STU stands ready to offer workplace advice and representation to members. STU handles an average of 1,200 cases a year. Delegates may assist by referring members who are facing workplace issues to STU.
Civil servants are governed by the Instruction Manual (IM). In an event of a grievance, Delegates should share the grievance procedure flowchart (IM2O) with the affected member.
Some workplace matters of which Delegates should be aware.
PERFORMANCE APPRAISAL
Delegates should be aware of the consequences of ‘C-’, ‘D’ and ‘E’ performance grades on EOs, especially those on probation and approaching retirement age.
EOs who are given the ‘D’ or ‘E’ grades could be placed on the Performance Review Process (PRP). Affected EOs would be placed on the Pre-PRP for three months, and then PRP for a further three months. Failure to meet the performance level required would result in termination of the EO.
Non-confirmed EOs who are given the ‘C-’ performance grade will not be confirmed. Affected confirmed officers will not be promoted and will not be entitled to professional development leave for two years.
Please refer to IM2O for more details.
SCHOOL TRANSFERS
Members should apply through the open posting and closed posting exercises during APEX. However, should there be an urgent need for a school transfer, Delegates should direct
members to seek assistance from STU.
WORKPLACE SAFETY
Delegates should work with their School/MOE Branch Management to ensure that the
workplace is safe for members. Delegates may highlight workplace safety concerns to STU.
In the event of a workplace injury, members can claim their medical expenses under the Work Injury Compensation Act (WICA) or IM2J. Delegates may direct members to their
Administrative Manager to obtain information on the two schemes to make informed choices on their claims.
When in doubt, members may approach STU.
TALKS AND RESOURCES
STU conducts talks as part of its outreach to teachers so that they can avoid potential pitfalls in carrying out their duties as an educator. Drawing on past cases handled by STU, the talks cover:
| TL1: Obligations of a Teacher |
This session explains the legal responsibilities of the teacher as an employee of the Ministry of Education/School, and teachers’ liabilities to students vis-à-vis the Tort of Negligence. |
| TL2: Teachers and Classroom Disciplinary Actions |
In this talk, the teacher’s rights and limitations in disciplining their students will be covered. |
| TL3: Teachers and Social Media |
Practical guidelines on how to navigate through the New Social Media environment in a safe and professional manner will be provided. |
Courses offered by Ong Teng Cheong Labour Leadership Institute (OTCi)
OTCi offers courses for Delegates from all affiliated unions to enhance Delegates’ competencies in recruitment and engaging members. Delegates who are keen to sign up for OTCi courses can contact STU.
Course fees are borne by STU.
FAQ ON WORKPLACE MATTERS (IR)
A member would like to consult STU but is worried that the school may find out about his/ her issue. How should I advise the member?” STU maintains strict confidentiality on our members’ cases. STU will only make a representation to MOE on the case, with members’ consent. “How do members make appointment with STU to consult on workplace matters?” Members should call STU at 6299 3936 or email stu@stu.org.sg. You may refer to this link for more FAQs on tenure-related issues.
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.