Abstract

This keynote explores how the advent of Large Language Models (LLMs) and generative AI is ushering in a new era in education—one where multi-agent pedagogical AI ecosystems empower both teachers and students. In today’s AI era, educators must master the design and deployment of pedagogical AI agents to tailor learning experiences that meet diverse student needs while fostering creativity and critical thinking.Dr. Nian-Shing Chen will demonstrate how these multi-agent systems extend the reach of traditional teaching by acting as dynamic proxies for human educators. While teachers focus on designing meaningful, theory-based pedagogical content, AI agents collaborate with them to execute adaptive learning activities, deliver real-time assessment and feedback, and support personalized learning pathways. With LLMs’ advanced ability to understand and generate nuanced human language, educators can now craft lesson plans using natural language prompts, effectively bridging the gap between human insight and AI’s information processing capabilities.Furthermore, Professor Chen will highlight recent advancements in multi-agent educational applications that not only support individualized learning but also stimulate creativity through interactive and exploratory activities. Live demonstrations will showcase the versatility of these agents using robotic interfaces and general-purpose devices such as tablets and computers, illustrating how they enable ubiquitous and transformative learning experiences.Join this keynote to discover the conceptual frameworks and design principles behind multi-agent pedagogical AI ecosystems and learn how they are revolutionizing education by making learning both deeply personalized and creatively engaging.

Brief biography

Dr. Nian-Shing Chen is a Chair Professor at the Institute for Research Excellence in Learning Sciences and the Program of Learning Sciences at National Taiwan Normal University, Taiwan.

Professor Chen has received the National Outstanding Research Award three times, in 2008, 2011, and 2015. He is ranked second on the Top Authors list by article count in Computers & Education and fourth on the Top Scholar list in the educational technology field, based on an article published in the British Journal of Educational Technology. One of his papers, published in Innovations in Education and Teaching International, was recognized as the top-cited article in 2010.

Additionally, Professor Chen is ranked third among Social Sciences and Humanities Scientists in Taiwan. According to the AD Scientific Index 2024, he is ranked eighth in Asia and 103rd in the world in Education Research. He is also listed among the World’s Top 2% Scientists for 2021, 2022, 2023 and 2024, as well as in the Lifelong Science Influence Rankings (1960–2023) by Stanford University.

Professor Chen was served as the Editor-in-Chief for Educational Technology & Society (ET&S) journal. He is also a golden core member of IEEE, a lifelong member of ACM, and the former Chair of the IEEE Technical Committee on Learning Technology.

Abstract

Teachers and learners only benefit from research on emerging innovative technologies if research findings are translated into practical implications. In this keynote, six trends in teaching with technology are distinguished: Artificial Intelligence and adaptive learning, Gamification and game-based learning, Virtual and augmented reality (immersive technologies), Blended and hybrid learning, Learning analytics and data-driven instruction, and Collaborative and interaction tools. For each trend, research findings will be translated into practical implications for teachers and learners. In this way, research on teaching with technology can lead to a more evidence-informed teaching practice in all sectors of education.

Brief biography

Wilfried Admiraal is a psychologist and full professor at the Centre for the Study of Professions of Oslo Metropolitan University in Norway. One of his research interests is using technology for teaching and learning, such as online video, Virtual and Augmented Reality, games and gamification, and AI.Other projects relate to the attrition of early-career and late-career teachers, schools as a safe and democratic learning environment, and students’ and teachers’ information literacy. 

Abstract

Amid accelerating ecological and social challenges, higher education must cultivate graduates capable of envisioning and implementing sustainable solutions across disciplinary boundaries. This presentation proposes an integrative pedagogical model that converges Design Thinking’s empathise-ideate-prototype cycle with the authentic problem contexts of Project-Based Learning. By embedding United Nations Sustainable Development Goals and ESG principles into iterative design sprints, the model guides learners through systems mapping, stakeholder engagement, rapid prototyping and data-informed reflection. Interdisciplinary teams apply digital tools, life-cycle analysis and visual mind-mapping to translate abstract sustainability concepts into actionable, context-sensitive interventions. Continuous formative feedback—notably through visual and data-driven artefacts—closes the teach-learn-assess loop, while scaffolded reflection transforms individual insight into collective agency. Early classroom implementations indicate heightened systemic reasoning, collaborative creativity and commitment to real-world impact. The session will elaborate the model’s theoretical grounding, curricular architecture and scalable practices, offering universities a roadmap for nurturing a future-ready green-collar workforce.

Brief biography

Tien-Chi Huang received his PhD in Engineering Science from National Cheng Kung University, Taiwan. He is currently a Professor in the Department of Information Management at National Taichung University of Science and Technology, Taiwan, where he leads several research initiatives at the nexus of technology and pedagogy. published

His current research interests centre on education for sustainable development (ESD), STEAM education, and the pedagogical integration of generative AI applications. Reflecting these foci, Dr Huang’s recent work has been published in leading outlets, including International Journal of Sustainability in Higher Education, International Journal of Technology and Design Education, Computers & Education, and the Journal of Educational Computing Research.

Beyond his research, Dr Huang is actively engaged in the scholarly community. He serves as a Guest Editor for Applied Sciences and sits on the Editorial Board of Educational Research Review, where he helps shape discussions on innovative, technology-enhanced learning and sustainability-oriented curricula.