KEYNOTE SESSION 1
KEYNOTE SESSION 1
Advancing ASEAN Teacher Education: Innovation, Resilience, and Collaboration in a Transforming World
Advancing ASEAN Teacher Education: Innovation, Resilience, and Collaboration in a Transforming World
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TBA
Bionote
Abstract of the Presentation
KEYNOTE SESSION 2
KEYNOTE SESSION 2
The Role of Teacher Education in Advancing Southeast Asian Education Agenda
The Role of Teacher Education in Advancing Southeast Asian Education Agenda
TBA
Bionote
Abstract of the Presentation
KEYNOTE SESSION 3
KEYNOTE SESSION 3
Equipping Teachers for Literacy in Future-Ready Learning Environments
Equipping Teachers for Literacy in Future-Ready Learning Environments
Professor Christine C. M. Goh
Christine C. M. Goh is Chair Professor in Education at the National Institute of Education (NIE), Nanyang Technological University (NTU) of Singapore. She was the former Director of NIE (2018-2024) and a past Chair of the Association of Southeast Asian Teacher Education Network (AsTEN). During her leadership of the NIE, the institute embarked on a strategic direction with the theme of “A Future-ready National Institute of Education” to deliver its mission of Inspiring Learning, Transforming Teaching and Advancing Research, underpinned by the 4-Life philosophy of Life-long, Life-deep, Life-wide and Life-wise Learning. The institute established five multi-disciplinary strategic growth areas (LIFE@NIE SG) and set up new centres and initiatives to advance its research-practice-policy nexus work in child and human development, ethics and values, science of learning, emerging technologies, and assessment and evaluation. It also launched TE21: Empowering Teachers for the Future, an updated model of its globally recognised Teacher Education Model for the 21st Century (TE21) first published in 2012. Her most recent scholarly contribution to education is co-authoring a conceptual framework for OECD’s (2025) model of Education for Human Flourishing for the future of education. Christine currently chairs the NTU Teaching Evaluation Council to advance teaching quality and impact in the university. As an applied linguist, Christine has been identified by Stanford University as the top 2% scholars for the field of languages and linguistics for six successive years.
Abstract:
Students today face unprecedented challenges for learning. Prospects for their future are perceived to be increasingly uncertain due to geo-political tensions, climate change issues, misinformation and disinformation, rapid technological advances, and physical and mental well-being stressors. Nevertheless, education systems can create learning environments to develop our younger generations’ knowledge, skills and dispositions to face a future with personal agency, purpose and meaning. Teachers are a key to bringing about this educational transformation in our students’ education. In this talk, I explain what learning environments constitute and suggest how our systems can address challenges and embrace opportunities for the future that arise from current changes. Critical to this is our readiness to expand our notions of what education for the future constitutes, and more specifically, what literacy means for present and future learning environments. To explore these ideas, I draw on the literature for our understanding of literacy and the relationship between literacy and oracy, as well as my own research on education leaders’ conceptions of future-ready competencies. I will also offer suggestions for strengthening teachers’ and students’ literacy for the future.
KEYNOTE SESSION 4
KEYNOTE SESSION 4
The beauty of the glitch: Why AI imperfection is the future of learning
The beauty of the glitch: Why AI imperfection is the future of learning
Asst. Prof. Tanmay Sinha
Dr. Tanmay Sinha is an assistant professor at the National Institute of Education, Nanyang Technological University in Singapore. He obtained a master’s degree in artificial intelligence from Carnegie Mellon University (USA) and completed his doctoral work in the learning sciences at ETH Zurich (Switzerland). Tanmay's sustained, influential learning sciences scholarship has garnered over 2600 citations (h-index 22) and has been cited nearly four times the global average within education (field-weighted citation index 3.86, 2015-2024). His research has appeared in prestigious outlets such as Journal of the Learning Sciences, Journal of Educational Psychology, Review of Educational Research, Learning and Instruction, Cognitive Science, Technology Knowledge and Learning, Thinking Skills and Creativity, etc. Tanmay's work has also garnered media attention from avenues such as New York Times, Times Higher Education, and the World Economic Forum.
Abstract:
Generative artificial intelligence (GAI) has arrived in the classroom! Yet, educational discourse remains trapped in a defensive crouch, obsessing over how to “sanitize” GAI outputs or mitigate its imperfections (e.g., hallucinations, biases). In this provocative keynote, I will argue that the quest for AI accuracy within education is a pedagogical dead end. Instead, I will introduce novel instructional designs that intentionally harness the “glitch” – leveraging AI’s misleading outputs, creative leaps, and logical failures as raw material to fuel human learning and assessment. By trading “perfect” AI for “productive" AI, teachers can transform a tool of convenience into a catalyst for friction, creating the need for learners to think and collaborate critically while mastering the messy, quintessentially human art of navigating an uncertain world.
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