Background of ACT+1 Convention
Since ASEAN was founded as an organisation of the five South East Asia countries, leaders of teachers’ association in ASEAN countries thought over the possibility of forming an organisation with a view to enable them to foster concepts and aims of ASEAN, especially on the field of education and culture. It aims at further promoting closer relationship between teachers in ASEAN countries.
On the initiative of World Confederation of Organizations of the Teaching Profession (WCOTP), a seminar participated by the representatives of teachers’ association of ASEAN member countries was held in Kuala Lumpur, from 6th to 10th December 1976.
The theme for seminar was “Role of Teachers Organisations in FIVE ASEAN Countries in Promoting the Philosophy and Concepts as well as the aims and Objectives of ASEAN.
The topics discussed in the seminar were as follows:
In WCOTP ASEAN Regional Conference held in Baguio City, Philippines on 5 May 1977, a meeting was held with the representative of teachers’ associations from Indonesia, Malaysia, Thailand, Singapore and the Philippines. A discussion of the possibility of founding one forum of teachers’ association of ASEAN was set up.
In the essence of the discussion, all participants came to an agreement to form the association and decided to have a further discussion in a meeting to be held in Jakarta while the members were attending WCOTP World Assembly of Delegates.
On 31 July 1978 the chairman of the delegates of teachers’ associations of ASEAN member countries, attending the 1978 WCOTP World Assembly of Delegates, held a special and separate meeting in Jakarta. The thirteen teachers associations of ASEAN countries had found a common need for having one real and formal teachers’ association of ASEAN countries.
The meeting decided that the association was aimed at realising and fostering the philosophy, the concept and aims of ASEAN. It was also decided that then next meeting was held in Singapore in November 1978. The programs were to decide the name of the association, to discuss the structure of the organisation, the aims and the executive committee, and to work out activities of the association, and so forth.
Further to the meeting held in Jakarta, an ASEAN teachers’ association meeting was held in Singapore on 23 November 1978. The principal decisions are as follows:
In the World Congress of International Federation Free Teachers Union (IFFTU) held in Manila, 15th to the 22nd December 1978, the delegates of teachers associations of the five ASEAN countries had an opportunity to hold a meeting on 20th December 1978. This ASEAN delegates discussed again the decision in Singapore on 23rd November 1978 and further programs of ACT.
The participants emphasised the necessity of publishing aims and activities held by ACT. The first effort made was that Convention held for four days in Bangkok.
Negara Brunei Darussalam became the sixth member in December 1984. Vietnam, Laos and Cambodia became the seventh, eighth and ninth member respectively in 1989. Republic of Korea became the first non-ASEAN member in 2012 as the ASEAN+1 member. After joining of Republic of Korea, the abbreviated name of the convention became ‘ACT+1’.
Year | Venue | Theme |
1979 (1) | Thailand | Towards Solidarity Among ASEAN Teachers’ Organsations |
1980 (2) | Philippines | Educational and Social Awareness for Solidarity Among ASEAN Teachers’ Organisations |
1981 (3) | Indonesia | The Role of Teachers As Agents of Development |
1982 (4) | Malaysia | Towards Cooperation in Education in ASEAN |
1983 (5) | Singapore | Education and Social Change |
1984 (6) | Thailand | Teaching Profession in the next Decade: ASEAN Contexts |
1985 (7) | Brunei Darussalam | Education for Nation Building |
1986 (8) | Philippines | Education for Peace and ASEAN Cooperation |
1987 (9) | Indonesia | Values Education for National Resiliencies of ASEAN Countries |
1988 (10) | Malaysia | Towards Excellence in Schools |
1989 (11) | Singapore | Towards the 21st Century: The Challenges Ahead |
1990 (12) | Thailand | The Implementation of the Policy on Environmental Education |
1991 (13) | Indonesia | Globalisation and Its Impact on Development |
1992 (14) | Philippines | ASEAN Education Towards a Common Destiny |
1993 (15) | Brunei Darussalam | Meeting the Needs of Development, Conserving the Value of Culture |
1994 (16) | Malaysia | Social Justice and Peace Through Education |
1996 (17) | Singapore | Today’s Education for Tomorrow’s World |
1999 (18) | Thailand | Education for Sustainable Development |
2000 (19) | Vietnam | ASEAN Education in the 21st Century: Opportunities, Challenges and Solutions |
2002 (20) | Brunei Darussalam | Empowering Teachers Through Information and Communication Technology |
2004 (21) | Langkawi, Malaysia | ACT-Revisiting the Spirit of ASEAN |
2005 (22) | Indonesia | Co-operation and Partnership With In Teachers’ Organisation in ASEAN |
2007 (23) | Singapore | ASEAN Educators Uniting for Quality Education |
2008 (24) | Thailand | Sustainable Environment Education for Quality of Life |
2009 (25) | Vietnam | ASEAN Council of Teachers Response to the Economic Crisis for the Sustainable Development of Education |
2010 (26) | Philippines | ASEAN Educators: Rising Above Challenging Times |
2011 (27) | Brunei Darussalam | Enhancing Quality Education Towards the Realisation of ASEAN Community 2015 |
2012 (28) | Bali, Indonesia | ASEAN Community 2015: Teacher Professionalism for Quality Education and Humanity |
2013 (29) | Malaysia | Enhancing Quality Education Through Culturalisation Within the ASEAN Community |
2014 (30) | Singapore | Professional Development of Teachers in ASEAN for Quality Education |
2015 (31) | Thailand | Creative and Productive Role of Teachers for ASEAN Community |
2016 (32) | Seoul, Korea | Expansion of Quality Education in ASEAN and Korea through Character and Global Citizenship Education |
2017 (33) | Danang, Vietnam | Role of Education in Adopting Global Culture and Preserving National Identity |
2018 (34) | Manila, The Philippines | Strengthening the hallmarks of Excellence in Education through ASEAN+1 Teachers’ Integration |
2019 (35) | Brunei Darussalam | Reducing Regional Educational Gap: Mobility of ASEAN Teachers |
2022 (36) | Jakarta, Indonesia | Recovering from the Pandemic: Designing Post Pandemic Education in a Digitally Infused World |
2023 (37) | Putrajaya, Malaysia | Leading the Future of Education |
2024 (38) | Bangkok, Thailand | Promoting Happy Schooling and Sustainability in Education |
2025 (39) | Cebu, Philippines | Educators: Humanising Education Amidst Rapidly Changing Landscapes |
2026 (40) | Singapore | Navigating Our Future: Steered by Teachers, Anchored in Relationships, Propelled By AI |
Background of ACT+1 Convention
40th ACT+1 Convention Leaders’ Meeting
Delegation
Biography of Speakers
Documents:
Country Reports
Concurrent Session Slides
Directions/map
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.
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.
Synopsis
Research suggests that writing development is supported by self-regulation and by students’ ability to understand and act on feedback. Graham and Harris (2000) highlight the role of self-regulation in writing,. Malecka, Boud, and Carless (2022) also emphasise the importance of helping students seek, process and act on feedback.
This session offers practical and adaptable ways of using AI-enabled tools to support revision, formative assessment and develop students’ metacognitive awareness in the writing process cycle. Using examples from MOE tools such as SALiS and other SLS AI-enabled features, the session keeps the teacher firmly at the centre as the designer of purposeful learning experiences and the guide to critical and ethical language use in the age of AI. Participants will leave with strategies that can be adapted across contexts to strengthen student reflection, agency and voice in their writing.
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.
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:
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.