The creation of the I-School signals a paradigm shift in how talent development is envisioned within Hong Kong’s higher education ecosystem. By embedding experiential, interdisciplinary, and project-based learning methodologies at the heart of the curriculum, the School fosters an environment where theoretical knowledge intersects with practical application across diverse technological and societal domains. Over the course of its inaugural academic year, students actively engaged with vibrant innovation ecosystems, including a series of exploratory visits to the Hong Kong Science Park, the HKU Techno-Entrepreneurship Academy in Shenzhen, and industry titan Tencent. These hands-on exposures bolster their ability to navigate and collaborate within cutting-edge technological environments.

Furthermore, the School’s commitment to integrating academia with the industry was vividly demonstrated through collaboration with various local organizations such as the Hong Kong Science Museum, Hong Kong Shipowners Association, and Food Angel. Such alliances embody the institution’s holistic educational philosophy, bridging gaps between classroom theory and its real-world implications. Initiatives like the InnoJoy Carnival further underline the role of the I-School in fostering community engagement and cultivating entrepreneurship among its students, underscoring its impact beyond academic spheres.

In his opening keynote, Professor Xiang Zhang, President and Vice-Chancellor of HKU, eloquently articulated the strategic importance of the I-School. He emphasized the necessity of interdisciplinary learning paradigms in preparing future generations to thrive in a dynamic global landscape characterized by rapid technological advancements and complex societal challenges. Professor Zhang’s vision underscores a tightly integrated triad of research, education, and entrepreneurship designed to equip students with the capability to translate novel ideas into valuable societal impact—a critical mandate in today’s knowledge-driven economy.

Senior stakeholders from Hong Kong’s innovation ecosystem lent their voices to the celebration, confirming their steadfast support for the I-School’s mission. Under Secretary for Innovation, Technology and Industry of the Hong Kong Special Administrative Region (HKSAR), Ms. Lillian Cheong, expressed unequivocal government backing for innovation and talent cultivation efforts. Her remarks highlighted the pivotal role of the I-School in consolidating research excellence, industry partnerships, and entrepreneurial acumen as essential forces driving Hong Kong’s transformation into a global innovation powerhouse.

Similarly, Mr. Terry Wong, Chief Executive Officer of the Hong Kong Science and Technology Parks Corporation (HKSTP), remarked on the indispensability of synergistic university–industry collaboration in elevating Hong Kong’s innovation and technology landscape. HKSTP’s role as the largest innovation and technology ecosystem in the region positions it as a critical conduit through which disruptive research breakthroughs can transition from conceptualization within academic settings to market-ready innovations. The CEO applauded the I-School’s curricular design and ecosystem integration as vital to nurturing future innovators who will steer Hong Kong’s technological and entrepreneurial trajectory.

Complementing these perspectives, Professor James Tang, Secretary-General of the University Grants Committee (UGC), underscored the integral contribution of higher education institutions in Hong Kong’s broader innovation talent development strategy. Professor Tang framed the launch of the I-School as squarely aligned with both the UGC’s strategic priorities and governmental objectives aimed at cementing Hong Kong’s status as an international educational and innovation hub. His insights reinforced the importance of equipping students with interdisciplinary expertise, entrepreneurial mindsets, and hands-on experience integral to real-world innovation challenges.

Guiding the academic and strategic direction of the School, Professor Hayden So, Director of the School of Innovation, elaborated on the educational philosophy underpinning the institution’s programming. Professor So articulated that sowing the seeds of innovation early in students’ academic journeys is crucial. This early motivation propels learners to pursue their passions dynamically and independently across diverse disciplines, crafting an agile, self-motivated, and compassionate innovation workforce ready to tackle unresolved complex problems within and beyond Hong Kong.

The inaugural celebration featured content-rich panel discussions. The first session, titled “Nurturing Innovation & Technology Talents for the Future,” was moderated by student representatives. It convened thought leaders including Professor Jay Siegel, HKU’s Vice-President and Pro-Vice-Chancellor (Teaching and Learning), alongside entrepreneurs and industry leaders such as Mr. Chuck Ng, Ms. Carol Yu, and Mr. Raymond Chu. This discourse illuminated strategies for synergizing universities, industries, and wider ecosystems in attracting, cultivating, and retaining exceptional innovation talent capable of driving sustainable advancement.

The subsequent panel, “Conversation with Future Innovators,” co-moderated by Professor Jason Woodard and HKU Council Member Mr. Jason Chiu, brought forward inspiring narratives from six I-School students whose entrepreneurial ventures and cross-disciplinary collaborations exemplify the School’s unique approach. These student voices emphasized the potent role of the curriculum in empowering innovators to address multifaceted challenges spanning Hong Kong, the dynamic Greater Bay Area, and the global technological arena.

One of the most engaging segments of the celebration was the student project showcase, which featured an impressive array of problem-based projects exemplifying computational, design, and robotics prowess. Projects ranged from computational models analyzing rental price trends in Hong Kong, innovative paper plane designs, and visitor flow optimization within theme parks, to explorations of cybersecurity attack propagation and the social dynamics of “brainrot” culture online. Demonstrating practical healthcare applications, one startup concept focused on preventing computer-related health issues, while a sophisticated robotic butler prototype showcased autonomous navigation, obstacle avoidance, and voice-command responsiveness. This breadth testifies to the School’s emphasis on cultivating technical proficiency alongside creative problem-solving.

Looking forward, the I-School plans to broaden its academic and experiential portfolio with the imminent launch of a master’s programme designed to deepen expertise and leadership capacity in innovation and technology. This next phase reflects a sustained commitment to evolving the educational framework to meet emergent global innovation challenges and maintain alignment with Hong Kong’s aspirations of leading regional and global innovation ecosystems.

Founded in November 2024, the HKU School of Innovation embodies a new mode of cultivating innovation and technology talent through project-led and problem-based learning paradigms that integrate design thinking, entrepreneurship, and industry partnership. The School’s curriculum is crafted to develop not only advanced technical capabilities but also the innovative mindset essential for converting ideas into meaningful, scalable solutions. Through its undergraduate and postgraduate offerings, the I-School aims to prepare a workforce capable of delivering impact across Hong Kong and the international innovation landscape, positioning the city as a beacon of creativity and technology-driven progress.

The establishment and rapid development of the HKU School of Innovation underscores a pivotal evolution in innovation education. By seamlessly bridging academic rigour with entrepreneurial and practical engagement across real-world contexts, the School exemplifies a future-forward educational blueprint. This model offers a replicable framework for universities aspiring to cultivate talent capable of catalyzing technological breakthroughs and sustainable societal transformation, thereby contributing significantly to the ongoing redefinition of innovation education worldwide.

Subject of Research: Innovation and technology talent development through interdisciplinary and experiential learning.

Article Title: HKU Launches School of Innovation to Reimagine Talent Development for Hong Kong’s Innovation Future

News Publication Date: May 9, 2026

Web References: https://mediasvc.eurekalert.org/Api/v1/Multimedia/846fc139-c085-46f8-a3f9-064ffb009d1f/Rendition/low-res/Content/Public

Image Credits: The University of Hong Kong

Keywords: Innovation education, interdisciplinary learning, experiential learning, technology talent development, entrepreneurship, higher education, university-industry collaboration, Hong Kong innovation ecosystem, problem-based learning, innovation leadership, computational modeling, robotics, design thinking

The essence of this study revolves around a quasi-experimental design aimed at evaluating the effectiveness of a hybrid STEAM–PBL–AIoT course tailored for elementary students. Unlike traditional educational interventions, this multifaceted course integrates AI literacy—not merely as a theoretical exercise but as a tangible, interactive experience embedded within an Internet of Things (IoT) ecosystem. Such integration heralds a novel pedagogical paradigm that equips young learners with technical fluency and fosters an environment where gender equity is not only encouraged but systemically reinforced.

A crucial pillar supporting this investigation is the validation of a targeted questionnaire designed to measure student attitudes, knowledge acquisition, and behavioral shifts concerning AI literacy and gender perceptions. This methodological rigor ensures that the findings are anchored in empirical data, allowing for reliable insights into how pedagogical innovations influence young learners’ cognitive and social development.

Technically, the STEAM–PBL–AIoT course represents an amalgamation of advanced engineering principles and educational psychology. By embedding IoT devices programmed with AI algorithms, students engage directly with sensor data, machine learning models, and automation processes. This hands-on approach demystifies abstract AI concepts, bringing them to life in classroom settings and nurturing computational thinking. It also challenges prevailing stereotypes by showcasing AI as a domain accessible to all genders, thus actively combating the gender gap pervasive in STEM fields.

The researchers report a notable increase in AI literacy among participants following the intervention, highlighting enhanced problem-solving skills and deeper conceptual understanding. This is significant because fostering such competencies at an early age aligns with broader educational goals of preparing students for an increasingly digital and automated world. Moreover, the data reveal shifts in gender-related attitudes, with female students expressing increased confidence and interest in AI and STEM activities post-course—a finding that signals progress toward gender equity.

What makes this research particularly compelling is its alignment with contemporary opportunities and challenges in education technology. The integration of AIoT within classroom tasks provides a real-time feedback loop, facilitating adaptive learning tailored to individual student’s pace and style. This contributes to personalized education, a frontier that holds promise for maximizing student engagement and achievement.

Moreover, the blend of STEAM with PBL amplifies creative problem solving while fostering collaboration among students with diverse backgrounds and interests. This instructional model mirrors real-world interdisciplinary challenges, preparing students not only for academic success but for careers that demand innovation and teamwork. The gender equity emphasis adds a crucial social dimension—bridging inclusivity and technical mastery at a formative stage.

Ethically, the study addresses concerns around bias in AI technologies by educating the youngest users about these issues early on. Through critical discussions embedded in the curriculum, students develop an awareness of AI’s societal impact, fairness considerations, and the importance of ethical design. This empowerment through education is vital for cultivating a generation of conscientious technologists and informed citizens.

The research methodology also deserves attention for its layered approach. By employing a quasi-experimental design, the study circumvents some limitations typical of purely observational studies, offering a more reliable depiction of cause-and-effect relationships between the intervention and outcomes. The use of statistically validated instruments for attitude assessment further strengthens the credibility of results.

Notably, the course instructors and curriculum designers played a pivotal role in balancing technical content with pedagogical accessibility. They optimized the AIoT modules to suit young learners’ cognitive levels without sacrificing complexity, ensuring students grasped fundamental concepts without becoming overwhelmed. This balance is crucial for sustaining engagement and fostering lifelong interest.

Furthermore, the study’s findings have significant implications for policy and curriculum development. Educational institutions could leverage these insights to design inclusive and technologically rich learning environments that mitigate systemic gender biases while advancing AI competency. This could catalyze a shift in how STEM education is delivered worldwide, with possible ripple effects on workforce diversity in technology sectors.

Looking ahead, the research team advocates for further longitudinal studies to track the enduring impact of early AI education on career trajectories and social attitudes. They also suggest expanding the course framework to encompass additional underrepresented groups, aiming to enhance inclusivity across multiple dimensions of diversity.

The global context of AI proliferation makes this study particularly timely. As AI technologies permeate every facet of life, foundational education that integrates technical proficiency with social consciousness becomes imperative. The STEAM–PBL–AIoT model demonstrated by Cheng and colleagues stands at the forefront of this educational evolution, promising a future where AI is demystified, democratized, and infused with equity from the earliest stages of learning.

In summary, this research marks a significant milestone in elementary education innovation. By embracing the synergies of AI, IoT, STEAM, and gender equity underpinned by rigorous pedagogical validation, it paves the way for a more inclusive and technologically adept generation. Educators, policymakers, and technologists alike would be wise to heed these findings as they shape the future of education in an era defined by rapid technological change.

Subject of Research: AI literacy and gender equity in elementary education through a STEAM–PBL–AIoT course

Article Title: AI literacy and gender equity in elementary education: A quasi-experimental study of a STEAM–PBL–AIoT course with questionnaire validation

Article References:
Cheng, CC., Wang, JS., Zhai, X. et al. AI literacy and gender equity in elementary education: A quasi-experimental study of a STEAM–PBL–AIoT course with questionnaire validation. IJ STEM Ed 12, 50 (2025). https://doi.org/10.1186/s40594-025-00574-y

Image Credits: AI Generated

DOI: https://doi.org/10.1186/s40594-025-00574-y