Worakanya Buranaphatthana

Chiang Mai University’s multi-tiered architecture for global impact revolutionises international collaboration through a systematic, four-tier approach that transforms fragmented partnerships into sustainable global engagement. Beginning with OFOM, the grassroots tier reactivated 49 dormant memoranda of understanding across 15 countries, mobilising 33 faculties. SEED initiatives then converted these connections into tangible outcomes through strategic small-scale funding. P2O elevated CMU’s profile by forging 12 partnerships with world-leading universities, while Big Bang projects established deep co-investment collaborations requiring cash-matching commitments. This integrated architecture delivered exceptional results: CMU leveraged Bt31.7 million to attract Bt17.29 million in external co-funding, producing 41 international publications, seven joint curricula, and breakthrough innovations spanning engineering and sustainability, health sciences and biotechnology, and agri-food technology clusters. The strategy demonstrates how systematic progression from grassroots engagement to elite partnerships creates synergistic impact, strengthening institutional capacity, enhancing global reputation, and generating financial resilience while addressing critical challenges in health, sustainability and socio-economic development.

IIMT University

IIMT University’s international strategy is driven by ethical global recruitment, technology-enabled engagement and educational equity. Through an AI-powered global engagement platform, the university identifies and supports diverse students, particularly from low-income nations, streamlining applications and fostering transparency in scholarships and fees. With 27 international partnerships, dual-degree programmes and robust scholarship support exceeding Rs156 million, IIMT empowers seamless student mobility and impactful faculty exchanges. This approach has achieved a 40 per cent rise in international enrolment, high student success rates, and growing global recognition for innovation, research collaborations and alumni engagement, reinforcing IIMT’s mission of inclusive, sustainable global education.

KIIT University

KIIT University’s flagship initiative, Bridging Global Knowledge and Innovation, has launched four major internationalisation efforts to strengthen global education and academic collaboration. Fittingly, KIIT declared 2024-25 the Year of Internationalisation. The initiative’s first project, the Global Immersion Programme (2024), offers academic sessions, industry visits and cultural exchanges to boost students’ global outlook and employability. The second, the India Trek Programme (2024), offers international students an immersive experience of India’s rich culture, history and traditions. The third, the Global Faculty Programme (2024), brings distinguished international academics and professionals to engage with KIIT’s academic community. The fourth project, the Credit-Based Study Abroad Programme (2023), provides students with international exposure and academic credits through cross-cultural, interdisciplinary projects. From March 2024 to February 2025, these projects achieved key outcomes, including visits by delegations from Harvard university and the Massachusetts Institute of Technology, more than 300 students in global exchanges, and 104 international faculty visits, further boosting KIIT’s global presence.

Manish Gupta; Aman Mittal; Rahul Chhabra

Lovely Professional University (LPU) – India’s largest single-campus university, with more than 35,000 students from 50+ countries and 550+ international collaborations – launched GradGlobe to bridge a critical gap for students aspiring to pursue postgraduate education abroad. Many students previously relied on commercial agents and lacked transparent, ethical guidance. Embedded within LPU’s Division of International Affairs, GradGlobe is an institution-backed study abroad unit offering end-to-end support – from academic counselling and application assistance to visa and scholarship guidance. Leveraging a CRM-driven ecosystem and an official digital platform, it ensures personalised, data-led and transparent advising. With access to more than 1,500 universities across over 50 countries, GradGlobe has already helped more than 200 students secure admission to top 300 QS/THE-ranked universities and earn scholarships worth over $500,000. By institutionalising global postgraduate mobility, LPU has created a sustainable, ethical and impactful internationalisation model – empowering students and redefining India’s higher education landscape.

Marcus Im (rector, Macao Polytechnic University); Vivian Lei (vice-rector, Macao Polytechnic University); Chan-Tong Lam (dean, Faculty of Applied Sciences); Joaquim Carvalho (programme coordinator, Faculty of Languages and Translation); Christy Cheong (head, Academic Affairs)

Macao Polytechnic University pioneers MPUConnect, a global ecosystem for inclusive education, research and innovation. By building strategic partnerships across lusophone and Sinophone regions, MPU promotes sustainable academic development and generates real-world societal impact. The initiative includes transnational dual degrees, joint labs, internships, scholarships and AI-driven applications addressing multilingual communication, smart cities and public health. This model supports interdisciplinary learning and equips students with the skills to address global challenges. A flagship achievement includes the Chinese-Portuguese Neural Machine Translation Platform, co-developed with strategic academic and industry partners to enhance international communication and regional economic cooperation. More than 30,000 learners have benefited from this cross-disciplinary model. Positioned as a bridge between continents, MPU demonstrates how international partnerships can scale education, foster innovation and create lasting global impact across Asia, Europe, Africa, South America and communities throughout the Global South.

Hsiao-Wei Yuan (vice-president for international affairs); Johnny Wu (head and director of global relations and overall project supervisor); Alberto Chang (deputy director, global relations and project lead); Karen Wu (senior manager, global student affairs); Jenting Wei (manager, global student affairs); Andrew Griff-Owen (senior manager, global relations); Krystal Chen (senior manager, global branding and communications); Adrian Chou (project assistant); Felix Wu (intern); Natalie Wong (intern)

National Taiwan University’s international mentorship programme (IMP) redefines university international strategy by connecting overseas students in Taiwan with senior leaders from government, industry and NGOs. Although hosted domestically, the programme’s reach is global – serving international students, partnering with globally connected organisations, and positioning NTU and Taiwan as key players in the international talent ecosystem. Since 2021, IMP has supported more than 500 students from 46 countries and 150 partner organisations, including TSMC, Pegatron and Ikea. The matrix-style model links universities, industry and government to deliver mentored, bilingual internships that build employability, retention and cross-cultural fluency. Recognised with two PIEoneer Awards, IMP enhances NTU’s international profile and Taiwan’s competitiveness by turning inbound education into a pipeline for global talent. Entering its fifth year, the programme is expanding into sustainability, advancing NTU’s vision of a globally engaged, future-ready university.

O.P. Jindal Global University (JGU) has advanced a distinctive international strategy through the Motwani Jadeja Institute for American Studies (MJIAS), Asia’s first institute dedicated to India-US engagement. A dismayingly low number of Americans study in India – fewer than 3,000, most of them on short-term exchanges. JGU has addressed this situation by positioning India as a destination for full-time American students while opening reciprocal pathways for Indian students to study in the US. Supported by the Motwani Jadeja Foundation, MJIAS builds global capacity through collaborations alongside high-impact events with US diplomats and innovators. This approach has enhanced JGU’s global visibility, cultivated bilateral alumni networks and aligned with India’s National Education Policy 2020. Designed for sustainability, the strategy leverages fee-paying American students, joint research funding and alumni philanthropy. By combining institutional partnerships, academic innovation and diplomatic vision, JGU demonstrates how an international strategy can strengthen reputation, financial resilience and India’s role in global higher education.

UNIMAS Global

Universiti Malaysia Sarawak (UNIMAS) has achieved remarkable progress in international mobility, reinforcing its commitment to global peace, inclusivity and the UN’s Sustainable Development Goals. More than 1,900 students have joined outbound programmes worldwide, while 1,300 international students have studied at UNIMAS, fostering intercultural understanding and global collaboration. Supported by the UNIMAS Mobility Fund of RM2 million (2023-27), these initiatives ensure equitable access and nurture leadership, innovation and sustainability among participants. Strategic partnerships with institutions such as Wakayama University (Japan), the University of Queensland (Australia) and Virginia Tech (US) have strengthened academic and research collaborations. In 2024, UNIMAS expanded its reach by signing 80 memoranda of understanding and 25 memoranda of agreement across 17 countries and by hosting an Erasmus+ Info Session with the EU delegation to Malaysia, leading to its first Erasmus Mundus scholar. Returning students now serve as ambassadors of peace and sustainability, embodying UNIMAS’ vision of education as a bridge to global harmony.

Thomas Coffman (dean, Duke-NUS Medical School)

Thomas Coffman has led Duke-NUS Medical School through a decade of exceptional growth and transformation since becoming dean in 2015. Under his leadership, the school strengthened its research enterprise, fostered innovation and entrepreneurship, and built an ecosystem that empowers scientists and students to translate discoveries into real-world impact. His leadership during the Covid‑19 pandemic demonstrated Duke‑NUS’ global influence, advancing diagnostics, vaccines and therapeutics that reinforced Singapore’s biomedical strength. During his tenure, he expanded academic offerings to nurture clinician-scientists and researchers, deepened the partnership with SingHealth and championed the establishment of the Centre for Clinician-Scientist Development. Through his vision and engagement, both within the academic community and beyond, Coffman has elevated Duke‑NUS into a globally recognised force in academic medicine, advancing knowledge, innovation and the future of healthcare.

Shinji Kaneko (executive vice-president, global initiatives)

Interdisciplinary education and research are essential for addressing complex global challenges. Despite general recognition of their importance, most universities face structural barriers such as rigid departments and discipline-based evaluations. Hiroshima University has achieved remarkable progress through strategic reforms and strong leadership. It introduced achievement-oriented key performance indicators to enhance transparency, flexibility and cross-disciplinary collaboration. The university also reorganised its faculty into an independent “academy”, allowing members to contribute to multiple programmes, and consolidated 11 graduate schools into four to strengthen integration. Undergraduate education was similarly transformed through the establishment of Japan’s first School of Informatics and Data Science and a full English-taught four-year programme. Backed by robust governance, these reforms have positioned Hiroshima University as a national leader in interdisciplinarity. Its consistent top-tier performance in the Times Higher Education Impact Rankings and full engagement with all 17 SDGs are testament to its excellence and global influence.

Ali Osman Öztürk (rector)

Until 2021, Hitit University’s governance relied on individual discretion and fragmented systems. Under the strategic leadership of rector Ali Osman Öztürk, a comprehensive structural and digital transformation established a modern, data-driven, performance-based governance model. Newly created offices in strategy, digital transformation, internationalisation, sustainability and innovation fostered interdisciplinary collaboration and accountability. Two digital platforms – Hitit Action Plan (HEP) and Performance Implication System (PI) – link objectives to actions, monitor outcomes and ensure evidence-based management. Research and innovation capacity expanded through MITAM, while the EU-funded IMAP4U Project, led by Öztürk, scaled this governance model internationally by aligning it with the UN’s SDGs.

Since 2021, Hitit has:

• Expanded the number of accredited programmes from two to 13 (+550 per cent)
• Entered the THE World University Rankings for the first time (2023)
• Lodged 16 new patent, utility model, design and trademark registrations (+1,600 per cent)
• Boosted the number of international students from 231 to 1,318 (+471 per cent)
• Increased research budget ratio to total budget by 206 per cent.

The president’s council: Noelvic H. Deloria (school president); Teresa P. Fabiania (vice-president for academic affairs); Rommel F. Momo (vice-president for operations); Emmanuel G. Calumpong (vice-president for finance/corporate treasurer)

The senior leadership of Holy Cross of Davao College – comprising the president and vice-presidents for academics, operations and finance, and guided by the board’s executive committee – led a strategic turnaround amid enrolment decline and financial losses from 2016 to 2021. Anchored on the ARISE pillars (Administration, Research, Instruction, Spirituality, Engagement) and annual themes such as ARISE, SOAR and INNOVATE, the team aligned the institution on clear, measurable priorities. By 2025, the college had the second-largest tertiary-level enrolment in Davao City. A “debt-free in three” plan erased legacy debt, and HR reforms under the VOTE+HIRED system boosted morale. Weekly foresight huddles, ISO 21001:2018 certification, and representation in the national Commission on Higher Education’s ASEAN delegation exemplified innovative, anticipatory leadership. The ARISE logic, structured leadership rhythms and stakeholder engagement transformed strategy into daily practice. Now debt-free, growing and externally recognised, the college exemplifies data-driven, scalable and sector-leading leadership.

Deepa Sharma (vice-chancellor)

Under the leadership of vice-chancellor Deepa Sharma, IIMT University has emerged as a model institution for effective implementation of India’s National Education Policy 2020 and digital transformation. The leadership team restructured curricula for multidisciplinary learning, enhanced outcome-based education and established robust industry partnerships, resulting in a 32 per cent rise in employability and 20 per cent growth in research collaborations. Through strategic alliances with Intel, AWS and IBM, the team created an AI-enabled smart campus featuring predictive learning analytics, IoT-driven sustainability systems, and virtual innovation labs. Anticipating policy changes, Sharma’s governance model promoted agility, inclusion and institutional resilience. The leadership’s digital-first approach led to a 12 per cent increase in student retention and Rs75,000,000 in funded projects, exemplifying excellence in management foresight and stakeholder collaboration. IIMT University stands as a benchmark in integrative leadership driving educational transformation in India.

Jiang Juncheng (president)

Under the leadership of Jiang Juncheng, Nanjing Tech University has engineered a groundbreaking governance model that seamlessly integrates education, research and societal service. Our pioneering “rights confirmation before transformation” policy grants researchers full ownership of their innovations, triggering a remarkable surge in market-driven research and technology transfer. Guided by a “dual-driven” mechanism that bridges national strategies and industrial needs, our institutional breakthrough builds a synergistic ecosystem. This is manifested through deep industry-education integration in platforms such as the Membrane Industry College, where students tackle real-world challenges alongside partners. Our innovations, from globally leading membrane materials to sustainable bio-based polymers, drive transformation at a national strategic level. This replicable “Nanjing Tech Solution” establishes a new paradigm for global higher education, demonstrating how universities can become powerful engines for talent cultivation, technological innovation and sustainable societal advancement.

Thu Ha (manager, international rankings team)

From rescuing a university on the brink of closure, Phenikaa University has undergone two strategic transformations to become a national model of innovation-led higher education. Operating under Vietnam’s first “university–hospital–enterprise” model, it aligns academic excellence with national priorities in innovation and sustainability. Within six years, the university expanded to nearly 35,000 students and, between 2021 and 2024, recorded an exceptional surge in research performance – along with a portfolio of thriving start-ups, spin-offs and sustainable technologies. Beyond academic growth, Phenikaa advances social progress through lifelong learning, smart city development and workforce training in semiconductors and healthcare. In 2025, the government recognised Phenikaa for making the fastest transition into a comprehensive university system and honoured it at the A80 National Exhibition as one of six universities acknowledged for outstanding achievements in innovation and education – reimagining the role of private universities in national development.

Seoul National University’s institutional innovation committee (IIC), established in 2023, represents a new model of participatory leadership. By formalising a cycle of idea generation, research institutionalisation, feedback and sharing results, the IIC has transformed governance into a collective process. An Administrative Innovation Competition received 396 proposals, of which 143 were implemented or scheduled, delivering improvements in education, research, administration and culture. Direct policy proposals, including a road map for administrative and personnel reform and research funding management reforms, led to tangible organisational restructuring. The IIC also established the Administrative Innovation Forum and the Innovation Practice Award, ensuring transparency, consensus and recognition for contributors. This process has enabled agile decision-making, inclusivity and accountability, offering a globally relevant leadership model that demonstrates how universities can embed innovation into governance while fostering community-wide engagement and sustainable change.

Aftab Amin (lecturer in life sciences)

Aftab Amin’s project “Gamification and Virtual Reality Pedagogy for Active Learning in Genetics, Forensics, and Biochemistry Laboratories” has transformed the pedagogical framework of the LIFS1904 Laboratory for General Biology course at HKUST, which serves some 300 students from diverse disciplines. Addressing challenges such as high enrolment and low engagement, he implemented a customisable gamified virtual reality platform (VRP) to foster an immersive educational experience. This innovative project also integrates generative AI to enhance active learning and formative assessments, benefiting all students, including those with special educational needs. Feedback from more than 200 students indicated that 85 per cent felt more motivated, while 90 per cent found the VRP beneficial for understanding complex concepts. Incorporating GenAI into assessments allowed students to create infographics, enhancing creativity and visual literacy. Amin’s establishment of the Innovative Pedagogy Student Society, the R&D Lab and the Preventive Medicine Outreach Society exemplify his commitment to integrating innovative technologies into education and community outreach.

Yang Hongsuk

Yang Hongsuk has advanced operations and service management education at Seoul National University by combining experiential learning, reflective assessments and institutional reform. His courses integrate simulations such as the Beer Game and the Inventory Simulation Game, giving students first-hand experience of supply chain complexity and strategy. He introduced a “cheat sheet” assessment system that shifted focus from memorisation to meaningful understanding, and he strengthened engagement through “student information sheets” that incorporated feedback into class design. His innovations extend beyond the classroom: he co-developed South Korea’s first course bidding system, ensuring fairness and transparency in registration across MBA programmes, and contributed foundational research for SNU Genie, the university’s intelligent academic information service. These reforms have measurably increased student satisfaction, learning outcomes and equity in higher education. Yang’s approach demonstrates how combining creative pedagogy with systemic reform can transform business education and prepare students for leadership in complex, global environments.

Praveen Kulkarni (professor of community medicine)

According to Hippocrates, the aim of medicine is “to cure sometimes, to relieve often, to comfort always”, highlighting the subject as both science and art. Yet in today’s technology-driven era, the humanistic side of care is often overshadowed. To bridge this gap, Praveen Kulkarni developed an innovative health humanities curriculum using the ADDIE instructional design model. The six-month elective programme covers empathy, communication, teamwork, ethics, professionalism and leadership through experiential methods including poetry, storytelling, visual arts, cinema and activities based on the Theatre of the Oppressed. Over the past five years, more than 1,000 students have benefited, showing significant improvement in empathy, reflective practice, interpersonal skills and communication. By integrating humanities into health professional education, this initiative helps to shape future healthcare providers who are not only competent in delivering clinical services, but also compassionate, patient-centred caregivers dedicated to providing holistic care.

Pauline Luk

Pauline Luk demonstrates innovative leadership in medical education by fostering empathy, curiosity and a deeper understanding of humanity. Inspired by a student, she launched a community-based decision-making game to cultivate empathy among medical students, engaging them in grassroots interviews and scenario development. The empathy game expanded beyond the classroom, fostering intercultural understanding through international exchanges and community engagement, including documentary projects with vulnerable populations. As curriculum coordinator, she pioneered student-directed learning pathways, enabling students to design courses on complex topics such as health inequality, sexual violence, mental health, teen pregnancy and end-of-life care, involving more than 200 learners. Her initiatives empower students as curriculum designers, researchers and community advocates, with many presenting at international forums and winning awards. Additionally, she developed immersive historical tours and mindfulness apps, further enriching experiential learning. Luk’s work enhances motivation, promotes societal contributions and bridges academia and community, exemplifying transformative innovation in medical education.

Haze Ng

Haze Ng counters the limitations of traditional fashion and textile design education, particularly in cultural immersion, by implementing a collaborative strategy, moving from subjective creativity to a framework emphasising critical reflection, interdisciplinary thinking, sociocultural relevance and collaborative real-world problem-solving. This involves establishing creative partnerships and cultural communities among students, industry experts, intangible cultural heritage practitioners, artists, artisans and local stakeholders. This approach fosters a dynamic learning environment for students to construct knowledge through embodied interactions with realities. Through active real-world engagements and collaborations, students gained critical and multidimensional perspectives for generating design solutions, developed a strong sense of purpose and design ethics as well as heartfelt appreciation for cultural heritage and the interrelationship within and across communities. The derived projects significantly enrich educational outcomes and benefits students’ long-term development by nurturing design identity, enhancing professional confidence, offering industry exposure and cultivating valuable networks.

Benyakan Pongkitwitoon (assistant professor, department of pharmaceutical botany)

Benyakan Pongkitwitoon harnesses her passion for plants to innovatively integrate formal and leisure botanical education, bridging structured university courses with flexible lifelong learning. Her flexible general education course, PYGE101 Herbs in Daily Life, allows students from diverse faculties to follow online lectures at their own pace and then join the fun, hands-on workshops. In 2024‑25, more than 300 students per semester crafted herbal inhalers, painted with natural pigments and explored medicinal gardens. Many continued their learning through the Herbal Appreciation community. This public platform expanded through fully booked Herbal Walks and outreach at the Thai Book Fair 2025 and yjr WoW Festival 2025, helping PYGE101 MOOCs surpass 12,000 learners worldwide. Pongkitwitoon’s “Botanical Neighborhood” solo exhibition (2025) further merged science and art, while her innovations were recognised with awards from the faculty, the university and the UKPSF senior fellowship, affirming her broader impact.

Rosszen Yorkah N. Rivera

Rosszen Yorkah N. Rivera is a culinary arts professor, a mentor and a college secretary at the Lyceum of the Philippines University–Cavite’s College of International Tourism and Hospitality. Her service is characterised by industry-connected experiential teaching, in which she draws on academic knowledge to create globally competent leaders in hospitality and tourism. Rivera integrates postgraduate professional training, culture and sustainability appreciation, and etiquette in teaching aligned with the UN Sustainable Development Goals. Her teaching and mentoring strategies are enriched with international exposure and empower professional advancement – they are nothing short of remarkable. Thanks to her efforts, her graduates are now excelling as chefs, entrepreneurs and industry leaders. As such, they are testament to how far Rivera has come in achieving her aspiration to transform hospitality education and practice. She is a transformative and innovative educator, and an inspiring as model for the rest of the world.

Pannawit Sanitnarathorn (assistant professor, and dean of the School of Music)

Pannawit Sanitnarathorn has reimagined music education for a new generation of creators. As the founder of Thailand’s first BA in music entrepreneurship, he integrates creativity, technology and community engagement into every aspect of learning. His flagship initiative, AMBER (ABAC Music Business and Entrepreneurship Records), transforms classrooms into real record labels that allow students to write, produce and release their own music. Beyond campus, his projects – including “See by Ears, Hear by Heart” for visually impaired youth and “Don’t Call Me Old, Just Experienced” for older adults – use music as a tool for inclusion and healing. Sanitnarathorn also leads innovations such as a digital concert app and the SPiRiTA Chamber Ensemble, bringing classical music to wider audiences. His mission to educate through creativity and compassion is captured in his philosophy: “Fail with us, succeed without us.”

Usman Nazir (School of Computer and Information Technology)

Beaconhouse National University, in partnership with NDORMS at the University of Oxford, has advanced its pioneering AI‑based framework from detecting unregulated emissions to linking them with child health outcomes. The team demonstrated that areas with higher densities of industrial chimneys and brick kilns report significantly higher rates of acute respiratory infections (ARI) in children under five. To make this evidence actionable, the project launched a publicly accessible web application, enabling policymakers and researchers to visualise emission hotspots and ARI clusters interactively. This tool empowers governments and NGOs to prioritise interventions in high-risk regions, bridging science and policy. By combining cutting-edge AI, remote sensing and epidemiology, Beaconhouse has delivered measurable impact on environmental and health policy in south Asia, setting a benchmark for higher education institutions globally in environmental leadership and real-world problem-solving.

Masayuki Kondo

Hiroshima University’s Seto Inland Sea Carbon-Neutral Research Centre (S‑CNC), founded in 2023, leads global efforts to understand, monitor and mitigate greenhouse gas (GHG) emissions. Through comprehensive observations of terrestrial, marine and atmospheric systems, it integrates geophysical data, modelling and policy-relevant analysis to advance carbon neutrality. S‑CNC also cultivates future leaders through specialised training in climate and sustainability science. Its flagship initiative, the Tropical Asia League of Excellence in Geophysical Research (LeXtra), launched in 2024, unites top researchers across Asia to assess national GHG budgets and enhance transparency under the Paris Agreement. Supported by iLEAPS and the Global Carbon Project, LeXtra fosters global collaboration and empowers young scientists. In 2025, S‑CNC secured the seventh International iLEAPS Conference for Hiroshima in 2027, further strengthening its global impact. Through science, education and partnerships, S‑CNC drives regional innovation for a carbon-neutral and sustainable world.

Mehmet Efe Biresselioğlu (team leader); Muhittin Hakan Demir; Ayşe Banu Demir; Gözde Çeviker; Berker Özcureci; Mert Akdoğan

İzmir University of Economics (IUE) has positioned itself as a leader in sustainability by embedding climate action and sustainable development across university functions. As Turkey’s first university with a dedicated sustainable energy master’s programme, IUE integrates the UN SDGs into its curricula, research and governance structures. The university’s Sustainability Office and Commission provide the institutional backbone for these efforts, and the university has carried out projects such as the Carbon Footprint Assessment, the Healthy Campus Initiative and the development of the eco-friendly Güzelbahçe campus. Through its Sustainable Energy and Climate Change Research Centre (SENLAB), IUE participates in multiple Horizon Europe projects, positioning İzmir as a test bed for climate-neutral lifestyles. All these actions benefit more than 12,500 students and staff directly while also contributing to İzmir’s Sustainable Energy and Climate Action Plan (SECAP) and its Green City Action Plan. By aligning education, research and operations, IUE demonstrates how universities can serve as living laboratories for sustainability.

Kyung Hee University’s Global SDGs Team Challenge Project, launched in 2025, empowers international students to lead multidisciplinary teams in addressing urgent environmental challenges tied to the UN Sustainable Development Goals. Supported by W38.5 million in scholarships, students conduct field research in their leader’s home country, undertaking projects that link academic enquiry with practical solutions. In its inaugural year, teams studied flood resilience in Malaysia, water pollution in Vietnam’s Mekong Delta, sustainable urban housing in Singapore, and circular economy models in Hong Kong. These projects produced actionable recommendations on climate resilience, clean water access, waste reduction and inclusive green urban planning. Through this initiative, Kyung Hee demonstrates outstanding environmental leadership, turning student-led research into transferable solutions that strengthen communities across Asia. The programme highlights the role of universities as catalysts in training future sustainability leaders and advancing practical action towards carbon-neutral, resilient societies.

LSPR Centre for Crisis and Resilience Studies (CCRS)

The LSPR Institute of Communication and Business, through its Centre for Crisis and Resilience Studies (CCRS), leads the Resilience and Inclusion Village Programme (Desa ReAKSI) to strengthen environmental and social resilience in Sukabumi, Bali, the Mentawai Islands and Jakarta (Indonesia). The programme engages vulnerable groups – women, youth, indigenous peoples and people with disabilities – through participatory workshops, disaster simulations and culture-based learning that combine storytelling with local wisdom. More than 500 people have participated directly and 1,500 more have been reached through campaigns, improving disaster literacy and adaptive capacity. Integrating traditions such as Tri Hita Karana (a philosophy that roughly translates as the “three causes of well-being”) with modern resilience practices fosters community ownership and long-term sustainability. Backed by 13 journal publications, two academic books and the Resilience Forum platform, the CCRS has positioned LSPR as a leader in inclusive resilience. This global impact was recognised through LSPR’s being ranked number one in the world for crisis management in the World University Rankings for Innovation 2025, underscoring its commitment to building safer and more resilient communities.

Nelson Wong (head of network); Jeff Teo (senior architect)

The National University of Singapore (NUS) has redefined environmental leadership through the Green Data Centre Network Upgrade, a transformative initiative that embeds sustainability into digital infrastructure. Aligned with the NUS Green Campus road map and Singapore’s Green Plan 2030, the project modernised the university’s network while cutting energy use by 45 per cent and reducing rack space by 49 per cent. Using software-defined networking, automation and real-time power monitoring, NUS achieved annual energy savings of 160,111kWh – equivalent to powering 500 public housing flats for a month – and reduced 108 metric tonnes of CO₂ emissions. Sustainability was deliberately built into every phase, from procurement with minimal packaging to responsible e‑waste recycling and circular-economy practices. Beyond operational gains, students and staff co‑ created energy dashboards, turning the project into a live sustainability case study. The initiative serves as a replicable model of sustainable digital transformation, showcasing how technology and environmental responsibility can progress hand in hand.

Ponlachart Chotikarn

The collaborative project “The Feasibility and Efficiency Enhancement of Seagrass Species for CO₂ Sequestration in Thailand”, led by the Coastal Oceanography and Climate Change Research Institute and financially supported by the Electricity Generating Authority of Thailand, demonstrates exceptional environmental leadership. This initiative provides a pioneering, nature-based solution to climate change by advancing the scientific understanding of marine carbon sequestration. The project’s key impact lies in its holistic approach. The project developed an innovative, solar-powered nursery system that is low-cost and scalable. It established a community-integrated model through a Seagrass Learning Centre, educating more than 200 visitors and empowering local fishermen. Additionally, it created a profitable ecotourism route with a one-year payback period and a benefit-cost ratio of 11.35, proving that conservation can be a powerful engine for economic growth. This replicable blueprint for environmental and economic empowerment is a compelling example of collaborative leadership.

Patawee Chotanan

Ubon Ratchathani University (UBU) demonstrates environmental leadership through the project “Empowering Young People as Leaders in Local Climate Governance”. Implemented by the Faculty of Political Science in collaboration with UNICEF Thailand and Warinchamrap Municipality, the initiative transforms environmental education into a youth-led, community-based learning process. Using ideation and design thinking, students co‑create solutions for local flooding and climate challenges. More than 300 young people have engaged in real-world projects, developing policy proposals and working with local authorities. Supported by the Thai Health Promotion Foundation and recognised by Unicef, the project has become a model within the Sustainable University Network of Thailand. It advances SDG 11 – sustainable cities and communities, SDG 13 – climate action, and SDG 17 – partnerships for the goals, showcasing how higher education and cross-sector collaboration can empower young people to become leaders driving inclusive and sustainable environmental change.

Terd Disayathanoowat (head of SMART BEE SDGs research centre)

SMART BEE SDGs, led by Chiang Mai University, is a transformative regional initiative enhancing food security, environmental sustainability and rural livelihoods across the six Mekong countries. Since 2015, it has addressed pollinator decline, rural poverty and cross-border disparities in beekeeping practices through interdisciplinary research, AI‑driven bee health monitoring, and capacity-building. The project trained more than 300 beekeepers, created new bee-based product lines, and supported job creation and investment. Collaborating with more than 20 partners, it developed honey certification models that have been adopted in multiple countries, and it submitted regional policy recommendations to the Mekong-Lancang Cooperation. Stories of success include women-led honey businesses in Cambodia and product innovation in Myanmar and Vietnam. The initiative is ongoing, expanding into edible insect innovation, with strong sustainability and community ownership. Widely recognised in academic and regional media, SMART BEE SDGs exemplifies how universities can lead inclusive, cross-border development that is both scientifically grounded and socially transformative.

The Asia PGI Academy was established by the Duke-NUS Centre for Outbreak Preparedness (COP). Its foundational team was led by Ruklanthi de Alwis (Sri Lanka), with Jeanie Wu (Singapore), La Moe (Myanmar) and Ashley Tsai (Taiwan). It was further supported by COP faculty and staff, alongside close collaborators including A*STAR, the National Environment Agency of Singapore, and the Duke-NUS Programme in Emerging Infectious Diseases.

The Covid-19 pandemic exposed the urgent need for faster outbreak detection, yet genomic sequencing access remains limited across south and Southeast Asia. To address this, the Asia Pathogen Genomics Initiative (Asia PGI), based at Duke-NUS’ Centre for Outbreak Preparedness, strengthens regional capacity through a fully funded academy.

Community Outreach and Service Learning Office: Fedelyn P. Estrella, Maria Teresa O. Pilapil

In Calabarzon, one of the Philippines’ fastest-growing yet most vulnerable regions, Lyceum of the Philippines University Cavite (LPU Cavite) harnesses higher education to address community needs through its Community Outreach and Service Learning (CSL) Office. In partnership with the Philippine Red Cross Cavite chapter, LPU Cavite institutionalised a service learning framework that embeds civic engagement, disaster preparedness and health promotion across the curriculum. Students and faculty lead blood donation drives sustaining regional hospitals, provide first aid and disaster training to thousands, and develop community-based technologies in health, energy and livelihood. Strategic leadership roles within Red Cross governance amplify the initiative’s reach, ensuring alignment with regional priorities. Each year, beneficiaries gain access to vital services, while students cultivate civic responsibility and innovation. By bridging academia and humanitarian institutions, LPU Cavite delivers a replicable, scalable model of service learning that strengthens resilience, promotes inclusive growth and empowers communities.

More than 30 flagship initiatives/projects have exemplified excellence in regional development across Thailand through the area-based integrated development approach. By combining interdisciplinary academic knowledge with local wisdom, these projects effectively address complex challenges in water resources, agriculture, environment and health. Emphasising inclusive participation across stakeholders, the work promotes partnership and engagement through both bottom-up and top-down strategies. It results in policy frameworks and development programmes driven by self and community continuous improvement and guided by environmental impact assessments for sustainable development and health. These outcomes have been actively implemented and remain relevant today, directly contributing to the Sustainable Development Goals in economic, social, environmental and health dimensions. The outcome demonstrates how integrated solutions to area-based problems, grounded in local realities and resource coordination, can generate meaningful, long-lasting impacts at regional and national levels with budget implementation.

Open Books Hong Kong (OBHK) is a groundbreaking initiative launched in July 2024 by three university presses and libraries in Hong Kong. The project publishes Chinese-language open access monographs, aiming to promote bibliodiversity and foster the open access movement in Asia. In July 2024, the total number of Chinese-language monographs featured in the Directory of Open Access Books (DOAB) represented only 0.004 per cent of global output. Despite challenges such as limited budget and copyright infringement, OBHK published 36 titles in its first year, reaching 212,838 readers from 123 countries with 540,487 views. The initiative demonstrated substantial reach and engagement with a global reading community. OBHK has established itself as a landmark initiative in the region. It has not only boosted Hong Kong’s position as a hub for knowledge exchange between the Sinophone and anglophone worlds but has also served as a model for innovative approaches to knowledge-sharing in Chinese-language academia.

The project team at the Hong Kong Polytechnic University Jockey Club Design Institute for Social Innovation

Hong Kong faces a “double ageing” challenge, with both its population and its buildings growing older. The Hong Kong Polytechnic University’s Jockey Club Design Institute for Social Innovation’s “Operation SoInno” (2018‑25) mobilised action research into social impact through 18 symposia, 28 action projects and five Social Innovation Regional Forums, with 130+ NGOs and 400,500+ participants. In 2024‑25, we scaled successful prototypes: the Northern Metropolis Future Forum influences community-making for Hong Kong’s largest development with Shenzhen; transitional housing research shapes government housing welfare policy with modular integrated construction studies enabling construction collaboration across the Greater Bay Area; and an intergenerational play design project adopted by a Hong Kong housing society is shaping the concept of well-being in the region. By mobilising cross-faculty expertise – from engineering for ageing buildings to health sciences approaches for underprivileged children, well-being and dementia care – we’ve created a replicable model for regional development addressing Asia-Pacific’s demographic transitions. SoInno scaled up two projects – STEAMS for Good, which integrates design thinking with experiential, project-based learning, and ASCEND Tech for Good, which empowers youth-led start-ups to develop sustainable business models addressing digital equity issues – positioning Hong Kong as a knowledge centre for university-led social innovation addressing regional challenges.

Nurwina Akmal Anuar; Insan Kamil Othman; Hamiduddin Saat; Syahidrul Asyraff Zamri; Abdul Qaiyum Borham; Muhammad Tajuddin Abdul Rahim; Mohd Nazri Mhd Nasir; Syaiful Bakri Mohammad; Saidi Ismail; Nurzainina Aida Md Zainal; Nur Emieza Saleh; Mohd Sanie Razak; Shamsul Ridzuan Samsudin; Zulhilmi Mohamad; Norathirah Norazman; Wan Muhammad Nashrul Wan Muhammad Najeeb; Ahmad Firdhaus Arham; Munira Ismail; Azeem Dzuljufri Suhaimi; Mohd Anuar Aziz; Samsuddin Abu Bakar; Mohd. Zairil Izwan Mohd. Zain; Nur Izzati Ab. Rahman

For many Malaysians from the most extreme poverty groups, the dream of entering university is overshadowed by the immediate struggle to pay registration fees, purchase essentials and adapt to campus life. These barriers are especially acute for OKU students (those with registered disabilities), indigenous communities and multi-ethnic, multi-religious low-income families. In response, the Jejak Pewaris Watan programme was established to provide early educational assistance and help with basic college needs. Sustained annually, the programme mobilises nearly RM40,000 per cycle, ensuring equitable distribution across Malaysia, including remote regions. With 92 per cent of beneficiaries successfully registering and commencing studies immediately, and 78 per cent reporting a stronger sense of belonging, the initiative demonstrates measurable success and lasting impact. More than financial relief, it removes the most demoralising barriers, enabling students to focus on learning, growth and service. Jejak Pewaris Watan stands as a model of regional development, promoting equity, unity and opportunity across generations.

Prasert Rerkkriangkrai (vice-president and associate professor)

Life at university can be challenging: students sometimes face sudden financial difficulties, such as running out of money, losing their wallet or not receiving timely support from their family. These situations can cause stress and skipped meals, affecting both physical and mental health. The Token to Care (T2C) project provides emergency relief through a digital food token worth Bt100 per day, usable at campus outlets. Students submit requests via the CMU Mobile app, with approval completed in just 10 minutes. T2C also acts as a smart university tool, collecting and analysing data to connect students with repeated requests for assistance to other support programmes, including scholarships, dorm allocation or work opportunities. Over the past year, T2C has assisted more than 3,398 students, distributing tokens worth more than Bt1.2 million, significantly improving students’ well-being, focus and engagement in university life.

Kazuhiro Tsuga (executive vice-president, community collaboration, funding and alumni association)

Hiroshima University supports students facing financial hardship through initiatives such as #Welcome to Hiroshima University. During the Covid‑19 pandemic, the university launched the student support project, sending food packages to 200 students struggling with online classes and the loss of work. This experience inspired a sustainable programme that continues today, welcoming new students – 70 per cent of whom come from outside the prefecture – with boxes of locally produced food and heartfelt messages of encouragement. The packages are thoughtfully curated by students who have previously received them, ensuring relevance and empathy. Funding and support come from alumni, parents, local businesses and residents, who donate money and food. So far, about 3,000 students have benefited, supported by more than ¥11.4 million in donations. More than simple aid, the project nurtures gratitude, motivation and solidarity, strengthening bonds between the university and the local community while showing that true prosperity includes mutual care and compassion.

Thitiphan Tritrakarn (executive vice-president for student affairs and alumni relations), with Thai Honda and the Department of Land Transport

KMITL – King Mongkut’s Institute of Technology Ladkrabang launched the Ride Safe, Live Safe initiative to address Thailand’s urgent road safety crisis while promoting sustainable student mobility. With more than 80 per cent of Thailand’s 17,477 road deaths in 2024 linked to motorcycles, the university recognised the need for preventive action. Partnering with the Thai Honda Driving Safety Centre, KMITL provides professional motorcycle training, licensing support and safety education for students and nearby communities. Complementing this, a campaign encourages parents to delay purchasing personal motorcycles for freshmen, while the pilot “AnyWheel” programme offers shared e‑bikes and e‑scooters on campus. These combined efforts reduce accident rates, promote behavioural change and integrate safety with environmental sustainability. The initiative aligns with SDGs 3.6 and 11.2, positioning KMITL as a national leader in holistic student well-being – empowering students not only to learn but to live safely and responsibly in a rapidly changing world.

National Outreach Programme, Admissions and Student Success Initiative team: Rabia Ahmed; Bilal Ahsan Malik; Shandana Mehdi; Sadia Babar; Syed Ashar Hussain Zaidi; Syed Abdullah; Sheikh Khubaib Ahmed; Iqra Shafiq; Aqeel Amous; Numan, Salomi; Fatima Umar; Hirra Shahid; Misha Zahid Gondal; Lalain Farzoq Chaudhry

LUMS’ National Outreach Programme (NOP) is a pioneering model that reimagines access to higher education for under-represented communities across Pakistan. Unlike conventional admission processes, NOP begins years before university entry; its teams visit remote towns and villages to cultivate aspiration among students, teachers and families who have never considered higher education to be attainable. In 2024 alone, LUMS reached 276 schools across 90 cities, fully supported through institutional funds. To date, more than 1,200 first-generation students from 160+ regions have entered LUMS, transforming their lives and communities. Yet access is only the beginning. Through the Student Success Initiative (SSI), LUMS ensures sustained growth and belonging by providing comprehensive academic, financial and psychosocial support. Together, NOP and SSI demonstrate what equity in action looks like – turning opportunity into long-term achievement and positioning Pakistan as a global leader in inclusive and transformative higher education reform.

Manish Gupta; Sourabh Lakhanpal

Lovely Professional University launched the inclusivity, empowerment and support framework to advance equity for wheelchair-bound students with spinal cord injury (SCI). The initiative combines reservation and financial aid with a comprehensive support ecosystem covering accessible infrastructure, reserved hostel facilities with caregivers, on-campus ambulances, universal design principles incorporated in classrooms and payment systems, flexible academics, digital content sharing, and grievance resolution mechanisms. A dedicated web page centralises policies, resources and donor partnerships, strengthening support networks. LPU also emphasises holistic development, offering adaptive sports (including wheelchair basketball, para archery, cricket and boccia), cultural activities and leadership opportunities. Partnerships such as the VISTAAR Conference with the Spinal Cord Injury Association of India broaden impact. Achievements include SCI students winning medals at the Khelo India Para Games 2025 and excelling in technology and academics. Collaborations with state and national bodies further reinforce LPU’s role as a model of inclusive education, empowerment and dignity.

Nanjing Tech University set out to address the traditional disconnect between knowledge and practice through a comprehensive student support ecosystem. Its “Empowering Students from Learning to Innovation through Ecosystem-Based Support” project takes a three-pillar approach that integrates:

• Personalised mentoring via 120+ interdisciplinary teams and 200+ smart classrooms
• Industry-research platforms linking students to real-world challenges through proof-of-concept centres and pilot facilities
• An ISO9001-certified innovation entrepreneurship system that foster a culture of “encourage innovation, tolerate failure”.

The results have been impressive: 100 per cent of engineering student participated across 12,000+ projects; alumni founded four unicorn companies, 13 gazelles and 24 listed enterprises; a 96.5 per cent graduate employment rate, with 78 per cent entering strategic emerging industries. This scalable model redefines student success beyond academics, creating a campus where everyone participates and innovates – offering a blueprint for systematic student empowerment across Asia.

Virgilio B. Tabbu (principal); Dominador B. Lera, Jr; Wovi W. Villanueva; Nino E. Faustino; Gichelle Hanna Roxas; Pompeyo C. Adamos; Katrisha Pingol

The University of Makati (UMak) redefines higher education through its dualised university education system (DUES) and its credit banking system (CBS), a pioneering model that converts real-world experience into academic achievement. Guided by the tagline “RISE. Shine. Anywhere”, UMak recognises learning gained through work, community service, sports and the arts as creditable towards degree completion. Integrated into UMak’s holistic student development framework, CBS bridges academic learning with industry practice, promoting leadership, mental wellness and civic engagement. Through collaboration among student centres, learners gain credits for verified skills and workplace-based learning, fostering inclusivity and employability. UMak’s innovation empowers working students and first-generation learners to transform experience into opportunity. By valuing life and labour as learning, the university exemplifies how education can be inclusive and transformative, ensuring that every student has the chance to rise, shine and succeed – anywhere.

Werdah Munib (assistant professor, School of Media and Mass Communication)

Werdah Munib led Green Carry, a pioneering research project transforming plastic waste into purpose. In collaboration with WWF-Pakistan and three Beaconhouse National University schools (the School of Management Sciences, the School of Media and Mass Communication, and the School of Visual Arts and Design), the project trained 100 underprivileged women to upcycle discarded wrappers into durable eco‑bags woven on traditional handlooms. The initiative addressed Pakistan’s mounting plastic crisis while empowering women with income-generating skills and renewed dignity. Its preliminary phase produced an 18m sheet yielding 25 reusable bags, repurposing more than 1,000 wrappers. A digital campaign reached 3,000+ people, with 66 per cent expressing willingness to purchase upcycled products. More than a sustainability project, Green Carry stands as a women-led model of creative circular economy, where environmental research meets cultural renewal, proving that innovation and empathy can weave change together.

Uraipan Janvanichyanont (president and project adviser); Nick Soonthorndhai (dean of the Faculty of Law, director of the Arts and Culture Centre); Tanachai Suntonanantachai (assistant to the president)

Huachiew Chalermprakiet University (HCU) has implemented a longitudinal, three-phase cultural capital study that aligns with Thailand’s national strategy to uplift grassroots communities, ensuring inclusive and sustainable development. First, more than 150 cultural assets were documented in a “cultural capital mapping” project, from which communities selected elements to preserve. Next, products, services and enterprises were developed through participatory training and the “temple, school, community, entrepreneur” (TSCE) model, generating new income streams. Finally, the project expanded to include migrants, persons with disabilities, and vulnerable groups, promoting equity and intercultural exchange. The outcomes are significant: more than 20 cultural products and services, six enterprises and over 800 cultural successors have been established. Entrepreneurs’ incomes grew by between 50 per cent and 327 per cent, while markets such as Srivaree Floating Market secured sustainability. With a social return on investment of 8.48 (phase two) and 4.96 (phase three), an ROI of 35.63, the project demonstrates how universities can revitalise heritage, uplift livelihoods and foster inclusive community resilience.

Nadhra Shahbaz Khan

The Lahore Museum’s Jain collection had long been ignored by scholars: neither local nor international scholars had ever studied it. To correct the oversight, in spring 2025, LUMS offered a unique undergraduate art history course connecting students with this collection. The enrolled eight students carried out extensive research and succeeded in correcting decades of misidentification and untangling the conflation of two different Jain heritage sites that had long been asserted by government departments. The course has transformed the collection – incorrect labels have been replaced by accurate new bilingual labels, six QR-linked videos bring mute objects to life, and Pakistan’s first catalogue showcasing these artefacts has been published online and in print. The students gained expertise in archival research, object documentation and curatorial practices in a country where art history is still in its infancy. This collaboration between LUMS and the Lahore Museum has set a precedent for cultural education and heritage preservation in Pakistan that will lead to highlighting other ignored collections in museums across the country.

Manish Gupta; PP Singh; Aswathy V K

The Kattunayakan, a particularly vulnerable tribal group (PVTG) in Kerala’s Wayanad and Nilambur forests, live by cosmologies that guide every interaction with nature. Concepts such as kāḍu (forest), along with taboos on over-harvesting honey or harming sacred species, act as living conservation ethics. Yet such wisdom is often marginalised in state-led conservation, which emphasises science and economics. This project bridged those worlds through epistemic pluralism valuing indigenous, experiential and scientific knowledge together. Using participatory ethnography, the study engaged 17,051 Kattunayakan individuals across 4,369 families, documenting oral histories, observing seasonal forest practices and working with the Keystone Foundation, the Forest Department and student interns from Lovely Professional University. Results showed that cosmologies align with ecological sustainability, value addition increased incomes, and participatory forums empowered community voices. Wider benefits included improved livelihoods, stronger cultural preservation and greater ecological resilience. The project also sparked new directions in microenterprises, digital heritage archiving and climate-linked ecological monitoring.

Worarit Kobsiripat; Kriangkrai Duangkrajorn; Duriwat Tathaisong; Chuttrapee Popitikul

This research project aims to transform Nakhon Ratchasima (Korat) into a Learning City of Arts and Creative Economy under the UNESCO framework. It integrates the province’s geological and cultural capital with artistic practices and digital innovation to establish a prototype learning ecosystem across five districts. The project developed the “Khorat Geopark Craft” learning kit, created learning sites and trained 50 facilitators as knowledge leaders. It also empowered marginalised, vulnerable and disability groups by engaging more than 250 participants through training and technology-driven platforms such as online lessons, social media and 3D exhibitions. Findings show that communities gained new skills, produced innovative products and tourism services, and raised household income, alongside growing visitor numbers. Collaboration with the Provincial Administrative Organisation, universities and local agencies laid the foundation for long-term growth. It represents a model of a sustainable Learning City, offering both economic and social benefits while serving as a transferable framework for others.

Shumaila Yousafzai (project lead, Nazarbayev University Research Centre for Entrepreneurship)

What if entrepreneurship could help to restore lost languages, heal silenced histories and awaken ancestral wisdom? At Nazarbayev University Research Centre for Entrepreneurship, we asked this question and built an answer. Between 2022 and 2025, we published nine narrative books across central Asia that were co‑created with entrepreneurs whose voices are often excluded. The book Tamyr Reflections: 33 Narratives of Heritage and Entrepreneurship in Qazaqstan is structured around 33 narratives offering unique perspectives on entrepreneurial journeys that blend tradition with modern innovation. We launched village exhibitions in yurts, blended visual ethnography with poetry, and transformed training into healing. In 2025, we introduced “Tolyk Adam”, a master trainer curriculum inspired by Abai Kunanbaev’s concept of the holistic human. Co‑developed with philosophers, poets and marginalised entrepreneurs, including disabled individuals, former prisoners and recovering addicts, it roots learning in dignity and cultural pride. Our work is more than research. It is a movement: restoring humanity to development, imagination to policy and purpose to those long excluded.

Tuantong Jutagate

The project “Revitalising the Old Town of Ubon Ratchathani through Multicultural Heritage and Creative Economy” showcases how arts and humanities research can drive inclusive development. Ubon’s Old Town, home to Thai-Isan, Chinese, Vietnamese, Sikh and Christian communities, faced rapid urban change and the risk of cultural loss. Researchers responded by documenting 62 cultural resources, training cultural leaders and entrepreneurs, and co‑creating 18 innovative cultural products. Through creative festivals, policy collaborations and the establishment of cultural learning spaces, the project boosted local pride, preserved traditions and generated measurable economic growth – with household incomes rising by 13 per cent. More than 300 people directly benefited, while many more engaged through festivals, exhibitions and online platforms. This project demonstrates that cultural heritage, when linked to creative industries, can serve as a catalyst for social, cultural and economic transformation, offering a replicable model for multicultural cities across Asia.

Faculty of Applied and Creative Arts Service-Learning Malaysia (SULAM) team

Kampung Peros, a Bidayuh village in the Sarawak Delta Geopark, faced challenges in promoting tourism and preserving cultural knowledge owing to limited digital skills. Through community-based participatory research for sustainable tourism in Kampung Peros under the SULAM initiative, 90 students and seven lecturers from design technology, fine arts and cinematography worked with government agencies, industry partners and villagers to strengthen community capacity. Using a design thinking approach, they co‑created social media platforms, promotional content, murals and short documentaries to promote the village and its natural attraction, Bung Podad. The project improved digital skills, boosted online engagement and increased tourist visits, leading to Kampung Peros being recognised as a Sarawak Delta Geopark partner. It also inspired follow-up initiatives such as keDIAMan and On Reciprocity Gotong-Royong, showing how art and design can empower rural communities sustainably.

Peerapon Vateekul (Faculty of Engineering)

Colorectal cancer is the world’s third most common cancer and the second leading cause of cancer-related deaths, with 1.9 million new cases and 900,000 deaths in 2020. In Thailand alone, more than 15,000 new cases occur annually. While colonoscopy is the gold standard for screening, its effectiveness is limited by physician expertise and workforce capacity. To address this, Chulalongkorn University, in collaboration with medical and industry partners, developed DeepGI, an AI‑powered system for real-time polyp detection. Validated through randomised controlled trials across five hospitals and 1,200 patients, DeepGI improved adenoma detection rates by 17 per cent and showed significant gains in proximal and advanced adenoma detection. Now at technology readiness level‑7 and deployed in hospitals, it provides an affordable, scalable solution that strengthens early cancer prevention. With ongoing extensions to gastric and bile duct abnormalities, DeepGI demonstrates the transformative role of AI in healthcare and exemplifies STEM innovation with far-reaching societal impact.

The Macro- and Micro-Plastic Pollution (M2P2) team at Davao Oriental State University

The Philippines, with its rich marine biodiversity, is facing increasing threats from plastic pollution. The Macro- and Micro-Plastic Pollution (M2P2) research programme at Davao Oriental State University examines the prevalence of plastics in vital ecosystems and the seafood consumed by coastal communities. One key strategy is involving local stakeholders to integrate knowledge, attitudes and practices towards a holistic understanding of the plastic problem. Despite positive engagement of locals, barriers to action remain. Community clean-ups are organised, leveraging the strength of women and young people. M2P2 produces contextualised educational materials and utilises various media to promote behavioural change. The programme trains human capital to leverage science into concrete actions for resolving the plastic problem. M2P2 continues on a journey to reduce plastic waste, ensure access to microplastic-free food and water, and engage citizens in a regenerative future, blending science, advocacy, action and direction.

Hiroyuki Horiuchi

Egg allergies affect about 35 million people worldwide, turning everyday foods such as pudding or French toast into “forbidden dreams”. The main allergen, ovomucoid, is an exceptionally stable protein that resists heat and digestion, making it the toughest challenge in allergy research. At Hiroshima University, Hiroyuki Horiuchi and Takashi Yamamoto achieved a scientific milestone by developing chickens that do not produce ovomucoid, creating the world’s first ovomucoid-free eggs. These eggs produced healthy chicks over five generations and showed no abnormal changes through genome and proteomic analyses. Clinical studies confirmed that they do not trigger allergic reactions, proving their safety for consumption. This breakthrough opens new possibilities for people with egg allergies and for industries relying on eggs, including vaccines, pharmaceuticals and cosmetics. Regulatory approval is under way in the US, with research expanding globally – offering hope for a world free from dietary limitations.

Research and development team, IIMT University

The AI-driven precision farming system for sustainable and efficient agriculture, developed by IIMT University Meerut, addresses critical challenges faced by agriculture today – water scarcity, climate variability, pest outbreaks and environmental degradation caused by excessive chemical use. Smallholder farmers in developing regions often lack access to advanced technologies and real-time data to optimise resource use effectively. This research project integrates artificial intelligence, the internet of things and precision agriculture to empower these farmers to improve productivity sustainably. The project’s core objectives included designing a cost-effective sensor network to monitor soil moisture, nutrient levels and microclimate variables; developing AI models that analyse sensor and multispectral drone imagery data to deliver precise irrigation, fertilisation and pest management recommendations; creating an intuitive mobile app with real-time guidance in local languages for user-friendly farmer interaction; and validating the system’s performance across diverse agro-climatic zones while demonstrating measurable economic and ecological benefits.

Dauren Batyrbekuly; Zhumabay Bakenov; Batukhan Tatykayev; and a team of 10 researchers and graduate students

Nazarbayev University is advancing a strategic initiative that unites sustainable energy with aerospace innovation. At its core is Kazakhstan’s first automated pilot line for lithium-ion pouch cell production, based on LiFePO₄/graphite chemistry. This platform enables domestic expertise in battery manufacturing, reducing reliance on imports and strengthening Kazakhstan’s role in the global clean energy transition. The project has produced 3.2V, 7000mAh pouch cells, optimised through advanced electrode formulations and compatible with high-throughput manufacturing. These prototypes are designed for small electrical vehicles, grid storage and portable electronics, while extending into aerospace applications. In partnership with Ghalam and HIT, aerospace-oriented batteries are being tested in simulated space conditions – Kazakhstan’s first step towards powering satellites and stratospheric unmanned aerial vehicles. Strategic collaborations with international partners ensure both technological progress and knowledge transfer. This initiative positions Kazakhstan as a regional hub for advanced energy storage, supporting both green economy goals and new frontiers in space exploration.

Researchers at Oguz Han Engineering and Technology University of Turkmenistan have pioneered a closed-loop chemical process to purify hazardous phosphogypsum waste into 99 per cent pure gypsum. This innovative method, operating at just 90C, uses recyclable reagents to efficiently remove impurities, increasing product whiteness from 50 per cent to 92 per cent. This repeatedly award-winning project transforms an environmental liability into a valuable resource for the construction, polymer and chemical industries. By offering a scalable solution to a global waste problem, the project demonstrates how STEM research can drive the circular economy. This achievement has been consecutively recognised, winning a national award in Turkmenistan, followed by international gold medals at both the World Sustainable Development Goals Challenge 2025 and the Youth International Science Fair 2025 competitions.

Jeong Lak Shin

This project introduces the discovery of 4′-Thiouridine, a next-generation oral antiviral that uniquely inhibits both RNA-dependent RNA polymerase (RdRp) and nucleotidyltransferase (NiRAN) functions of the coronavirus Nsp12 enzyme. Developed by Jeong Lak Shin’s team at Seoul National University in collaboration with KRICT, the compound demonstrated over 100 per cent oral bioavailability, potent antiviral efficacy in cellular and animal models, and significantly improved survival in lethal infection studies. Its broad-spectrum activity against SARS‑CoV‑2 variants and MERS‑CoV underscores its potential as a universal antiviral platform. The research exemplifies how interdisciplinary collaboration can yield transformative breakthroughs, pioneering dual inhibition as a novel therapeutic paradigm. Recognised in the Journal of Medicinal Chemistry, this discovery represents a critical advancement in pandemic preparedness, with profound academic, social and economic implications.

Siriwan Chokkha (School of Ceramic Engineering, Institute of Engineering)

Agricultural waste in Thailand is often burned, which contributes to pollution high in the potentially dangerous particulate matter PM2.5. Suranaree University of Technology developed a STEM-based solution that converts residues into high-purity silica through controlled thermal and chemical processes. This silica is engineered with other compounds to reproduce gemstone crystal structures, creating functional prototypes. The project highlights student-led innovation, showing science and creativity can turn “trash into treasure”. The project delivers measurable impact: 100g of rice husk yields 20g of silica, which produces 10 to 15 gemstones worth Bt1,000 to Bt2,000 each. Beyond economics, it builds networks among farmers, artisans, students and entrepreneurs, fostering pride and environmental responsibility. International recognition includes acceptance at the International Conference on Sustainable Innovations and Partnerships (SIP-2025) in Canada and a memorandum of understanding with CPF, Thailand’s largest animal feed producer, signalling a shift in how residues are valued. Aligned with SDGs 8, 9, 11 and 12, the model is scalable and replicable, offering a pathway to sustainable STEM innovation.

Tolyq Adam Institute team, within the School of Transformative Humanities and Education

In response to post-pandemic challenges affecting student well-being and identity, Almaty Management University launched the “Tolyq Adam” (“Holistic Person”) programme in 2023, inspired by the philosophy of Abay Kunanbayuly. Built on the LEADER framework (Lifelong Learning, Empathy, Analytical and Critical thinking, Dialogue, Ethics and ecology, Resilience), it reimagines Kazakhstan’s general education through eight transformative courses reaching more than 1,000 students a year. Surveys from 2024‑25 show measurable impact: across all six LEADER dimensions, the vast majority of students experienced significant personal and academic development. Beyond the classroom, students have implemented more than 100 community projects with NGOs, schools and enterprises, applying their learning through ecological, social and entrepreneurial initiatives. Faculty participation is equally transformative: educators co‑design and mentor projects, modelling Tolyq Adam’s human-centred values. Combining cultural roots with modern pedagogy, the programme demonstrates how universities in regulated contexts can create transformative strategies that inspire students, empower faculty and attract interest from institutions.

Shinji Kaneko (executive vice-president, global initiative)

Hiroshima University, rooted in a city symbolising peace, was founded on the principle of pursuing peace through education that inspires action. Since 2011, all first-year students – about 2,500 annually – take compulsory peace studies courses, exploring topics such as war, disarmament, poverty and sustainability while reflecting on Hiroshima’s history and defining their own visions of peace. Building on this, the university will introduce mandatory peace co‑learning courses in 2026, expanding peace education to include coexistence and sustainable societies. These courses emphasise community-based fieldwork in which Japanese and international students collaborate with residents to address real issues, aligning with the Town and Gown Initiative for mutual growth. This new model draws on the TAOYAKA programme (launched in 2014), which fosters multicultural coexistence through global partnerships and on‑site learning. Together, these initiatives aim to cultivate graduates who advance peace and sustainability worldwide.

Project leader: Theresa Kwong (HKBU); project co-leaders: William Cheung (former staff in CityUHK), Helen Han (LU), Paul Lam (CUHK), Gary Cheng (EdUHK), Vincent Leung (PolyU)

Hong Kong Baptist University led “Enhancing Learning and Teaching of Digital Citizenship through Scenario-based AR Learning Trails”, an inter-institutional initiative to transform how ethical and responsible digital behaviour is taught and learned. Funded by the University Grants Committee’s Teaching Development and Language Enhancement Grant, the project united six Hong Kong universities to reimagine digital ethics education through immersive technologies. Using augmented reality (AR) and mobile technology, students followed interactive “learning trails” that presented ethical dilemmas in authentic contexts, such as libraries and digital spaces. Guided by the Digital Citizenship framework (Ribble, 2021), 88 AR scenarios were co‑created with students, engaging more than 5,200 learners. Learning analytics showed significant improvement in ethical reasoning, while professional development activities achieved outstanding ratings. By integrating innovation, ethics and collaboration, the project advanced digital citizenship education and fostered a culture that values and rewards creative teaching across Hong Kong’s higher education community.

IIMT University

IIMT University’s transformative teaching and learning strategy prioritises active, student-centred pedagogy by replacing traditional lectures with flipped classrooms, project-based learning and real-world case studies. Its interdisciplinary curriculum integrates sustainability, artificial intelligence, entrepreneurship and global citizenship, preparing students for complex global challenges. Advanced technologies such as AI‑powered adaptive learning, immersive VR/AR labs and gamified assessments enrich engagement and skill development. Faculty benefit from continuous professional development through the Centre for Teaching and Learning Innovation (CTLI), which supports pedagogical research and recognises teaching excellence via awards and grants. The strategy fosters inclusivity and support through mentoring, tutoring and flexible hybrid learning models, embedding internships and community projects to enhance employability. Aligned with IIMT’s vision for digital transformation and regional empowerment, this approach has led to improved academic outcomes, rising student satisfaction and higher graduate employability. IIMT University is setting a new benchmark in inclusive, technology-enabled and experiential higher education.

Manish Gupta; Navdeep Singh; Preeti Khurana

Edu-Revolution at Lovely Professional University represents a transformative shift towards a student-centric, innovation-driven, flexible learning ecosystem. It empowers learners to design personalised educational pathways through classroom learning, MOOCs, certifications or project-based experiences. The initiative integrates experiential and gamified learning with real-world exposure through projects, hackathons and entrepreneurial ventures, enhancing creativity, innovation and employability. Edu-Revolution also acknowledges students’ achievements beyond classrooms – such as patents, publications and social impact initiatives – through academic recognition and merit advancement. Its revenue generation model encourages students to earn while learning, fostering entrepreneurship and financial independence. Additionally, recognition of prior learning and student-led committees promote inclusion, collaboration and leadership. A dedicated digital interface ensures transparency, efficient tracking and data-driven evaluation. Together, these components position Edu-Revolution as a benchmark in higher education – cultivating globally competent, future-ready graduates equipped to lead with innovation, integrity and societal purpose.

The Edutech Clinic at Seoul National University exemplifies a transformative teaching and learning strategy that empowers faculty to integrate digital tools and AI into student-centred pedagogy. Since 2021, the clinic has grown from traditional workshops into a dedicated programme, offering practice-based sessions on platforms such as ChatGPT, Notion, Perusall, Mentimeter and Padlet. Between 2023 and 2025, it hosted 46 sessions with 455 participants, achieving satisfaction scores above 4.4/5.0. Faculty feedback highlights improved student engagement, interactive learning and innovative assessment methods. Its modular design ensures adaptability to emerging technologies and scalability for institutions of different sizes. By institutionalising continuous faculty development, the clinic enhances teaching effectiveness and reinforces SNU’s mission of learner-centred education. As a sustainable and practical innovation, it sets a benchmark for higher education, providing a replicable model that strengthens teaching capacity and supports meaningful digital transformation.

SMU Centre for Social Responsibility: Paulin Straughan; Alvin Sim; Devi Mani

At Singapore Management University, sustainability education is a lived experience, not a theoretical exercise. Via Sustainability Education through Experiential Learning (SEEL), SMU prepares students to be changemakers who combine intellectual understanding with ethical conviction and practical action. Inspired by Aristotle’s belief that “educating the mind without educating the heart is no education at all”, SEEL transcends knowledge transmission to ignite emotional and transformative learning. Grounded in Kolb’s experiential learning cycle and guided by the Head, Hands and Heart framework, SEEL equips students to engage meaningfully with the United Nations’ Sustainable Development Goals. Its four pillars – Excite, Equip, Engage and Empower – span awareness campaigns, a mandatory sustainability e‑module, community service as part of graduation requirement, immersive overseas programmes, and a culture of reflection and leadership.

Pauli Lai (department of electrical and electronic engineering, Hong Kong Polytechnic University); Julia Chen (director, Educational Development Centre, Hong Kong Polytechnic University); Christy Chan (Chan Feng Men-ling Chan Shuk-lin Language Centre, City University of Hong Kong)

The Hong Kong Polytechnic University has implemented a transformative teaching and learning strategy integrating NinjOrAItor, a hybrid AI‑human feedback platform, across university-wide oral communication assessment. This comprehensive approach addresses critical delays in presentation feedback. The strategy features discipline-specific customisable rubrics combined with GenAI and automatic speech recognition technologies, providing timely, comprehensive feedback on student presentations. Unlike existing AI solutions, our hybrid model integrates AI evaluation with teacher input, self-assessment and peer review, ensuring that technology enhances human expertise. Implementation across undergraduate and postgraduate programmes shows 4.68 per cent improvement in presentation scores among 172 participating students. Cross-institutional adoption at Hong Kong Baptist University with more than 300 students demonstrates scalability and effectiveness. The strategy aligns with PolyU’s digital transformation goals through faculty development programmes and recognition systems. Future expansion includes university-wide adoption via capstone project support across Hong Kong universities, positioning PolyU as a regional leader in educational innovation.

Erciyes University (ERÜ) launched the integrated digital transformation and strategic data management initiative to create a unified system. This platform is designed to boost research quality, support data-driven decisions and ensure sustainable quality management. It handles the increasing volume of academic data by monitoring research performance at all levels, adhering to international standards. The project focuses on three areas: strengthening research through automated retrieval and analysis of key data (such as publications and patents) from databases like Web of Science; strategic data management for real-time tracking and reporting; and fostering a culture of quality through academic staff training. Using a modern architecture, the system enables dynamic analytics. By 2024, 98 per cent of research data integration was automated, cutting manual work by 80 per cent. This success enhances visibility and supports evidence-based governance, aligning ERÜ with its sustainability goals.

Poon Khwansuwan (acting director, Smart City Innovative Research Academy); with the Office of Physical Resource and Environmental Management, the Properties Management Office and the Smart City Innovative Research Academy (SCiRA) as lead units

KMITL – King Mongkut’s Institute of Technology Ladkrabang is transforming its 1,000‑acre campus into a smart digital sustainable university through the innovative KMITL Smart Campus project. This initiative integrates internet of things infrastructure, AI‑powered analytics and a centralised City Data Platform to enhance safety, optimise energy efficiency and improve mobility. The project’s Intelligent Operation Centre (IOC) consolidates real-time data from smart poles, solar energy dashboards, smart parking and environmental sensors, enabling proactive decision-making and predictive insights. Early results show measurable impact, including fewer safety incidents, double-digit energy savings and enhanced user experiences for more than 25,000 daily campus users. Beyond immediate benefits, the platform functions as a living laboratory for students, researchers and industry partners, providing a scalable model for Thailand’s smart city and higher education ecosystem. The KMITL Smart Campus demonstrates how technology can transform operations, strengthen sustainability and inspire digital innovation across Asia.

Tobby Kan (department of digital arts and creative industries)

CineSim, developed at Lingnan University, is an innovative digital ecosystem that bridges the gap between film theory and practice. Traditionally, film education relies on costly equipment, large studio spaces and heavy manpower, limiting student access and experimentation. CineSim addresses this challenge through a PC‑based simulator built with Unreal Engine, where students explore cinematography and lighting using an intuitive drag-and-drop interface. Educators can demonstrate techniques such as three-point lighting instantly, while students independently or collaboratively test changes and immediately see results. More than 200 students have used CineSim, gaining confidence and readiness before entering real production. CineSim‑VR extends this innovation into immersive learning, enabling students to step into reconstructed scenes from iconic movies to analyse storytelling techniques. Already tested with 50 students, it combines experiential and analytical learning. Scalable and affordable, CineSim empowers schools and universities to deliver high-quality film education without the traditional barriers of cost and access.

Caryn Lim; Lau Wei Ken; Tridib Saha

Monash University Malaysia has transformed how it uses student feedback by combining machine learning and data visualisation to deliver actionable insights in days rather than months. Our Early Semester Student Feedback Survey captures thousands of student comments, offering valuable perspectives on teaching, assessments and learning resources. Previously, analysing this qualitative data was slow and labour-intensive, which meant that improvements could not be implemented before the semester had ended. Now, machine learning‑based analysis techniques quickly identify strengths, areas for attention and emerging trends, allowing education leaders to respond during the same semester. This approach has led to measurable gains in the student experience, with overall campus satisfaction increasing by 4 per cent since its launch, alongside notable improvements in targeted areas such as the quality of feedback. The success of this initiative is influencing adoption across the Monash network, showcasing how digital innovation can directly enhance teaching and learning.

Singh Manpreet

Mathematics education is crucial for developing essential skills and supporting STEM learning in today’s technology-oriented society. However, many students struggle with abstract concepts because traditional teaching methods lack real-world connections. A 3D, gamified virtual platform, Math City, was developed based on an enquiry-based model and operated in a multiplayer mode with embedded quests, awards and badges. By integrating 3D visualisation, gamified tasks, GenAI tool, authentic assessment and collaborative problem-solving to enhance spatial reasoning and mathematical modelling skills, it makes mathematics more engaging. Developed using Unity and hosted on spatial.io, Math City is accessible across devices and educational formats. It emphasises creativity, critical thinking, collaboration and communication, aligning with the university’s goals. Pilot testing with 1,400 users showed promising results, achieving a system usability scale rating of 74.54. The second version will introduce AI‑enabled learning pathways and customised assessments, enhancing its potential for broader implementation and promoting equitable education.

Yuk Ming Tang (project leader); Wei Ting Kuo (technical officer); Hoi Sze Chan (project associate); Ching Ping Kwok (project associate)

The Integrated AI Agent Platform in an Immersive Transdisciplinary Platform delivers individualised, assessment-driven training through realistic immersive scenarios powered by conversational AI teammates and supervisors. The transdisciplinary platform adapts difficulty and content in real time, strengthening communication, decision-making and technical proficiency across disciplines. In pilots with nearly 1,000 medical students, 95 per cent reported enhanced learning compared with traditional methods, citing clearer understanding, better retention and improved exam readiness. Built for scale with a modular, cloud-based architecture and multilingual support, the platform targets 50,000 users in 10+ countries within two years and 500,000 users across 50 countries in three to five years. A sustainable model – institutional licensing, subscriptions and bespoke content – supports ongoing R&D. This early-stage yet evidence-backed project sets a new standard for equitable, immersive education and workforce readiness.

Arunrat Sawettham; Sarinthip Thaweedech; Jaikaew Thaemngern; Panita Krongyut; Hansa Chuenchuphol

The EMS Help Me Digital Platform, developed by Ubon Ratchathani University, is a pioneering cross-border patient-referral system linking Thailand, Laos and Cambodia. Addressing fragmented health coordination and language barriers, the platform integrates multilingual mobile apps, blockchain-secured patient records, GPS tracking and offline functionality to ensure real-time emergency response. Since its launch, coordination time has been reduced by 55 per cent, patient transfer processes have been simplified, and data errors have been cut by 40 per cent. More than 400 users reported a 22 per cent rise in satisfaction, while hospitals achieved lower costs and streamlined workflows. Developed via a participatory approach with border hospitals and checkpoints, the system builds trust and strengthens community health resilience. Scalable to national and ASEAN health frameworks, EMS Help Me exemplifies how academic-driven digital innovation can save lives, foster collaboration and position universities as key contributors to regional development.

Nurwina Akmal binti Anuar (leader); Norinsan Kamil Othman; Ahmad Firdhaus Arham; Munira Ismail; Muhammad Hamiduddin Saat; Abdul Qaiyum Borhan; Wan Muhammad Nashrul Wan Muhammad Najeeb; Syahidrul Ashraff Zamri; Muhammad Tajuddin Abdul Rahim; Abdul Rahman Bin Ramli; Ahmad Hairi Rabbani Ahmad Puhad; Zulaikha Mohamad

Universiti Kebangsaan Malaysia has transformed welfare support into a faster, safer and future-ready digital system. At UKM, students once faced long delays and fragmented processes when applying for welfare or financial aid. Applications could take weeks, creating uncertainty and inequity. To solve this, UKM launched e‑Prihatin a centralised, secure, digital platform that re‑engineered student support. E‑Prihatin automates applications, integrates with student data systems and enables real-time tracking. Processing times have dropped from 14 days to three working days, a 79 per cent improvement. In 2024, more than 4,200 students accessed aid through the system, with 95 per cent satisfaction. Built with single sign-on security and mobile-friendly design, it guarantees confidentiality while making support faster and more transparent. The initiative overcame cultural resistance through awareness campaigns and staff training, while leveraging in‑house IT to reduce costs. Designed to be modular, e‑Prihatin can scale to new services and be replicated across the sector.