Cher Ping Lim – författare

This book explores how emerging digital technologies can enhance educational quality in primary and secondary settings across Asia, including South Korea, Indonesia, Mainland China, and Hong Kong SAR. Aligned with the UN Sustainable Development Goal 4, it challenges the assumption that technology alone guarantees quality education.Drawing on insights from the Learning Innovations and Emerging Technologies forum series (2024–2026), co-organized by The Education University of Hong Kong, Peking University, and UNESCO-IITE, this edited volume offers an Asia-centered, Global South-informed perspective that counters Western-dominated EdTech narratives. Beginning with a landscape review of emerging technologies in Asian contexts from 2015 to 2025, the book is structured into three sections. The first examines localized applications of emerging technologies in teaching and learning, followed by an exploration of technology-enabled teacher professional development and workforce capacity building. The final section addresses equity and inclusion through public-private partnerships and international collaborations. Case studies span Mainland China, Hong Kong SAR, South Korea, Indonesia, and other Global South regions, including rural schools, ethnic minority communities, and under-resourced settings, providing practical insights for implementing inclusive, equitable education.This volume is indispensable for education researchers, policymakers, teacher educators, and EdTech practitioners interested in technology integration, educational equity, and sustainable development in the Global South.

This edited book tells the story of the multifaceted efforts devoted by a “future school” in Singapore—The Nan Chiau Primary School—in shaping future learning.

This edited book tells the story of the multifaceted efforts devoted by a “future school” in Singapore—The Nan Chiau Primary School—in shaping future learning. It documents the various measures implemented by one primary school to improve student learning outcomes in a technology-rich teaching and learning environment. With the current interest in Singapore’s “Masterplan for ICT (information and communication technology) in Education,” and the increasing focus on teaching and learning design by leading education researchers and professionals, this well-timed book will appeal to policy makers, educators and researchers.

This book demonstrates how blended learning improves access to and enhances the quality of higher education teaching and learning in Asian universities.