Since 2002, Zhang Jianlan has successively served as deputy director of the Higher Education Office, International Exchange and Cooperation Office, division director, and secretary of the Party Committee of Suzhou Education Bureau, and then presided over the Head office of the bureau. In 2013, he served as the principal of Suzhou No. 6 Middle School. After 2016, he succeeded as the founding principal of Longyouhu International Academy, Affiliated with Beijing Foreign Studies University, Suzhou Industrial Park Overseas Chinese Academy of Chiway, and the general principal of Peking University New Century Shiheng School. In November 2022, he was transferred to the dean of the ILEAD and professor of Future Education Academy Xi’an Jiaotong-Liverpool University. In 2024, he joined YCYW Education Network as the founding Principal of Yew Wah School in Hong Kong, which is the first school in Hong Kong to offer a national compulsory education curriculum.

In 2004, he engaged in international education and founded Suzhou International Preparatory School, the first international preparatory school in Jiangsu Province. He helped Dulwich Education Group settle in Suzhou and introduced the first A-Level program in Suzhou High School. He was involved in approving all Chinese-foreign cooperative educational institutions and projects in the city and founded the Suzhou Foreign Teacher classroom project. At the same time, he was responsible for negotiating and approving the introduction of foreign children's schools in Suzhou and organizing and implementing the municipal International Education Forum.

Topic: Hypothesis of the Theoretical Analysis Framework for Students’ “Academic Adaptability” in Sino-Foreign Cooperative Universities

Summary：

The developmental trajectory of college students is a multifaceted and intricate journey marked by continuous growth and change. They grapple with the challenges of self-management, such as time allocation, goal setting, and emotional regulation. In this chapter, the author adopts a management-oriented perspective to delve into the growth paths of students as they confront an uncertain management style within their educational institutions. The author endeavors to uncover the unique characteristics of students based on their high school backgrounds, recognizing that prior educational experiences can significantly shape their college trajectories. To this end, a comprehensive analytical framework is constructed and elucidated, specifically tailored to assess the academic adaptability of students in Sino-foreign cooperative universities. This framework serves as a lens through which it examines the adaptive traits and developmental paths of various student profiles, offering insights into how different individuals respond to and thrive within the complex educational landscape they inhabit. The subsequent sections will utilize this framework to dissect and interpret the diverse adaptive characteristics and growth trajectories of students, providing a nuanced understanding of their academic journeys.

Yuanching Huang holds an academic background spanning three major disciplines: philosophy, history, and education. She earned her PhD from Peking University. Her educational research and practice focus on curriculum theory, international understanding education, and comparative studies of foundational curricula in China and abroad. She specialises in the dialogue and practical integration of the Chinese National Curriculum and the International Baccalaureate (IB) curriculum. She has served as the editor-in-chief of publications such as Recommendations for the Implementation of International Understanding Education Projects and the Case Manual on International Understanding Education Curriculum in Wuhan Economic and Technological Development Zone (5 volumes). Academically, she is a member of the Formative Assessment Research Group under the Peking University Institute for Educational Assessment and a key contributor in Hubei Province. She has also been recognised for her societal contributions, receiving the title of “Outstanding Contributor” from the Education Bureau of Wuhan Economic and Technological Development Zone.

Topic：Strategies for Transitioning Between Research-Oriented and Lived Contexts in Multimodal International Chinese Education: A Case Study of Library Spaces

Summary:

Research-oriented language, as a core carrier of disciplinary culture, constitutes an artificial semiotic system deeply embedded in the logic and epistemic paradigms of academic disciplines. Its connotations and denotations differ significantly from everyday experiential language—the latter, rooted in concrete life experiences, conveys meaning through intuition and empathy; the former focuses on precise definition of abstract concepts and rigorous deduction of logical chains, serving knowledge production and validation. In contemporary educational practice, conflating these two may lead to the "vulgarization of academic research through life-contextual reduction" (e.g., replacing rigorous argumentation with vague expressions) or the "academic alienation in education via overly abstract terminology" (e.g., burdening students with incomprehensible jargon).

The International Baccalaureate Organization (IBO) defines libraries as “combinations of people, places, collections and services that aid and extend learning and teaching.”This definition implies that libraries should evolve into key venues for institutional knowledge co-construction, distinct from conventional classrooms. This workshop will demonstrate how to leverage library spaces as core pedagogical arenas, using physical segmentation into thematic exhibition zones (e.g., "TOK Knowledge QUESTIONS") and interactive areas (e.g., "Academic Discourse Hubs") to construct embodied cognitive environments for research-oriented language, thereby fostering collective cognitive construction of disciplinary terminology.

Jiayue Cen is currently teaching at United World College Changshu. Her courses include IBDP Chinese A: Literature, Language and Literature, and the Foundation Programme (FP) Chinese course. She specialises in digital teaching, incorporating technological tools and AI into her pedagogy.

(co-present)

Topic: Integrating AI with Drama Pedagogy: Exploring How Situated Learning Deepens Students' Thematic Understanding of Texts A Case Study Based on the "Individual and Society" Unit in a Tenth-Grade School-Based Curriculum

Summary:

Thematic unit within a tenth-grade school-based curriculum. It will focus on sharing the integration of drama pedagogy with Artificial Intelligence (AI) tools to create situated representations of textual content. This approach aims to deepen students' comprehension of thematic elements, culminating in the production of dramatic scripts and performances. Specific lesson demonstrations within this teaching unit will feature allegorical fiction, poetry, and multimodal texts. Through focused explorations of topics such as gender relations, marginalized groups, and the collective unconscious, students will investigate the overarching theme of "Individual and Society."

The workshop will include an experiential session demonstrating the fusion of drama and AI in the situated learning of a short allegorical novel. This will provide secondary-level Chinese language teachers with practical guidance for adapting these methodologies across different grade levels. Additionally, the presentation will address how AI tools can stimulate student creativity in writing, script development, and dramatic performance.

Hua Fang graduated in June 2008 from the College of Teaching Chinese as a Foreign Language, East China Normal University, with a master’s degree. Since then, she has worked in the international division of the Second Affiliated School of East China Normal University, specialising in teaching international Chinese language and culture. During this time, she was seconded to Anglo-Chinese International School in Bangkok, Thailand, for a year, where she established a Confucius Classroom. Currently, she serves as the head of the International Chinese Teaching and Research Group in her school, with extensive experience in international Chinese curriculum design and teaching Chinese culture and national studies.

Topic: Make every student the protagonist of Chinese language learning

Summary：

In the context of the new media era, this workshop aims to provide frontline teachers and researchers engaged in international Chinese education with an innovative approach: how to leverage artificial intelligence and microfilm production techniques to enable students to acquire a second language immersively and experience the unique charm of Chinese culture. Using the “New Era Marco Polo” project as a case study, the workshop will explore step-by-step multidisciplinary project design, AI-assisted scriptwriting, microfilm production techniques, and more. The workshop will conclude with the screening of a microfilm created by high school students from Italy and other countries, showcasing their self-scripted, self-directed, and self-acted work.

Workshop Agenda and Activities:

• Introduction and Interaction (approx. 5 minutes)
• AI-Assisted Scriptwriting (approx. 15 minutes)
• Microfilm Production Techniques (approx. 20 minutes)
• Microfilm Showcase: “New Era Marco Polo” (approx. 15 minutes)
• Discussion and Closing Remarks (approx. 5 minutes)

• Mr. Niu is an expert in international Chinese education and an innovator in educational technology, with over 18 years of experience in language teaching. He has taught in various schools across North America, Hong Kong, and Mainland China, delivering curricula from diverse systems. A registered teacher with the Hong Kong Education Bureau, Mr. Niu holds a Master’s degree in Teaching Chinese as an International Language from The Hong Kong Polytechnic University and a Postgraduate Diploma in Education (PGDE) from The University of Hong Kong. Currently, he teaches IBMYP and IBDP Chinese courses at The ISF Academy, where he also serves as the long-standing coordinator for the Chinese experiential learning programme.
• Mr. Niu is highly active in the education sector, engaging in academic research and innovation. He is a co-author of the industry’s first MYP Chinese textbook, MYP Language and Literature, and a contributor to Campus Safety. Additionally, he writes for Orange News Hong Kong and the education technology magazine Today's Campus. Since 2014, he has led students to win multiple team and individual championships at the Yale University World Scholar’s Cup Global Finals, where they were also recognised by the United States Senate.
• In education technology, Mr. Niu developed the "Niu Kid AR Smart Chinese Character Cards," which earned the Gold Medal in the 2019 Asia International Innovation and Invention Awards and has been adopted by over 500 international schools and educational institutions worldwide. As a co-founder of a prominent Mainland technology company, he continues to explore the deep integration of technology and education. In 2020, he donated all proceeds from his online courses, via Hong Kong’s Joint Publishing platform and Tencent Charity, to pandemic-affected regions in Wuhan and Zhejiang.
• Mr. Niu has received numerous accolades, including the "Top Ten Outstanding Young Teachers in Hong Kong" award in 2018, the "Outstanding Alumnus of the Year" and "Outstanding Alumnus of Chinese and Bilingual Studies" awards from The Hong Kong Polytechnic University’s Faculty of Humanities in 2023, and election as a member of PolyU’s Distinguished Alumni Association in 2025. He frequently serves as a keynote speaker at teaching workshops, sharing his extensive expertise in language education, curriculum design, and education technology, and contributing to the advancement of the field.

Topic: Intelligent-Construct Chinese: The Multidimensional Evolution of AI-Empowered Chinese Education

Summary：

At the forefront of educational transformation driven by Artificial Intelligence (AI), this session will focus on an interactive and thought-provoking exploration of AI’s role in revolutionising teaching practices. Participants will examine how AI can facilitate pedagogical innovation across four dimensions: tools (operational instruments), techniques (practical methods), principles (shared theories), and philosophies (fundamental laws). This session is designed to engage both teachers and students, fostering a comprehensive understanding of how AI can meet the increasingly diverse developmental needs of learners. To ensure an engaging experience, the workshop incorporates a variety of activities, including hands-on demonstrations of the latest AI educational tools, real-world case studies, collaborative practice exercises, and discussions on pain points and innovative applications. These activities aim to inspire participants and ensure meaningful takeaways.

During the workshop, participants will have the opportunity to explore mainstream AI tools, experience cutting-edge applications in personalised and intelligent learning, and master innovative AI-powered teaching methods. They will also discuss data-driven educational paradigms and reflect on the fundamental principles of integrating AI into Chinese education. By participating in thematic discussions, group collaborations, and results-sharing activities, attendees will acquire practical teaching skills, enhance their digital literacy, broaden their professional horizons, and establish interdisciplinary networks. We look forward to exploring the boundless possibilities of AI-empowered education with you, paving the way for smarter, more open, and more inclusive future classrooms.

With a postgraduate degree and extensive experience in Chinese language teaching, Jeffrey is the Chief Chinese Language Teacher at Hangzhou Yungu School. He has won numerous accolades, including the First Prize in the Junior High School Teaching Competition of the 8th National Chinese Language Association's "Chinese Newspaper Cup" and the First Prize in Zhejiang’s Junior High School Chinese Teaching Competition in 2008. At Yungu School, he has been pioneering innovations in Chinese language teaching, integrating AI technologies to transform pedagogy and improve teaching quality.

Topic: AI Empowers Differentiated Instruction in Chinese Teaching

Summary：

The unique nature of Chinese language instruction often results in significant disparities in students’ reading and learning progress. This workshop, tailored for middle school teachers and those interested in AI technologies, focuses on exploring how AI can support differentiated Chinese instruction. The workshop will primarily feature case studies, supplemented by problem-solving discussions and collaborative strategy development. Participants will learn how AI tools can assist in lesson planning, implementation, and assessment, gaining practical strategies for effective differentiation in their teaching.

Jinfei Zhang works as a Chinese studies teacher at Hong Kong International School's upper primary division, which is for students from grade 3-5. This is her sixth year teaching here. Prior to HK, she taught in Seoul and the US.

Topic: Reimagining Chinese Learning: Creative Classrooms Powered by Design Thinking and 3D Printing

Summary：

This workshop is designed for primary and secondary school Chinese teachers, exploring how design thinking and 3D printing can be incorporated into Chinese language teaching to create engaging and creative classroom experiences.

The speaker will share teaching practices from a Novice Level Chinese class for Year 5 students in a Hong Kong international school, demonstrating how project-based learning can enable students to conduct interviews, express ideas, provide feedback, and present in Chinese.The five steps of design thinking—Empathise, Define, Ideate, Prototype, and Test—not only enhance students’ language skills but also foster their creativity and problem-solving abilities.

Through examples, student work showcases, and interactive discussions, participants will reflect on how to apply this approach flexibly in their own teaching to drive innovation and transformation in Chinese classrooms.

Cara Zang is an experienced Chinese language educator who has worked in several international schools across different regions. Cara brings a wealth of classroom experience and a deep understanding of language education in diverse contexts. She actively engages in professional development and is committed to continuous growth, collaboration, and innovation in teaching practice.

(co-present)

Topic：From Leading to Growing: A Journey of Action

Summary:

Target Audience: K–12 Language Educators

This presentation explores how educators can demonstrate leadership through everyday actions, regardless of formal titles or positions. In the dynamic environment of K–12 language education, teachers often take on informal leadership roles—whether by initiating collaboration, supporting colleagues, or driving instructional improvement.

The objective of this session is to encourage educators to recognize and embrace their leadership potential within their current roles. By reflecting on real-life experiences and challenges, the presentation highlights how leadership can emerge through purposeful action, professional reflection, and a commitment to growth.

Participants will be invited to consider how they can lead from where they are, using their voice, expertise, and relationships to positively influence their teams and learning communities.

Wendy Lai is a Lecturer at the University of Hong Kong, specializing in educator development. She teaches in the Master of Education program, offering courses on Teaching Chinese Language and Literature in International Education, Teaching Chinese as a Second Language, and PGDE programs related to IB education. Her academic expertise and research interests lie in transformative literature pedagogy, multimodal learning through graphic novels and picture books, and innovative teacher training methodologies. This expertise is informed by her prior career as a teacher of IBDP Chinese A: Language and Literature, Chinese B, and IGCSE at an international school in Hong Kong. Wendy is also an experienced IB workshop leader, facilitating professional development for Chinese language teachers in the region.

Topic: Developing multimodal and interactive literature teaching through graphic novels

Summary：

This workshop is designed for literature educators and curriculum developers interested in innovative pedagogy. It demonstrates how graphic novels can serve as powerful tools for creating multimodal, interactive literary learning experiences. The session includes an analysis of graphic novel excerpts to explore visual-literary techniques, followed by hands-on teaching activities. Engagement is fostered through collaborative group tasks, visual thinking strategies, and guided reflection. Participants will gain practical strategies for integrating graphic novels into the IBDP curriculum and a framework for multimodal instructional design.

Yuri Liu is an instructional coach at Shanghai American School and an experienced educational consultant with Erin Kent Consulting, dedicated to helping international schools create dynamic, culturally responsive, research-driven learning experiences. With expertise spanning the International Baccalaureate (IB), Chinese national curriculum, and bilingual/dual-language programs from PreK to Grade 12, she bridges diverse curricular frameworks with innovative, impactful instructional design. Passionate about the Science of Reading and Writing, Universal Design for Learning, Culturally Relevant Pedagogy, and GenAI-powered learning, Yuri works at the intersection of evidence-based practice and linguistic diversity, applying proven literacy strategies in both English and Chinese contexts. She has collaborated with leading schools across Asia and North America—including U.S. public school districts, independent schools, and international schools in Singapore, Hong Kong, Guangzhou, Shanghai, Suzhou, and Beijing—where her work in designing and realigning IB programs for world language and dual-language settings has strengthened teaching practice and transformed student learning. Holding a doctorate in educational leadership, Yuri brings a distinctive global perspective to every project. Whether coaching teachers, shaping curriculum, or leading innovation, she is committed to empowering educators and inspiring students to thrive in an interconnected world.

Topic: Embedding Generative AI Curriculum into a Mainstream Chinese Language and Literature Course

Summary：

In “Six AI Ideas We Need to Let Go Of,” Eric Hudson highlights a central idea: AI should be approached as curriculum, not merely as policy. Building on this insight, this session explores how a systematic, progressive approach to teaching generative AI can equip students with both practical skills and a deeper understanding of why and how to use AI effectively—ultimately fostering ownership of their learning.

Target Audience & Objectives:

This session is designed for teachers, curriculum leaders, and school administrators who are curious about integrating generative AI into language and literature courses. Our objective is to model how AI can be embedded into an existing Chinese language and literature course and to engage participants in shaping this curriculum to ensure it builds transferable study skills, intrinsic motivation, and ethical awareness.

Procedure & Activities

Using a Think Tank format, we will share a set of mini AI-infused teaching points developed alongside our Chinese Language and Literature course. Participants will work in small groups to:

• Analyze sample lesson designs and reflect on how they foster student agency;
• Discuss the balance between teaching specific AI tools and nurturing metacognitive understanding of AI as a learning partner;
• Generate ideas for implementing and extending this curriculum model.

Engagement Strategies

The session will be highly interactive, using guided prompts, collaborative notes, and real-time discussion to ensure every participant’s perspective is heard. Conversations can take place in English, Chinese, or both, creating an inclusive space for all teaching and leadership fellows to contribute.

Key Takeaways

Participants will leave with:

• framework for embedding generative AI into mainstream language courses;
• Practical examples of how AI can strengthen language and literacy instruction while supporting study skills and student motivation;
• Insights from peer educators on potential challenges, best practices, and next steps for implementation.

While this session focuses on a Chinese Language and Literature context, the principles are transferable across languages and disciplines. Our goal is to spark productive dialogue, surface creative ideas, and provide actionable strategies for educators seeking to move beyond tool-based AI instruction toward meaningful, curriculum-integrated practice.

A Chinese teacher at I-Shou International School, also serving as a research member at the Research, Development and Supervision Center. Responsible for assisting in the design and development of the school’s Chinese curriculum, as well as teaching MYP Language Acquisition courses. Certified as a secondary school Chinese language teacher, Yihsin Wang has previous experience at I-Shou’s primary school division as a Chinese language teacher and homeroom tutor, with practical expertise in first and second language teaching. A graduate of the Chinese Department and the Institute of Teaching Chinese as a Second Language at National Kaohsiung Normal University, Yihsin Wang is dedicated to bilingual and international curriculum teaching, with a focus on curriculum development and pedagogical practice.

(co-present)

Topic: Intelligent Chinese Learning:New Perspectives on Teaching and Learning in the Technology Era

Summary：

This workshop delves into the innovative applications of AI and digital technology in Chinese education, empowering educators to design interactive and diverse modern curricula. It offers a balanced approach combining theory and practice, providing Chinese language teachers (both native and second-language), researchers in linguistic education, and practitioners interested in digital transformation with essential strategies and methodologies for integrating technology into teaching.

The workshop is structured into four interconnected stages. First, it conducts an in-depth analysis of the theoretical foundations for integrating technology into Chinese curriculum design, and demonstrates the practical effectiveness of innovative teaching models through instructional examples to establish a solid conceptual framework for teaching. This is followed by the stage of tool demonstration and technology application, which systematically introduces AI-assisted tools and interactive technology platforms suitable for different teaching scenarios, helping participants master strategies for selecting and using digital teaching resources. The third stage includes practical case analysis and application demonstrations to deepen participants’ understanding and cognition of technology integration in teaching. Finally, it refines application strategies and opens a Q&A session to address teachers’ practical needs.

Participants will gain a comprehensive understanding of the core concepts of technology-based teaching, practical tools, hands-on experience, and localised solutions tailored to their own teaching environments. This professional development experience aims to empower educators to integrate technology effectively, enhance student motivation and outcomes, and drive innovation in Chinese language education.

Keywords: AI-assisted teaching, digital Chinese education, curriculum design

An experienced educator and advocate of the IB holistic education philosophy, Dr. Ji taught IBDP Chinese courses at the International School Manila for 19 years and authored Creating Thematic Units for IBDP Chinese B. She is deeply committed to exploring the implications of AI for teaching innovation, integrating evidence-based teaching and learning strategies into classroom practice to nurture lifelong learners capable of meeting future challenges.

Topic: Beyond the Algorithm: What Human Brains Do Best and How to Teach for It

Summary：

Audience & Objectives:

For K-12 educators, this workshop explores how understanding human vs. AI intelligence enhances teaching. Offers a framework to design learning experiences that harness whole person education, the uniquely human strengths.

Procedure:

Blends theory and practice: starts with reflective discussion, compares human/AI learning via T-chart, and features a collaborative "Lesson Remix" activity to redesign lessons for human-centric learning.

Engagement:

Uses reflection, visual aids, collaboration, and actionable planning to ensure practicality and participation.

Key Takeaways:

Educators gain a clear framework of human intelligence, practical strategies for fostering creativity and critical thinking, and renewed confidence in their role amid AI.

• Executive Director of Asian Critical Thinking Education Association
• Founder of the Global Youth Chinese Debate Competition
• Initiator of the Asian Critical Writing Contest / Zongheng Cup International Schools Chinese Debate Competition
• Asian Outstanding Youth / Best Debate Coach
• Having been engaged in critical thinking education for 20 years, he is committed to promoting the concepts of conducting critical thinking in Chinese, viewing the world through Chinese, and enabling the world to hear the voice of the Chinese language.

Topic: Developing Students' Critical Thinking in the Age of AI: Starting from Debate Competitions

Summary：

In the age of AI, students are often said to need critical thinking skills. However, the convenience of tools has made it too easy for students to simply find answers to problems. How, then, can we train students to discover problems and solve them? Debate, as a manifestation of critical thinking, has long been misunderstood or underutilised in Chinese language education. Can differing opinions alone constitute a debate topic? What is the methodology of debate? Can teachers who have never participated in a debate competition teach debate? How can debate be effectively integrated into Chinese language education? These questions, among others, will be the focus of this workshop. Together with fellow educators, I will discuss why argumentation is a critical element of critical thinking education, and how it can be effectively applied in teaching practices.

Aggie is the Director of Chinese Programs at Shanghai American School and has been an active member of the IB Educator Network (IBEN) since 2012. She has served in roles such as workshop leader, program field representative, program leader, school visit team leader, and consultant, collaborating with schools across Mainland China, Hong Kong, South Korea, Japan, and Cambodia. With a master’s degree focused on differentiation pedagogy and doctoral studies in curriculum design, implementation, and evaluation, Aggie is dedicated to advancing student engagement and educational innovation. She also holds a Certificate in School Management and Leadership from the Harvard Graduate School of Education and Harvard Business School.

（co-present）

Topic: Leveraging AI to Enhance Learner Agency in Chinese Teaching and Learning in International Schools

Summary：

This presentation explores the integration of artificial intelligence (AI) to foster learner agency through examples from Middle School Chinese Language and Literature (CLL) classes. Participants will learn theories and strategies to:

• Align what you hope students learn with what students actually learn (understanding the learning goals).
• Design rubrics collaboratively with students (establishing success criteria).
• Utilize AI to provide personalized feedback to learners.

Join us to discover innovative strategies that harness AI to support and elevate the learning experience in Chinese language education.

Ms Chen is a Chinese teacher at the International Middle School of I-Shou International School in Taiwan. She teaches MYP First Language Chinese courses as well as IGCSE Second Language Chinese courses.

(co-present)

Topic: Enhancing Students' Focus in the Inquiry Process through Multimodal Tools

Summary：

本This workshop focuses on " Enhancing Students' Focus in the Inquiry Process through Multimodal Tools ". It guides teachers from theory to practice, exploring strategies and digital tools that help students maintain focus and deepen their thinking during the inquiry process. The workshop is divided into three categories: classification, sequencing, and expression, and shares relevant teaching methods within these areas.

Using the IB MYP and IGCSE Chinese courses as examples, the workshop demonstrates how these focus methods can be applied in real classroom scenarios for both first and second language students. It aims to help students summarise key concepts, identify diverse perspectives, and use multimodal expressions (images, charts, text, and audio) to more concretely showcase their thought processes. Additionally, the workshop introduces the application of AI tools in designing focus activities, assisting teachers in enhancing teaching efficiency. Participants will engage in hands-on activities and design small exercises, bringing back practical strategies that can be immediately implemented to strengthen students’ focus and improve learning outcomes during the inquiry stage.

Currently the Director of the Primary Division at I-Shou International School and an IB PYP workshop leader. With fourteen years of IB teaching experience, Grace Yeh has previously served as the Head of First and Second Language Chinese Departments. Focused on Chinese curriculum design, PYP-to-MYP curriculum articulation, and teacher professional development. Holds a Master’s degree in Curriculum and Instruction from National Kaohsiung Normal University and is currently a PhD candidate in the Department of Teaching Chinese as a Second Language at National Taiwan Normal University.

(co-present)

Topic: Multimodal Reading and AI-Assisted Lesson Planning: IB PYP Chinese Concept-Based Teaching Practice

Summary：

This workshop is specifically designed for IB PYP Chinese teachers and educators interested in concept-based Chinese instruction. It focuses on the practical application of multimodal reading and semantic inquiry in concept-based teaching. Centred on instructional design principles, teaching outcomes, and the introduction of supporting tools, the workshop aims to equip participants with actionable teaching strategies. Key content includes: The application of backward design principles in IB PYP Chinese courses. Core implementation strategies for concept-based teaching. Methods for constructing a multimodal reading instructional framework. Through real classroom case studies, the workshop demonstrates the integration of poetry texts and cross-media teaching, showcasing tangible outcomes such as improved linguistic application skills and creative expression among students. Additionally, it introduces practical strategies and tools for leveraging AI in lesson preparation, offering insights into effective integration of digital platforms, multimedia resources, and learning materials.

The workshop aims to help teachers create a multisensory, intelligent learning environment, providing innovative, technology-driven approaches and practical experiences for international Chinese instruction.

Dr. Suyi Wang is an Adjunct Assistant Professor at the Graduate Institute of Teaching Chinese as a Second/Foreign Language, National Kaohsiung Normal University. Since her retirement in 2020, she has remained deeply engaged in International Baccalaureate (IB) education, actively contributing to school authorization and evaluation processes. Passionate about constructivist approaches to teaching and learning, Dr. Wang has delivered numerous conference presentations and teacher workshops on language education, bilingual/multilingual learning, and IB pedagogy. She has also served as a consultant for Chinese programs in international schools.

With over 23 years of experience in international education, Dr. Wang has held senior leadership roles, including Chief Academic Officer at Shrewsbury International School Asia and Director of the Chinese Program at Shanghai American School. She also taught at the International School of Beijing and the Western Academy of Beijing. During her tenure in IB schools, she served in multiple key capacities, such as Deputy Chief Examiner, workshop leader, curriculum consultant, and online course evaluator. Besides, Dr Wang also served as a WASC school visit member.

Before her work in international schools, Dr. Wang taught at the university level as a full-time lecturer at Hankuk University of Foreign Studies and Ewha Womans University in Seoul, and as a part-time instructor at the Chinese University of Hong Kong.

Topic: Inquiry-Based Chinese Language Education in the Age of AI: Opportunities for Innovative Teaching

Summary:

This 60-minute interactive workshop, “Inquiry-Based Chinese Language Education in the Age of AI: Opportunities for Innovative Teaching,” is designed for Chinese language educators and curriculum designers interested in integrating inquiry-based approaches into their practice. As artificial intelligence increasingly enters the classroom, teachers must reconsider their evolving roles and adopt strategies that leverage AI to foster students’ critical and creative thinking, communication skills, and learner agency.

Participants will explore both the potential and limitations of AI in Chinese language education, gaining practical insights into how technology can support inquiry-driven pedagogy without replacing essential human guidance. Drawing on the International Baccalaureate (IB) framework, the workshop will highlight connections between AI-enhanced learning and the five ATL (Approaches to Learning) skills, six core teaching principles（Approaches to Teaching）, and IB language acquisition assessment criteria.

Through hands-on examples, classroom-ready activities, and reflective discussion, participants will discover how to design learning experiences that cultivate linguistic proficiency, intercultural understanding, and independent learning skills. By the end of the session, participants will be equipped with practical tools and pedagogical inspiration to reimagine Chinese language education in the AI era, ensuring that technology serves as a catalyst for deeper inquiry rather than a substitute for authentic learning.