Highlights of the 2025 Higher Education SPROUT Project Achievements at National Pingtung University---
Teaching Innovation and Enhancement
1. Coursera Professional Enhancement and Interdisciplinary Learning
Coursera provides a wide range of professional courses from world-leading universities, enabling students to explore diverse topics such as language learning, business management, AI technologies, arts and humanities, design thinking, personal development, mental and physical well-being, and environmental sustainability. These offerings strengthen students’ interdisciplinary competencies and digital literacy, ensuring balanced development of both specialization and cross-disciplinary skills. Aligned with the university’s “Coursera Professional Enhancement and Interdisciplinary Learning Initiative,” students may earn certificates and academic credits upon course completion, thereby increasing resume value and job competitiveness.
2. Institutional Promotion of Digital Credit Recognition
The university has formally implemented the “Guidelines for Digital Self-Directed Learning” to institutionalize the recognition of digital learning achievements. Under this policy framework, students may select Coursera courses from an approved list that aligns with their individual academic goals and professional development needs. Upon completing the course and obtaining the official certificate, students may apply for recognition of up to four academic credits. To support the development of autonomous learning, the university has introduced a range of complementary strategies, including: incentive mechanisms, competitive activities, and learning-community support systems. These initiatives collectively cultivate students’ self-directed learning habits and contribute to a sustained culture of digital literacy and independent learning across campus.
The regulatory framework was officially established in Academic Year 2023 and implemented in Academic Year 2024. A total of 327 students have successfully completed the process for digital self-learning credit recognition, demonstrating strong student engagement and the effectiveness of the policy.
3. Cultivating Self-Directed Learning Culture across Campus
The university actively promotes autonomous learning by organizing Coursera-based interdisciplinary online self-learning programs during the summer term. A competition-based model is adopted to motivate students to engage in independent, continuous, and goal-oriented learning, thereby cultivating long-term self-directed learning habits.
Between 2024 and 2025, the university successfully conducted two competitions with 114 students, and accumulated 18,386 hours of self-directed learning.
These outcomes demonstrate a significant strengthening of students’ capacity for autonomous learning and reflect the emergence of a campus-wide culture that values self- directed, active exploration, and lifelong learning.
4. Enhancement of Global Perspectives and Student Confidence
Through participation in global online courses, students gain exposure to international issues, global trends, and cross-cultural perspectives, enabling them to develop the competencies required of global citizens. Engaging with international learning content broadens students’ understanding of global developments and enhances their “international mobility”, embedding intercultural awareness and global readiness into their academic experience.
In 2025, the university launched International Exploration Program, designed to cultivate students’ global competencies through immersive, experience-based international learning. Participants were required to independently plan their travel logistics, engage proactively in English-based coursework abroad, and collaborate with peers from diverse cultural backgrounds. During the program, students communicated and presented in English within international classroom settings, Worked in mixed-nationality teams to accomplish academic tasks, and strengthened both their linguistic proficiency and intercultural confidence.
A total of 129 highly motivated students were selected to participate in the program. During the summer term, they traveled to Busan University of Foreign Studies (South Korea), University of Hradec Králové (Czech Republic), and University of Victoria (Canada), where they undertook 3–4 week credit-bearing experiential learning modules. These international learning journeys provided rich opportunities for cultural exchange, academic engagement, and personal growth, enabling students to embody the university’s vision of “global action competence” as future global citizens.
5. Strengthening Digital Literacy and AI Innovation
(1) Enhancing Creativity and Higher-Order Thinking Through Interactive Digital Courses
Many Coursera courses adopt interactive, project-based, and problem-oriented instructional designs, enabling students to engage in hands-on project development, peer review, and performance demonstrations. Through these learning processes, students strengthen critical competencies such as Innovative thinking, Problem-solving abilities, and Critical and analytical thinking skills. These pedagogical approaches cultivate a digital learning environment that prepares students for emerging trends in technology-enabled education and future workforce demands.
(2) Integrating AI into Classroom Teaching and Faculty Professional Development
The university actively integrates AI-assisted pedagogical strategies into instructional settings to equip faculty with the competencies needed to navigate the rapidly evolving landscape of AI-enhanced education. A series of AI-focused workshops was held from August 18 to August 25, 2025, comprising eight sessions and 32 instructional hours. The workshops aimed to promote innovative, interactive, and immersive modes of digital learning, featuring AI-driven tools and applications.
The training 376 participants successfully completed the program, and received an overall satisfaction rating of 4.88 out of 5, indicating high levels of faculty engagement and perceived instructional value.
(3)Expansion of AI-Integrated Curriculum Development
In 2025, the university implemented a total of 22 AI-integrated courses, involving 19 faculty members. Among these participants, nine faculty members passed the Ministry of Education’s Teaching Practice Research Program, reflecting the strong alignment between institutional innovation and national priorities in AI education.
These efforts demonstrate the university’s commitment to cultivating AI-ready educators, advancing digital learning transformation, and strengthening students’ competencies in artificial intelligence and emerging technologies.
6. Overseas Field-Based Teaching
(1) International Practicum Experiences
In 2025, faculty members led students to Malaysia and South Korea for intensive cultural immersion and teaching practicum experiences. These programs generated significant growth in students’ cross-cultural literacy, professional teaching competence, and global educational perspectives.
At the Malaysian sites, Professors Hsien-Ming Lin and Kuei-Chiung Yang guided pre-service teachers in delivering STEAM-based instructional practicum at local Chinese primary schools and at Universiti Tunku Abdul Rahman. Through hands-on teaching, students transitioned from passive learners to active instructors, demonstrating enhanced classroom adaptability, effective instructional design abilities, improved cultural communication skills, and strengthened teaching confidence under authentic, real-time classroom conditions.
Interactions with local students, faculty, and educational practitioners further expanded students’ cross-cultural communication skills and comparative education perspectives. Faculty members, in turn, adopted the role of multi-dimensional facilitators, guiding students toward a deeper professional awareness—shifting from merely “being able to teach” to truly “understanding how to teach.”
(2) Advancing Awareness of Pedagogical Diversity and Cultural Sensitivity Through Field Observation
Professor Chia-Yen Hsieh led students to South Korea to observe instructional practices and environmental design in local kindergartens. The field experience enabled students to gain diverse pedagogical models, deepen their understanding of early childhood education across cultures, develop reflective thinking on themes such as cultural diversity and human rights, Transform theoretical knowledge into practical, creative outputs—for example, designing a children’s rights–themed educational board game.
(3) Strengthening Educational Practice and Global Citizenship Formation
The above two overseas teaching initiatives broadened students’ global perspectives while strengthening their competence in educational practice. These experiences laid a solid foundation for cultivating future educators who possess Global mobility, Cross-cultural communication abilities, Humanistic care, and A broadened, internationalized view of education.
7. Dual Degrees, Industry-Academia Collaboration, and International Talent
(1) Expansion of Dual-Degree Pathways and International Academic Mobility
Faculty members have undertaken overseas visits to negotiate internship partnerships and dual-degree collaborations, thereby broadening students’ opportunities for international academic mobility. The university has successfully signed dual-degree agreements with several partner universities, including Hyogo University of Teacher Education (Japan)、Middlesex University (United Kingdom)、University of North Alabama (United States)、Rajamangala University of Technology Thanyaburi, RMUTT (Thailand)、Prince of Songkla University, PSU (Thailand).
The university has actively encouraged students to apply for dual-degree programs abroad while also promoting inbound enrollment of international students pursuing dual-degree studies at National Pingtung University(NPTU). These initiatives reinforce the university’s commitment to cultivating students with global competencies, cross-border academic exposure, and enhanced international competitiveness.
(2) Development of International Semiconductor Programs and Strengthening Industry–Academia Partnerships
The university’s International Semiconductor Program has achieved notable progress, not only successfully recruiting international students but also establishing substantial industry linkages. A key highlight is the collaboration with Kuei-Ding NanoTech, a local enterprise, which exemplifies the “industry–academia integration” principle emphasized in the Higher Education SPROUT initiative.
Within the College of Science, the International PhD Program in Applied Science admitted one doctoral student from Vietnam in Academic Year 2025, bringing the total number of enrolled PhD students to two. The university continues to actively pursue agreements for dual-degree doctoral pathways, host students from partner universities for short-term visits or research internships, and build an internationalized academic ecosystem. These efforts aim to strengthen research collaboration, enhance international academic engagement, provide advanced research and exchange opportunities for students, and foster an environment conducive to global scientific research and innovation.
8. DHP (Daegu, Hyogo, Pingtung) Academic Exchange Conference
(1) Trilateral Academic Alliance and Joint Scholarly Development
Localization within globalization, and globalization within localization” is the core philosophy guiding the university’s promotion of international academic collaboration.
National Pingtung University (NPTU) has signed a trilateral agreement with Hyogo University of Teacher Education in Japan and Daegu National University of Education in South Korea to take turns hosting the DHP Academic Exchange Conference.
This initiative fosters interaction and learning between faculty and students while cultivating global perspectives among young scholars.
(2) Student Participation and International Engagement
From August 1 to August 7, 2025, six students were nominated to participate in the “DHP Tri-University Student Forum” and cultural visits held in Japan, enriching their international exchange experience and broadening their global perspective.
Through the long-term international alliance among the three universities, this exchange initiative has not only strengthened the friendship between Taiwan, Japan, and South Korea, but also contributed to the university’s internationalization goals and enhanced its global academic standing.
9. Development of Local Digital Learning Materials
These efforts promote a more holistic vision of digital education—one that balances technological competency with critical thinking and responsible media engagement.
The College of Education at our university has developed 21 sets of digital learning materials tailored to local characteristics, integrating them into the 12-year basic education curriculum and its core competencies. These materials emphasize contextualized and real-life learning content and are scheduled to be submitted for the National Digital Teaching Materials Competition by the end of the year.
In line with the Ministry of Education's White Paper on Media Literacy Education in the Digital Age, the university also organized lectures to help students understand that digital innovation in teaching should not focus solely on the use and advancement of digital tools and technologies, but should equally emphasize the cultivation of media literacy and the importance of media literacy education.
10. Interdisciplinary Learning System
(1)The university’s Interdisciplinary Program Center promotes various forms of cross-disciplinary learning that can lead to the recognition of a second specialization on students’ graduation diplomas. These include credit programs, micro-certificate programs, co-taught interdisciplinary courses, microcredit courses, student-initiated courses, and self-directed practical learning. These innovative teaching and learning models aim to enhance student autonomy and cultivate diverse skills.
(2)Under the self-directed microcredit model, various units and full-time faculty members design themed lectures or hands-on workshops based on the principle of “hands-on and self-driven learning.” These activities democratize academic knowledge, practical skills, and distinctive expertise. Students who accumulate 20 hours of participation are eligible to earn one academic credit, providing an exploratory pathway for autonomous learning and enhancing cross-disciplinary competence.
(3)In the 2025 academic year, a total of 20 themed modules were offered across two semesters, covering topics such as “Workplace English,” “Scratch Programming,” “Virtual–Physical Narrative Innovation Hub,” “Immersive Cultural Experience and Practice,” and “Learning with Assistance Dogs.” These included 115 microcredit sessions totaling 301 hours, encouraging students to pursue diverse and flexible learning opportunities.
Industry–Academia Collaboration Linkages
1. AI Development and Quantum Computing
(1) From March 24 to March 28, the university collaborated with Tohoku University, Japan, to launch the joint quantum computing initiative “Quantum Infinity for You (QI4U).” This program marks the beginning of a new era of Taiwan–Japan cooperation in quantum science education.
Taiwan served as the first international site for the series, making the university the inaugural global partner. The program adopted a hybrid instructional model integrating in-person and online learning. A research team led by Professor Masayuki Ozeki, comprising three professors and five teaching assistants, traveled to Taiwan to co-deliver the courses with the university’s Quantum Computing Center. The event successfully attracted approximately 120 participants from Taiwan and Japan, including high school students, undergraduates, graduate students, and practices, demonstrating the university’s growing role in fostering emerging technology talent.
(2) At the 2025 COMPUTEX Exhibition, the university signed a tripartite strategic cooperation memorandum with Compal Electronics and Mackay Memorial Hospital. The collaboration aims to advance innovative applications of AI and quantum-inspired computing in the fields of precision medicine and intelligent imaging, thereby establishing a pioneering model of industry–academia–medical integration.
2. Expanding Overseas Internship Sites to Strengthen International Cooperation
(1) In August 2025, Professor Yi-Ching Pan visited several institutions in Singapore and Thailand—such as Biliguo Mandarin School, MUJI, Changi Airport, STARLUX Airlines, Nihao Chinese Education Institute, and Fubon Insurance Bangkok Branch—to negotiate and sign Memoranda of Understanding (MOUs) for overseas internship cooperation. These partnerships significantly expand the university’s international internship network.
(2) From June 19 to June 26, the College of Management jointly hosted the 2025 International Student Summer School with partner universities Lipa City Colleges (LCC) and Tarlac Agricultural University (TAU) in the Philippines. A total of 29 students and 2 faculty members from the partner institutions attended, accompanied by NPTU student volunteers who supported activities, facilitated cultural exchange, and strengthened language application and intercultural communication skills.
(3) On May 23 2025, Dean Chia-Ho Ou, Executive Director Chih-Jung Ku, Associate Dean Wen-Chih Chang, and Professor Kuo-Chuan Wu visited Rajamangala University of Technology Thanyaburi in Thailand—one of the university’s longstanding partner institutions—to enhance collaboration in science education, student internships, and international academic cooperation.
(4) On August 29 2025, the university co-organized the FSSR Academic Conference with the Taiwan Service Science Society and National Pingtung University of Science and Technology. The conference theme, “Smart Services and Sustainable AI: Interdisciplinary Innovation and Future Prospects,” featured Professor Hideshige Sudo of Kinki University (Japan) as the keynote speaker.
A total of over 70 papers were submitted, with 13 papers recommended for journal publication, highlighting the university’s active engagement in international research and inter-institutional scholarly exchange.
(5) The Department of Chinese Literature collaborated with the Graduate School of Humanities at Nagoya University, Japan, to host the “2025 Fifth NPTU–Nagoya University Cultural Exchange and Academic Paper Conference.” This long-standing partnership continues to deepen academic exchange and promote cross-cultural dialogue.
(6) The university actively encourages faculty and students to participate in international academic activities. Faculty members enhance research capacity through global academic collaboration and conference participation. Students engage in short-term exchanges or overseas internships, gaining practical experience in English-medium learning environments. Students are guided to apply discipline-based knowledge to laboratory research, produce academic papers fully in English, and present their findings orally or via poster at international conferences.
These experiences significantly improve students’ English writing proficiency and academic presentation skills, laying a solid foundation for future scholarly development and international career prospects.
3. Internship Courses and Professional Competency Assessment and Guidance
(1) Strengthening Internship Quality Through Structured Curriculum and Safeguards
To ensure that students receive high-quality experiential learning aligned with their academic disciplines, the university encourages departments to offer off-campus internship courses tailored to their respective fields. A comprehensive internship management mechanism—encompassing operational guidelines, institutional coordination, and self-evaluation procedures—is in place to safeguard student rights and maintain program quality.
In academic year 2024, a total of 22 academic departments offered internship courses, 447 students completed internship placements, collaborating with 236 internship organizations across various industries.
According to the self-assessment of “Problem-Solving Competency” in 2023, students demonstrated significant improvement after completing their internship experience, indicating the effectiveness of workplace-based learning in enhancing applied professional skills.
(2) Professional Competency Diagnosis and Career Development Support Using UCAN Tools
The university employs GCDF-certified career consultants to assist students in conducting professional competency assessments using the Ministry of Education’s UCAN Competency Assessment Platform, which includes three major diagnostic tools: Career Interest Inventory, Core Competency Assessment, Professional Competency Assessment.
Through these assessments, the university aims to help First-year students clarify their career development direction and gain an understanding of their current competency levels. Third-year students identify areas where further skill development is needed, enabling them to address competency gaps during their remaining study years and prepare more effectively for future employment. This structured assessment and counseling system enhances students’ self-awareness, supports academic planning, and strengthens career readiness.
Enhancing the Public Value of Higher Education
1. Support Mechanisms for Economically Disadvantaged Students
(1)In accordance with the Ministry of Education’s revised regulations, beginning in 2024, the Dream-Building Empowerment Program adjusted its scholarship eligibility criteria to require applicants to complete at least one item in Category A (Academic Performance) and one item in Category B (Holistic Development).
Under this new requirement, economically disadvantaged students—who previously needed to complete only one category per semester—must now complete an additional developmental requirement and participate in corresponding guidance sessions before becoming eligible to apply.
As a result, the number of applications across all categories has increased significantly, reflecting heightened student engagement under the revised system.
(2)To encourage economically disadvantaged students to pursue professional certification, the university offered 10 ICT skill certification courses, resulting in 71 applications for certification incentive awards to date. Additionally, the university provided 80 academic tutoring sessions, 64 career-related workshops, and 12 certification preparation classes.
For academic support, the university assigned five tutoring instructors each semester to provide academic consultation and learning assistance to economically disadvantaged students, accumulating 1,035 total student participations.
In terms of scholarship outcomes, 137 students received the Excellent Academic Performance Scholarship, 63 students received the Academic Progress Award. Altogether, 203 economically or culturally disadvantaged students received comprehensive support related to financial assistance, academic guidance, and daily life needs.
2. Promoting Indigenous Education for All
Beginning in 2025, the number of Indigenous students at the university exceeded 500, signaling a continued rise in the university’s responsibility to support culturally responsive education.
(1) Strengthening Counseling Capacity
To meet the growing needs of Indigenous students, the Indigenous Resource Center organized a “Basic Counseling and Interview Skills” training series for staff and counselors. The center conducted inter-university counseling exchanges with National Cheng Kung University and National Taiwan University, enabling faculty and staff to share cases, refine techniques, and enhance cultural competence when supporting Indigenous students.
(2) Empowering Indigenous Student Leadership and Cultural Development
The center supported the establishment of a new Indigenous student organization—the “Malasau Indigenous Cultural Society” The organization serves as a platform for student-led Indigenous cultural activities, a space for cultural exploration and identity development, a peer-support community that provides Indigenous students with a sense of belonging and mutual encouragement.
(3) Facilitating Cross-Cultural Exchange and Global Competence
Through collaborations with the Office of International Affairs and the Chinese Language Center, the university facilitates meaningful interaction between Indigenous students and international students. These engagements help Indigenous students share Indigenous cultural knowledge and worldviews, strengthen foreign-language communication skills, develop intercultural competence, and foster cultural identity and confidence in global contexts.
These initiatives advance the university’s commitment to equity, cultural sustainability, and globally attuned education.
Fulfilling University Social Responsibility (USR)
Beginning in 2025, the university’s USR development entered a phase of maturity and long-term sustainability. Two projects—each aligned closely with the Ministry of Education’s vision for community engagement—received continued funding:
(1) “Extraordinary Lives Through Imagination: Resilience and Re-Creation in Services for Adults with Disabilities” — Advanced Sustainable Model
This project focuses on enhancing service capacity for adults with disabilities through creative, community-integrated approaches. By strengthening resilience, fostering autonomy, and developing innovative educational strategies, the project deepens the university’s contribution to social inclusion and sustainable community development.
(2) “Suzaku Pioneers: Tri-Teacher + Community Co-Learning Model for Rural Education in Pingtung” — Deepening Model
Designed to address long-standing disparities in rural education, this project integrates the expertise of multiple academic fields—education, science communication, applied English, and Chinese literature.
Through interdisciplinary cooperation, co-learning structures, and innovative digital teaching materials, the project expands educational resources for rural elementary schools and enhances teacher training effectiveness.
Both projects demonstrate a high degree of alignment between the university’s USR direction and overall institutional development goals. Together, they contribute to strengthening community engagement and social responsibility, advancing innovative pedagogical practices, enhancing talent cultivation and teacher education, promoting environmental sustainability, and expanding industry-community collaborative ecosystems.
National and International Recognition of USR Achievements
The university has gained significant national and international recognition for its excellence in promoting the United Nations Sustainable Development Goals (SDGs) and advancing university social responsibility:
- 2024 – Ranked 1st nationwide in the Green Energy University Index (Global Views Monthly)
- 2025 – Awarded the TSAA Taiwan Sustainability Action Award (Bronze)
- 2025 – Received the Taiwan Regional Revitalization Award – Education Division
- 2025 – Honored with the IASE Education Impact Award – Teaching Innovation (Model Award)
These achievements highlight the university’s leadership in educational innovation, sustainability, and regional revitalization.
1. 2025 SDGs Talk — Sustainability Action Award
The university was recognized for its commitment to educational equity and sustainable community development, earning the Bronze Award at the 2025 TSAA Award Ceremony. The award-winning initiative, “Tri-Teacher Co-Constructed Sustainable Rural Education,” addresses systemic challenges in Pingtung’s rural schools, including unstable teacher resources and insufficient learning support.
Through cross-disciplinary integration and digital innovation, the USR project of “Suzaku Pioneers” advances rural educational access, enhances teacher preparation, and advances the university’s mission to promote education for sustainability.
2. Counseling Programs for Children in Remote Island Communities
The Department of Educational Psychology and Counseling developed culturally responsive counseling programs in collaboration with Langdao Elementary School and the local communities of Lanyu. Student–faculty teams organized Group counseling sessions for 21 Tao children, parenting workshops for 35 community members, indigenous cultural learning activities.
These initiatives reflect the university’s commitment to social responsibility, cultural respect, and community empowerment.
3. Promotion of Pingtung Literature Through Multisector Collaboration
(1) Cross-Sector Arts Collaboration
The Department of Chinese Literature partnered with cultural organizations to co-produce the poetic music performance “The Story with You: Man-Chen’s Starlit Words.” This collaboration demonstrates how university teaching and research can be extended into community arts, strengthening place-based cultural connections.
(2) High School Curriculum Support in Donggang
The university jointly organized the showcase entitled “Deepening the Land: Pingtung and Donggang Studies Presentation” with Donggang Senior High School, integrating Pingtung literature and local studies into the high school curriculum. Students applied course knowledge in real-world community contexts, strengthening local engagement and experiential learning.
(3) Public–Private Partnerships for Community Cultural Capacity
Through collaboration with the Pingtung County Cultural Affairs Department and Yong-Sheng No. 5, the university hosted “2025 Southern Poetry Symphony.” The partnership model enhances university–community collaboration, student engagement in cultural practice, community capacity-building aligned with USR values.
4. Advancement of Paiwan Studies and Contemporary Indigenous Discourse
The Paiwan Indigenous Knowledge Research Center and Indigenous Studies Program jointly organized the “Paiwan Knowledge Research and Paiwan Studies Conference” on November 7-8 2025. Topics included major historical events of the Paiwan people, language and cultural systems, ritual practices and belief structures, epistemological frameworks of Paiwan knowledge.
The fourth volume of the Paiwan Studies Anthology, titled masi ‘eljangan: Origins and Context of Paiwan Knowledge, is currently in preparation and scheduled for publication in 2026.
5. THE (Times Higher Education) University Impact Rankings
The university continues to demonstrate excellence in global rankings related to SDG performance:
SDG 4 – Quality Education
- 2023 – Ranked #42 globally (1st rank in Taiwan)
- 2024 – Ranked #87 globally
- 2025 – Ranked Top 101–200 globally, #4 in Taiwan
SDG 7 – Affordable and Clean Energy
- Ranked 201–300 globally, #9 in Taiwan
SDG 11 – Sustainable Cities and Communities
- Improved to 301–400 globally
These rankings highlight the university’s long-term contributions to educational equity, sustainable campus development, and community co-prosperity.
From UGSI to USRF – Project Video Highlights
The university’s second-phase Higher Education SPROUT initiatives are presented in the following video resource:
https://ugsi2usr.nptu.edu.tw/p/412-1043-15015.php