Steady Enhancement of Institutional Performance, Demonstrating the Development Potential of a Comprehensive University in the Capital
The University aims to position itself as a comprehensive institution that substantively advances urban development. Through the combined implementation of the Higher Education Sprout Project and the University Development Plan, the institution has demonstrated steady progress in overall development and educational performance. In the 2025 Global Views Monthly Best University Rankings, the University achieved notable improvements, ranking 10th nationwide among humanities and social sciences universities (an increase of two places from 2024), 21st among public universities, and 30th among general universities (also up two places). In the student-enrollment scale rankings, the University was ranked 5th nationwide in medium-funded universities for institutional performance (compared to 1st place among small-funded universities in 2024), and 7th among medium-sized universities. It also placed 26th nationwide in industry–academia collaboration performance. In international evaluations, the University was ranked 1501+ globally / 29th in Taiwan in the THE Times Higher Education World University Rankings 2026; 1351–1400 globally / 34th in Taiwan in the 2025 QS World University Sustainability Rankings; and 801–850 (PR 44.4%) in the 2026 QS Asia University Rankings. These results collectively demonstrate that the University’s achievements in teaching, research, and industry–academia collaboration have gained broad recognition both domestically and internationally.
Advancing Talent Cultivation and Educational Excellence Through Three Major Institutional Development Pillars
Under the three institutional development pillars—Model for Teacher Education, Elite Athlete Training Hub, and Urban Research Think Tank—the University is committed to cultivating educational talent, athletic talent, and municipal governance professionals. Among undergraduate students, approximately 28.63% are teacher-education students or participants in teacher-training programs, 32.27% are competitive athletes or students in sports-related disciplines, and 39.10% are enrolled in general comprehensive university programs. Through enhanced recruitment strategies, continuous improvement in teaching and curriculum, and strengthened support systems for interdisciplinary and self-directed learning, the University has effectively improved overall student learning outcomes. In terms of teacher education, the University offers six teacher-training programs, including elementary education, early childhood education, early childhood special education, elementary special education, gifted education, and secondary special education. In Academic Year 2023 (CY 112), graduates from these programs achieved an 82.81% pass rate on the national Teacher Qualification Examination—significantly higher than the national average of 54.04%. As a national hub for elite athletic training, the University hosts the largest number of collegiate representative sports teams in Taiwan, with outstanding competitive performance. At the 2024 National Intercollegiate Athletic Games (NIAG 114), the University earned 83 gold, 63 silver, and 66 bronze medals, placing 1st nationwide in the overall team ranking. At the 2025 FISU World University Games, University athletes won 3 gold, 3 silver, and 3 bronze medals. As an Urban Research Think Tank, the University leverages its academic strengths in education, sports, environmental studies, and urban governance to maintain close collaboration with various departments of the Taipei City Government. Through the operation of the Institute of Urban Research and specialized research centers, the University effectively responds to municipal and national needs for talent in public administration, city governance, and urban–regional development.
Building Interdisciplinary Curriculum Systems and Educational Alliances to Strengthen Diverse Learning Resources for Students
In 2025, in addition to continuing the development of modular curriculum maps across colleges and departments—integrating professional training, interdisciplinary learning, and the UCAN competency framework—the University further expanded institutional mechanisms to enhance flexibility for students pursuing cross-disciplinary learning. In terms of curriculum and learning resources, the University integrated teaching resources across colleges, academic centers, and inter-institutional collaborations. Through a systematic mechanism for program initiation and discontinuation, and by aligning college-level expertise with the Institute of Urban Research, the University offered nine interdisciplinary micro-programs that reflect the institution’s educational mission and developmental characteristics. The University also actively strengthened educational alliances with domestic higher education institutions. Partnerships include the Taipei Professional University Alliance (Taipei+), the Taiwan National University System, and the University Consortium of Urban Studies, which together encompasses 25 universities and colleges collaborating on curriculum development, research initiatives, project implementation, and joint activities. Additionally, the University signed a Memorandum of Understanding with National Chi Nan University to jointly advance cross-institutional curriculum offerings, faculty learning communities, USR internships, training in urban–rural governance, and shared access to facilities and equipment.
Figure 1 Taiwan National University System
The Institute of Urban Research as a Catalyst for Future Talent Development, Leading a New Paradigm of Interdisciplinary Learning
To foster students’ capacities for self-directed learning, interdisciplinary collaboration, and problem-solving, the University established the School of Urban Studies in 2024. Through the establishment of a Teaching and Research Committee, the School promotes university-wide interdisciplinary and innovative experimental courses and micro-programs, supports institution-level teaching-innovation initiatives, and develops forward-looking and original academic programs. These efforts aim to equip students with the interdisciplinary competencies and problem-solving abilities required to meet future societal and industrial demands, while also providing a platform for cross-college exchange and intellectual dialogue. Aligned with the University’s strategic direction as an Urban Research Think Tank, the School of Urban Studies offers a diverse and professionally oriented set of micro-programs designed from a student-centered perspective. These include 11 interdisciplinary credi-programs—Interior Design, Urban Renewal, Social Prescriptions, Musicianship English, Digital Media Applications, Tourism and Travel, Big Data and Artificial Intelligence, Public-Private Partnership(PPP) in Constructiom Development, Design for Future Living, Elite Athlete, and ESG Sustainable Development—along with the Shared Campus of Taiwan Program (SCoT). In addition, through the Student Urban Research Project in coordination with the “Explore Taipei” course, the University supported 20 students in 2025 in conducting in-depth studies on topics such as urban development, environmental protection, transportation improvement, disaster prevention and response, public health and social welfare, tourism and cultural creativity, industrial development, and education and culture. By engaging in Taipei City’s policies and practical initiatives, students cultivated the ability to develop urban development blueprints and implementation plans that integrate social well-being with sustainable development. Through the continued development of the School of Urban Studies, the University provides students with a wide array of interdisciplinary and self-directed learning resources, while strengthening alignment between academic learning and industry needs through collaborations with government agencies, industry partners, and academic institutions. Furthermore, by organizing urban policy think-tank seminars, the School contributes recommendations on key municipal issues, thereby enhancing the University’s societal impact and sense of social responsibility.
Strengthening Bilingual and Digital Literacy to Create a Learning Environment with Global Vision and Technological Communication Competence
To strengthen students’ bilingual proficiency and digital literacy, the University has implemented a multi-layered strategy integrating curriculum development, competency cultivation, and cross-institutional collaboration. To enhance students’ English proficiency, the University provides high-quality learning resources through a progressive curriculum framework spanning EGP (English for General Purposes), ESP (English for Specific Purposes), and EMI (English as a Medium of Instruction). These offerings support students from foundational English learning to specialized English across the “5+2” professional domains defined by QS World University Rankings (Arts & Humanities, Engineering & Technology, Life Sciences & Medicine, Natural Sciences, Social Sciences & Management, plus Education and Sports), and further to advanced academic English. The University also launched six all-English micro-programs, integrating professional training × English proficiency × interdisciplinary learning, to cultivate students’ global perspectives, cross-disciplinary innovation, workplace competitiveness, and occupational English abilities. The programs include: “Interdisciplinary Urban Governance English-Taught Credit Program”, “Certificated English Program in Humanities and Social Competencies”, “Certificated English Program of Education”, “English-Taught Urban Studies Credit Program”, “Exercise and Health English-taught Credit Program”, and “Certificated English Program in Music Competencies”. To cultivate students’ ability to apply digital technologies with sustainability awareness, narrative competence, and practical communication skills, the University has developed a structured learning pathway progressing from sustainability cognition to applied practice and narrative expression. A series of online learning modules has been established on the tms+ Self-directed Micro-course Platform to enhance students’ integrated competencies in advanced narrative techniques and information application. The University has also introduced courses and activities related to futures studies, sustainable development, and AI-generated imagery, guiding students from data visualization and narrative interpretation to expressive communication, thereby strengthening their ability to use information and storytelling to address contemporary societal and workplace challenges. To meet growing student demand for AI literacy and digital storytelling, the University launched the Big Data and Artificial Intelligence Credit Program in 2025. This program references the Ministry of Economic Affairs’ IPAS-AI Application Planner competency standards and integrates modules on data analytics, artificial intelligence applications, digital ethics, and narrative strategies, providing systematic training in digital technology application and technological communication skills. To further enhance linguistic competence and knowledge integration, the University continues to promote the cross-university, interdisciplinary Chinese–English Online Writing Lab project. Through activities such as reading and writing practice, expert feedback, peer review, writing competitions, and reading & writing lectures led by industry professionals, poets, and writers, the project introduces themes related to information technology, social responsibility, and the UN Sustainable Development Goals (SDGs). Students are guided to engage in reading, critical thinking, and writing to develop stronger language skills and intellectual integration. The initiative is open to students nationwide and, beginning in 2024, also to eight strategic partner high schools. As of October 2025, a total of 422 students from 30 universities and seven high schools have participated—including 336 students from the University and 86 external participants (19 high school students). A total of 32 outstanding Chinese essays and 36 outstanding English essays have been selected, with two edited volumes scheduled for publication. Two reading-and-writing lectures were also held, where teaching professionals and writers shared insights to motivate students, broaden their understanding of how writing supports future career development, and inspire new possibilities for creative and academic expression.
Enhancing Students’ Learning Motivation and Practical Competence Through a Diversified Self-Directed Learning System
To stimulate students’ motivation for active learning and to cultivate their lifelong self-directed learning capabilities, the University has expanded the recognition of self-directed learning credits and continued to strengthen diversified learning mechanisms. In 2025, the University further advanced the Student-Initiated Course Solicitation Mechanism, offering 297 online self-directed learning courses and 72 in-person courses based on the needs of the five colleges in areas such as core competencies, language development, professional advancement, and career preparation. As of October 2025, these courses have generated a total of 6,081 student enrollments. In addition, through the Urban Research Think Tank—Faculty–Student Collaborative Sustainability Practice Initiative, the University supported 17 student-led sustainability practice projects and funded seven faculty–student learning communities. These initiatives help students deepen professional learning, engage in interdisciplinary collaboration, and develop proactive learning attitudes, as well as competencies in organization, leadership, planning, implementation, and innovation—thereby enhancing their overall active-learning performance and outcomes. Furthermore, to encourage students to strengthen self-directed learning through multiple pathways, the University implemented several incentive mechanisms, including rewards for obtaining professional certifications and language proficiency qualifications, awards for academic progress, and student-initiated learning support programs. These mechanisms increase students’ intrinsic motivation, sense of achievement, and overall learning effectiveness.
Figure 2 Award Ceremony for Outstanding Faculty–Student Learning Communities
From Institutional Development to International Collaboration: Building a University Model of Social Responsibility and Sustainable Action
Through the establishment of the USR Office and the SDGs Office, the University has developed a comprehensive institutional framework to support faculty and student engagement in social responsibility initiatives. Guided by the University’s overall USR development blueprint—aligned with its institutional mission, faculty expertise, and talent cultivation goals—the University has strengthened mechanisms for institutional support, external resource integration, and the formulation of sustainable development strategies. In 2025, the University implemented the “Human-Centered Creativity and Evidence-Based Urban–Rural Co-Creation Action Plan”, which includes one USR project, four USR Hub projects, and the “Borderless Co-Learning Initiative—Hualien–Taitung Program.” These initiatives promote interdisciplinary community-engagement learning, cultivating local revitalization talent with competencies in social engagement, urban–rural planning, cultural preservation, educational outreach, and creative design. Among these projects, the “Borderless Co-Learning Initiative—Hualien–Taitung Program” is a flagship effort that integrates the University’s interdisciplinary strengths across education, health care, cultural sustainability, and regional revitalization. The program advances health promotion, cultural transmission, and industrial innovation in the Hualien–Taitung region, focusing on four major areas: Social Care and Social Prescriptions, Good-Grain Arts & Agriculture Initiative, Root-Seeking and Indigenous Co-Learning, and Hualien–Taitung Shimmer Action Projects. These efforts support rural health care, ESG promotion, food and agricultural education, and encourage students to engage deeply in indigenous communities—thereby cultivating strong social practice competencies. On November 9, 2025, President Chiu Yin-Hao led the University’s faculty and student team to Fuli Township, Hualien County, launching the cross-sector “Arts & Agriculture Field Action”—an interdisciplinary initiative integrating university USR, corporate ESG, and local revitalization. In collaboration with the Fuli Farmers’ Association and the Village Voice Education Association, the University officially initiated the “UT × Fuli Contract Farming Program.” Through the adoption and contract cultivation of local rice fields, along with charitable rice donations, the initiative supports local industrial clusters, fosters community cultural innovation, strengthens students’ local identity, and inspires future local employment or entrepreneurship, while promoting social engagement. In addition, the University held a plaque-unveiling ceremony for the “UT × Zhuo-Xi Township—Hualien–Taitung Borderless Co-Learning Program Office” at the Zhuo-Xi Township Industrial Service Center. This innovative “Origin × Enterprise × NPO × University” co-creation model promotes social sustainability, enhances regional partnerships, and reinforces the University’s commitment to social responsibility through long-term, place-based engagement.
Figure 3 2025 “Borderless Co-Learning Initiative—Hualien–Taitung Program” - Good-Grain Arts & Agriculture Initiative
In advancing the University’s role as an urban think tank, the University hosted the “2025 International Conference on Net-Zero City Planning and Design” on August 29–30, 2025. The conference focused on key issues such as smart cities, climate adaptation, net-zero transitions, and digital governance, bringing together interdisciplinary perspectives to discuss pathways for net-zero transformation and to strengthen the knowledge foundations for sustainable urban development. The University also initiated discussions with Columbia University on the establishment of a “Taiwan Studies Center” to expand its international academic networks and deepen collaborations in Taiwan-focused research. In addition, as of October 30, 2025, the University’s administrative and academic units organized a total of 332 activities related to the Sustainable Development Goals (SDGs). Through the publication of the annual SDGs Report and the compilation of the Campus Greenhouse Gas Emissions Report, the University continues to build a low-carbon, eco-coexistent, and sustainable campus environment. The University also participated in the 2025 Asia-Pacific Sustainability Expo, receiving both the Asia-Pacific Sustainable Exhibition Gold Award and the Sustainable Tour Excellence Award. These recognitions affirm the University’s achievements in sustainability and demonstrate its commitment to expanding partnerships through professional exchanges.
Building a Lifelong Education Ecosystem to Realize the Vision of a Learning City
To build a capital-based educational community and realize a cross-generational, cross-institutional, and cross-disciplinary lifelong learning ecosystem, the University—grounded in its status as the capital city university - implemented a comprehensive strategy of “downward extension,” “outward expansion,” and “upward deepening” in 2025. Through these efforts, the University is shaping a full-spectrum education system spanning from kindergarten to the University of the Third Age, establishing itself as a national model for all-age learning.
1. Downward Extension: Strengthening Early and K–12 Partnerships
The University has actively established strategic alliances with junior and senior high schools across counties and cities to promote resource sharing and stable educational partnerships. In addition, the University advanced the reorganization of Taipei Municipal Dali Senior High School into the Affiliated Dali High School of University of Taipei, fulfilling its responsibility for planning and developing distinctive educational pathways.
2. Outward Expansion: Providing Liberal Arts and Sustainability Education for Students and Citizens
To enrich liberal arts and sustainability learning opportunities for both students and the broader public -and to fulfill its social responsibility as a city-owned university - the University launched the UT Online Digital Holistic Education Initiative. Through the “UT Online” lecture series aligned with the SDGs, the University developed online micro-courses across four domains: Humanities and Arts, Sports and Health, Nature and Technology, Civics and Technology. As of October 2025, 68 online lecture courses (15–20 minutes each) have been produced and uploaded to the tms+ Self-directed Micro-course Platform. These courses are available not only to University students and partner schools but also to the general public, serving as open-access general education resources. This initiative expands the University’s innovative, cross-disciplinary model of holistic and lifelong learning.
3. Upward Deepening: Establishing the University of the Third Age
To promote active aging and lifelong learning, the University implemented the Ministry of Education’s University of the Third Age Pilot Program. Three specialized credit-bearing programs were launched: Program in Health and Active Living for Middle-Aged and Older Adults (Department of Recreation and Leisure Industry Management), Flourishing Life and Purposeful Living Program (College of Education), The Smart Era: AI and Data-Driven Development Program (Department of Mathematics). These programs enhance older adults’ health literacy, social participation, and digital competencies, supporting their re-engagement in learning and fostering a comprehensive lifelong education system.
4. Toward a Comprehensive Lifelong Learning Ecosystem
Through the development of an all-age education system, the University aims to stimulate interdisciplinary collaboration across all educational levels, establish a model for institutional integration, strengthen overall educational competitiveness, and collaboratively address complex community issues. These efforts enhance the mobility and equity of educational resources and reinforce the University’s role in fulfilling its social responsibility as the capital city university.
Linking Urban Futures to Cultivate Innovative Talent and Strengthen the Industry–Academia Incubation Capacity of a City-Owned University for Sustainable Development
To fulfill its mission as a city-owned university and to advance urban-centered, interdisciplinary, strategic, and forward-looking theoretical and practical research, the University continues to strengthen connections with the Taipei City Government, local communities, and industry. With the goal of establishing key urban development research institutions, the University expanded its research infrastructure in 2025. Building upon the existing Research Center of Interdisciplinary Urban Study, Sports Science Research Center, and Humanities, Arts, and Design Research Center, the University further established several feature-oriented research units, including the Badminton Development Research Center, Science Experimentation Center, High-performance computing center (HPCC), and Longevity and Smart Well-being Research Center. These centers serve as platforms that integrate innovative research capacities across colleges and academic departments, promote collaboration among government, industry, academia, and communities, and support the University’s goals of integrated learning and application, research–teaching synergy, and industry–academia linkage. Each center undertakes a variety of commissioned industry–academia projects from public and private organizations—including research projects, capacity-building programs, teacher training, and instructional resource development—demonstrating significant outcome in both service-oriented and commissioned projects. These efforts reinforce the University’s overarching direction in industry–academia collaboration, enhance partnership matching with industry, respond to national talent cultivation policies, and consolidate research strengths across related academic units. As of October 2025, the Research Center of Interdisciplinary Urban Study, Sports Science Research Center, and Humanities, Arts, and Design Research Center have undertaken 15 commissioned projects, with a total project funding amounting to NT$243,847,371. In terms of innovation and entrepreneurship incubation, the University supported four student teams in 2025 through the Ministry of Education’s Promotion of Innovation and Entrepreneurship Education Plan for University and Tertiary College, enabling them to participate in the Start-up Simulation Platform for University and Tertiary College. This reflects the University’s commitment to fostering creativity, innovation, and entrepreneurial mindsets among faculty and students. To further strengthen students’ employability and alignment with industry trends, the University encouraged colleges and departments to develop interdisciplinary innovation and entrepreneurship courses and practitioner-taught modules aligned with industry transformation needs. By integrating faculty expertise with industry professionals and offering hands-on internships and workshops, students gain direct exposure to industry trends, thereby enhancing their workplace readiness and competitiveness. In 2025, academic units participating in the Industry Innovation Talent Cultivation Program offered 41 practitioner-led courses with 1,212 enrollments, and 405 students completed industry internships.
Establishing a Multi-Level International Education Framework to Advance the University’s Globalization Vision
The University has achieved significant progress in advancing internationalization through diversified strategies and comprehensive planning and implementation. First, in response to global trends and to providing students with more opportunities for overseas study and intercultural engagement, the University has established substantial academic and student-exchange collaborations with 208 partner institutions worldwide. These partnerships include dual-degree programs, joint academic initiatives, and student exchange programs that strengthen teaching, research, and cross-border learning networks. The University also engages in administrative and curricular collaboration with European universities—such as the Universita' di Roma Foro Italico—through participation in the Erasmus+ Program. In 2025, the University organized 76 international exchange activities and delegation visits, hosted five international conferences, and facilitated overseas exchange for 107 faculty members and 136 students. Additionally, through subsidy mechanisms supporting faculty and student participation in overseas educational activities—and guided by institutional development goals and disciplinary strengths, the University promotes international field courses, internships, study abroad programs, competitions, and project-based learning. Colleges are encouraged to align international mobility programs with Featured All-English Degree Programs, SDGs goals, and signature institutional themes. In 2025, the University supported 105 faculty and students in participating in international education activities and overseas field courses across 10 countries, thereby enhancing students’ global mobility and expanding their worldviews. To support international students’ academic and cultural adjustment, and to foster interaction between local and international students, the University offered Mandarin tutorial courses and a Chinese Conversation Corner for degree-seeking international students. A peer-buddy system was implemented, along with three care activities, five cultural experience activities, and three corporate visits for career counseling. Furthermore, to ensure comprehensive support for foreign faculty and researchers, the University established a One-Stop Service Platform, integrating academic, research, and daily-life information. A Handbook for Foreign Faculty and Researchers in Taiwan was published on the University website, and four engagement and care events were organized to provide timely advisory services. Finally, the University actively recruits international students through multilingual promotional materials and participation in international education fairs. A bilingual newsletter is also published to showcase institutional achievements and distinctive strengths, thereby enhancing the University’s global visibility and reputation.