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Issue: The Mentor | January - March 2018

Collaborating on Teacher Wellness

When the Ministry of Education (MOE) announced the merger of some junior colleges (JCs) in April this year, the Singapore Teachers’ Union (STU) swung into action to look into the area of teacher wellness. […]

Dr. Niyom Phisopha

Acting Secretary-General, Khuruspha

Mr Anand Singh

Regional Director of Education International's Asia-Pacific Region

Asst. Prof. Dr Amonwan Werathummo

Secretary-General, Khurusapha

Ms Amanpreet Kaur Gill

Amanpreet Kaur Gill is an English and Mathematics teacher at Fengshan Primary School, Singapore, and serves on the Central Council of the Singapore Teachers’ Union (STU). She is also an active member of NTUC Youth.

Passionate about education and lifelong learning, Amanpreet is committed to creating engaging and inclusive learning experiences while supporting the professional growth and well-being of educators. Her interests include effective classroom management, student engagement, and nurturing a positive and supportive learning environment. As an ICT Champion in her English Department, she is committed to exploring and integrating technology meaningfully to enhance teaching and learning.

She received the MOE Service Excellence Award (MSEA) Silver Award (2025) and the Outstanding Contribution Award (Group) (2024) in recognition of her contributions to the school community. Through her work in education and union service, Amanpreet remains dedicated to making a positive impact on students, educators, and the future of education.

Ms Nur Farahin Binte Salleh

Farahin is a Malay language educator at Cedar Girls’ Secondary School, where she teaches Malay and Malay (Special Programme), and serves as the Regional Studies Programme Coordinator. With a firm belief that learning is most powerful when it is experienced and shared, she creates classroom environments where students learn not only from their teacher but from one another — building both knowledge and character in the process. For Farahin, good values are not incidental to education; they are at the heart of it.

Her dedication to students extends well beyond the classroom. As Teacher-in-Charge of the school’s Girl Guides, she continues a long tradition of nurturing leadership and service in her students. For many years, she also served as a performing arts teacher for the school’s Malay Cultural Society, where she helped students connect with and celebrate their cultural heritage through the arts.

Committed to growing as an educator, Farahin actively pursues opportunities to deepen her pedagogical practice, with a particular interest in harnessing the Student Learning Space (SLS) and online interactive platforms to create richer, more responsive learning experiences for her students.

As Assistant General Treasurer of the Singapore Teachers’ Union, Farahin brings the same sense of purpose to the wider teaching fraternity. She is a strong advocate for teachers taking intentional ownership of their professional growth and career trajectories, believing that an educator who invests in themselves is better placed to invest in the students they serve.

Dr John Yan

Dr. John Yan is the co-founder and CEO of Inknoe, a Singapore-based education technology company. Since 2015, he has led the development of ClassPoint, an interactive teaching tool that lives right inside PowerPoint and Google Slides, helping teachers bring their lessons to life. Today it’s used by more than one million educators around the world, and in about two-thirds of schools right here in Singapore.

More recently, John launched Edcafe, a platform that brings the whole process of creating, assigning, and reviewing student learning activities together with AI, all in one place. Teachers across Singapore and beyond now use it in their classrooms, and Edcafe even had its moment on the national stage — a classroom use was featured in the Prime Minister’s National Day Rally 2025, where a teacher built a chatbot to help students practise Mandarin outside of class.

For John, good products don’t come from guessing what teachers need — they come from listening closely and building alongside them. He and his team spend a lot of time with teachers and school leaders, staying close to real classroom problems so that what they build actually solves them.

Session title

Steering the Whole Loop: Teacher-Led AI Across Creation, Assignment, and Real Insight from Student Work

Track1

The Helm: Teacher-Led Pedagogy & Learning Design

Synopsis

Most talks on “teacher-led AI” focus on a single moment: using AI to plan a lesson or generate a worksheet. But teaching is a loop — an activity gets created, assigned, students respond, and their work comes back to you — and that loop only stays teacher-led if you’re still the one making sense of what happened, not just the one who wrote the prompt.

This session walks through what that full loop looks like in practice, using Edcafe — a platform purpose-built around this loop, from creating an activity all the way to acting on what students did. At each step, the teacher leads the AI: what gets created, how it’s assigned, what’s worth reviewing, and what it means for the next lesson. Teachers will leave having seen a concrete case of staying teacher-led across the whole loop — from creating and assigning learning activities, to reviewing student work and acting on the insight.

Mr Do Ky Cong

Mr  Do Ky Cong, M.A., is the founder and Chief Executive Officer of Tan Van Education System in Vietnam. He has spent his career in English language education and educational leadership, working on teaching models that keep the learner first and technology in a supporting role.

Much of that work has gone into early childhood English. He is the chief editor of My Little Uri, a preschool series that brings together play, hands-on experience, language practice and age-appropriate technology. The materials have been appraised by Vietnam’s Ministry of Education and Training. They are now used in more than 300 preschools, reaching over 66,000 children.

He also directed the development of the My Little Uri digital platform, which uses speech-recognition technology to give young children immediate feedback on their pronunciation. The application corrects the sound. The teacher responds to the child.

His current interests are AI-assisted language learning, curriculum innovation and teacher development. Running through all of them is one question: how can technology strengthen the teacher–student relationship instead of replacing it?

Mr Christopher Tang

Christopher Tang is the President of the Singapore Chinese Teachers’ Union (SCTU) and a Master Teacher for Chinese Language and Chinese Literature with Singapore’s Ministry of Education. A recipient of the Distinguished Chinese Language Teacher Award, he has over two decades of experience in education and has served in a range of leadership roles, including Subject Head, Head of Department (Mother Tongue Languages), Dean of Curriculum, and Master Teacher. Throughout his career, he has led curriculum innovation, instructional improvement, teacher mentoring, and professional learning initiatives.

He is currently pursuing a Doctor of Education (EdD) at East China Normal University. His research focuses on artificial intelligence in education, Chinese language pedagogy, teacher professional development, learning analytics, educational assessment, and the Science of Learning. He is particularly interested in how AI can enhance teachers’ professional learning while strengthening pedagogical decision-making and improving student learning outcomes.

Beyond his school-based role, Christopher is a member of the Committee for Promoting Chinese Language (CPCLL), The Society of Chinese Education, and the Secondary Chinese Language Educational Technology (EdTech) Committee. Through these appointments, he contributes to national initiatives that advance Chinese language education, educational technology integration, and teacher professional development.

A frequent speaker at local and international conferences, Christopher collaborates with educational institutions, professional organisations, and industry partners to promote innovation in Chinese language education. He is committed to bridging research, policy, and classroom practice, while fostering meaningful professional dialogue and international collaboration to support teachers in an evolving educational landscape.

Mr Siv SamOeun

Mr. SIV SAMOEUN -Presenter of the Concurrent Session. Track 4-The Compass: Values, Ethics, Governance & Assessment Integrity.

SIV SAMOEUN, the President of National Educators’ Association for Development (NEAD), and also responsible for the International Relationship, Action Planning, Project Coordinator, Organizing and Recruitment New Memberships for the Union. In addition, he works closely with the communities and school management team to mobilize teachers and workers to be one voice and solidarity for democracy and social justice.

Besides, the President of the Union, Mr. SIV is also the teacher at High School, in charge of Social Science and Fine Arts.  

Mr Siv SamOeun

President, NEAD Cambodia

Ms Pham Thi Hoang Anh

Ms. Pham Thi Hoang Anh, M.A., holds a Master’s degree in English Language Teaching Methodology and currently serves as the Deputy General Director of Tan Van Education System in Vietnam. With more than ten years of experience in educational management and English language teaching, she has been actively involved in developing innovative learning programs that meet the needs of young learners and teachers.

She has played a key role in designing and compiling the My Little Uri English curriculum for preschool children. Throughout the development process, she has been directly responsible for curriculum planning, classroom implementation, teacher guidance, and annual evaluation of students’ learning outcomes. Based on classroom observations and assessment data, she continuously reviews and improves the curriculum to ensure that it remains practical, engaging, and suitable for children’s language development.

In recent years, Ms. Hoang Anh has also focused on integrating artificial intelligence into English language teaching. She has participated in developing AI-supported learning activities and pronunciation practice solutions that help teachers personalize instruction while encouraging active student participation. She believes that technology should support, rather than replace, the role of teachers in creating meaningful learning experiences.

Her professional interests include curriculum development, teacher training, educational leadership, AI-assisted language learning, and early childhood English education.

Mr Tham Hanrong

Tham Hanrong serves as the Vice President of the Singapore Teachers’ Union (STU) and is a Chemistry educator at Yishun Innova Junior College. With a decade of dedicated service across the STU Central Council and as a school delegate, Hanrong is a steadfast advocate for teacher wellness, workplace fairness, and the ongoing professional learning of educators.

Passionate about nurturing future scientists, Hanrong has contributed to the Singapore Youth STEM Festival (SYSF) for eight years as Chairman and Advisor, providing a platform for middle school students to showcase their science research projects.

​In his college, he spearheads the Education Career Guidance (ECG) and Internationalisation portfolios. He actively enriches student development by organising career symposiums, securing valuable industry work attachments, and bridging students with alumni networks. In fostering global perspectives, he creates meaningful opportunities for students to host and visit partner schools across the region.

​Outside his union and college commitments, Hanrong is an avid home baker and coffee enthusiast who treasures quality time with his wife, Hui Leng, and their young son, Enze. He is honoured to be presenting the country report for Singapore at this year’s ASEAN Council of Teachers + Korea (ACT+1) Convention.

Mr John Expe D. Satinitigan

John Expe D. Satinitigan is an accomplished educational leader, mathematics educator, and public servant committed to advancing excellence in Philippine education. He currently serves as School Principal in the Department of Education of the Philippines and as a Member of the Philippine Public School Teachers Association (PPSTA) National Board of Trustees, where he contributes to initiatives that promote teacher welfare and professional growth across the country. He earned his Master of Science in Teaching, major in Mathematics, from Davao Oriental State University, reflecting his strong academic foundation and commitment to lifelong learning. Throughout his career, he has championed transformative school leadership, evidence-based educational practices, and collaborative partnerships that enhance learner success and institutional development. Recognized for his integrity, visionary leadership, and dedication to public service, Satinitigan continues to inspire educators and stakeholders by fostering innovation, accountability, and excellence. His firm belief that empowered educators are the cornerstone of quality education continues to guide his leadership and service.

Dr Phonraphee Thummaphan

Asst. Prof. Dr. Phonraphee Thummaphan is currently a Deputy Secretary-General of the Teachers’ Council of Thailand.

He completed his Bachelor of Education in Elementary Education from Nakhonratchasima Rajabhat University, his Master of Education in Educational Research from Chulalongkorn University, and his Doctor of Philosophy in Applied Behavioral Science Research from Srinakharinwirot University. To further his expertise in education, he boarded to the United States of America in order to receive a certificate of Individual Concentration in Social Statistics in Education and achieved another Doctor of Philosophy in Measurement and Statistics in the College of Education from the University of Washington, Seattle.

He started his career as a teacher and head of the academic affair for lower secondary education at Ban Nonkung School in Amnatcharoen province and worked for the Bureau of Educational Innovation Development at the Office of the Basic Education Commission. After that, he moved to work as a researcher at the National Institute of Educational Testing Service (Public Organization). Before joining the Teachers’ Council of Thailand, his last position was as a lecturer and assistant professor for the Faculty of Learning Sciences and Education at Thammasat University, Thailand.

He has noticeably specific skills in various areas such as research, measurement and statistical programming. Furthermore, his areas of expertise are assessment and program evaluation, STEM Learning, and behavioral sciences.

Ms Nur Syahirah Binti Shahri

My name is Nur Syahirah Binti Shahri, a dedicated and passionate school teacher with experience in teaching Mathematics and Science at the upper primary level. I am committed to creating engaging and meaningful learning experiences that support both the academic and personal development of my students. I have a strong interest in innovative teaching approaches, and I enjoy integrating interactive strategies and technology into my lessons to enhance students’ understanding and participation.

Throughout my teaching career, I have been actively involved in lesson planning, curriculum development, and student assessment, particularly for Year 4 learners. I believe in fostering a positive classroom environment where students feel a sense of belonging, confidence, and curiosity to explore new ideas. My teaching philosophy focuses on building strong relationships with students while encouraging collaboration and active learning.

In addition to my classroom responsibilities, I continuously seek professional growth by participating in educational programmes and conferences. I am especially interested in the role of artificial intelligence in education and how it can support relationships, well-being, and student engagement. I aim to inspire my students to become confident, critical thinkers and lifelong learners who contribute positively to their communities and embrace challenges with resilience, creativity, empathy, integrity, and lifelong curiosity every day.

Professor Richardus Eko Indrajit

Professor Richardus Eko Indrajit is a distinguished Indonesian academic, educator and information technology expert with extensive experience in higher education, industry and public service. He currently serves as Rector of Pradita University and Chairman of the National Teachers Association of Indonesia.

He holds multiple postgraduate qualifications in computer science, business administration, communication, information technology, educational technology and defence science from institutions in Indonesia, the United States, the United Kingdom, the Netherlands, the Philippines and Poland. These include a Master of Computer Science from Harvard University and doctorates in business administration, educational technology, defence science and philosophy.

Throughout his career, he has held senior leadership and advisory appointments in universities, government agencies, professional bodies and international consulting firms. His areas of expertise include digital transformation, artificial intelligence, educational technology, cybersecurity, IT governance, enterprise architecture and education management.

A prolific author and digital-learning advocate, Professor Richardus Eko Indrajit has published approximately 350 books, 400 popular articles and 125 academic journal papers. He has also developed more than 100 e-learning modules and 2,600 micro-credential videos. Through his scholarship, leadership and commitment to technology-enabled education, he continues to advance innovation, professional learning and digital capability across Indonesia and beyond.

Dr Nguyen Ngoc An

President, NEUV

Asst. Prof. Dr Phonraphee Thummaphan

Deputy Secretary-General, Khuruspha

Mike Thiruman

General Secretary, STU

Mohamed Salleh B Md Nooh

President, STU

Dr Gilbert T. Sadsad

Vice President, PPSTA

Dr Manuel Purog Albaño

President, PPSTA

Hj Fouzi Bin Singon

Secretary-General, NUTP

Mr Aminuddin Bin Awang

President, NUTP

Mr Jooho Kang

President, KFTA

Dr Changyong Sim

Vice President, KFTA

Dr Unifah Rosyidi

President, PGRI

Pg Hj Hamzah bin Pg Hj Mohammad

Deputy President, BMTA

Haji Mustapa bin Haji Masri

President, BMTA

Mr Phua Poh Boon

Phua Poh Boon is an educator with over 10 years of experience in Chinese Language education and educational technology (EdTech). He is passionate about leveraging technology to enhance teaching and learning, with a particular interest in the meaningful integration of digital tools and artificial intelligence in education.

Currently serving at the Technologies for Learning (TfL) Branch, Educational Technology Division (ETD), Ministry of Education, Singapore, Poh Boon provides strategic direction, develops implementation strategies, and supports innovation in the adoption of educational technology across schools. His work focuses on empowering educators to harness technology effectively to improve student learning experiences and outcomes.

Prior to his current role, Poh Boon was the Head of the Mother Tongue Language Department at Woodlands Secondary School, Singapore. He has extensive experience in Chinese language education, curriculum design, and teacher professional development, and initiatives that integrated technology into Chinese Language teaching. He regularly shares his expertise at professional learning events and collaborates with educators to explore practical, evidence-informed approaches to digital pedagogy learning.

Ms Lau Sze Hui

Lau Sze Hui (Francesca Lau) is a Senior Teacher of Chinese Language at Corporation Primary School, Singapore. Passionate about designing meaningful and future-ready learning experiences, she leverages artificial intelligence to enhance meaningful learning experience at the heart of education. Her work focuses on integrating AI, assessment for learning, and inquiry-based pedagogies to develop students’ critical thinking, creativity, communication, and metacognitive skills.

Francesca is an active member of the Singapore Learning Designer Community (SGLDC) and leads the West Zone Cluster 3 AI Interest Group for Primary Chinese Language educators, where she promotes professional learning, shares innovative classroom practices, and inspires educators to harness AI purposefully. Her AI-powered Mandarin oral practice chatbot, developed to provide personalised feedback and support independent learning, was featured during Singapore’s 2025 National Day Rally as an example of how teachers are leveraging AI to enrich language learning while preserving meaningful teacher-student interactions. In recognition of her contributions to Chinese Language education and educational innovation, she received the Distinguished Chinese Language Teacher Award 2025.

A frequent presenter at local and international conferences, Francesca shares research-informed and classroom-tested practices that empower educators to design AI-enabled learning experiences anchored in strong pedagogy. She believes that while technology continues to evolve, teachers remain at the heart of inspiring curiosity, nurturing relationships, and shaping lifelong learners.

Dr Farhan Ali

Farhan Ali is an Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. He is also an Assistant Head, Learning Sciences and Assessment Department, as well as the Chair for the department’s AI in Education Taskforce. His research addresses the key challenge of declines in learner motivation and deep engagement by understanding and fostering curiosity in learning, self-directedness, and personal agency and impact in technology-rich environments, including the use of Artificial Intelligence (AI). He leads the development and deployment of several generative AI platforms, such as TeacherGAIA and GAIA21, that support curiosity, self-directedness, and other 21st Century competencies in over 100 schools and thousands of students. He has published in international journals and been involved in various committees and projects with Singapore Ministry partners. Farhan’s teaching portfolio in technologies for learning spans pre-service teacher programs, in-service professional development as well as graduate education. More details about the work can be found here.

Mr Richard Koh

Richard Koh is the Chief Technology Officer for Microsoft Asia, Enterprise Partner Sales. In this role, he leads the technology strategy for Microsoft’s partner ecosystem across Asia, helping partners harness innovations in cloud, AI, and cybersecurity. His career spans multiple geographical regions and functions, including R&D, IT, product management, marketing, and sales operations, with a deep passion for how technology can positively impact communities and nations.

Richard began his career at Hewlett-Packard, working first in Singapore and then to the U.S. California San Franscisco Bay Area, where he gained extensive experience in emerging internet and telecom technologies. He joined Microsoft in Redmond, Washington, in 2006, led product management for several Microsoft products and eventually becoming part of the founding team for Office 365, leading its technical product management team. After relocating to Singapore in 2011, he contributed to Microsoft’s cloud services launch in China. He then joined Singtel in late 2013 for a 2½ year stint to lead and transform their businesses in cloud, data centers, M2M/IoT solutions and industry vertical solutions, before returning to Microsoft in 2016 as CTO for Singapore. In 2023, he was appointed to CTO for ASEAN Global Partner Solutions, and in 2025 promoted to CTO for Asia Enterprise Partner Solutions.

Beyond his corporate role, Richard serves on several public and private boards, including Singapore’s

MHA HTX, MCCY NHB, and Income Insurance Limited. He had also advised Sentosa Development

Corporation’s Digital Transformation Advisory Panel (6 years) and previously chaired SGTech’s AI &

HPC Chapter (3 years). A graduate of the National University of Singapore in Computer Science & Information Systems, Richard is a father of two boys, and enjoys running, swimming, skiing, sci-fi movies, tech tinkering and recently picked up DJ-ing as a personal challenge.

 

Mr Chui Yongtai Nick

Nick is an experienced and passionate humanities educator currently teaching History in Catholic High School. He has an honors degree in history from the National University of Singapore and a Masters in Theology from the John Paul II Institute (Melbourne). He is a strong believer in stretching student thinking beyond the syllabus and inspiring them to be of good character. His appointments reflect this overarching philosophy and include stints in being overall coordinator of the Humanities Talent Development Program, Teacher in Charge of the school’s National Police Cadet Corps, as well as committee assignments as a level discipline teacher, spirituality education, and Values in Action (VIA). A central councillor of the Singapore Teacher’s Union, he advocates for teacher well being and offers his expertise in reaching fair outcomes for all parties.

Ms Zhang Shangyu Jade

Jade is a Kindergarten Educator with the Ministry of Education (MOE) Kindergarten in Singapore and a member of the Singapore Teachers’ Union (STU). She is passionate about creating inclusive, meaningful and engaging learning experiences that support every child’s development and potential.

Her professional interests include early childhood education, inquiry-based learning, differentiated instruction, Universal Design for Learning (UDL), and creative and experiential approaches to engaging young learners. She is particularly interested in empowering children to be curious, express their ideas confidently, and develop a strong sense of agency in their learning.

With a background in architecture and landscape architecture, Jade brings an interdisciplinary perspective to education, with a keen interest in how learning environments, nature and the arts can enrich children’s learning experiences and wellbeing.

As an educator and union member, Jade values collaboration, professional learning and the collective voice of teachers. She hopes to contribute to a stronger education community where educators are supported, empowered and equipped to provide meaningful and inclusive learning experiences for every child.

Mr Sin Kim Ho

Mr Sin Kim Ho is currently Principal of Tampines Meridian Junior College, which was formed from the merger of Tampines Junior College and Meridian Junior College in 2018.  Prior to this appointment, he was Divisional Director of MOE’s Curriculum Planning and Development Division 1 (2018 – 2022). From 2011 to 2017, he was Director of its Sciences Branch overseeing the design and implementation of the Science and Mathematics curriculum from Primary to A Levels. Prior to this, he was Principal of Greenview Secondary School (2003 – 2007) and Vice-Principal of Pasir Ris Secondary School (2001 – 2003).

As an educator, Kim Ho is passionate about nurturing well-rounded students through a holistic education, where students are given opportunities to enrich and deepen their learning experiences through real-life learning. He believes in the importance of making learning real and relevant, in ways that can help students make sense of the world around them and embrace lifelong learning. As a leader, Kim Ho works on growing the team, celebrating effort, and forging strong partnerships with parents and the wider community.

Mr Soung Houts

Presenting the Cambodia country report is Mr SOUNG HOUTS Honorable President of National Educators Association for Development (NEAD), the Senior Advisor of National Union Alliance Chamber of Cambodia (NACC) and acting director of department of public relation and international cooperation of Civil Society Alliance Forum (CSAF) in charge for international relationship, project and planning. In his dual roles SOUNG play a key role as conflict resolution coordinator, protecting migration workers, conducted training on safe migration, labor standards, conflict resolution procedures, negotiation for CBA, organizing and conducted public forum with NGOs. His work focuses on public relationship, international cooperation, mobilize teachers, workers, and NGOs to be one voices and planning.

Travel tips and things to do in SG, visit: www.visitsingapore.com

1 Pasir Ris Cl, Singapore 519599

Getting Here

Ms Chulawan Bualuang

Chulawan Bualuang is an Educational Supervisor at the Senior Professional Level with the Pattani Primary Educational Service Area Office 3 under Thailand’s Office of the Basic Education Commission (OBEC). In this role, she oversees educational supervision, monitors curriculum implementation, evaluates instructional quality, and provides academic guidance to strengthen primary education across the service area.

Before assuming her current appointment in 2024, Chulawan served as a teacher at Ban Bon School from 2009 to 2023. Her extensive classroom experience has given her a strong understanding of teaching and learning, curriculum delivery, and the professional needs of educators.

Chulawan holds a Master of Arts in Educational Administration from Prince of Songkla University, a Master of Education in English from Thaksin University, and a Bachelor of Education in English from Ramkhamhaeng University.

She has been recognised as a Thailand Innovative Teacher for her use of the Multipoint programme to enhance children’s learning. She has also presented an innovative, technology-integrated instructional model at an Asia-Pacific regional educational conference in Malaysia. Her international professional exposure includes an educational technology study tour at Microsoft Headquarters in Redmond, Washington, and a cultural and educational exchange programme in Boston, Massachusetts. She remains committed to advancing instructional quality through innovation, professional collaboration, and effective educational leadership.

Mr Tanawat Suwannapan

Tanawat Suwannapan is a Community Organizer at Daybreaker Network and Vice Secretary-General of the National Thai Teachers Union. A former secondary-school social studies teacher with over a decade of classroom experience, he stepped down from Thailand’s civil service in 2025 to focus full-time on collective advocacy while completing his Ph.D. in Curriculum and Instruction at Chulalongkorn University, researching Social Justice Education and Human Rights Literacy.

He currently serves as Secretary to the Committee on Education, Thai House of Representatives, and works with international partners including UNI Global Union Asia & Pacific and the Friedrich-Ebert-Stiftung (FES) on workplace organizer training and collective bargaining capacity-building for education-sector workers.

Grounded in critical pedagogy and rights-based approaches to education, his work bridges academic research and grassroots organizing. He co-founded and remains active with Kru Kor Son (Teachers Ask to Teach), a nationwide teacher network for structural education reform, and is one of the driving members of Inskru, a community platform for teacher-led pedagogical innovation. He has presented internationally on academic freedom for education workers in Southeast Asia and successfully defended his right to academic expression in a Thai court, in a case that reaffirmed constitutional protections for teachers’ academic freedom in Thailand.

Mr Lukmarn Doloh

Lukmarn Doloh is the Deputy Director of Banbangmaruad School, Pattani, Thailand, with more than 15 years of professional experience in education. Throughout his career, he has held various positions, including human resources officer, teacher and educational administrator, contributing to school leadership, instructional improvement, and educational management.

His professional interests focus on educational leadership, school administration, curriculum development, educational technology, and the integration of artificial intelligence (AI) into teaching, learning, and school management.

His work emphasizes the promotion of student-centered learning, teacher professional development, digital competency enhancement, and the effective application of emerging technologies to improve educational quality and organizational performance. He has actively participated in initiatives that foster innovation, collaborative learning, and technology-enhanced education.

His current research interests include educational leadership, digital transformation in education, artificial intelligence in education (AIED), teacher professional development, and technology integration for sustainable educational development. He is committed to advancing evidence-based educational practices and promoting inclusive, innovative, and high-quality learning environments.

Dr Rangsun Wiboonuppatum

Rangsun Wiboonuppatum was an Education Specialist, UNICEF Thailand during 2007-2025. Before joining UNICEF, He was a education official at the Bureau of Information and Communication Technology, the Office of Permanent Secretary, Ministry of Education prior to joining UNICEF. He has extensive experiences of working education in Thailand as a teacher, an education officer at district and provincial levels as well. Currently, he is a consultant to the Office of Education Coucil, a lecturer on education leadership programme for Ph.D. students at Faculty of Education, Kasetsart University as well as an honorable research committee for Ph.D. students at Chulalongkorn University. He is a chairperson of strategic committee for ONE TEACHER Thailand.

Dr. Rangsun holds a Ph.D. in International/Intercultural Development Education from Florida State University, a M.Ed. in measurement and evaluation and a B.Ed. 1st honor from Khon Kean University. While he enjoy working with UNICEF in Thailand, he also shares lesson learns through publication and conference exchange experiences globally. He was awarded outstanding alumni from College of Education, Khon Kean University in 2015 and outstanding alumni from College of Education, Florida State University in 2022.

Dr Panayuth Choeybal

Hello, I am Assistant Professor Dr. Panayuth Choeybal. I am assistant professor of education at Udon Thani Rajabhat University, Thailand. With over 27 years of experience in academia, I am dedicated to bridging the gap between theoretical knowledge and practical, real-world solutions. I work primarily focuses on education.

I earned my Ed.D. in Educational Administration and Development from Mahasarakham University, Thailand in 2006, where my doctoral research on “A Proposed Alternative School Management Model for Thailand” received critical acclaim. Since joining Udon Thani Rajabhat University, I have been actively involved in advancing the faculty of education and publish in top-tier academic journals.

Beyond my research contributions, I am highly regarded for my dynamic approach to teaching. I believe in fostering an interactive and inclusive learning environment that empowers students to think critically and solve complex global challenges. My courses, such as leadership, educational administration and assurance are designed to equip the next generation of leaders with both empirical knowledge and practical skills.

In addition to teaching and research, I actively collaborate with international organizations and serve as a peer reviewer for several leading educational journals. My ultimate goal is to inspire students and drive impactful changes within educational administration through rigorous research and dedicated mentorship.

Ms Wan Jiawen

Jiawen Wan is the Education Lead for Singapore at Google for Education, where she works closely with educators, school leaders, and key education stakeholders to advance meaningful digital transformation across Singapore’s education landscape.

In her role, Jiawen leads strategic partner engagement and supports educational institutions in exploring how technology can enhance teaching, learning, collaboration, and organisational effectiveness. She is passionate about helping educators harness digital tools thoughtfully and purposefully, with a strong focus on ensuring that technology serves educational goals and empowers teachers and learners.

Drawing on her experience in education technology and stakeholder engagement, Jiawen collaborates with educators and academic leaders to identify opportunities for innovation, strengthen digital capabilities, and support the effective adoption of technology in educational settings. Her work bridges the possibilities offered by emerging technologies with the practical needs and aspirations of educators.

As artificial intelligence continues to reshape education, Jiawen contributes to conversations on how educators and institutions can navigate this evolving landscape while keeping pedagogy, professional agency, and meaningful human relationships at the heart of learning.

Through her work at Google for Education, Jiawen remains committed to building strong partnerships with the education community and supporting educators as they prepare learners for an increasingly digital and AI-enabled future.

Mr Mohamad Riaz Sulaimi

Mohamad Riaz Sulaimi is a Senior Teacher (Science) at Ang Mo Kio Primary School with a passion for transforming teaching and learning through Science, STEM, Artificial Intelligence (AI), coding, and educational technology. He enjoys designing innovative inquiry-based learning experiences that integrate simulations, game-based learning, data visualisation, AI-powered feedback and learning analytics to deepen students’ scientific understanding and engagement.

Beyond the classroom, Riaz actively explores emerging technologies such as generative AI, computer vision, robotics, IoT and maker education, developing practical solutions that empower both teachers and students. He regularly shares his work through professional learning workshops, open classrooms and conferences, with a focus on helping educators leverage AI meaningfully to enhance pedagogy and create engaging, future-ready learning experiences.

Mr Danapal Kumar

Mr Danapal Kumar has served in the Singapore Education Service as a Tamil Language educator for more than 25 years. He is currently the President of the Singapore Tamil Teachers’ Union (STTU), where he works closely with key stakeholders to champion the professional development, welfare, and advancement of Tamil Language teachers in Singapore.

Throughout his distinguished career, Mr Danapal has taught Tamil Language at both the Secondary and Junior College levels. He has also served as a Senior Curriculum Planning Officer with the Tamil Language Unit of the Curriculum Planning and Development Division, Ministry of Education, where he contributed to curriculum development and educational initiatives. Subsequently, he served as a Senior Project Officer with the Lee Kuan Yew Fund for Bilingualism Project Office, supporting programmes that promote bilingualism and strengthen Mother Tongue Language education. He is currently a Senior Teacher (Tamil Language) at Serangoon Secondary School.

Mr Danapal holds a Bachelor of Arts (History and Economics) from the National University of Singapore and a Master of Education (Tamil Language) from the National Institute of Education. Professionally trained to teach both Tamil Language and History at the Secondary and Junior College levels, he has extensive experience in curriculum design, teacher professional development, and educational leadership.

Beyond his school-based responsibilities, Mr Danapal actively contributes to several national committees and community organisations. He serves as a Resource Panel Member for Tamil Language in the National Translation Committee, Ministry of Digital Development and Information (formerly the Ministry of Communications and Information). He is also an Executive Council Member of the Tamil Language Council, a Council Member of the Tamil Promotion Committee under the Ministry of Education, an Advisory Panel Member of the People’s Association’s Indian Cultural and Language Activities Programme (I-CLAP), and a Resource Panel Member of the Tamils Representative Council (TRC).

Committed to the advancement of Tamil language education and the teaching fraternity, Mr Danapal continues to play a pivotal role in shaping educational initiatives, fostering community partnerships, and promoting excellence in Tamil Language teaching in Singapore.

Dr Fransiska Wahyu Ari Susilawati

Fransiska Wahyu Ari Susilawati is an Indonesian education leader, curriculum specialist, author, and international trainer with more than two decades of experience in school leadership, teacher professional development, and educational innovation. She currently serves as the Academic Director of Sekolah Bogor Raya, where she leads academic quality, curriculum development, and whole-school improvement initiatives. Prior to this role, she served as HR Development Manager, Principal, Vice Principal, and classroom teacher, giving her extensive experience across every level of school leadership.

Throughout her career, she has contributed to the development of Indonesian education as a textbook author, curriculum consultant, educational content creator, and trainer for schools and educational institutions across Indonesia and abroad.

Fransiska has represented Indonesia as a keynote speaker at numerous ASEAN Council of Teachers (ACT) conferences and international education forums in countries including Thailand, Singapore, South Korea, Vietnam, the Philippines, and Brunei Darussalam. She is actively involved in PGRI, serving in national leadership roles and contributing to regional educational collaboration through ASEAN professional networks. As an accomplished author, she has written and reviewed numerous school textbooks published by the Indonesian Ministry of Education and Oxford University Press. Her professional mission is to empower educators through innovative pedagogy, leadership development, character education, and the meaningful integration of technology and artificial intelligence to prepare future-ready learners and schools.

Session title

Facilitating Students’ Conceptual Understanding in Economics with Vibe Coding​

Track 1

The Helm: Teacher-Led Pedagogy & Learning Design

Synopsis

Students often memorise abstract diagrams and processes without fully understanding the economic reasoning that underpins them, leading to mechanistic reproduction and frequent errors. Our study explores vibe coding as a novel pedagogical approach to support students’ conceptual understanding behind diagram construction and cause-and-effect relationships in Economics. Vibe coding allows users to describe desired outcomes in natural language, which are translated by AI into code that generates interactive diagrams, charts, and simulations.

When performed by students, the iterative process of prompting and refining outputs requires repeated retrieval of content knowledge, articulation of economic thinking, and evaluation of output accuracy. This presentation will share pedagogical considerations for designing such AI-enabled learning experiences including the integration of Differentiated Instruction and Collaborative Learning to support diverse learners, while maintaining a balance between human cognition and AI assistance. These insights contribute to the growing body of pedagogical perspectives on the use of generative AI in education.

Dr Quy Trinh Thi

Dr. Quy Trinh Thi is a Senior Lecturer in the Faculty of Educational Management at Hanoi National University of Education, Vietnam. I am also a member of the Executive Committee of the University’s Trade Union, affiliated with the Vietnam National Union of Education, and has more than 20 years of experience in trade union activities. Dr. Quy holds a Ph.D. in Education. I am teaching and research focus on teacher education and professional development, educational management, school leadership, and curriculum development and management. I has been actively involved in a range of education projects supported by international organizations, including UNICEF, Plan International, and Save the Children, with a particular emphasis on improving educational opportunities for children in disadvantaged communities and learners with special educational needs. My current academic interests include fostering connectedness in education and promoting students’ holistic well-being through supportive learning environments that enhance both their academic development and socio-emotional well-being.

Ms Rasimah binti Haji Abang

Rasimah binti Haji Abang is the Headteacher of Sekolah Rendah Sengkurong, Brunei Darussalam, with more than 34 years of experience in education and over 19 years as a school leader. She holds a Master of Education in Leadership and School Improvement and has led several primary schools, driving sustainable school improvement through instructional leadership, data-informed decision-making, and collaborative professional learning.

Passionate about educational innovation, Rasimah champions the integration of ethical artificial intelligence (AI), digital literacy, and authentic learning to prepare future-ready learners. Under her leadership, Sekolah Rendah Sengkurong developed the AI-Enhanced E-Writing Programme themed ‘Every Child has a Voice’, an innovative initiative that integrates AI, cultural heritage, and international collaboration to empower students as confident writers and responsible digital citizens. Her leadership has contributed to numerous school achievements, including the Government Primary Schools Co-Curricular Excellence Award (2018), sustained improvements in Primary School Assessment (PSR) performance (2017 to 2019) and (2018 to 2020), Whole School Evaluation (WSE) Incentive Awards (2021, 2023, and 2024), and the Gold Award at the 2026 School Innovation Awards.

Rasimah has represented Brunei at international leadership programmes, including the Education World Forum (United Kingdom), NIE Singapore, and SEAMEO INNOTECH, and has presented at professional learning events organised by the Ministry of Education and the Brunei Darussalam Leadership and Teacher Academy (BDLTA). In recognition of her professional contributions and leadership excellence, she received the Outstanding Teacher Award (School Leadership) during Brunei’s 2025 Teachers’ Day Celebration. She remains committed to empowering teachers, strengthening school-community partnerships, and advancing innovative, sustainable education that equips every learner with the knowledge, skills, and values needed to thrive in a rapidly changing world.

Mr Nicholas Lim

Nicholas Lim is an educator, learning designer, and unapologetic learning enthusiast.

Trained as a Biology teacher, his curiosity about how people learn has led him far beyond the science classroom into teacher professional learning, leadership development, and organisational development.

Across these experiences, Nicholas has been drawn to a common question: what helps people grow? This has shaped his interest in everything from metacognition and self-regulated learning to leadership, culture, and organisational change. Today, he designs and facilitates developmental experiences for educators, leaders, and adult learners, drawing connections between learning, leadership, and human development.

Nicholas is particularly interested in translating ideas across contexts. Whether applying principles of adult learning to Biology education, or borrowing insights from education to shape leadership and organisational practices, he enjoys making sense of complexity and turning ideas into action.

As a millennial who grew up before smartphones, witnessed the rise of the internet and social media, and now navigates the age of generative AI, Nicholas is increasingly curious about how technology is reshaping the way we learn, think, and work. More importantly, he wonders what human capabilities – such as reflection, judgement, agency, and meaning-making – will become even more valuable in an AI-enabled future.

Ms KyoungAe Kim

Kim, Kyoung ae is an elementary school teacher at Seoul Sinwol Elementary School with extensive experience in pedagogical innovation. She holds a B.A. in Elementary Education and an M.A. in Elementary Korean Language Education from the Seoul National University of Education.

Throughout her career, she has been a leader in educational reform, serving the Seoul Metropolitan Office of Education as a leading teacher in EduTech, Global Citizenship Education, and the 2022 Revised National Curriculum. Currently, she serves as a member of the Ministry of Education’s Character Education Excellent Teacher Network and has been a long-time consultant for the School Violence Prevention Education Consulting Group.

As an active voice in the educational community—exemplified by her role as a moderator at the 2025 Seoul International Forum for Education and as the recipient of the 12th Korea Character & Citizenship Education Award—she consistently advocates for the essential role of teacher agency in the age of AI.

Ms Farina Binte Mohamed Ali

A dedicated educator and mid-career professional with 13 years of experience in primary education in Singapore. Holds a Bachelor of Science in Microbiology from the National University of Singapore and a Postgraduate Diploma in Education from the National Institute of Education, Nanyang Technological University. Prior to entering the education sector, worked as an Assistant Production Engineer, Quality Control Officer, Quality Assurance Officer, and Documentation & Audit Officer, developing expertise in analytical thinking, quality management, compliance, process improvement, and continuous learning.

Specialises in teaching Mathematics to low-progress learners and English to mixed-ability learners, while serving as a Form Teacher committed to students’ academic achievement, character development, and well-being. Has led diverse co-curricular programmes, including Robotics, Mathematics Club, Green Club, Malay Dance, and Badminton, fostering leadership, teamwork, creativity, resilience, and environmental stewardship among students.

Beyond the classroom, contributes to school improvement through the Staff Well-Being Committee and Mathematics Work Team, and serves as a Central Council Member of the Singapore Teachers’ Union. Passionate about inclusive education, teacher well-being, and lifelong learning, she is committed to sharing evidence-informed practices and collaborating with educators globally to create equitable, engaging, and meaningful learning experiences that empower every learner to reach their fullest potential.

Dr Arturo Bayocot

Dr. Arturo B. Bayocot, CESO III is a visionary education leader whose four decades of dedicated service to the Department of Education embody a steadfast commitment to excellence, innovation, and transformative leadership. From the classroom to the highest levels of educational governance, he has served with distinction as Master Teacher, Supervisor, Assistant Schools Division Superintendent, Schools Division Superintendent, and Regional Director. A Doctor of Educational Management and Diplomate in Applied Linguistics, he is a scholar, researcher, mentor, and international education advocate who has shared his expertise across Asia, Australia, and the United States. His leadership in DepEd Region X earned national distinction when the region was named Champion/Most Learning-Focused Regional Office in the 2019 SAFE-CI Awards, followed by the 2021 Lodestar Award for exemplary leadership. Now at the helm of DepEd Region VII, he continues to advance quality education, with Central Visayas learners gaining international opportunities in Singapore and the World Robot Olympiad in Puerto Rico.

Dr Mohd Nazri Bin Abdul Rahman

Dr. Mohd Nazri Abdul Rahman holds the Associate Professor, Faculty of Education, Universiti Malaya. Started service as a teacher (Guru Cemerlang) at SM St Mary, Sandakan (1998-2007) before serving as an Pensyarah Cemerlang at the Teacher Education Institute, Kent Campus, Sabah (2008-2014) and Teacher Education Institute, Tuanku Bainun Campus, Penang (2015).

In November 2015, he started working at the Faculty of Education, Universiti Malaya. He holds a Ph.D in Curriculum Design and Development from the  University of Malaya. He actively researches and publishes in the areas of early childhood education, homeschooling, indigenous people and teaching and learning innovation. He is especially known for his homeschooling model for Orang Asli children which has reframed current ways of teaching Orang Asli children by tapping into the advantages of alternative education in Malaysia. His works have been published in Malaysian and International journals.

He also published books on Pendidikan Alternatif Homeschooling, Design and Developmental Research and Kurikulum: Satu Disiplin yang  Dinamik. He has received several recognitions for his teaching and research including awards such as Faculty of Education Excellent Post Graduate Student 2014; Excellent Thesis 2014; Anugerah Cemerlang Universiti Malaya (Penyelidik  Muda) 2018 and Anugerah Jalinan Masyarakat UMCares  2017. He has also won the Anugerah Guru Inovatif Kebangsaan 2003, 2004 and 2006 for his teaching and learning projects. He also been involved in consultation projects and research related to Bully, Community engagement and future education.

Dr Manuel Purog Albaño

With over three decades of dedicated service in education, Dr. Manuel Purog Albaño, CESO VI, is a distinguished educational leader, administrator, and advocate for teachers’ welfare. He currently serves as Schools Division Superintendent of the Schools Division of Baybay City, where he champions quality education, good governance, digital transformation, and learner-centered reforms. A Doctor of Philosophy in Educational Management and lifelong learner, Dr. Albaño graduated Cum Laude in his Bachelor of Science in Industrial Education (Electronics), earned the Most Functional Research Award for his master’s research, and received the Best Dissertation Award for his doctoral studies. Throughout his career, he has consistently demonstrated excellence in instructional leadership, educational planning, quality assurance, research, disaster preparedness, and organizational development. Beyond the Department of Education, he serves as National President of the Philippine Public School Teachers Association (PPSTA) and National Vice President of the Philippine Association of Schools Superintendents (PASS) leading nationwide initiatives that advance teacher welfare, professional development, health and wellness, financial services, and strategic partnerships benefiting educators across the Philippines. Recognized for exemplary public service and educational leadership, Dr. Albaño continues to inspire excellence through integrity, innovation, and servant leadership, empowering educators and promoting inclusive, equitable, and transformative education for every Filipino learner.

Ms Heejung Cho

Cho Hee-jung is an elementary school teacher at Poil Elementary School with over 22 years of classroom experience. She holds a B.A. in English Education from Gyeongin National University of Education and an M.A. in AI-based Creative Convergence Education from Chung-Ang University.

As an AI and Digital Lead Teacher for the Gyeonggi Provincial Office of Education, she has spearheaded digital transformation efforts, notably co-authoring the office’s authorized Grade 6 textbook on AI literacy and delivering professional development for fellow educators. She also serves as an advisory member on curriculum policy and teacher competency for educational authorities.

Her professional work is driven by the belief that the true power of AI in schools is found in how it enables teachers to forge deeper connections with their students. This commitment to human-centered pedagogy was recognized with an award from the Minister of Education in December 2025 for her policy proposal in the national “Building Schools Together” competition.

Mr Chia Hai Siang

Chia Hai Siang has been involved in public education in Singapore over the last 25 years. Beginning as a teacher of English Literature and General Paper in Raffles Junior College, Mr Chia has served subsequent stints in Planning Division, Ministry of Education (MOE), as a Subject Head in East Spring Secondary, Vice Principal (Instructional Programmes) at NorthLight School, and finally as Principal, Shuqun Secondary. From 2016 -18, he was the Principal Analyst for Technology in the Strategic Group at the Prime Minister’s Office, Singapore. He rejoined MOE in 2018 and served as Product Owner, Singapore Student Learning Space (SLS) and AI in Education (AIEd) solutions from 2018 to 2025. He is currently a Principal Specialist and Advisor, X-Labs in the Technologies for Learning branch, Education Technology Division, and leads MOE’s rapid research efforts on innovative use of ICT in teaching and learning. He holds an Honours Degree (Second Upper) in English Literature from the National University of Singapore, a Postgraduate Diploma in Education (Pass with Merit) from the National Institute of Education and a Masters in Education (Learning and Teaching) from Harvard Graduate School of Education. Employment and Education.

Dr Dai Hwee Tan

Dr Dai Hwee Tan is Master Teacher of Economics at the Academy of Singapore Teachers based at Ministry of Education (MOE) Singapore. Prior to this appointment, she was an economics classroom teacher for almost two decades. In her current role, she spearheads and promotes networks of learning among economics teachers in Singapore’s junior colleges. She also contributes to uplifting pedagogical standards and deepening the economics subject discipline through workshops and other professional learning opportunities that she conducts and organizes. Dai Hwee’s professional and research interests are in formative assessment, feedback, and self-regulated learning. Currently, she is leading a group of teachers to explore innovative ways to harness GenAI to enhance teaching and learning, with a focus on deepening students’ understanding, and empowering teachers to leverage AI for Differentiated Instruction, Inquiry-based learning, and formative assessments such as self- assessment, feedback, and marking.

Ms Haeji Ha

Ha, Haeji is an elementary school teacher at Yangji Elementary School with a strong dedication to future-oriented education. She holds a B.A. in English Education from Busan National University of Education and an M.A. in Elementary English Education from Chinju National University of Education.

Currently, she serves as the Senior Vice-Chair of the 2030 Youth Committee and a member of the Policy Advisory Committee at the Korean Federation of Teachers’ Associations (KFTA), working actively to bridge the gap between classroom realities and educational policy. As a Ministry of Education-certified AI Lead Teacher and an instructor for the Gyeongnam/Gyeonggi Provincial Office of Education, she has been instrumental in shaping digital education frameworks.

Her expertise extends to operating multicultural and AI-focused model schools and developing content as a TF member for the Gyeongnam Future Education Institute. Her commitment to fostering innovative learning environments and building a sustainable educational ecosystem earned her a commendation from the Superintendent of Education in 2024.

Mr Ghazali Bin Abdul Wahab

Mr Ghazali is a lead teacher who mentors fellow teachers, guiding them in implementing effective teaching strategies, and fostering a collaborative culture within his school and the cluster of schools as well. He was the recipient of the MOE Outstanding Innovator Award and Academy of Singapore Teachers Professional Development Innovator (Technology for Learning) Award in 2025. This year he is the Keynote speaker for the Dyslexia Association of Singapore’s UNITE Conference in June, where he will share insights on the evolving role of AI in supporting inclusive and impactful education.

Through his leadership, innovation, and generous sharing of knowledge, Mr Ghazali continues to inspire educators to embrace change with confidence, purpose, and a deep commitment to the learners they serve.

Ms Faith Ong

Faith Ong has taught English Language at the Secondary level for more than 15 years. She was a recipient of the Fulbright Distinguished Awards in Teaching Program for International Teachers in 2023 and a member of the Smart Nation Educator Fellowship 2026. She has a strong interest in integrating language pedagogy, assessment design and technology to create meaningful learning experiences. This has led her to focus on how assessment can support learning, and to work with teachers in her school and beyond on developing student engagement through assessment in both AI and non-AI-enabled classrooms.

As a teacher-researcher, Faith has published a book chapter in Teaching Literature in Singapore Secondary Schools (Pearson Education South East Asia, 2013) and an article for the English Language Institute of Singapore (ELIS) in 2016. In 2021, she published “Teaching Shakespeare — Star Crossed Profiles: Romeo and Juliet in a Singapore Classroom” in English Journal by the National Council of Teachers of English. She believes that fostering a community of ‘intellectual life’ requires thinking to be valued in all classrooms, with technology used purposefully to develop student agency and amplify students’ voices. As a Lead Teacher, she is committed to teachers’ professional development and advocates a strong mentoring culture in schools.

Ms Erica Reyes Rodriguez

Erica Reyes Rodriguez is a Senior Teacher of English at Manjusri Secondary School who believes that language education must continually evolve to meet the needs of contemporary learners. Guided by the conviction that technology should amplify student agency and self-directed learning, her professional focus lies in harnessing Generative Artificial Intelligence (AI) to personalise language mastery. She firmly believes that meaningful teaching stems from reflective inquiry, evidence-based practice, and empowering every student. 

As a Professional Learning Team (PLT) Leader, Erica translates her pedagogical beliefs into action by guiding colleagues in integrating Generative AI tools for writing. Driven by a belief in authentic student discourse, she championed Exploratory Talk strategies in her department, strengthening oral communication and perspective analysis. She also shapes school culture through the Student Leadership Committee and has coordinated the English Language Festival in Manjusri Secondary School. 

Believing that professional growth thrives through collaborative inquiry, Erica actively builds teacher capacity. In 2024, she was given the Associate of AST award (Facilitator of Workshops) in recognition of her contributions to fraternity learning. Having completed the Advanced Specialist Certificate in Teaching Reading and Writing under a RELC scholarship, she remains dedicated to translating advanced literacy research into transformative classroom practice.

Mr Benjamin Chong

Benjamin Chong is an educator from Singapore who teaches English Language and Social Studies. His professional interests lie in the intersection of artificial intelligence, language education, humanities education and digital literacy. Since joining the teaching profession in 2024, he has been exploring how AI can be thoughtfully integrated into classrooms to enhance learning, foster critical thinking and support student engagement.

Benjamin is interested in how AI can support the development of communication, writing and critical literacy skills. In Social Studies, he explores how AI can be used to strengthen students’ abilities to analyse sources, evaluate information and navigate complex issues in an increasingly digital world. He is particularly passionate about helping students become responsible and discerning users of technology who can think critically about the opportunities and challenges presented by AI.

As an early-career educator, Benjamin values continuous learning and collaboration with fellow educators. He believes that while AI has the potential to transform teaching and learning, meaningful relationships and thoughtful pedagogy remain at the heart of education.

Through participating in the ACT+1 Convention, Benjamin looks forward to learning from educators across the region, exchanging ideas on innovative practices, and contributing to conversations on how AI can support human-centred learning in both language and humanities education.

Mr Azmi Ahmad Sapian

Azmi Bin Ahmad Sapian is a Malaysian educator, educational leader, union strategist, and emerging scholar with over 25 years of experience in education, teacher professionalism, policy advocacy, and institutional leadership.

Throughout his career, Azmi has contributed extensively to teaching, curriculum implementation, assessment coordination, teacher development, and educational leadership. His strong commitment to education and public service has led him to several national leadership roles, including Treasurer General of the National Union of the Teaching Profession (NUTP), Secretary of CUEPACS Negeri Melaka, Assistant Secretary for Majlis Bersama Kebangsaan Pengurusan dan Profesional, and Council Member of the Communication and Multimedia Content Forum of Malaysia.

Currently, Azmi is a PhD researchers in Education focusing on empowering teachers’ unions and strengthening the role of teachers’ organisations in educational transformation, professional advocacy, and policy development. He has also contributed to academic publications includes journals and books, and conference presentations in areas such as educational leadership, educational governance, human resource management, teacher professionalism, and union advocacy.

Beyond his academic and professional roles, Azmi is actively involved in community engagement, motivational programmes, educational outreach, leadership training, and teacher development initiatives. Azmi’s professional philosophy is grounded in teacher empowerment, ethical leadership, professional dignity, and sustainable educational transformation. With his combined experience in education, union leadership, policy advocacy, and research, he continues to contribute meaningfully to Malaysia’s educational development and reform.

Mr Wong Eu En

Wong Eu En is the CEO and Co-Founder of Ren Education, a Singapore-based edtech company building AI grading and analytics tools for schools and junior colleges.

Eu En began as a General Paper tutor, running his own tuition academy from 2022. That experience – watching students fall behind not from lack of ability but from lack of timely, detailed feedback — became the founding insight behind ren. He is finishing his Bachelor of Computing (Computer Science) from NUS and continues to teach today, keeping one foot in the classroom as ren. grows.

Ren Education’s flagship product automates the marking of essays and structured questions with 98.4% benchmarked accuracy, returning rubric-aligned feedback to students and per-class analytics to teachers — reducing turnaround from weeks to a single day. The platform is now active across 12+ institutions, reaching 50+ teachers and over 5,000 students.

Eu En’s mission is simple: quality feedback should be a baseline for every student – not a luxury. Ren Education builds the ecosystem for teacher empowerment, not replacement in the age of AI.

Mr Ryan Nicholas Leong Wei Ren

Bullied and stricken with cancer, Ryan bounced back from physical and mental trauma, driving his desire to empower others even at a young age. In a fast-evolving BANI world, Ryan brands himself as a tech humanist – forging a future Renaissance where humanity and technology thrive harmoniously. He also serves as a passionate trainer for multiple education-based enterprises, having equipped 10,000+ youth, parents & professionals with 21st century life skills through his ambitious, energetic delivery style.

Ryan’s strategically-honed expertise as an award-winning Youth Coach, Design Thinking Specialist and GenAI Consultant has also been referred to large-scale collaborations with local enterprises and large organisations such as Google.org, ASEAN Foundation and Samsung. He identifies and amplifies his audiences’ strengths through mindsets of accelerated learning, compounding growth, and exponential impact.

Ryan is obsessed with the future of education and in the classroom, where teachers & students journey into imaginative worlds shaped by their diverse inputs, and brought to life through a strategic arsenal of GenAI tools, operating smoothly at speed and with almost no cost. The teacher steers control of the tools, ensuring ethical and responsible use amidst varied student suggestions keeping themselves irreplaceable and above the grind.

Mr Liang Sea Fong

With 26 years of teaching experience, Sea Fong brings to the classroom a rich background in customer service and copywriting, as well as a strong foundation in the humanities. He holds a Bachelor of Social Science (with majors in Sociology and English Literature) from the National University of Singapore, and a Postgraduate Diploma in Education from the National Institute of Education, Singapore.

Sea Fong has served as Head of Department (five years) and as a Senior Teacher (11 years). A progressive and collaborative teacher-leader, he is passionate about blending technology with impactful pedagogy to create engaging and dynamic learning experiences. Constantly seeking to innovate and grow, he actively shares his practices with fellow educators.

In 2024, Sea Fong joined the ASEF Classroom Network 17 and collaborated with educators from Australia and Austria to explore the use of AI in climate education (Climate Alliance) —a project that earned the prestigious Gold Award for its innovative and impactful approach.

In 2025, ASEF invited the team (Climate Alliance) to embark on EmpowerED where the team shared their experience with teachers from Bangladesh. Croatia, Malaysia and Mongolia.

Mr Jayaram Saravanakumar Naidu

Jayaram Saravanakumar Naidu is a Deputy Year Head at Northland Primary School, Singapore, and teaches Primary Science and Mathematics. He is passionate about creating student-centred learning experiences that develop curiosity, critical thinking, and creativity. He has led the school’s MakerSpace programme, designing hands-on learning experiences and supporting the school’s Applied Learning Programme (ALP). In partnership with the Singapore University of Technology and Design, he helped implement the Smorphi Robotics programme to support a school-wide simplified Design Thinking approach, enabling students to solve authentic problems through engineering and innovation. His professional interests include inquiry-based learning, artificial intelligence in education, and teacher professional learning. He is also an advocate for systems thinking, believing that sustainable improvement comes from designing ecosystems that support both teacher growth and student well-being.

Ms Asmawati Bte Abdullah

Asmawati Bte Abdullah is a Lead Teacher in Science with more than 27 years of experience in education. She is passionate about nurturing student curiosity, critical thinking, and scientific inquiry through meaningful learning experiences that promote deep conceptual understanding and lifelong learning.

As a teacher leader, she works closely with colleagues to enhance teaching and learning outcomes, championing the development of 21st Century Competencies, student agency, and inquiry-based approaches in science education. Her work includes leading professional learning, lesson study initiatives, and curriculum innovation to support both teacher growth and student development.

At the school and zonal levels, Asmawati actively contributes to professional sharing sessions and networked learning communities, facilitating the exchange of effective science teaching practices. She is involved in designing engaging and challenging learning experiences for high-ability learners that foster deeper thinking and authentic problem-solving.

Recognising the potential of educational technology to transform learning, she advocates for the purposeful integration of artificial intelligence in education. Through professional learning platforms, she has shared practical strategies for using AI tools and chatbots to support inquiry, personalise learning, and enhance classroom engagement.

Through collaborative leadership, continuous learning, and a commitment to innovation, Asmawati strives to empower both educators and students to thrive in an evolving educational landscape.

Mr Gilbert Ng Ying Fong

Gilbert Ng Ying Fong is the Subject Head (Educational Technology) and an Economics teacher at Hwa Chong Institution. A Smart Nation Educator Fellow (2025) and recipient of the MOE Outstanding Innovator Award (2018), he works with educators to explore practical, pedagogy-informed uses of generative AI for teaching and learning. Gilbert has led professional learning workshops, presented at education conferences, and publishes research on AI in education.

Session title

Students’ Assessment Literacy in an AI-enabled Writing Classroom

Track 4

The Compass: Values, Ethics, Governance & Assessment Integrity

Synopsis

As AI use becomes increasingly prominent in teaching and learning, it becomes more important to develop in students an understanding of the ethical implications associated with AI use, and to be able to use AI critically and appropriately to augment rather than offload their critical and creative thinking.

Participants will have the opportunity to discuss ethical issues in AI use in the teaching of writing, and pedagogical considerations for developing metacognitive and ethical writers to support assessment for learning and students’ revision processes in the writing process cycle. Using examples drawn from MOE’s AI-enabled tools, participants will leave with practical lesson design ideas that explicitly build students’ ethical and metacognitive dispositions as writers.

Session title

Human First, AI Second: Strengthening Teacher Relationships and Well-Being in an AI Era

Track 2

The Anchor: Relationships, Belonging & Wellbeing in an AI Age

Synopsis

Artificial Intelligence is rapidly reshaping the educational landscape, creating new opportunities to enhance teaching and learning while also presenting significant challenges for the teaching profession. This presentation explores how AI can be integrated into education in ways that strengthen, rather than diminish, the essential human elements of teaching. It examines the importance of teacher–student relationships, teacher well-being, and professional autonomy in an AI-driven era, while highlighting the need for ethical implementation of technology that supports educators instead of adding to their workload.

The presentation also discusses the role of teacher unions in advocating for human-centred AI policies and ensuring that innovation enhances educational quality without compromising the values, trust, empathy and human connections that remain at the heart of education.

Session title

The Engine Room of Teaching: Streamlining Workflows, Empowering Educators, and Sustaining AI Integration

Track 3

The Engine Room: Teacher Workflows, Professional Agency & AI Productivity

Synopsis

This presentation explores how the “engine room” of education, comprising the essential systems and processes that support teaching, can be strengthened through efficient workflows, empowered educators, and responsible Artificial Intelligence (AI) integration. It examines how repetitive administrative tasks, such as assessment, reporting, and documentation, can be streamlined using digitised systems, shared templates, and automation, enabling teachers to devote more time to meaningful teaching and professional growth.

The session also highlights the importance of teacher agency by encouraging educators to make informed decisions, adapt practices to learners’ needs, and foster innovation through greater autonomy. AI is presented as a valuable assistant that enhances productivity while complementing, rather than replacing, teachers’ professional judgement. Ethical considerations, including data privacy and digital literacy, remain central to its adoption. Supported by effective leadership and professional organisations, the integration of efficient systems, teacher empowerment, and sustainable AI use creates a balanced, resilient, and future-ready education ecosystem that prioritises both teacher well-being and student learning.

Session title

Agile Engines for Diverse Learners: Automating Lesson Preparation in Multicultural Primary Classrooms

Track 3

The Engine Room: Teacher Workflows, Professional Agency & AI Productivity

Synopsis

Lesson preparation for multicultural classrooms has become increasingly complex due to students’ diverse linguistic backgrounds and varying learning levels. This session introduces AI as an “Agile Engine” designed to navigate these educational challenges effectively.

The session will share practical cases of using AI to automate the creation of multilingual learning materials, differentiated worksheets, and customized feedback. By reducing the “engine room” workload, teachers can focus more on their core role: fostering emotional connections and building strong relationships with students. Ultimately, this session demonstrates how AI goes beyond being a simple tool to become a powerful engine that empowers teachers and makes the modern classroom more sustainable.

Session title

Who steers learning — teachers or technology?

Track 3

The Engine Room: Teacher Workflows, Professional Agency & AI Productivity

Synopsis

Amid the rapid integration of AI in education, a key question arises: Who steers learning—teachers or technology? This presentation argues that while AI can enhance teaching and learning, it is the teacher who defines learning goals, designs experiences, and safeguards pedagogical integrity.

Drawing on Chinese Language classrooms in Singapore, the session demonstrates a pedagogy-first approach to AI integration. AI is used selectively as a responsive scaffold to enhance feedback, personalise learning, and extend interaction.

Central to this approach are the roles of teachers-in-the-loop and teachers-over-the-loop. Teachers shape AI-mediated interactions while exercising professional judgement over when and how AI should be used.

Through classroom examples, the presentation shows how AI serves not as a replacement, but as a pedagogical partner under teacher control to amplify and transform teaching and learning. It invites educators to re-centre pedagogy and reaffirm their role as designers of learning in the age of AI.

Session title

Strengthening learning without weakening trust

Track 4

The Compass: Values, Ethics, Governance & Assessment Integrity

Synopsis

Our project demonstrates that AI can strengthen learning without weakening trust. By positioning teachers as designers, decision-makers, and assessors, AI talking avatars become structured practice tools — not autonomous evaluators. The model protects assessment integrity, prioritizes transparency, safeguards student privacy, and embeds ethical oversight into everyday classroom practice. It offers a practical blueprint for responsible, teacher-governed AI integration in an AI-enabled world.

We will also share how we use student onboarding session to explicitly teach how AI is being used in the classroom and why. Students are positioned not as passive users, but as accountable participants who must manage their own AI use responsibly.

Session title

The Teacher’s Practical AI Toolkit

Track 1

The Helm: Teacher-Led Pedagogy & Learning Design

Synopsis

Teaching is one of the most demanding professions in the world. Behind every great lesson is hours of planning, writing, communicating, and documenting. This hands-on workshop is designed to give that time back to you.

In this session, you will discover how AI can become your most reliable behind-the-scenes partner, handling the administrative load so you can focus on what truly matters: your students.

Together, we will walk through four practical, real-world applications you can start using from day one:

  • Design Lesson Plans that are structured, curriculum-aligned, and ready to teach, in a fraction of the usual time.
  • Maintain Teachers’ E-Records with ease, creating organized, professional documentation that meets school standards without the paperwork stress.
  • Craft Parent Emails that are clear, warm, and professional, whether it is a progress update, a concern, or a celebration of your student’s growth.

 

Build Exam Papers at a professional level, complete with varied question types, mark schemes, and differentiation, all generated with your learning objectives in mind.

By the end of this workshop, you will not just understand AI. You will know how to command it. You remain the professional. AI simply carries the load.

Session title

Scaling Insights, Not Just Grades AI-Powered Marking as a Catalyst for Teacher Agency

Track 3

The Engine Room: Teacher Workflows, Professional Agency & AI Productivity

Synopsis

The most expensive bottleneck in any teacher’s week is not curriculum planning or lesson delivery. It is the feedback lag: the gap between when a student submits work and when they receive actionable guidance. For subjects spanning STEM and Humanities, where structured problem sets and extended written response both demand significant teacher time, this lag compounds across cohorts and assessment cycles into a systemic problem.

This session moves past surface-level discourse on AI in education. Rather than exploring content generation or chatbot tutors, it enters the engine room of the assessment lifecycle: examining how AI-powered marking and analytics platforms can compress the feedback loop, surface learning data at scale, and return to teachers the one resource no technology can manufacture: time.

Session title

Practitioner-grounded model of teacher-led AI innovation drawn from authentic Classroom Implementation

Track 3

The Engine Room: Teacher Workflows, Professional Agency & AI Productivity

Synopsis

As Artificial Intelligence becomes increasingly embedded in education systems, the key question is no longer whether teachers should use AI but how teachers can lead its use meaningfully, sustainably and ethically. This session presents a practitioner-grounded model of teacher-led AI innovation drawn from authentic classroom implementation. Participants will explore how AI tools can transform teacher workflows — from lesson design and differentiated feedback to student data analysis and assessment creation — while strengthening professional judgement and pedagogical intentionality.

Through real case studies involving AI-supported inquiry learning, adaptive feedback in national learning platforms, generative simulation design, and sustainability STEM projects, the session demonstrates how AI can free teachers from routine cognitive load and redirect effort towards higher-impact work such as building relationships, diagnosing misconceptions, and deepening student thinking.

Participants will experience practical frameworks that help teachers decide when AI adds value and when human expertise must take precedence. The session reframes AI not as a shortcut but as a professional amplifier that enables teachers to remain firmly at the helm of learning.

Session title

Deep Dive: Gemini for Education

Track 3

The Engine Room: Teacher Workflows, Professional Agency & AI Productivity

Synopsis

This session offers a focused exploration of emerging AI technologies from Google, with particular emphasis on Gemini and NotebookLM, and their practical applications within the Ministry of Education (MOE) context.

Participants will gain insights into how these tools can be meaningfully integrated into educators’ daily workflows to enhance productivity, streamline administrative tasks, and support more effective lesson design. Through guided demonstrations, the session will illustrate how Gemini can assist in content generation, ideation, and differentiation, while NotebookLM can be leveraged for knowledge synthesis, resource organisation, and research-informed teaching.

Beyond technical capabilities, the session will also highlight how AI can augment — rather than replace — teacher professional judgement, reinforcing the role of educators as designers of learning experiences.

Realistic use cases will be shared to demonstrate how these tools can positively impact both teaching practices and student learning outcomes.

By the end of the session, participants will walk away with practical strategies and actionable ideas to responsibly and effectively harness AI in their educational settings.

Session title

Lesson Study on Teacher-Led AI-Supported Learning of Adaptations

Track 1

The Helm: Teacher-Led Pedagogy & Learning Design

Synopsis

 

This lesson study examined how intentional teacher-designed use of AI tools can deepen Primary 6 students’ understanding of adaptations in living organisms. The focus remained on helping students explain how structural and behavioural adaptations support survival, rather than memorising facts.

Session title

Teacher as a Learning Architect

Track 1

The Helm: Teacher-Led Pedagogy & Learning Design

Synopsis

The Teacher as a Learning Architect is a practical session for Southeast Asian educators who teach with AI tools. Let us explore a simple idea: teachers choose the destination — learning goals, values, and assessments — while AI helps build the road—drafting materials, organising information, and offering options to differentiate.

You will learn how to:

1. Define clear outcomes (using backward design and A SMART goals)

2. Design inclusive learning experiences (using UDL scaffolds), and

3. Decide when and how AI tools can help: safely, ethically, and in culturally appropriate ways.

You will be equipped with ready to use templates and a checklist to keep you firmly in the driver’s seat.

Session title

Imagining the future of the classroom

Track 2

The Anchor: Relationships, Belonging & Wellbeing in an AI Age

Synopsis

Imagine the future of the classroom, where teachers & students journey into imaginative worlds shaped by their diverse inputs, and brought to life through a strategic arsenal of GenAI tools, operating smoothly at speed and with almost no cost. The teacher steers control of the tools, ensuring ethical and responsible use amidst varied student suggestions.

As students have their voices heard and translated into multi-modal outputs, engagement is only heightened and personalised as everyone contributes building their stories and worlds together. The student-teacher bond develops naturally in the process.

By the end of the workshop, you will walk away with:

✅ A blueprint of bots primed to curate your specific lesson content in real-time, in minutes!

✅ More classroom time to impart the skills our students really need for the future: Critical discernment & Creative strategy!

✅ A system to track, in detail, the unique qualities and growth timeline of every student!

All these can be implemented into your classroom the next day!

The GenAI opportunity for educators is here! Seize it to command you more attention span and respect in your ecosystem, and a more motivated student community. Your strategic leverage of GenAI tools, coupled with delivering the most engaging of emotional experiences towards human-centric goals, are what will keep you irreplaceable.

Agile Engines for Diverse Learners: Automating Lesson Preparation in Multicultural Primary Classrooms

Concurrent 5A Track 3

Lesson preparation for multicultural classrooms has become increasingly complex due to students’ diverse linguistic backgrounds and varying learning levels. This session introduces AI as an “Agile Engine” designed to navigate these educational challenges effectively.

The session will share practical cases of using AI to automate the creation of multilingual learning materials, differentiated worksheets, and customized feedback. By reducing the “engine room” workload, teachers can focus more on their core role: fostering emotional connections and building strong relationships with students. Ultimately, this session demonstrates how AI goes beyond being a simple tool to become a powerful engine that empowers teachers and makes the modern classroom more sustainable.

Facilitating Students’ Conceptual Understanding in Economics with Vibe Coding

Concurrent 3A Track 1

 

The most expensive bottleneck in any teacher’s week is not curriculum planning or lesson delivery. It is the feedback lag: the gap between when a student submits work and when they receive actionable guidance. For subjects spanning STEM and Humanities, where structured problem sets and extended written response both demand significant teacher time, this lag compounds across cohorts and assessment cycles into a systemic problem.

This session moves past surface-level discourse on AI in education. Rather than exploring content generation or chatbot tutors, it enters the engine room of the assessment lifecycle: examining how AI-powered marking and analytics platforms can compress the feedback loop, surface learning data at scale, and return to teachers the one resource no technology can manufacture: time.

Scaling Insights, Not Just Grades AI-Powered Marking as a Catalyst for Teacher Agency

Concurrent 2D Track 3

 

The most expensive bottleneck in any teacher’s week is not curriculum planning or lesson delivery. It is the feedback lag: the gap between when a student submits work and when they receive actionable guidance. For subjects spanning STEM and Humanities, where structured problem sets and extended written response both demand significant teacher time, this lag compounds across cohorts and assessment cycles into a systemic problem.

This session moves past surface-level discourse on AI in education. Rather than exploring content generation or chatbot tutors, it enters the engine room of the assessment lifecycle: examining how AI-powered marking and analytics platforms can compress the feedback loop, surface learning data at scale, and return to teachers the one resource no technology can manufacture: time.

Mr Wong Eu En

Wong Eu En is the CEO and Co-Founder of Ren Education, a Singapore-based edtech company building AI grading and analytics tools for schools and junior colleges. Eu En began as a General Paper tutor, running his own tuition academy from 2022. That experience - watching students fall behind not from lack of ability but from lack of timely, detailed feedback — became the founding insight behind ren. He is finishing his Bachelor of Computing (Computer Science) from NUS and continues to teach today, keeping one foot in the classroom as ren. grows. Ren Education's flagship product automates the marking of essays and structured questions with 98.4% benchmarked accuracy, returning rubric-aligned feedback to students and per-class analytics to teachers — reducing turnaround from weeks to a single day. The platform is now active across 12+ institutions, reaching 50+ teachers and over 5,000 students. Eu En's mission is simple: quality feedback should be a baseline for every student - not a luxury. Ren Education builds the ecosystem for teacher empowerment, not replacement in the age of AI.

Lesson Study on Teacher-Led AI-Supported Learning of Adaptations

Concurrent 1C Track 1

Concurrent 2A Track 1

 

This lesson study examined how intentional teacher-designed use of AI tools can deepen Primary 6 students’ understanding of adaptations in living organisms. The focus remained on helping students explain how structural and behavioural adaptations support survival, rather than memorising facts.

Ms Asmawati Bte Abdullah

Asmawati Bte Abdullah is a Lead Teacher in Science with more than 27 years of experience in education. She is passionate about nurturing student curiosity, critical thinking, and scientific inquiry through meaningful learning experiences that promote deep conceptual understanding and lifelong learning. As a teacher leader, she works closely with colleagues to enhance teaching and learning outcomes, championing the development of 21st Century Competencies, student agency, and inquiry-based approaches in science education. Her work includes leading professional learning, lesson study initiatives, and curriculum innovation to support both teacher growth and student development. At the school and zonal levels, Asmawati actively contributes to professional sharing sessions and networked learning communities, facilitating the exchange of effective science teaching practices. She is involved in designing engaging and challenging learning experiences for high-ability learners that foster deeper thinking and authentic problem-solving. Recognising the potential of educational technology to transform learning, she advocates for the purposeful integration of artificial intelligence in education. Through professional learning platforms, she has shared practical strategies for using AI tools and chatbots to support inquiry, personalise learning, and enhance classroom engagement. Through collaborative leadership, continuous learning, and a commitment to innovation, Asmawati strives to empower both educators and students to thrive in an evolving educational landscape.

Teacher as a Learning Architect

Concurrent 1B Track 1

Concurrent 2C Track 1

Imagine the future of the classroom, where teachers & students journey into imaginative worlds shaped by their diverse inputs, and brought to life through a strategic arsenal of GenAI tools, operating smoothly at speed and with almost no cost. The teacher steers control of the tools, ensuring ethical and responsible use amidst varied student suggestions.

As students have their voices heard and translated into multi-modal outputs, engagement is only heightened and personalised as everyone contributes building their stories and worlds together. The student-teacher bond develops naturally in the process.

You will learn how to:

1. Define clear outcomes (using backward design and A SMART goals)

2. Design inclusive learning experiences (using UDL scaffolds), and

3. Decide when and how AI tools can help: safely, ethically, and in culturally appropriate ways.

You will be equipped with ready to use templates and a checklist to keep you firmly in the driver’s seat.

Mr Liang Sea Fong

With 26 years of teaching experience, Sea Fong brings to the classroom a rich background in customer service and copywriting, as well as a strong foundation in the humanities. He holds a Bachelor of Social Science (with majors in Sociology and English Literature) from the National University of Singapore, and a Postgraduate Diploma in Education from the National Institute of Education, Singapore. Sea Fong has served as Head of Department (five years) and as a Senior Teacher (11 years). A progressive and collaborative teacher-leader, he is passionate about blending technology with impactful pedagogy to create engaging and dynamic learning experiences. Constantly seeking to innovate and grow, he actively shares his practices with fellow educators. In 2024, Sea Fong joined the ASEF Classroom Network 17 and collaborated with educators from Australia and Austria to explore the use of AI in climate education (Climate Alliance) —a project that earned the prestigious Gold Award for its innovative and impactful approach. In 2025, ASEF invited the team (Climate Alliance) to embark on EmpowerED where the team shared their experience with teachers from Bangladesh. Croatia, Malaysia and Mongolia.

Imagining the future of the classroom

Concurrent 1A Track 2

 

Imagine the future of the classroom, where teachers & students journey into imaginative worlds shaped by their diverse inputs, and brought to life through a strategic arsenal of GenAI tools, operating smoothly at speed and with almost no cost. The teacher steers control of the tools, ensuring ethical and responsible use amidst varied student suggestions.

As students have their voices heard and translated into multi-modal outputs, engagement is only heightened and personalised as everyone contributes building their stories and worlds together. The student-teacher bond develops naturally in the process.

By the end of the workshop, you will walk away with:

✅ A blueprint of bots primed to curate your specific lesson content in real-time, in minutes!

✅ More classroom time to impart the skills our students really need for the future: Critical discernment & Creative strategy!

✅ A system to track, in detail, the unique qualities and growth timeline of every student!

All these can be implemented into your classroom the next day!

The GenAI opportunity for educators is here! Seize it to command you more attention span and respect in your ecosystem, and a more motivated student community. Your strategic leverage of GenAI tools, coupled with delivering the most engaging of emotional experiences towards human-centric goals, are what will keep you irreplaceable.

Mr Ryan Nicholas Leong Wei Ren

Bullied and stricken with cancer, Ryan bounced back from physical and mental trauma, driving his desire to empower others even at a young age. In a fast-evolving BANI world, Ryan brands himself as a tech humanist - forging a future Renaissance where humanity and technology thrive harmoniously. He also serves as a passionate trainer for multiple education-based enterprises, having equipped 10,000+ youth, parents & professionals with 21st century life skills through his ambitious, energetic delivery style. Ryan’s strategically-honed expertise as an award-winning Youth Coach, Design Thinking Specialist and GenAI Consultant has also been referred to large-scale collaborations with local enterprises and large organisations such as Google.org, ASEAN Foundation and Samsung. He identifies and amplifies his audiences' strengths through mindsets of accelerated learning, compounding growth, and exponential impact. Ryan is obsessed with the future of education and in the classroom, where teachers & students journey into imaginative worlds shaped by their diverse inputs, and brought to life through a strategic arsenal of GenAI tools, operating smoothly at speed and with almost no cost. The teacher steers control of the tools, ensuring ethical and responsible use amidst varied student suggestions keeping themselves irreplaceable and above the grind.