that impact humanity. As pioneers in gIPE, we demonstrate to the world that collaboration is the key to unlocking innovation.
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Scaling Up Quality Teaching and Learning Innovations in Cambodian Universities, The Education University of Hong Kong
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This project is a collaborative partnership between nine organizations to drive inclusive and quality higher education in Cambodia through the scaling up of professional development for university teachers.
The Education University of Hong Kong leads the partnership, leveraging its education expertise to build up the capacities of university teachers and co-develop online professional development resources.
The Ministry of Education, Youth and Sport of Cambodia provides regulatory oversight to align the program with national education reform and quality assurance.
The World Bank offers financial support to enable wider teacher participation, especially from rural universities.
Royal University of Phnom Penh coordinates the localization of quality teacher professional development with five partner universities in Cambodia: the Institute of Technology of Cambodia, National University of Battambang, Royal University of Agriculture, Svay Rieng University, and University of Heng Samrin Thbongkhmum.
This partnership aims to improve inclusive and enhance the quality of higher education in Cambodia.
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Signature Initiative - BRIDGE, University of Birmingham
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The Birmingham-Illinois Partnership for Discovery, Engagement and Education (“BRIDGE”) is an alliance between the University of Birmingham in the UK and the University of Illinois Urbana-Champaign in the US. Established in 2014, the partnership provides a framework for mutual collaboration with a specific vision to foster breakthrough research and address shared global challenges including global health, sustainability, and education access and equity. The BRIDGE Partnership has fostered over 120 academic pairings through $800,000 and £600,000 in fellowship awards, leading to over $11.3 million in external grants. Going forward, both universities are tripling their investment, allocating $400,000 to develop new research collaborations with a focus on global health, sustainability, and education access. We are nominating the BRIDGE partnership to recognize and celebrate the long-standing partnership and impact on research and education which celebrated its tenth anniversary in April 2024.
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STEAM Program: Partnerships to promote quality scientific education, STEAM Program
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The project initiated as the partnership between leaders linking both institutions, Universidad de San Carlos in Guatemala and Universidad de Guanajuato in México. The academic coordination would be in charge of J. Félix in México and the Administrative and Design of the Program will be under M.W.Aldana Segura's lead as well as the general the coordination. It grew over the years to include several partnerships for specific topics, Astronomers without borders for the Solar Eclipse events, GLOBE Program for the K-12 activities,
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The Centre for Degree Partnerships - Co-creating curriculum with employers for degree apprenticeship, providing access and success for all, University of Exeter
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The Centre for Degree Partnerships is a centre of excellence consisting of five academics (as below) and one professional services coordinator
1) Director of the Centre of Degree Partnerships
2) Head of Curriculum
3) Head of Assessment and Progression
4) Head of Workplace Learning
5) Head of Performance
The centre works in a hub and spoke model across all faculties and professional services.
Working with over 400 UK-based and global organisations to address skill deficits, ensuring that our curriculum aligns with current and future demands of a diverse workforce. Employer partners include Amazon, JP Morgan, UBS, Bank of England, BBC, NHS, Bloomberg, IBM UK, Leonardo, House of Commons and other Government Departments, to name a few.
The Centre for Degree Partnerships revolutionises education by integrating academic excellence with industry collaboration. We co-create bespoke pathways that blend professional qualifications with world-class degrees, driving innovation, fostering inclusivity, and preparing a future-ready workforce.
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Transformative Education through International Virtual Exchange, American University in Dubai
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This multidisciplinary initiative showcases the transformative impact of educational partnerships in higher education by fostering cross-cultural communication and teamwork skills among faculty and students. Faculty from the AUD, spanning disciplines of education, engineering, mathematics, and biological sciences, collaborated with counterparts from University of New Mexico, Florida International University and Green River College through the Stevens Initiative virtual exchange program. Together they redesigned courses to integrate 8 to 16-week Collaborative Online Learning (COIL) experiences that connected classrooms across continents, enabling students to connect digitally, develop skills, form friendships, and work collaboratively in global teams on real-world challenges. The virtual exchange not only enriched the curriculum and provided hands-on experience but also prepared students to tackle real-world challenges, such as renewable energy sources, ecological footprint, global awareness, intercultural understanding, and social justice reflecting the core principles of the "Power of Partnership".
Additional Partners:
Solaris Solutions
AUD Engineering, Arts &Science & Education Students
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Transforming Higher Education through Global Partnerships and Innovation, Metropolitan College of Greece
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Metropolitan College (MC) has developed a transformative transnational education initiative through strategic partnerships with six globally renowned universities: École Hôtelière de Lausanne, University of North Alabama, Oxford Brookes University, University of East London, Queen Margaret University, & Solent University. Each partner plays a pivotal role in ensuring the success of the project. École Hôtelière de Lausanne leads innovation in hospitality management, & the University of North Alabama contributes expertise in business & education. Oxford Brookes offers excellence in Science, business, & law, while the University of East London focuses on psychology & technical disciplines. Queen Margaret University enhances healthcare & rehabilitation programmes, & Solent University specializes in maritime & shipping management.
These partnerships enable MC to deliver a world-class curriculum that meets global standards while addressing local needs. The combined expertise, supported by MC's multi-campus model, ensures accessible, high-quality education that drives student success & promotes Greece's regional economic development.
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University of Birmingham Capgemini Community Challenge (UoB CCC), Birmingham Business School, The University of Birmingham
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The UoB CCC is a dynamic partnership between the University of Birmingham Business School and global technology firm Capgemini. It aims to equip undergraduate students with essential consultancy skills while simultaneously supporting local charities.
The Challenge takes place over a week at Capgemini's world-renowned client-solutions facilities. Twenty-five students are selected via video application each year to work in five teams of five, with each team undertaking a brief for a different charity client. Billie Major, Chief Operations Officer of Capgemini UK, championed the Challenge, who meets and briefs all students at the beginning of the week and witnesses their solutions on the final day.
Capgemini seeks to recruit directly from the Challenge, so it is offered to first- and second-year undergraduate students to facilitate time for this. The Challenge acts as a fast track for their summer internship and graduate recruitment programmes.
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