Higher Education SPROUT Project

Part A- Innovation and Enhancement in Teaching

Cultivating Students' Key Competencies in Information Technology and Humanistic Care

1.Established four AI (Artificial Intelligence) teacher learning communities in 2025: the AI-College of Science Programming and Artificial Intelligence Community, the College of Liberal Arts AI-Literature and Education Community, the Educational Big Data, and Generative AI Community (Artificial Intelligence Program).

2.Cultivated cross-disciplinary digital technology talents, establishing nine micro-programs related to digital technology, with a total enrollment of 4,661 students in cross-disciplinary digital technology programs in 2025.

2.1Fostering STEAM Cross-disciplinary Talents: Through practice-oriented curriculum design and on-campus competitions, students are encouraged to extend their professional knowledge to real-world teaching settings, further deepening their practical teaching skills and innovative pedagogical literacy. Multiple interdisciplinary student teams published cross-disciplinary teaching plans that integrate AI, natural science, and artistic aesthetics, blending information technology with sensory experiences, emphasizing students' scientific inquiry ability, problem-solving skills, and artistic creativity.

2.2Integrating General Education and Professional Courses to Explore Life and Public Issues: In alignment with literacy-based general education courses, the initiatives strengthen students' participation in humanistic literacy and local care, offering 28 courses in 2025 with a total enrollment of 1,640 student participants.

Cultivating Students' Key Competencies in Interdisciplinary Skills

1.Shaping Cross-disciplinary Teaching Models and Constructing Diverse Learning Environments:

1.1Expanded Cross-disciplinary Courses: Promoted the establishment of distinctive general education courses across colleges, offering 58 courses with 3,420 student enrollments in 2025.

1.2Created Gender-friendly and Cross-disciplinary Learning Environments: Effectively promoted a gender-friendly learning environment through various campus gender equality promotional activities and the development of digital learning materials titled "Gender Equality: Social Situations of LGBTQ+ Communities" through the Cloud Academy.

1.3Reformed Minor and Double Major Requirements while Enhancing Curriculum Program Regulations: Adjusted the limit on cross-departmental elective credits to 16 credits to strengthen students' willingness to pursue cross-disciplinary learning. Revised the implementation guidelines for cross-disciplinary courses to encourage the integration of teaching resources across departments and joint establishment of cross-disciplinary credit programs. Revised the establishment guidelines for credit programs to lower the required credits for program study, thereby reinforcing students' motivation for cross-disciplinary learning.

2.Module Theme Focus and Knowledge Integration Enhancement:

2.1Established Themed Modular Courses: Launched 18 themed modular online courses in 2025.

2.2Promoted Project-Based Learning: Developed students' accumulated cross-disciplinary and specialized problem-solving abilities, with 4,744 student enrollments in 2025.

Cultivating Students' key Competencies in Self-directed Learning

1.Promoting Autonomous Learning and Enhancing Problem-Solving:

1.1Established Autonomous Learning-Oriented Courses: Offered 434 courses in 2025.

1.2Promoted the Million Project Exploration Initiative: Subsidized 99 groups, totaling 308 individuals in 2025. This included 10 Industry-Academia Collaboration groups, 18 Cross-disciplinary Integration groups, 48 Competition groups, 16 Themed Project groups, and 7 Undergraduate Student Project groups.

2.Implementing Autonomous Learning Models and Leveraging Digital Platform Resources:

2.1Advocated for Autonomous Learning: Organized a Generative AI Autonomous Learning Project Competition, with 1,318 participants in 2025.

2.2Optimized Utilization of Digital Platform Resources: Students can engage in autonomous learning via the university's Cloud Platform or ewant. The platforms see an average daily usage of approximately 778 users (faculty and students), and the faculty's rate of course material upload is about 50.45%.

3.Constructing Media Literacy Skills to Discern the Authenticity of Information:

3.1Cultivated Media and Information Literacy: Hosted 3 lectures in 2025 to foster students' independent learning, critical thinking, and problem-solving abilities.

3.2Enriched Learning Formats and Established Media Consciousness Values: Developed digital learning materials on "Media Literacy and Legal Deliberation" on the Cloud Academy for students' self-study.

Strengthening Teaching Support Systems

1.Improving the Faculty Teaching and Administrative Support System:

1.1Established Faculty Professional Communities: Formed 15 faculty professional communities in 2025.

1.2Conducted Innovative Teaching Seminars and Workshops: Organized 4 seminars for professional growth in innovative teaching knowledge and 33 workshops in 2025.

1.3Strengthened the Teaching Assistant (TA) Mechanism: Enhanced the TA mechanism by holding 28 TA training workshops in 2025. Deployed 408 Teaching Assistants across 364 courses and established 2 TA learning communities.

1.4Introduced Industry Professionals for Co-teaching: Engaged 138 industry professionals in 108 courses in 2025, benefiting 5,012 student enrollments.

2.Refining Student Capability Assessment and Implementing Talent Cultivation:

2.1Utilized the UCAN Survey for Assessment and Diagnosis (Covering Career Interest Exploration, Core Competencies, and Professional Competencies): Optimized the survey administration path starting from the 2024 academic year. Course instructors from the Center for General Education assist in monitoring and tracking students who have not completed the survey, which is administered every semester in conjunction with the "Life Exploration Development and Practice" course. Furthermore, a school-wide promotional raffle is held to encourage students to complete the survey online independently. In the 2025 academic year, in-class promotion of the survey will be enhanced, aiming to use UCAN to elevate students' self-professional learning and career pathways.

2.2Graduate Career Tracking Survey: Continuously employed a diversified graduate tracking mechanism, regularly using the CATI system to conduct the "Ministry-Mandated Graduate Career Tracking Survey," following up on alumni one, three, and five years after graduation. An average of approximately 6,000 alumni are surveyed annually, with a stable questionnaire return rate maintained at 58%. In addition to executing the "Ministry-Mandated Graduate Career Tracking Survey," custom questions were added to gain in-depth understanding of alumni's workplace employment status (e.g., employer institution, department, and job title). The results, combined with enrollment data, external industry trends, and alumni feedback, provide analysis reports on the competitiveness and development direction for each department, serving as a vital reference for the rolling review and adjustment of operational strategy.

Part B:University social responsibility

Specific Systems and Commitments Related to Overall University Development and Implementation of University Social Responsibility

1.Integrated University Social Responsibility (USR) and Teaching Development Centers: Consolidated the University Social Responsibility Promotion Center and the Center for Teaching and Learning Development into the "University Social Responsibility and Innovative Teaching Development Center." The head of a primary unit serves as the Director of the Center, providing overall coordination for USR-related matters and leading various social responsibility issues to formulate development goals.

2.Established Guidelines for the Selection and Awarding of Outstanding USR and Practice Faculty: Selected and publicly recognized 1 Outstanding USR Faculty member and 3 Excellent Implementation Faculty members with monetary awards in 2025.

3.Supported Faculty Applications for the USR Project Category in the Program for Promoting Teaching Practice Research: Encouraged faculty to integrate research, teaching, and service to achieve the institutional implementation of USR participation. A concrete result was the approval of 1 project under the Ministry of Education's Program for Promoting Teaching Practice Research (USR Project Category) in the 2025 academic year.

Overall Organizational Operations for University Social Responsibility Implementation

1.Integrated University Social Responsibility (USR) and Teaching Development Centers to Establish the National Changhua University of Education Center for University Social Responsibility and Innovative Teaching and Learning Development: The Center is responsible for promoting USR-related affairs, leading various social responsibility issues, formulating development goals, and reviewing and selecting USR-related proposal topics.

2.University-Level USR Faculty Professional Community: Professional knowledge sharing and exchange were conducted through gatherings, lectures, and workshops. As of October 2025, a total of 66 faculty capacity-building seminars, experience sharing sessions, and workshops have been held, guiding USR community faculty to conduct field research and exchange experiences within project areas. The number of participating faculty has grown from 20 to 40.

3.The Center for University Social Responsibility and Innovative Teaching and Learning Development Leads Internal USR Operations: The Center is responsible for leading and promoting internal University Social Responsibility-related operations through mutual support and assistance from various units within the university.

The Role of Schools as Promoters of Regional Development and Local Revitalization

The university's professional service teams conducted 109 consultation sessions in 2025; organized 59 training and workshop sessions for green energy education, marine environment, sustainable environment, and cross-disciplinary teaching seed teachers/volunteers; and cultivated 1,727 USR seed teachers and volunteers. Through consultation services, the teams accumulated willingness and capacity for collaboration with local stakeholders. The outcomes of the professional consultation service teams are detailed below:

Curriculum Structural Adjustments and Teaching Changes to Promote Social Responsibility Practices in Schools

1.Rooting University Social Responsibility (USR) through General Education Courses: Conducted foundational education for USR via general education courses. In 2025, 30 classes of the "Life Exploration, Development, and Practice" course were offered. Additionally, 7 USR Multi-faceted Learning Micro-credit Courses were offered in 2025.

2.Established the "University Social Responsibility Micro-program": A cumulative total of 47 students have obtained the qualification for the "University Social Responsibility Micro-program." The professional courses included: 1 local culture course, 2 environmental issue courses, 5 business management courses, 14 teaching practice courses, 10 smart green energy courses, 7 courses on art therapy and community planning, and 8 courses related to project implementation and practice.

3.Promoted Local Culture and Net-Zero Sustainability: Collaborated with the Office of Student Affairs to host the "Taiwan Food Potluck" event for international students. This allowed international partners to experience traditional Changhua food culture, learn the Chinese names and pronunciation of foods, and share a warm potluck time. Simultaneously, Net-Zero Sustainability series activities were held, such as a practical workshop visit to Tunghai University's Smart Carbon Neutral Campus, to cultivate students' concepts of environmental sustainability.

Part C：Connecting with the Industry for Industry-Academia Collaboration

Implementing Comprehensive Curriculum Measures to Cultivate Problem-Solving Abilities

1.Capstone Learning to Cultivate Talent Required by Industry:

1.1National Innovation and Hands-on Project Competition: To stimulate students' innovative thinking and practical abilities, the university co-hosted the "National College and University Industry-Academia Innovation and Hands-on Project Competition" with the Changhua Industry-Academia Advancement Association. The competition included four categories: "Green Technology," "Mechanical Automation and Hand Tool Innovation," "Information and Electronics," and "Artificial Intelligence and its Applications." A total of 272 teams registered, with 198 teams advancing to the finals, successfully stimulating students' innovative thinking and practical abilities.

1.2Project Implementation to Enhance Students' Practical Skills: Established the "Incentive Guidelines for Faculty Mentoring Students in National Science and Technology Council (NSTC) Research Projects." In 2025, 96 projects were applied for, 53 were approved, and a total subsidy of over NT$2.85 million was granted.

1.3Off-Campus Internship Courses: In 2025, a total of 149 students participated in internships: 36 undergraduate students (36 from the Department of Guidance and Counseling) and 113 master's and doctoral students (24 from the Graduate Institute of Rehabilitation Counseling, 71 from the Department of Guidance and Counseling, and 18 from the Marriage and Family program).

1.4Professional Advancement: Social workers and counseling psychologists are required to complete an internship before being eligible for licensing examinations. In 2025, a total of 43 graduates from the Department of Guidance and Counseling successfully passed the aforementioned advanced national examinations.

2.Deepening Industry Cooperation and Talent Cultivation:

2.1Established Cross-College Credit Programs to Cultivate Specialists: In 2025, cross-college credit programs were established, including the Semiconductor Industry Credit Program, the Artificial Intelligence Technology and Applications Micro-program, and the Financial Licensing and Practice Credit Program. A total of 69 courses were offered, with 1,265 student enrollments. Furthermore, the "Smart Foundry and Manufacturing Industry-Academia Collaboration Program" and the "Smart Mechatronics Integration and Application Industry-Academia Collaboration Program" offered 27 professional courses, with 79 student enrollments.

2.2Integrated Industry-Academia Research Resources with a Smart Microgrid Demonstration System: Established a Green Energy House on Baoshan Campus for project research and the promotion of green energy technology. Green energy-related courses such as Green Energy Technology and Power Distribution System Simulation and Analysis were offered to cultivate talent in green energy and wind power. In addition, the Ministry of Education's USR project "Changhua's Wind and Light (彰化風光風光彰化)" was continuously executed to train students based on green technology, closely integrating student projects with social practice to cultivate local concern and professional capabilities.

2.3Promoted Carbon Auditing and Cultivated Professional Talent: Collaborated with the Industrial Technology Research Institute (ITRI) in 2025 to execute 3 carbon auditing service projects, providing guidance to businesses on carbon inventory.

3.Flexible Academic System:

3.1Deepened Industry-Academia Cooperation for Talent Cultivation via the College of Industry: Collaborated with Siliconware Precision Industries Co., Ltd. to establish the "Semiconductor Industry Practical Talent Cultivation Program," planning 3 courses (9 credits total), with 22 students admitted.

3.2Industry-Academia Programs to Cultivate Smart Talent: The "Smart Mechatronics Integration and Application Program" continued to enroll students in the 2025 academic year, admitting 19 students.

3.3Five-Year Integrated Program to Shorten Study Duration and Reduce Fee Burden: Graduate-level courses selected by advanced master's students during their undergraduate studies can be fully credited toward their degree upon formal admission to the university's graduate program. In 2025, 213 preparatory graduate students took graduate-level courses, resulting in a waived credit fee amount of NT$2,286,140.

4.Student Career Transition Guidance:

4.1Career Sharing to Enhance Student Competitiveness: Hosted 4 career training lectures in 2025, with 110 participants. The events featured career sharing by executives from companies like TransGlobe Life and engineers from TSMC, receiving enthusiastic student feedback.

4.2Enthusiastic Recruitment to Increase Employment Opportunities: Hosted a campus job fair in 2025, covering key Taiwanese industries such as semiconductors, electronic manufacturing, machinery, bicycle components, metal processing, and tourism/leisure, with an enthusiastic response from students.

4.3Study Tours to Expand Practical Horizons: Continued to organize corporate visits in 2025. Specifically, the Semiconductor Talent Cultivation Program under the Lixing College regularly conducted visits to Siliconware Precision Industries Co., Ltd. each academic year, from which students greatly benefited.

Enhancing Research and Development Capabilities, Deepening Industry-Academia Collaboration Mechanisms

1.Future Development in Innovation and Research:

1.1Knowledge Transfer to Accumulate Research Energy ("Passing the Torch"): Established the "Knowledge Transfer and Research Mentorship Subsidy Guidelines" (薪火相傳研究傳習補助要點). Faculty who received NSTC research projects, industry-academia collaboration projects, teaching practice research projects, or government-funded projects in the preceding three years conduct mentorship. Through one-on-one guidance and collaboration, they pass on academic research experience, problem-solving skills, and the capacity for students to participate in projects. They also assist mentees in applying for NSTC research projects, industry-academia collaboration projects, teaching practice research projects, and government-funded projects. In 2025, 4 cases were subsidized with honorariums and incentives.

1.2International Exchange to Enhance Academic Capacity: Subsidized doctoral students traveling abroad to attend international conferences. This academic exchange with international researchers in various professional fields enhances academic capacity. In the first half of 2025, 5 doctoral students were subsidized with NT$98,000.

1.3Subsidies for Industry-Academia Research Projects to Enhance Output: Subsidized faculty in applying for NSTC industry-academia collaboration research projects or assisting enterprises in writing proposals for industry-academia collaboration projects subsidized (or guided) by various government agencies, thereby enhancing research competitiveness. In 2025, 10 faculty members were subsidized with NT$220,000.

2.Through vendor visits, issue inventory, and matching faculty experts from different fields for enterprise diagnosis, the university provided comprehensive recommendations to vendors, while student teams completed case analyses to solve industry-specific issues.

2.1Guidance for Industrial Parks to Promote Industry-Academia Collaboration: In 2025, executed the "Cross-Domain Promotion Plan for Smart Technology Value-Added Innovation in Industrial Parks" and the "Integrated Promotion Plan for Cross-Regional Low-Carbon Transformation in Industrial Parks." These projects provided guidance to the Fuxing, Pitou, Tianzhong, and Dali Industrial Parks, completing 100 enterprise visits, matching faculty to guide enterprises in applying for 6 government subsidy projects, and engaging 36 students in industry-academia cooperation or project research.

2.2Assisting Enterprises in Applying for Subsidies to Facilitate Transformation and Upgrading: In 2025, assisted companies in applying for a total of 9 government R&D subsidy projects, including central and local SBIR (Small Business Innovation Research) grants, low-carbon and smart transformation/upgrading individual case subsidies, and other government-funded projects.

3.Sustainable Future in Innovation and R&D:

3.1Incentivizing Innovation: Continued to encourage students to apply for invention and design patent awards in 2025.

3.2Promoting Faculty and Student Entrepreneurship to Foster Industrial Innovation: The university's technology transfer led to the establishment of the spin-off company, Antares Environmental Technology Co., Ltd., which focuses on environmentally friendly and smart prevention/control technologies. In recent years, the company has undertaken multiple government projects and joined the Taiwan Bank Joint Supply Contract vendor list, executing drone-based dispersal of red imported fire ant bait over a treated area exceeding 8,500 hectares, demonstrating professional expertise and execution capacity. The company's innovative use of drones and smart monitoring systems enhances prevention efficiency and precision and has received support from the Ministry of Economic Affairs, successfully realizing the commercialization of scientific research results and highlighting the university's achievements in industry-academia cooperation and sustainable innovation.

Improving Teacher Training Curricula and Providing Diverse Career Paths

1.Advancing Teacher Education Curriculum:

1.1Bilingual Teacher Training Program: The university's Center for Bilingual Studies cultivated a total of 5 specialists in bilingual teaching professionalism and application in the 2025 academic year.

1.2Enhancing Digital Technology Teaching Competence in Pre-service Teachers: Established the Teaching Information Literacy Micro-program. In 2025, courses such as "Teaching Media and Application," "Introduction to Digital Learning," and "Block-Based Programming" were offered, with a total of 537 student enrollments. A total of 13 pre-service teachers obtained the Teaching Information Literacy Micro-program certificate (completing 4 required credits and 4 elective credits) in 2025, representing a 62.5% growth in participation. Courses within the micro-program were simultaneously adjusted in line with internal curriculum planning to maximize the learning benefits for pre-service teachers. Promotion through courses and campus channels encouraged pre-service teachers to obtain the micro-program certificate.

1.3Equipping Teachers with Inquiry and Practice Teaching Capabilities Required by the 12-Year National Basic Education Curriculum: In 2025, courses such as "Inquiry and Practice Project in the Social Studies Domain," "Inquiry and Practice Project in the Natural Sciences Domain," and "Inquiry and Practice Curriculum Design" were offered, with a total of 155 student enrollments. A competition was held at the end of the semester to foster professional and practical abilities, with a total of 19 teams and 81 students participating.

1.4Promoting Science to Advance Educational Equity: On the 2025 anniversary day, the Colleges of Science and Engineering collaborated with the Science Education Center to mentor high school students in research, offer open laboratory visits, and host science-fun booth challenges. Nearly 450 students from over 10 schools participated, and guidance was provided for teaching in remote areas, promoting scientific exploration and learning opportunities.

2.Pre-service Teacher Education Internships:

2.1Excellent Internship Guidance Results: In 2025, 285 students were guided through educational internships in collaboration with 195 institutions. The university achieved "Triple Collaboration" (University-Intern School-Mentor Teacher) through 855 mentor teachers and 122 internal faculty members, resulting in a 100% pass rate for student internships.

2.2Seminars to Assist Internship Adaptation: 8 seminars were held in 2025, covering the entire educational internship process and assisting pre-service teachers in adapting to the educational environment.

2.3Expanded Reciprocal Cooperation to Strengthen Internship Support: In 2025, internship agreements were signed with 195 schools, adding reciprocal clauses such as collaborative development of curricula and teaching materials, and sharing of library resources, thereby increasing faculty willingness to serve as mentors.

2.4Positive Internship Guidance Feedback: A survey of educational internship guidance conducted in the second semester of the 2024 academic year showed that 83.3% of interns strongly agreed that their internship mentor teachers were highly professional and dedicated.

3.Pre-service Teacher Employment Guidance:

3.1Diversified Preparation to Strengthen Teacher Exam Readiness: Pre-service teachers formed study groups to prepare for examination subjects, with a total of 25 groups and 128 student enrollments participating in 2025. The Teacher Education Center and 9 departments organized teacher qualification exam seminars and mock tests.

3.2Capacity-Building Seminars to Enhance Employment: In 2025, 29 return seminars on educational internships and 18 lectures/mock tests for teacher recruitment examinations were held, sharing insights on educational philosophy, classroom management, preparation for outstanding internship awards, and recruitment exam guidance.

3.3Civil Service Program to Aid Career Development: On May 2, 2025, in collaboration with the Changhua District Court, the university organized the "Visiting the Court - Citizen Judges & Campus Integrity Program," a field trip to the Changhua District Court, with 36 participants.

Part D：Promoting the Public Nature of Higher Education

1.Project Funds Empowerment for Educational Security: Promoted the fundraising philosophy of "Ten Thousand People Lighting the Lamp, One Thousand People Taking the Lead." A total of NT$5 million was raised in 2025.

2."Wooden Pathway" for Enrollment Assurance and Increased Opportunities for Economically Disadvantaged Students:

2.1Separate Admission for Students with Physical or Mental Disabilities: Consistently provided dedicated quotas for this separate admission channel, offering 18 slots in the 2025 academic year.

2.2Additional Admission Quotas for Indigenous Peoples: Recruited Indigenous students with an additional quota each academic year, offering a total of 170 slots in the 2025 academic year.

2.3Indigenous Student Program: Offered 35 slots in the 2025 academic year.

2.4The Soaring Eagles Admission Groups and Priority Admission: Since the 2018 academic year, departments have offered a portion of their individual application slots for priority admission to economically disadvantaged students. Furthermore, since the 2019 academic year, The Soaring Eagles Admission Groups has been added to the individual application channel for economically disadvantaged students to apply. A total of 29 slots were offered to economically disadvantaged students in the 2025 academic year.

2.5Fee Reduction for Application/Testing and Subsidy for Transportation/Accommodation: Provided fee reductions for application/testing and subsidies for transportation and accommodation for economically disadvantaged students. A total subsidy of approximately NT$29,000 was granted in the 2025 academic year.

2.6Local Concern and Support for Remote Areas: Conducted enrollment activities such as micro-courses and in-class promotions. In the 2025 academic year, 7 in-class promotions, 13 micro-courses, and 11 open house events were held. This successfully transmitted the university's teaching resources and features to local and remote schools, achieving the goal of cultivating local talent and supporting students from remote areas.

3.Comprehensive Care Throughout the Learning Process for Disadvantaged Students:The university's the Soaring Eagles Project established a comprehensive guidance mechanism covering four major aspects: living, psychological well-being, academics, and career. Through guidance from mentors (parents and faculty), the program provides learning direction and continuous concern for students' educational needs. A total of 264 students received subsidies under this project in the 2025 academic year (data as of October 31, 2025).

4.Guidance for Indigenous Students and Promotion of Indigenous Education:Organized a total of 16 activities for general Indigenous education, including cultural lectures and tribal visits. Cross-unit meetings were held regularly, and an Indigenous Advisory Committee, inviting external educators and experts of Indigenous identity, was convened annually.

International Specialized Chapter - Internationalization Administrative Support System

International Human Resources and Administrative Support

1.Dedicated Mechanism for International Student Services: Set up 17 dedicated personnel in 2025 to handle international, foreign affairs, and international student administrative matters.

2.Mandarin Teaching Support System: Hired 14 part-time Mandarin teachers to enhance the quality of Mandarin learning for international students.

3.Training for International Administrative Personnel: Organized events in 2025 that combined multicultural activities for international students with training programs for international administrative personnel, strengthening the foreign language communication skills and cross-cultural literacy of administrative and counseling staff across various units.

Learning Support for International Students

1.Mandarin Coursework and Learning Support: To cultivate a secondary specialization in Mandarin teaching for local students, 2 training sessions for Mandarin student teachers/buddies were held in 2025. Additionally, 13 non-credit Mandarin courses were offered, and subsidies were granted to 38 students to enroll in Mandarin courses and take the Mandarin Proficiency Test, stimulating international students' motivation to learn and take the test.

2.Academic Administrative Support: In 2025, the Office of Academic Affairs hired 1 clerk to serve as a dedicated foreign language academic consultation window. Furthermore, Google Translate multi-language translation kits were successfully installed on the university's official website and on the websites of 5 units, including the Office of International Affairs, Office of Student Affairs, Personnel Office, College of Engineering, and College of Science, to provide learning support for international students.

3.Professional/General Coursework and Learning Support: The university continued to execute the Guidelines for Incentivizing Faculty to Offer English-as-a-Medium-of-Instruction (EMI) Courses, encouraging faculty to offer EMI courses for international students and providing incentives. In 2025, 39 faculty members were incentivized for 47 courses (55 classes).

4.Exchange Activities: A total of 6 full-day cultural experience activities were organized in 2025, guiding international students to explore local educational and cultural sites and industries, thereby fostering cross-cultural understanding and literacy.

5.Department/Program Learning Support: In 2025, 34 faculty members across departments/programs were selected to serve as international mentors, providing relevant counseling information to international students. Additionally, 121 student buddies were recruited to assist new international students in adapting to campus life and solving academic problems.

Work Support for Foreign Faculty and Researchers

1.Established Appropriate Contact Window and Dedicated Personnel: The Personnel Office contact person is scheduled to take office after passing the required language proficiency test.

2.Built Foreign Language Interface or Dedicated Website: Internal faculty regulations documents have been translated into English, and a multi-language translation kit has been successfully installed on the website.

Guidance for International Students Pursuing Employment in Taiwan After Graduation

1.Provided Internship and Employment Information/Guidance for International Students (Including Overseas Chinese Students): Hosted a total of 13 career seminars for graduating international/overseas Chinese students in 2025, providing a bilingual manual and giving bilingual explanations of measures for staying and working in Taiwan after graduation.

2.Organized Corporate Briefings: Held 5 corporate briefings in 2025.

3.Organized Industry Visits: Conducted 4 corporate visit events in 2025.