The programme is designed to address the challenges of the educational transformation driven by the fourth industrial revolution and to meet the societal needs for qualified professionals in AI and educational technology to support the future development of schools, tertiary education, government and corporate sectors.
AI and Technology are Transforming Education
|Study Mode||Normal Period of Study||JUPAS Code||EdUHK Programme Code|
|Full-time||4 Years (Year 1 Admissions)
2 Years (Senior Year Admissions)
|Enquiry (Admissions)||Programme Leader||Enquiry (Programme)||Download Leaflet||Programme Webpage|
|(852) 2948 6886
Submit Your Enquiry
|Dr So Chi Fuk Henry||Dr So Chi Fuk Henry
(852) 2948 8416
The programme aims to:
- provide students with fundamental knowledge and skills in artificial intelligence and educational technology;
- develop students’ ability in applying knowledge of artificial intelligence and educational technology appropriate to teaching and learning;
- build up students’ skills in using appropriate methods of artificial intelligence and educational technology to approach and solve real-world problems in educational contexts; and
- equip students with the capacity to conduct and evaluate educational projects supported by ethical use of artificial intelligence and educational technology.
Programme Intended Learning Outcomes (PILOs)
Upon successful completion of the programme, students will be able to:
|PILO1:||demonstrate knowledge and understanding of concepts and tools in artificial intelligence and educational technology;|
|PILO2:||apply knowledge of artificial intelligence and educational technology appropriate to teaching and learning;|
|PILO3:||identify, formulate and address educational problems by using appropriate methods of artificial intelligence and educational technology in practice; and|
|PILO4:||design, implement and evaluate ethical use of artificial intelligence and educational technology in an educational project to meet desired needs.|
|Domain||Credit Points (cps)|
|Year 1 Admissions||Senior Year Admissions|
|Cross-Faculty Core Course Note(2)||3||/|
|Major Interdisciplinary Course||3||3|
|Final Year Project|
|Honours Project / Capstone Project||6||6|
|Second Major Note(3) / Minor(s) / Electives||30||15|
(1) Classes will be held in Tai Po Campus and Tseung Kwan O Study Centre / Kowloon Tong Satellite Study Centre / Sports Centre as decided by the University.
(2) For Year 1 Admissions only: Students admitted into this programme starting from the 2023/24 cohort are required to visit the Greater Bay Area (GBA) for a short trip (e.g. 1-day or 2-day 1-night trip) in order to complete the Cross-Faculty Core Course. While the GBA trip is heavily subsidised, students are still required to contribute 18% of the estimated cost of the trip ("student contribution"), whereas personal entertainment, meals expenses, travel document fee and personal insurance costs will not be supported. The estimated cost of the GBA trip for students admitted to the 2023/24 cohort is not available yet as it is subject to a variety of factors such as changes to the cost of the GBA trip as a result of inflation, trip duration, traveling expenses, the exchange rate, etc. The exact amount of student contribution is thus not available.
(3) Second Major is not applicable for Senior Year Admissions.
The major core courses provide students with a solid foundation on AI and educational technology and help them understand how to apply their knowledge across educational settings. The major elective courses offer students the flexibility to select courses in AI and educational technology to cater for their interests and needs. The major interdisciplinary course is designed to engage students in understanding the concepts and theories underlying the use of educational technologies in language learning and assessment from cross-disciplinary perspectives.
The Cross-Faculty Core Course (CFCC) will comprise 3 individual components with 1 credit point each and separately assessed with the aim to widen students’ horizon and look beyond Hong Kong. In Component I, lectures with topics related to Basic Law / National Security will be arranged; in Component II, students will have the opportunities to undertake visits in Greater Bay Area; in Component III, a variety of themes which are linked to the University’s development niche areas will be offered by Faculties.
List of Major Courses
|Major Core||Introduction to Educational Technology|
|Introduction to Programming and Problem Solving|
|Fundamentals of Neural Networks|
|Data Structures and Algorithms for Data Mining|
|Introduction to Probability and Statistics|
|Introduction to Natural Language Processing|
|Artificial Intelligence and Machine Learning in Education|
|Technologies in STEM and AI Education|
|Digital Games and Learning in Educational Settings|
|Deep Learning for Computer Vision and Education|
|Applied Robotics with Applications to Special Education|
|Designing STEM Activities with Integrated Engineering and Mathematics ^|
(For Senior Year Admissions: Choose two out of six courses, except the course labeled as #)
|Educational Technology Enhanced Curriculum and Assessment|
|Practical Programming for Artificial Intelligence|
|Computer-Aided 3D Design and Printing Technologies|
|Designing STEM Activities with Integrated Sciences and Technology|
|Mobile Applications Design and Development|
|Web Database Applications for Data Analytics|
|Designing STEM Activities with Integrated Engineering and Mathematics #|
|Major Interdisciplinary Course||Emerging Technologies for Language Learning and Assessment|
^ Major Core Course for Senior Year Admissions only
# Major Elective Course for Year 1 Admissions only
Remarks: The course list is subject to change and approval.
The internship provides students with practical experiences and contexts to integrate and apply their knowledge and skills of AI and educational technology in the workplace. Students are required to complete an internship in a relevant organization or company related to AI and educational technology, where they can further cultivate skills and knowledge developed in the programme. They need to work in full-time mode and complete about 200 working hours of service for an assigned organization. To equip students with the basic concepts and skills required in a work environment, pre-internship workshops will be conducted.
The Final Year Project (FYP) comprises of two courses:
- Honours Project I / Capstone Project I: Research Methods and Proposal
- Honours Project II: Research Report / Capstone Project II: Project Output
The FYP focuses on exposing students to essential knowledge and skills for conducting research or capstone projects.
Students can choose a wide range of courses offered by the University as Second Major, Minor(s) and/or electives to suit their career aspirations and interests. Below are the options for students’ choice in the Electives domain (30 cps for Year 1 Admissions / 15 cps for Senior Year Admissions):
- Free electives available in the Elective Course List and General Education
- Second Major (30 cps; only applicable to Year 1 Admissions)
- One / two Minors (15 cps for each)
- Any combination of the above
The EdUHK’s General Education programme prepares students to be active agents of change, by broadening their intellectual horizons, helping them make connections among different areas of knowledge and between their formal studies and life outside the classroom, and strengthening their capacity for sound thinking and good judgement. It offers a varied but balanced mix of individual courses across a range of subject areas and disciplines, set within an integrated structure of (i) General Education Foundation Course, (ii) General Education Breadth Courses, (iii) Experiential Learning, and (iv) University ePortfolio with a total of 22 credit points (cps).
i. General Education Foundation Course (4 cps)
General Education Foundation Course (GEFC) is a 4-cp course that will run for the whole academic year, and be taken by all first-year students at EdUHK. This course will equip students with the diverse knowledge-bases and skills for their intellectual and professional developments in local, national and global contexts. In Semester 1, there will be a series of lectures and/or workshops on selected themes and topics (e.g. University life planning, research and inquiry, Basic Law, national security, professionalism, ethics etc.,). In Semester 2, students will be introduced to a wide variety of themes and issues in general education (e.g. language, well-being, entrepreneurship, artificial intelligence, conservation etc.,) by taking part in the lectures delivered by Chair Professors / Professors and external Guest Lecturers. These lectures are substantiated by small class tutorials for building communities of dialogue and inquiry that foster the intellectual growth of students as reflective thinkers deliberating issues of importance to their own lives, society and the world as a whole.
In addition to the face-to-face lectures, video lectures will be arranged as appropriate to allow students to learn flexibly at their own paces. As a unique feature of the course, e-Learning assessments and a reflective entry of their learning experiences will be submitted by students after lectures and become an important part of the e-Portfolio. The online learning activities and tasks will encourage students to reflect and think critically on various themes and issues based on learning artefacts and experiences, thereby, charting the paths for their personal, intellectual and professional developments.
ii. General Education Breadth Courses (9 cps)
Under the new curriculum (from 2019/20 onwards), the General Education Breadth Courses (GEBCs) (9 cps) are composed of General Education Breadth Learning Strands (1-3) (GELS) (Level 1-2), Positive and Values Education (PAVE) Course and General Education Interdisciplinary Course (GEIC) (Level 4). Students have to take one from each of the components in order to fulfill the GEBCs (9 cps) requirement.
These courses aim to equip students better for the study of the ontological, epistemological and/or methodological issues in a wide variety of disciplines. In addition, a new 3-cp GEIC (Level 4) will be offered on cross-faculty basis for students from Year 2 Semester 2 to Year 3 Semester 1, in order to enable them to appreciate the complexity of issues and problems that transcend disciplinary boundaries and to make sense of them through dialogues across disciplines.
Students are allowed to take GELS and/or PAVE Course(s) after the completion of GEFC or concurrently with GEFC in Year 1 Semester 2 if they are interested and their curriculum schedules allow. After the completion of any GELS/PAVE Course, students are allowed to take the GEIC from Year 2 Semester 2 to Year 3 Semester 1.
iii. Experiential Learning (6 cps)
Experiential Learning (EL) is composed of a 3-cp Co-curricular Service Learning Course (CSLC) and a 3-cp Experiential Learning Course (ELC) which will be offered by departments under the GE domain. Students have to take one of each component for fulfilling the EL (6 cps) requirement.
The 3-cp CSLC provides students with an opportunity to engage in learning in action and through co-curricular learning activities with direct service elements in real-life or work-place context while complementing, connecting with, and mirroring their learning experiences derived from formal curriculum.
The 3-cp ELC encourages students to learn through experimentation, observation, reflection and (re-) conceptualization while undertaking a wide variety of activities, such as creative work, field studies, projects, thematic overseas trips, outward-bound training, etc. These courses enrich students’ learning experiences and skills through learning, thinking and reflecting on practice, in practice and for practice, while exposing them to authentic and real-life contexts.
CSLCs will be made available for all undergraduate students to be taken starting from Year 1 and completed before the final year. On the other hand, undergraduate students are required to take the compulsory Experiential Learning Course (ELC) on “Entrepreneurship and Innovation (E&I)” (3 cps) in Year 2 (the study semester will be assigned by GEO) so as to increase students’ awareness of entrepreneurship as a process and strengthen their self-efficacy beliefs and confidence to complete entrepreneurial tasks; provide students with concrete experience for proposal and reflection in “entrepreneurship models/ phases” and/or “innovation as taking a new approach to solving a problem”; and equip students with competencies and experiences that enable them to initiate/ participate in entrepreneurial value-creating processes.
iv. University ePortfolio (3 cps)
University ePortfolio is a 3-cp “capstone” course which requires students, when they are approaching the end of their undergraduate studies, to reflect critically on their learning experience within General Education in their disciplinary, professional and co-curricular studies, as well as in their lives beyond graduation, and, to develop an integrated view of how and where they position themselves with respect to their future goals, plans, and aspirations. Students will prepare and submit an annotated University ePortfolio based on their experiences, reflections and stored artefacts from their undergraduate studies. Students are encouraged to keep electronic (soft) copies of all their coursework material starting with the completion of the GEFC for potential inclusion in the University ePortfolio.
The course will enable students to synthesise their learning experiences, by reflecting critically on the value and significance of what they have learned, making connections to their lives, and imagining their own futures. Students are allowed to take the University ePortfolio course after completion of all the GEBCs required (i.e. GELS, PAVE, GEIC). Also, they have to take the course in the semester of study assigned by individual programmes.
For Senior Year Admissions
Students admitted to Year 3 in 2023/24 are only required to complete 6 cps in total for General Education. Students are required to take ONE course from Experiential Learning Course (ELC) on “Entrepreneurship and Innovation (E&I)”; and ONE University ePortfolio course.
For detailed information and the course synopsis about General Education courses, please visit the website at www.eduhk.hk/geo.
Students in the programme are expected to develop the ability to communicate effectively in English and Chinese (including Putonghua). To assist them in meeting this goal, the Centre for Language in Education (CLE) will offer a comprehensive package of mandatory credit-bearing and mandatory non-credit bearing language enhancement activities, amounting to no less than 297 hours of taught courses and documented self-access study. This comprises 138 hours of English (including two 3-cp courses), 99 hours of Chinese (including one 3-cp course), and 60 hours of Putonghua, over the four years of the programme. The language enhancement package requires students to make use of the Arthur Samy Language Learning Centre (ASLLC) and related facilities available on the Tai Po campus.
Students may be exempted from selected Chinese, English or Putonghua courses in the package if they have fulfilled the exemption criteria of individual courses.
Non-Cantonese-speaking students will be required to study two non-credit bearing Cantonese courses. English-speaking students can study Cantonese and Putonghua courses.
Senior year entry students will be exempted from the language enhancement courses.
Medium of Instruction
The programme will mainly be conducted in English. All Major courses will be taught in English. For some non-Major courses, Putonghua or Cantonese will be adopted as the medium of instruction when the language is considered to be the most effective for teaching.
Career Prospects/Professional Qualifications
This programme prepares graduates to be capable of taking up technical and support positions (e.g. computer programmer, data scientist, IT technician, software developer, e-learning resources designer, educational technology support, as well as teaching assistant in schools, publishing, community and social services, government and non-government organizations), with the possibility to progress further to senior positions like systems analyst and educational technology manager. Graduates can also pursue postgraduate study in the field of AI, education or information technology.