Subproject 1:
This program continuously refines teaching innovation, strengthens the four aspects of innovation (teaching, curriculum, teaching materials, and learning), and achieves key performance indicators for improving teaching innovation. In 2025, 12 communities of teacher development and 12 groups of professional development course were established to enhance teachers' interdisciplinary and bilingual teaching abilities and develop diverse and innovative teaching methods such as PBL and the integration of AI technology. Twelve teacher workshops were held to improve teaching; AI workshops enabled teachers to apply AI in teaching; 26 innovative teaching courses and 22 digital courses/materials were funded. Through the implementation of innovative teaching approaches and digital instructional materials, student learning outcomes and learning motivation have been effectively enhanced. Thirteen key interdisciplinary credit programs are integrated and 17 micro-credit courses are offered to meet the social talent needs of various STEAM fields. Students from the Department of International Business, the Department of Law, and the Department of Health and Nutrition took interdisciplinary business courses and won the individual championship and team runner-up in the "2025 National Marketing Decision-Making Competition". Indonesian student participated in the "2025 DIPO Induction Culinary Competition" in Korea and won bronze. The Department of Business and Entrepreneurial Management held the National 2025 Entrepreneurship Case Competition.
Subproject 2:
In 2025, our university actively promoted internationalization with remarkable achievements. We held 31 international exchange activities, sent 42 students abroad for exchange programs, hosted 15 exchange students from our overseas partner institutions, and welcomed 150 students from partner schools who came to Taiwan to study Chinese and English or participate in short-term exchange programs. These data demonstrate the breadth and depth of our university’s international engagement.
In terms of creating an internationalized campus environment, our university focuses on the efforts on “friendliness, diversity, and cross-cultural exchange,” promoting initiatives such as international student buddy programs, online exchange sessions, lectures, and international culture festivals. These activities enable local students to naturally engage in bilingual settings in their everyday campus life and broaden their global perspectives.
At the same time, we encourage students—through multiple channels—to take part in overseas exchanges, study abroad programs, and internships, which not only enhance language proficiency but also strengthen their international competitiveness. Furthermore, our university offers cross-cultural courses and activities to help international students adapt to campus life, fostering a more globalized and welcoming campus community.
Subproject 3:
A total of 17 mental-health promotion activities were held, with 447 participants; 35 counseling activities for students with disabilities were conducted, with 836 participants; and 10 career development and employment counseling activities were organized, with 418 participants. Additionally, the Campus Recruitment Expo drew 406 participants. All types of activities achieved the target satisfaction rate of 82%.
A total of 30 professional training courses for student clubs were implemented to strengthen professional learning. The university participated in three national competitions and received two awards, including: the 1st Place in the Excellence Award (Category A) in the 2024–2025 National College Student Club Evaluation, and the 4th Place in the 2025 19th Global City Image Ambassador & Miss Global City Pageant. All achieved outstanding results.
Subproject 4:
Subproject 4-1:
This project adopts a pedagogical approach emphasizing curriculum enrichment and experiential learning, enabling instructors to guide students through practice-based engagement that fosters competence in local aesthetics and sustainable development. Through the integration of interdisciplinary learning and collaborative exhibitions, the initiative cultivates students’ capacities for design thinking, cultural creativity, and community engagement. Demonstrating the project’s contribution to aesthetic education and sustainable living practices.
The measurable outcomes include :
-12 Sustainability-oriented educational activities.
-4 Collaborative exhibitions with external institutions.
-2 Enterprise visits.
-4 Participations in academic competitions and samina.
-3 Promotion of Taiwanese culinary famous dish.
-2 Development of two distinctive local cultural products.
Subproject 4-2:
Environmental Education: Conduct seed lecturer training (one session), conduct 23 sessions of "Dual-Axis Transformation" professional workshops, conduct five sessions of Aerotropolis Aeronautical Science Sustainable Development Activities (half a day each), conduct an international student tea ceremony exchange (one session), conduct two sessions of Aerotropolis Football Drone Aeronautical Science Maker Camp (two two-day sessions each), conduct two sessions of Aerotropolis Climate and Energy Maker Camp (two two-day sessions each), conduct "Digital Transformation" Industry-Government-Academia Summit Forum, "Net Zero Transformation" Industry-Government-Academia Summit Forum, and "2025 Remote-Controlled Intelligent Vehicle Industry Sustainable Development" Industry-Government-Academia Summit Forum (one session each, one day each). These initiatives aim to help students understand environmental education, digital and net zero transformation, sustainable development, and the application of drones and aeronautical science in industrial sustainable development through knowledge acquisition and practical service. This will enhance students' understanding of environmental education and sustainable development.
Four lectures (2 lectures finished) on the ecology (birds and plants) and history and culture in ponds are held to help students learn about the knowledge on ecology, history, and culture of ponds. Students also learn how to write explanatory texts on the ecology, history, and culture of ponds, thereby enhancing their understanding of the sustainable development of ponds.
Subproject 5:
The project adopts a practice-oriented and learning-by-doing teaching model, enabling students from the Department of Film and Creative Media to participate directly in professional film production, such as serving as assistant directors for Golden Melody Award-winning bands—showcasing their creative abilities and industry readiness.
It also forms cross-national student production teams, collaborating with peers from Japan, Hong Kong, Malaysia, and Vietnam to create films that enhance multicultural creativity and global vision.
During the “Beauty of Okinawa” on-site learning program, teachers and students filmed across Okinawa’s cultural and scenic locations, integrating tourism, culture, and the film industry, while engaging in collaborations with local universities and alumni.
The project also hosted a campus photography competition, further strengthening students’ production skills and connecting visual storytelling with multiculturalism, international exchange, and industry practice—ultimately enhancing the university’s brand image and attractiveness to future students.
Subproject 6:
Subproject 6-1:
This project centers on digital remote tutoring as its core concept, striving to elevate the traditional notion of “tutoring” from subject-based guidance to digital empowerment for all ages. It also serves as a key platform for students to engage in cross-disciplinary learning and to practice social responsibility.
In this year’s project, we successfully established a participation base of 91 student engagements (including 45 from social engagement courses and 46 from interdisciplinary courses). Through three professional competency activities—such as AI competitions and expert seminars—we strengthened students’ practical skills. In addition, we independently developed two essential Python digital teaching materials (data visualization and shooting-game design), enabling students to gain dual competencies in teaching and service.
The outcomes of the project clearly demonstrate two extended dimensions of the tutoring spirit:
- In terms of depth: Deepening digital enlightenment for K–12
The team applied what they learned back into fundamental education by introducing forward-looking digital learning and immersive AR/VR instruction to 11 elementary school classes. This not only aligns with the original intent of the tutoring initiative but also, through gamified teaching materials, successfully fostered children’s interest in technology.
- In terms of breadth: Expanding toward community lifelong learning
We further extended the scope of service from children to community seniors by conducting 3 community training sessions. This effort highlights the project’s commitment to social care, broadening the tutoring target to “all people” and helping older adults bridge the digital divide.
In conclusion, this project has transformed subject tutoring into life empowerment, extending from the campus into the community. Students refined their cross-disciplinary competencies through service, while the community—both children and seniors—acquired essential skills for navigating the digital era. The project exemplifies the sustainable value and social responsibility promoted by the Higher Education Sprout Program.
Subproject 6-2:
Regarding the Promotion of Indigenous Information Application and Sports Talent Development Project, we focused on two main themes: badminton talent cultivation and the promotion of AI information applications. We organized two keynote lectures on these topics, and all participants stated that they benefited significantly. In addition, to widely gather feedback from attendees, we also held two panel discussions. The performance indicators for this year have been achieved. Project Highlight 1: the lecture by Mr. Min-Lou Lin, commissioner of the Department of Indigenous Affairs, Taoyuan City Government stated the development of indigenous sports toward badminton training, integration of indigenous singles and doubles and cultivation programs in secondary and elementary schools which will enable Taiwan to obtain more medals in international competitions. Project Highlight 2: Chun-Ying Lu, Chairman of Sannai Marketing Co., Ltd. introduced AI and integration of AI with cultivation of various sports talents, such as smart basketball and badminton training centers, to significantly improve athletes’ performance.
Subproject 7:
Optimization and Official Approval of the Institutional Research Grant Scheme
The revised “Kainan University Institutional Research Project Implementation Guidelines” raised the maximum subsidy to NT$10,000 per project and was approved at the 253rd Administrative Council Meeting on October 14, 2025. This adjustment has effectively strengthened faculty motivation to apply and enhanced the university’s overall institutional research capacity.
Initial Development and Launch of the Institutional Data Platform
The university has completed the initial development phase of its institutional data platform and conducted a user training workshop on November 5, 2025. This training familiarized faculty and staff with system operations and marked a new milestone in leveraging data to support decision-making and improve teaching quality.
Thematic Workshops to Deepen the Culture of Institutional Research
A total of two institutional research workshops have been organized, with the following themes:
(1) “Challenges and Opportunities for Universities’ Medium- to Long-Term Development in the Era of Low Birth Rates”
(2) “Clarifying the Logical Progression from Syllabi to Teaching Publications”
Through these thematic activities, faculty members are encouraged to think from both macro development and teaching practice perspectives, thereby strengthening their professional competence in institutional research and gradually shaping a robust institutional research culture at the university.