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Prof. Barbara OAKLEY shares how to build minds in the age of AI and reveals why smarter technology is making us "dumber"

On 13 April 2026 (Monday), The Institute for Higher Education Research and Development (IHERD) was honored to host Prof. Barbara OAKLEY for a featured session of the IHERD Distinguished Speaker Series. A world-renowned expert in the sciences of learning, Prof. Oakley delivered a provocative and timely seminar titled, "Building Minds in the Age of AI: Why Smarter Technology Is Making Us Dumber." Prof. Oakley is a Distinguished Professor of Engineering at Oakland University, a 2023 Harold McGraw Prize winner, and the creator of Learning How to Learn, one of the world’s most popular Massive Open Online Courses (MOOCs). Her best-selling books, including A Mind for Numbers and Learn Like a Pro, are celebrated for translating complex neuroscience into practical, life-changing study habits. Navigating the Intersection of Neuroscience and AI During the seminar, Prof. Oakley explored the critical intersection of human neuroscience and generative AI, providing a roadmap for maintaining cognitive depth in an automated world. She highlighted the distinction between two essential learning systems: The Declarative System: Step-by-step and flexible, yet demanding of conscious effort. The Procedural (Automatic) System: Fast, intuitive, and habitual—the bedrock of true expertise. Prof. Oakley cautioned that over-reliance on AI for instant answers risks bypassing the procedural system. "If we offload all our thinking to technology, we bypass the unconscious habit-formation part of the brain where intuition resides," she noted. In the age of AI, the internalisation of knowledge is more critical than ever. From "Grokking" to Mastery A key highlight of the lecture was Prof. Oakley’s comparison between modern AI development and human neural pathways. Referencing the seminal 2017 paper "Attention is All You Need," she explained how transformer-based models mirror human information flow. She introduced the concept of "Grokking"—a phase where over-trained AI models transition from mere memorisation to simplified, intuitive patterns. Prof. Oakley argued that human learners must reach a similar state of "automaticity" to truly master a subject. This is achieved through techniques like interleaving (mixing different topics) and memorising foundational information to free up working memory for higher-level problem-solving. The Future of Pedagogy The event concluded with a discussion on the balance between lecture-based and active learning. Prof. Oakley emphasised that while active learning is vital for deep understanding, structured lectures remain an efficient way to transmit foundational knowledge. This balanced perspective aligns with the PolyU Education 4.0 (E4.0) initiative, which champions a student-centred approach to teaching. During an engaging Q&A session, Prof. Oakley addressed the practical benefits of AI in language learning, as it provides students with immediate feedback and encourages constant interaction. In addition to the IHERD Distinguished Speaker Series, Prof. Oakley delivered a dedicated seminar for students entitled “How Your Brain Really Learns: Practical Strategies for Students,” sparking vibrant discussion and providing actionable tools for academic success.

Fifth ETI Salon invites HUST and WUT to share insights from AI curricula to data architecture

On 25 March 2026 (Wednesday), the Fifth Education Transformation and Innovation (ETI) Salon was held at the PolyU campus. The event brought together experts from Huazhong University of Science & Technology (HUST) and Wuhan University of Technology (WUT) to share the digital transformation journeys of their respective universities. Professor CAO Jiannong, Vice President (Education) and Director of IHERD, opened the session by expressing his deep appreciation for the advanced digital strategies implemented at these institutions. He noted that the progress made by both universities provides a compelling roadmap for the future of student-centred learning. Professor Wang Linling, Professor in the School of Environmental Science and Engineering and Associate Dean of Qiming College (HUST), shared a comprehensive look at the "Qiming College" initiatives. She detailed how HUST is moving beyond traditional models to create an AI-empowered ecosystem. Central to this vision is a curriculum redesign that includes compulsory AI literacy for all students and the development of 15 "AI+ Micro-Majors" that bridge technical expertise with fields such as medicine and the humanities. Professor Wang emphasised the use of "Huaxiaozhi", an intelligent tutor, alongside a dual-teacher model to provide adaptive, personalised academic guidance. This shift focuses on mapping student competencies through "digital twins", ensuring that education is tailored to individual capacity-building rather than mere knowledge acquisition. Professor Ma Bin, Director of the Information Office at Wuhan University of Technology (WUT), transitioned the discussion towards the underlying digital architecture required to sustain such innovation. He introduced WUT’s "13410" framework, which prioritises a data-driven approach to university governance. A key highlight was the "One Data Item, One Source" principle, supported by a massive exchange network of over 8,000 interfaces to ensure data integrity across the campus. Professor Ma demonstrated the university’s data visualisation tools, specifically the "Traffic Light" plan. This system uses a dashboard linkage for senior management to monitor institutional performance in real-time, using colour-coded alerts to manage everything from research output to facilities usage. By centralising these insights into an Intelligent Operation Centre (IOC), the university has created a "digital brain" capable of scientific decision-making and efficient task scheduling. The session concluded with an interactive dialogue regarding the practical impact of these initiatives on the university community. The insights shared by Professor Wang and Professor Ma underscored a shared commitment to seizing the "new track" of digital transformation, ensuring that AI and digital technologies serves as a bridge to more effective and inclusive higher education.

Strategic Adoption of Canvas Learning Management System (LMS)

To advance PolyU Education 4.0 initiative, the University has officially selected Canvas as our new Learning Management System (LMS). Our transition to Canvas is driven by the University’s Strategic Plan to foster a dynamic and engaging teaching and learning environment. The selection of Canvas LMS is grounded in rigorous analysis, benchmarking against pedagogic and technical criteria, and comprehensive teacher and student feedback, which validated Canvas’s capacity to provide the agility required for dynamic and interactive student learning experiences.   Enhanced Pedagogical Capabilities Key benefits of Canvas include: Intuitive Course Management: A modern and user-friendly interface Advanced Learning Analytics: Various data dashboards on student engagement Superior Mobile App: Accessing courses and staying connected anywhere Phased Change Approach Summer Term 2025/26 – Each School/Department will be required to nominate at least 30% subjects to transition to Canvas. Semester One 2026/27 – With the official launch of Canvas, at least 50% of the subjects in your School/Department must transition to Canvas. Semester Two 2026/27 – At least 80% of the subjects in your School/Department must transition to Canvas. Blackboard Original Course View will reach its end-of-service on 31 December 2026, after which all subjects will become read-only. Summer Term 2026/27 – All subjects must be transitioned to Canvas for Summer Term 2026/27 and beyond. Key Milestone Comprehensive Support and Training To ensure a seamless migration, multi-tiered supports and training will be provided, such as training workshops in hybrid mode, self-service resources, and online/telephone support services. ITS will keep all the teaching staff informed about the training schedule and support resources available for the new LMS.  For details, please refer to the Ready for Canvas webpage. 

Fourth ETI Salon features Zhejiang University and PolyU experts charting the roadmap for AI-driven digital transformation

On 27 February 2026, the Fourth Education Transformation and Innovation (ETI) Salon was successfully held, shifting the dialogue from pedagogical concepts to the structural and technical foundations required to realise the PolyU Education 4.0 (E4.0) vision. Hosted by Professor CAO Jiannong, Vice President (Education), who serves as the Chairman of the Digital Transformation Committee (DTC), the event focused on the dual necessity of AI transformation and digital transformation, emphasising that AI applications risk "building on sand" without a robust, unified data foundation. Professor Xuesong ZHAI, Chair of Science and Technology Education at Zhejiang University, shared the "Zhejiang University Experience" in integrating AI across a top-tier institution. He introduced their "Red Page Book", a strategic blueprint that provides clear ethical guidelines and operational rules for AI use in research and teaching. Professor Zhai highlighted the innovative "AI+X" multidisciplinary programme, which co-nurtures PhD students across computer science and other disciplines to foster cross-domain innovation. He demonstrated how AI-powered "Reverse Engineering" in coding classes allows students to move from mature AI-generated models to granular problem-solving, and shared cutting-edge research on using facial and gesture recognition to support student mental health and embodied intelligence in the classroom. Providing the institutional roadmap for PolyU, Dr Kelly CHAN, Associate Director and Head of Digital Transformation Division at IHERD, unveiled the University’s Digital Transformation (DT) Blueprint. Transitioning from the successful pilot of the Graduate School Data Hub to a university-wide initiative, Dr Chan discussed that legacy systems must be replaced by a modern three-layer architecture—comprising a foundational Data Hub (the "plumbing"), integrated Business Functions, and an Innovation Layer for AI-driven decision-making. This framework aims to create a "Single Source of Truth" that enables PolyU to respond to educational changes with unprecedented agility. Dr Chan emphasised DT is not technology alone — it’s about people, culture, and shared purpose. Transformation begins with a shared vision (E4.0) and grows through systematic frameworks, sound governance, empowered people, The salon concluded with a discussion on the role of human agency in an automated era. The panel addressed the concept of "Embodied Cognition", noting that while AI can provide massive, personalised resources and simulate complex environments via the Metaverse, it cannot replace the essential "human touch"—the emotional support, mentorship, and physical interaction that define a holistic education. In his closing remarks, Professor Cao reminded colleagues that the transformation is a deeply human journey. He noted that while the technology is evolving rapidly, the ultimate goal of the E4.0 initiative is to empower both teachers and students through a systematic, culture-led digital evolution.

Third ETI Salon showcases Peking University, Tianjin University and PolyU experts exploring AI-Driven strategies for education transformation

On 20 January 2026, the Third Education Transformation and Innovation (ETI) Salon was held, marking a transition from the theoretical foundations of Education 4.0 to the identification of practical measures for university-wide implementation. Hosted by Professor Jiannong CAO, Vice President (Education), the event featured a distinguished panel of experts from PolyU, Peking University, and Tianjin University, drawing over 100 participants for a deep dive into how technology can shift students from passive receivers of information to self-directed learners. Professor Shirley NGAI, Associate Head of PolyU’s Department of Rehabilitation Sciences and a UGC Teaching Award recipient, shared her successful model for transforming allied health education. To address the "clinical gap" where students struggle to apply knowledge in high-pressure hospital settings, Professor Ngai detailed a tiered technology approach: using VR/AR for early immersion, high-fidelity mannequin simulations for decision-making training, and specialised AI tutors to provide personalised feedback on complex anatomy cases. She emphasised that these tools allow teachers to evolve from content providers into mentors who focus on the "human touch" and quality assurance. Providing a broader institutional perspective, Professor Wenxin LI, Associate Dean of School of Electronics Engineering and Computer Science, Peking University, shared her University's comprehensive AI education framework. The model delivers AI literacy across three layers: specialised AI majors, AI-integrated Computer Science majors, and general AI literacy for all students, including those in the humanities. Professor Li highlighted PKU’s requirement for all undergraduates to learn Python since 2018 and introduced "Botzone," a gamified platform where students develop AI programs for competition. This approach, she noted, fosters an environment where students become creators of AI rather than mere users. Professor Yanli LIU, Associate professor of School of Electrical and Information Engineering, Tianjin University introduced the cutting-edge concept of the "Virtual Professor"—a high-level digital twin designed to assist in teaching. She explained how "AI for Science" (AI4S) is replacing complex calculations, thereby redefining the classroom’s purpose to focus on high-level human intelligence skills like imagination and critical thinking. Her system allows students to offload routine tasks, such as literature reviews, to a digital assistant, freeing them to pursue creative engineering solutions and interdisciplinary exploration. The salon concluded with a powerful reflection on the future of the teaching profession. The panel reached a consensus that while AI will not replace teachers, teachers who embrace AI will inevitably replace those who do not.  

PolyU develops “zero-hallucination” AI literature review system to usher in new era of super research brain

Literature review underpins all academic studies. Whether for governments formulating national strategies or corporations seeking to gain industry insights, this requires reading, screening, sorting and analysing a very considerable number of sources. Prof. LIU Yan, Associate Professor and Group Leader of the Artificial Intelligence and Robotics (AIR) Research Group at the Department of Computing of The Hong Kong Polytechnic University (PolyU), has led her team to develop the AI literature review system “Write For You”, which can conduct in-depth analysis across extensive bodies of literature and generate reports. Since its launch in the first quarter of this year, it has registered over 40,000 active users worldwide. The academic paper on this system was presented at the AI conference held by the Association for the Advancement of Artificial Intelligence in February this year. Prof. Liu Yan explained that the team was inspired by Prof. CAO Jiannong, PolyU Vice President (Education), who suggested in 2022 that AI could be utilised to automate educational research. Mr ZHANG Zhi, a PhD student of the department, then leveraged the latest techniques of intelligent agents to address the problem of generating inaccurate content due to AI “hallucination”, succeeding in achieving “zero-hallucination” literature reviews with reliable logical reasoning and the capability to integrate academic resources across languages. Meanwhile, Dr CHEN Gong, a PhD graduate of the same department, designed and developed a user-friendly system for literature review generation, enabling users across industries to obtain a comprehensive and in-depth report in a matter of minutes by simply describing their topic of interest. Prof. Liu Yan added, “Compared with traditional reading that requires considerable time and human resources, the ‘Write For You’ system can significantly enhance research efficiency while also reducing costs. It has therefore been well received by users around the world. In just a few months since its launch, users have spanned dozens of countries and regions.” Prof. Cao Jiannong noted, “With the trend of AI-empowered education and research, PolyU is committed to leveraging leading generative AI technologies to enhance research efficiency. Our team has successfully addressed the challenge of AI hallucination, substantially improving the system’s reliability and overcoming commonly faced technical hurdles. Looking ahead, the team will build on its literature review foundation, seizing the opportunity to boost new AI-powered quality productive forces. Committed to developing autonomous intelligent systems, the team seeks to construct an ‘AI Super Research Brain’ that covers all disciplines and the entire research process, helping humanity push the boundaries of knowledge while leading the development of a new global paradigm of technological innovation with Hong Kong-developed AI technologies.” Project website: https://www.writeforyou.net/

Second ETI Salon highlights AI integration and student-staff collaboration in Education 4.0 by PolyU educators

On 8 December 2025, PolyU held the Second Education Transformation and Innovation (ETI) Salon continuing its mission to spearhead PolyU Education 4.0 (E4.0). Hosted by Professor Jiannong CAO, Vice President (Education), the session welcomed over 100 participants—including visiting students from City University of Hong Kong—to explore practical case studies of AI integration and student-staff partnerships. Professor Cao opened the salon by commending the growing momentum among staff in embracing digital transformation. He noted that the university’s pioneering role is being realised through the leadership of frontline educators who are moving beyond theory to implement tangible, AI-driven solutions in their classrooms. The first presentation by Professor Jeffrey LEUNG, Assistant Professor of School of Optometry demonstrated how AI can lower technical barriers to unlock student creativity. In his Year 4 clinical binocular vision course, students were traditionally tasked with designing hardware prototypes for vision therapy. By introducing AI coding assistants, Professor Leung enabled students (most of whom lacked programming backgrounds) to develop sophisticated software-based solutions and interactive games for clinical use. This shift allowed students to offload technical hurdles to AI and focus their energies on clinical reasoning and creative problem-solving, effectively transforming the educator’s role into that of a clinical coach and logical guide. Dr Rodney CHU, Senior Lecturer of Department of Applied Social Sciences then shifted the focus to the human element of technology through the TIMS framework (Technology Integration, Interdisciplinary Collaboration, Multimodal Assessment, and Student-Staff Partnership). Dr Chu introduced the Virtual Assistant TIMS (VAT), an AI-powered platform providing real-time lecture summaries, podcasts, and instant Q&A support. Central to his approach is the concept of "reciprocity," where students are not just consumers of AI but active partners in content creation and peer mentoring. This collaborative model has already seen successful cross-departmental adoption and international interest, proving that Education 4.0 is as much about partnership as it is about platforms. The potential for personalized learning at scale was addressed by Professor Haitian LU, Hong Kong Sustaintech Foundation Professor in Accounting and Finance, who introduced the AI Tutor Agent. Designed to tackle the limitations of "one-size-fits-all" teaching, this course-specific bot utilises syllabi, lecture notes, and past papers to provide bilingual, 24/7 support with built-in source-tracing for transparency. Professor Lu shared encouraging results from pilot implementations, noting that while the initial investment in data preparation is significant, the long-term benefit is a "human-in-the-loop" system that frees academics from repetitive administrative queries, allowing for more meaningful, higher-level interactions with students. In his closing remarks, Professor Cao emphasised that the future of higher education requires a fundamental shift in mindset. He encouraged staff to view AI not as a replacement, but as a catalyst for a more adaptive and resilient pedagogical framework. The second ETI Salon concluded with a call for continued interdisciplinary collaboration and the ongoing sharing of innovations to ensure PolyU remains at the cutting edge of the global educational landscape.

How artificial intelligence empowers education: The digital transformation of education—Prof. LI Zhimin, Ministry of Education of the People's Republic of China

On 8 December 2025, the “IHERD Distinguished Speaker Series” hosted an inaugural seminar titled "How Artificial Intelligence Empowers Education: The Digital Transformation of Education," featuring Professor LI Zhimin, Former Director of Science and Technology Development Centre, Ministry of Education of the People’s Republic of China; Executive Vice President and Director of the Talent Development Committee, Chinese Society of Educational Development Strategy. The event provided a deep dive into how the rapid advancement of the Internet and AI is reshaping the fundamental essence of learning and institutional structures. Professor LI began by establishing that the Internet has overturned traditional principles of information dissemination, moving from "centralised complexity" to "tail-end simplicity". This shift is not merely technological but cultural, ushering in an era of "human-machine coexistence" and universal access to information. Key insights from the presentation included: The Three-Tier Mission of Education: Professor LI emphasised that education must evolve beyond imparting knowledge to cultivating abilities and elevating the overall quality of life AI as a Personalisation Engine: For students, AI technology enables personalised learning paths and diverse resources, allowing learners to progress at their own pace with real-time feedback The Evolving Role of Educators: AI is shifting the teacher’s role from a primary "knowledge transmitter" to a "learning facilitator" who guides inquiry-based learning and critical thinking Digital Literacy for Teachers: The seminar highlighted five essential dimensions for modern educators: digital awareness, technical skills, digital applications, social responsibility, and professional development. A significant portion of the talk addressed the challenges facing traditional universities. Professor LI noted that "digital natives"—students who instinctively learn through screens—require a shift in institutional mindset. He argued that for AI-enhanced education to reach its full potential, we must reform policy mechanisms to include: Mutual recognition of credits and equivalent degree progression Online certification standards for teaching resources The issuance of micro-certificates for course completion The seminar concluded with a powerful reminder: the calibre of a nation is determined by the calibre of its universities. To maintain relevance in the information age, educational leaders must embrace digital transformation not just as a tool, but as a complete shift in mindset, moving from the standardised "industrial age" model to a flexible, personalised, and open educational ecosystem. We thank Professor LI for his visionary insights and all the faculty leaders who joined us for this critical conversation on the future of higher education.

Inaugural ETI Salon showcases PolyU’s strategic vision for Education 4.0 and AI-Driven pedagogy

On 31 October 2025, the inaugural Education Transformation and Innovation (ETI) Salon was held at the PolyU campus, marking a significant milestone in the University’s journey toward Education 4.0 (E4.0). Moderated by Professor CAO Jiannong, Vice President (Education), the event attracted 100 in-person participants from various departments, reflecting a strong cross-disciplinary interest in the future of AI-driven pedagogy. Professor Cao opened the session by outlining the strategic vision for PolyU E4.0, a major initiative designed to harness AI and smart technologies to enhance student competitiveness. He emphasised that as Generation Alpha—the first truly AI-native cohort—enters higher education, the University must undergo a fundamental paradigm shift from teacher-centered to student-centered learning. This transformation involves not only adopting new tools but also reimagining curriculum, pedagogy, and infrastructure. Professor Cao introduced a staged six-year roadmap for full digital and AI integration, supported by newly established units such as the Education Innovation Committee (EIC) and the Institute for Higher Education Research and Development (IHERD). The salon featured a panel of experts who shared diverse perspectives on implementing this transformation. Mr Edward SHEN, Registrar, provided a comprehensive stock-taking of PolyU’s pioneering role in AI education, highlighting the compulsory Artificial Intelligence and Data Analytics (AIDA) component and the reduction of credit requirements in Majors to allow students more flexibility for interdisciplinary exploration. Dr Jane ROBBINS, Interim Director of the English Language Centre (ELC), discussed the upcoming "AI-as-a-Tool for Language Learning" subject. She emphasised that while AI can assist in drafting, students must develop critical language awareness and ethical literacy to refine AI-generated content—a model that shifts the teacher’s role toward that of a facilitator and mentor. Disciplinary applications of these innovations were further explored by Professor Jing CAI, Head of the Department of Health Technology and Informatics (HTI), and Professor Wu CHEN, Head of the Department of Land Surveying and Geo-Informatics (LSGI). Professor Cai showcased how VR simulations and AI-driven personalisation are revolutionising clinical healthcare education. Meanwhile, Professor Chen addressed the challenges of data governance and ethics in geomatics, noting that students often adopt AI tools faster than staff, which necessitates a collaborative approach to learning and the integration of AI-powered spatial data tools into the curriculum. The session concluded with a lively question-and-answer period, where participants discussed the complexities of moving toward competence-based education in the AI era. Professor Cao underscored that the success of PolyU E4.0 depends on a unified ecosystem where academic departments and administrative units work in tandem. He called for continued collaboration across the University to ensure that PolyU remains at the forefront of educational innovation, transforming university operations to better serve the needs of a rapidly evolving digital landscape.

Prof. Cao Jiannong Interviewed by The Standard: PolyU to introduce compulsory AI language course next academic year

Professor CAO Jiannong, Vice President (Education) and Director of IHERD was recently interviewed regarding the university’s strategic integration of AI into the undergraduate curriculum. He announced the introduction of a compulsory course, “AI as a Tool for Language Learning,” for all incoming students starting next academic year. Prof. Cao highlighted that as AI transforms higher education, traditional teaching models must evolve to meet students' changing learning needs. The new course, developed jointly by AI and language specialists, aims to enhance students’ proficiency in reading, writing, and professional interviewing through the use of advanced technologies. Prof. Cao also detailed the launch of a pioneering five-level “AI-powered” examination to assess students’ ability to integrate AI into their studies. Under this framework, students must achieve at least Level 3 to fulfill graduation requirements. To encourage continual improvement, the university will allow unlimited attempts, with only the highest level attained recorded on the students' transcripts. Furthermore, PolyU is developing a dedicated platform to consolidate various AI learning tools, with plans to launch AI-based debate and job training programmes within the current semester. This initiative reinforces the university’s Language and Communication Requirements (LCR), ensuring graduates possess the critical AI literacy required in the modern professional landscape.   Online coverage: The Standard - https://www.thestandard.com.hk/hong-kong-news/article/313541/