keynote speakers / 主旨报告专家
Prof. Youmin Xi
Executive President of Xi'an Jiaotong-Liverpool University
Pro-Vice Chancellor of the University of Liverpool
Speech Title: Embracing Future: Talent & Education in the Digitalisation and AI Era - XJTLU's Exploration and Actions
Abstract: Faced with the reshaping of the world order and escalating challenges brought by artificial intelligence, we must rethink future society and its talent demands, reshape education, and explore new forms of future universities. This presentation introduces the exploration journey of Xi'an Jiaotong-Liverpool University (XJTLU) and its three established educational models (XJTLU 1.0, 2.0, and 3.0). It analyzes XJTLU’s “Education + AI” strategy and its implementation process, and looks ahead to emerging trends in future societal development as well as XJTLU’s strategic layout for the next decade—the exploration of a future-oriented lifelong-learning and innovative social ecosystem (XJTLU 4.0).
Biography: Executive President of Xi’an Jiaotong-Liverpool University, Pro-Vice Chancellor of the University of Liverpool, Distinguished Professor of Arts, Humanities and Social Sciences at Xi’an Jiaotong University, and Honorary Fellow of the University of Liverpool.
Through logical training in physics at the undergraduate level, a holistic perspective from systems engineering at the master’s level, and a humanistic approach in management at the doctoral level, Professor Youmin Xi founded the Theory of HeXie Management (1985). He led the establishment and innovative development of Xi’an Jiaotong-Liverpool University (2006) and has a continued dedication to management and education. He has published over 30 books and more than 300 papers, received over 10 provincial and ministerial-level awards for research achievements, supervised over 200 graduate students, and earned numerous national honours, including the China Youth Science and Technology Award (1992), the China Youth Scientist Award (1996), the title of National Expert with Outstanding Contributions (1997), and the National May 1st Labor Medal (2012).
Prof. Xiaojun Zhang
Speech Title: Syntegrative Education: A New Education Model for the AI Era
Abstract: With rapid technological advances in networking, digitisation, and artificial intelligence, social forms and talent definitions are being reshaped. Traditional higher education models can no longer meet the needs of future talent cultivation. Higher education urgently needs to transform by exploring cross-disciplinary collaboration and deep industry-education integration, and to cultivate industry elites capable of leading future development by building future-oriented education models. To address this challenge, Xi’an Jiaotong-Liverpool University (XJTLU) introduced the concept of Syntegrative Education in 2016. This model integrates disciplinary knowledge with an authentic industry environment, technical competence and innovation capability with entrepreneurial leadership, and industry-oriented cultivation with real-world problem-solving. Through long-term, in-depth collaboration with industries, students engage in interest-driven, AI-empowered, project-based, and research-led learning to develop the ability to solve practical industry problems. After ten years of exploration and practice, XJTLU has established an ecosystem for high-end applied industry elites, empowering talents to create value for society and providing a replicable and scalable transformation paradigm for higher education institutions worldwide.
Biography: Professor Xiaojun Zhang holds a PhD in Management from Xi’an Jiaotong University. He is currently serving as Chief Officer of Education at Xi’an Jiaotong-Liverpool University (XJTLU), Leader of the XJTLU Entrepreneur College (Taicang) Leadership Team, Executive Dean of the Academy of Future Education, and Director of Entrepreneurship and Enterprise Hub. He is a Principal Fellow of the Higher Education Academy (PFHEA) in the UK, and also serves as Secretary-General of the Association for Sustainable Faculty Development in Higher Education, as well as Council Member and Deputy Secretary-General of the Chinese Academy of Management.
Professor Zhang joined XJTLU in 2013 and has participated in and led the establishment of the Academy of Future Education and its four core departments, accumulating extensive experience in supporting student growth, faculty development, and future education exploration. Since 2022, Professor Zhang has also served as Dean of the Entrepreneurship and Enterprise Hub at XJTLU Entrepreneur College (Taicang), dedicating himself to the exploration and practice of XJTLU’s Syntegrative Education model. From August 2023, he has additionally served as Leader of the XJTLU Entrepreneur College (Taicang) Leadership Team, responsible for implementing the Syntegrative Education model on Taicang Campus. As Chief Officer of Education, Professor Zhang is also committed to supporting the exploration of XJTLU 3.0 Eco-Academy model. Professor Zhang has led the exploration of future-oriented educational models in K-12 and new professional education, and is responsible for empowering and supporting pilot initiatives such as XJTLU Affiliated Schools, the Shenzhen Basic Education Group, and the XJTLU College of Dream-chasers.
Professor Zhang has long been dedicated to guiding and promoting educational reform and innovation in China, drawing on XJTLU’s educational exploration practices. Dr Zhang led the development of several projects with national level impact. He created XJTLU National University Teaching Innovation Award in 2016, developed the Association for Sustainable Faculty Development in Higher Education in 2018 with 142 institutional members, and initiated the ILEAD Talk series in more than 25 cities in China. Since 2025, as a key participant, he has promoted strategic partnerships between XJTLU and Thailand’s CP Group, leading to the establishment of the XJTLU Syntegrative Education Centre (Thailand), as well as deep strategic collaborations with the Wuhan East Lake High-tech Zone (Optics Valley of China) and Guangzhou Zhujiang Holdings Co., Ltd.
Professor Zhang’s primary research areas include institutional and organizational change in China’s education system, leadership in educational organizations, future education, syntegrative education, and qualitative research methodology in the social sciences. He has published over 100 papers in leading domestic and international journals. He has also published five monographs, with two additional volumes forthcoming.
Prof. Fei Wu
Dean of undergraduate school of Zhejiang University, the Executive Director of the National Key Research Base for Textbook (Research on AI Textbooks for Higher Education Institutions)
Zhejiang University, China
Speech Title: AI Stepwise Training and Empowerment Program (AI STEP)
Abstract: It is currently essential to cultivate students' fundamental competencies in understanding, using, innovating with, and governing AI effectively, enabling everyone to grasp the ongoing cognitive paradigm shift and establish a cognitive framework for the AI era. This presentation introduces the 'AI Stepwise Training and Empowerment Program (AI STEP),' which follows the progressive pathway of 'Start, Train, Explore, Progress.' This program comprehensively advances AI-empowered school education and teaching across multiple dimensions—knowledge acquisition, skill training, innovation and creation, and advanced progression. It aims to enhance students' knowledge, skills, and competencies, cultivate outstanding talents with creative abilities and an entrepreneurial spirit, and guide students from merely 'being able to study' to truly 'being able to create.'
Biography: Fei Wu received his B.Sc., M.Sc. and Ph.D. degrees in computer science from Lanzhou University, University of Macau and Zhejiang University in 1996, 1999 and 2002 respectively. From October, 2009 to August 2010, Fei Wu was a visiting scholar at Prof. Bin Yu's group, University of California, Berkeley. Currently, He is a Qiushi distinguished professor of Zhejiang University at the college of computer science. He is the dean of undergraduate school of Zhejiang University, and the Executive Director of the National Key Research Base for Textbook (Research on AI Textbooks for Higher Education Institutions).
He is the chairman of IEEE CAS Hangzhou-Chapter since Oct, 2018. He is group leader of artificial intelligence innovation action plan of the Ministry of Education (2018.8-2020.12), the Section Executive Editors-in-Chief of Engineering, editorial members of Frontiers of Information Technology & Electronic Engineering. His MOOC 《Artificial intelligence：model and algorithm》was named as the state-level first-class undergraduate course. He has won various honors such as the Award of National Science Fund for Distinguished Young Scholars of China (2016). His research interests mainly include Artificial Intelligence, Multimedia Analysis and Retrieval and Machine Learning.
Prof. Biao Huang
IEEE Fellow, Canadian Academy of Engineering Fellow
Xi'an Jiaotong-Liverpool University, China
Speech Title: From Automated Execution to Intelligent Creation: Shaping the Future of Industry Automation and the Education It Demands
Abstract: From Automated Execution to Intelligent Creation: Shaping the Future of Industry Automation and the Education It Demands
Today, machines are undergoing a fundamental transformation—evolving from tools of automated execution into agents of intelligent creation, capable of perception, understanding, and decision-making. The core engine driving this leap from "automation" to "intelligence" is machine learning. This presentation will first review the remarkable trajectory of this evolution, then focus on three key breakthroughs that have sparked this qualitative change:
• "Automation" represents humanity’s loyal executor, expanding the dimensions of productivity through precise, rule-based action;
• "Deep Learning" serves as the machine’s perceptive brain, granting it super-sensory abilities to recognize patterns and comprehend the world;
• "Reinforcement Learning" shapes the machine’s decision-making engine, enabling it to autonomously master optimal strategies for complex tasks through iterative trial and error.
Beyond technical principles, this talk looks ahead to engage in thoughtful, cross-disciplinary discussions: How will the rise of intelligent machines reshape the future industrial landscape? And crucially, what new demands will this shift—from execution to creation—place on education? How must we redesign learning ecosystems to cultivate the talent capable of building, governing, and collaborating with the next generation of industrial intelligent agents? Together, we will explore how to collectively address the opportunities and challenges of an AI-driven industrial future.
Biography: Over his distinguished career, Professor Huang has shaped industrial practices and academic advancements through research in machine learning, digital twins, predictive maintenance and automation.
Serving as several research chairs, he has spearheaded over 35 research projects. His work has addressed critical challenges in process industries, delivering cost-effective solutions that improve operational efficiency.
Professor Huang has been internationally recognised through fellowships in several highly regarded organisations: IEEE, the Chinese Association of Automation, the Humboldt Foundation, the Canadian Academy of Engineering, and the Asia-Pacific Artificial Intelligence Association.
With 600 peer-reviewed publications (over 34,000 citations, H-index 93), five books, several ESI highly-cited articles and more than 30 keynote/plenary addresses worldwide, Professor Huang works to bridge theory and practice effectively.
Prof. Manolis Mavrikis
Deputy Director, UCL Knowledge Lab
AI & EdTech Lead, UCL Centre of Digital Innovation
Affiliate Member, UCL Centre of Artificial Intelligence
University College London, UK
Editor, British Journal of Educational Technology
University College London, UK
Speech Title: Designing for agency in AIED
Abstract: As generative AI becomes embedded in educational practice, designing systems with learner and teacher agency in mind is a key challenge. Drawing on learning sciences, human–AI interaction, and philosophy, this talk argues that agency in AIED is developmental and relational in that it is produced through situated interactions with AI systems, evolves over time and is shaped by the wider sociotechnical environment in which learners, teachers, and AI systems participate. We present examples to show how different configurations can either constrain or meaningfully support learner and teacher agency.
Designing for agency in AIED
As generative AI becomes embedded in educational practice, designing systems with learner and teacher agency in mind is a key challenge. Drawing on learning sciences, human–AI interaction, and philosophy, this talk argues that agency in AIED is developmental and relational in that it is produced through situated interactions with AI systems, evolves over time and is shaped by the wider sociotechnical environment in which learners, teachers, and AI systems participate. We present examples to show how different configurations can either constrain or meaningfully support learner and teacher agency.
Biography: Dr Manolis Mavrikis is Professor of Artificial Intelligence in Education at the UCL Knowledge Lab. With a research agenda spanning over 20 years, Manolis has contributed to the field through his involvement in various projects and partnerships with schools and third-sector organisations. His interests and expertise lie in the design and evaluation of interactive and adaptive environments for exploratory learning. Manolis is also one of the Editors of the British Journal of Educational Technology (BJET) and was director for the UCL Master’s in Education and Technology. He is currently editor of the British Journal of Educational Technology and Director of AI and Education at the UCL Centre of Digital Innovation.
Prof. Youqing Wang
IET Fellow, Fellow of the Chinese Association of Automation
Beijing University of Chemical Technology, China
Speech Title: Exploration of Intelligent Engineering-Practice Education Based on Augmented Reality Miniature Factory
Abstract: Engineering-practice education is an important part of cultivating world-class outstanding engineers. However, traditional engineering practice has limitations such as a single type of experimental object and prominent potential safety hazards, failing to meet the requirements of modern training. The Augmented-Reality (AR) Miniature Factory utilizes AR technology to project traditional digital-twin models onto miniature modular factories, realizing visual–tactile immersive engineering-practice education. Equipped with accurate twin models and programmable miniature hardware, the AR Miniature Factory can provide autonomous and interactive practical training. Meanwhile, it can also rapidly transform enterprise technologies into teaching scenarios, realizing dynamic matching between educational supply and industrial demand. The AR Miniature Factory aims to cultivate students’ advanced engineering-innovation capabilities and has achieved systematic innovation in traditional practice education.
Biography: Youqing Wang (Senior Member, IEEE) received the B.S. degree in mathematics from Shandong University, Jinan, Shandong, China, in 2003, and the Ph.D. degree in control science and engineering from Tsinghua University, Beijing, China, in 2008. He worked chronologically at The Hong Kong University of Science and Technology, Hong Kong, China; the University of California at Santa Barbara, Santa Barbara, CA, USA; the University of Alberta, Edmonton, AB, Canada; Shandong University of Science and Technology, Qingdao, Shandong, China; and City University of Hong Kong, Hong Kong. He is currently a Professor with Beijing University of Chemical Technology, Beijing. His research interests include fault diagnosis, fault-tolerant control, state monitoring, and iterative learning control for chemical and biomedical processes.
Dr. Wang was a recipient of several honors and awards, including the IET Fellow, Fellow of the Chinese Association of Automation, the NSFC Distinguished Young Scientists Fund, the Journal of Process Control Survey Paper Prize, and the ADCHEM2015 Young Author Prize. He has also received the Second Prize for Educational Achievement Award from the Chinese Association of Automation and the Highest Prize for Educational Achievement from Beijing University of Chemical Technology.
Prof. Shengquan Luo
Dean of College of Teacher Education
Southwest University, China
Speech Title: Shiyuan Teacher Large Model: Empowering a New Future for Teachers
Abstract: The Shiyuan Teacher Large Model takes the anchoring of educational goals in a digital–intelligent environment as its logical starting point. It responds to three fundamental questions: why learning matters, what teaching should do, and how technology should be used. At its core, the model constructs a dynamic and mutually constitutive teaching relationship from three dimensions: student development, teacher advancement, and the definition of a “good lesson.” Following the principles of education and teaching, and placing student development at the center, the model systematically establishes a teacher large model based on the interactive relationship among cognition, emotion, and behavior. Meanwhile, drawing on five dimensions, classroom climate, knowledge construction, collaborative management, learning assessment, and technology application, it develops a quantitative standard for a “good lesson” that integrates the functions of data-based evidence, precise diagnosis, model-based judgment, intelligent optimization, human teacher decision-making, and iterative improvement.
The model is grounded in the teaching practices of tens of thousands of frontline teachers and pre-service teachers. It analyzes hundreds of terabytes of audio and video data from more than 30,000 recorded lessons across universities, secondary schools, and primary schools. Based on teachers’ and students’ instructional performance, the model accurately captures teaching highlights and mines the knowledge graph of a good lesson, thereby optimizing teachers’ instructional activity plans, enhancing teachers’ professional competence in a personalized and large-scale manner, and supporting teachers’ lifelong professional growth. Furthermore, based on its analytical results, the AI teacher can automatically select and generate optimized teaching plans, courseware, exercises, learning materials, and classic cases. These resources are then reviewed and integrated by human teachers to develop new solutions for scientific and effective education.
With functions such as precise evaluation, intelligent optimization, and tiered guidance, the model aims to promote personalized support for teachers’ lifelong professional development. It serves as an AI mentor that enables continuous competence evolution, dynamic matching, and lifelong companionship. In doing so, it contributes to the development of teacher education intelligence in the AI era and opens up a new future for human–AI collaborative teacher education, teaching activities, and teacher professional development.
Biography: Professor Luo Shengquan serves as the Dean of the College of Teacher Education at Southwest University. A distinguished academic leader, he is a "Ba-Yu Scholar" Distinguished Professor of Chongqing, a Leading Talent in Philosophy and Social Sciences in Chongqing, and an Academic and Technical Leader of the region. He also serves as the Lead Expert for the Chongqing Young Expert Studio. He has held visiting scholar positions at Michigan State University (USA) and University College London (UK).
In addition to his university role, Professor Luo holds significant positions in national and regional academic organizations. He serves as the Vice Chairman of the Pedagogy Branch of The Chinese Society of Education (CSE), Deputy Secretary-General of the National Curriculum Academic Committee, and an Executive Director of the CSE's Integrated Practical Activity Branch for Primary and Secondary Schools. He is a member of the Academic Steering Committee of the Ministry of Education's (MOE) Curriculum and Textbook Research Institute and a member of the Expert Committee on Integrated Practical Activities under the MOE's Basic Education Teaching Steering Committee. Furthermore, he is the Co-Editor-in-Chief of the international journal Future in Educational Research and the Executive Editor-in-Chief of the Journal of Teacher Education.
His primary research interests include Principles of Pedagogy, Teacher Education, and Curriculum and Instruction. Professor Luo has published over 200 academic papers in prominent publications such as Guangming Daily and Educational Research, with 11 papers published specifically in Educational Research and 4 full-text reprints in Xinhua Digest. He has presided over three National Social Science Fund projects (including one Key Project), one Major Project for The Chinese Society of Education, one international cooperation project, and over 20 provincial and ministerial-level projects.
Professor Luo has authored and edited over 10 academic books, including Theory of Hierarchy and Responsibility Mechanism of State Power in Textbook Construction, Transformation of Teaching Methods under the New Curriculum, Solving the Academic Burden Problem: Model Construction and Governance Mechanism, and New Theory on Curriculum and Instruction in the Age of Intelligence.
His scholarly contributions have been recognized with numerous prestigious awards, including the First Prize for Outstanding Achievement in Scientific Research in Colleges and Universities (Humanities and Social Sciences) by the Ministry of Education, the National Teaching Achievement Award, the "Mingyuan Education Award," and a Nomination for the Qian Xuesen Urbanology (Education) Gold Award. He has also received over 10 regional awards, including the Chongqing Outstanding Social Science Achievement Award and First and Second Prizes for Chongqing Teaching Achievement.
Prof. Henk Huijser
Lead Co-Editor of the Australasian Journal of Educational Technology
Queensland University of Technology, Australia
Speech Title: Addressing the Issue of Cognitive Outsourcing: Designing for Creative Initiative with Generative AI
Abstract: The emergence of generative artificial intelligence (GenAI) has introduced new forms of support for learners, lowering the threshold for engagement in complex cognitive tasks. Yet this ease of access brings a paradox: the same tools that help learners to engage may also inhibit the development of creative initiative and agency through premature convergence. This presentation addresses the issues of cognitive outsourcing and explores how GenAI reshapes the conditions that enable, inhibit, or redirect learner creative initiative. The argument is that initiative should now be treated as a core concern in design for learning, not as a learner disposition but as a designed-for phenomenon. GenAI is framed not simply as a tool, but as participatory infrastructure that reconfigures when and how learners act with agency. The presentation proposes three time-placed design strategies—pre-prompt framing, post-prompt reflection, and contrastive evaluation— and provides guidance for learning designers in higher education in the context of GenAI. The presentation invites the audience to rethink how learner agency is cultivated in GenAI-rich environments and suggests that design for learning must evolve to explicitly support initiative and creativity.
Biography: Henk Huijser is a Professor and Strategic Lead Educator Development and Recognition in the Learning and Teaching Unit at Queensland University of Technology. He has been an academic developer since 2005 in Australia, the Middle East and China. Henk is a Lead Co-Editor of the Australasian Journal of Educational Technology and an Associate Editor of the International Journal for Academic Development and the Journal of Peer Learning. He is Co-Author of Problem-based Learning into the Future (2017) and Co-Editor of Student Support Services (2022) and Technology-Enhanced Learning and the Virtual University (2023). His latest co-authored book, Navigating the Impossible in Online Learning Design, is set for release in July.
Prof. Gurpinder Singh Lalli
Editor-in-Chief for European Journal of Education (Wiley), PFHEA
University of Wolverhampton, UK
Speech Title: AI, Ethics and Comparative International Education (CIE)
Abstract: The discourse around AI often focuses on its potential dangers: algorithmic bias and discrimination; the mass destruction of jobs; information fragmentation; the extinction of humanity (Curtis et al., 2024). How can Comparative International Education (CIE) scholars and practitioners use AI to decolonize research and practice in CIE? This paper draws on reflections of work on a number of projects focused on CIE and the implications for AI and ethics in education.
Biography: Gurpinder Singh Lalli is a Professor in Education for Social Justice and Inclusion in the School of Education. He has an international track record of delivering funded research projects focused on inequality, inclusion, social justice and international comparative education. Gurpinder is Editor-in-Chief for European Journal of Education (Wiley). Gurpinder is an award winning researcher and has authored 4 books. These include Schools, Food and Social Learning (Routledge, 2019), School Farms: Feeding and educating children (Routledge, 2021), Schools, Space and Culinary Capital (Routledge, 2022) and Food Futures in Education and Society (Routledge, 2023). He is currently co-edting two books under contract titled, GenAIED: Cultural and Pedagogical Catalysts in Higher Education (Routledge) and Artificial Intelligence and Educational Pedagogies in Higher Education (Routledge).
University profile website: https://researchers.wlv.ac.uk/Glalli
Prof Shuai Wang
Executive Editor for Distance Education (Taylor & Francis)
Shanghai Jiao Tong University, China
Speech Title: Digital Transformation of Education: Access, Personalization, and Intelligent Teaching
Abstract: In response to the transformative wave of the digital and artificial intelligence era, education systems around the world are rethinking how teaching and learning should be designed, delivered, and evaluated. This keynote explores how emerging technologies are reshaping educational practice through a series of empirical studies on digital learning innovation. The talk begins with large-scale research on open educational resources, demonstrating how openly accessible learning materials can reduce financial barriers while enabling students to accumulate more credits without compromising academic performance. It then examines the growing role of artificial intelligence in adaptive learning systems, which use data-driven algorithms to provide personalized learning pathways, real-time feedback, and targeted instructional support. The final part of the presentation discusses recent research on AI-supported classroom systems that capture students’ learning processes in real time and generate diagnostic insights to assist teachers in formative assessment and instructional decision-making. Evidence from large-scale classroom implementations illustrates how such systems can enhance teachers’ instructional practices and improve the quality of technology integration in everyday teaching. Together, these studies highlight how artificial intelligence can move beyond technological novelty to support more effective, equitable, and data-informed education.
Biography: Shuai Wang is Executive Editor of Distance Education (SSCI Q1) and Associate Professor and Ph.D. supervisor at the School of Education, Shanghai Jiao Tong University. He also serves on the editorial boards of multiple leading international journals, including Studies in Science Education, Educational Technology Research and Development, Educational Psychology, and Research Papers in Education. He received his Ph.D. in Educational Psychology from the University of Illinois at Urbana-Champaign and previously worked at SRI International (also known as the Stanford Research Institute) in the United States, one of the world’s leading research organizations. Dr. Wang’s research lies at the intersection of artificial intelligence in education, educational technology evaluation, STEM education assessment, and the digital transformation of learning. Through rigorous quantitative and empirical approaches, his work focuses on evaluating educational innovation and generating evidence to inform educational policy and practice. He has led or participated in more than thirty research projects funded by major organizations in China and the United States, including the Ministry of Education of China and the U.S. National Science Foundation.
Prof. Stuart Perrin
Principal Fellow of the Higher Education Academy (PFHEA)
Xi'an Jiaotong-Liverpool University, China
Speech Title: Beyond the Algorithm: Cultivating New Educational Ecosystems for the AI Era
Abstract: The discourse surrounding Artificial Intelligence in Education (AIEd) is often dominated by a focus on technological capability, such as the power of new tools to personalise learning, automate assessment and feedback, and enhance content delivery. While these advancements are certainly transformative, they represent only one part of a much larger, more fundamental challenge. The unchecked integration of AI risks automating an outdated model of education. The question then that I pose is not ‘How to use AI in our current education systems”, but instead “What is the purpose of human learning in a world where AI is ubiquitous”?
This talk will argue for a necessary shift in perspective: from viewing AI as a tool to be implemented, to seeing it as a catalyst for a root-and-branch reinvention of our educational structures. The talk will explore the urgent need to move beyond isolated case studies and develop a new ‘underlying logic’ for learning that redefines human skills, prioritises complex problem-solving, and elevates emotional and social intelligence.
To address this challenge, we must foster interconnected educational ecosystems that dissolve the traditional walls between academia, industry, and society. This requires new forms of "syntegrative" leadership and a global dialogue to bridge cultural and pedagogical divides, particularly between Eastern and Western approaches to educational innovation.
This presentation will culminate in the introduction of Future Education, a new peer-reviewed journal co-founded by Xi'an Jiaotong-Liverpool University (XJTLU) and OAE Publishing. The journal is conceived as a global platform dedicated to precisely these issues, a home for the scholars, leaders, and practitioners who are not just applying AI, but are building the future-oriented, evidence-based educational models our world desperately needs, shaping a more adaptive, resilient, and human-centric future for education.
Biography: Professor Stuart Perrin is currently the Chief Officer of (Education) Ecology at Xi’an Jiaotong-Liverpool University (XJTLU) in China. In his role, Stuart is responsible for making pedagogy, policy, people, and technology work together to shape knowledge ecosystems across the university and make the university future-ready for the upcoming challenges. Professor Perrin is also responsible for building cooperative links, including research links, between XJTLU and the University of Liverpool. Before taking on this role, Stuart led a team to develop and launch the Entrepreneur College at XJTLU. The College leads the university in offering innovative, industry-embedded education and research, providing students with the resources, support, and opportunities to develop their own businesses.