Aspect 1: Teaching Innovation and Enhancement
- Implementation Approach
The objective of the “Teaching Innovation and Enhancement” dimension is to “cultivate professionals equipped with AI and sustainability mindsets and can adapt to rapid social change.” To achieve this, Tamkang University promotes the “All Cloud-based Smart Campus STEAM-R/W (STEAM Reading and Writing) Talent Cultivation Program.” Through modular, cross-disciplinary programs, and self-directed learning course design, the University has established STEAM micro-programs and promoted AI empowerment (AI Optimization, AIO) across professional courses in all colleges. At the same time, by integrating the USR Project, EMI Project, and the competency-based Higher Education Innovation Learning Program, the University has set up a Social Practice Learning Platform to cultivate students’ ability to use AI, strengthen their sustainability literacy, and enhance their professional learning outcomes. To ensure the successful achievement of these goals, four major strategies have been formulated: “Energizing and Building Resilient Curriculum and Instruction”, “Strengthening and advancing Key competencies”, “Amplifying the impact of Holistic Education”, and “Student Support and Intelligent IR (Institutional Research) Analytics”. These strategies focus on designing diverse and flexible learning systems and counseling mechanisms to guide students in developing self-directed learning abilities and successfully engaging in cross-disciplinary learning. They also emphasize enhancing teachers’ capacity to use AI tools in teaching, as well as designing appropriate learning-outcome assessments and IR analytics, so that AI empowerment can effectively reinforce students’ key competencies.
- Concrete Outcomes
Since the Academic Year 113 to the first semester of the Academic Aear 114, a dual tract mechanism for self-directed learning courses—comprising student-initiated and teacher-guided offerings—has resulted in 109 courses being opened. The number of self-directed learning courses proposed by faculty increased from 53 to 66, an approximate growth of 24.5%. This growth demonstrates a clear increase in both faculty and student recognition of, and participation in, the concept of self-directed learning courses. At the college and department level, curricula now incorporate STEAM educational concepts, and a total of 8 STEAM micro-programs have been established across the colleges. In the promotion of cross-disciplinary teaching and learning and related courses, as of November 10, 2025, the number of students who had completed cross-disciplinary programs reached 511, an increase of 111 compared to the previous year, representing a 27.8% annual growth rate. This indicates that the effectiveness of cross-disciplinary learning continues to improve.
To strengthen faculty capacity in using generative and discriminative AI for curriculum and instructional innovation, the University held 12 related faculty development workshops. In Academic Year 114, 62 Teaching Practice Research projects were approved, the highest number in the University’s history, marking the third consecutive year that Tamkang ranks first among comprehensive universities nationwide. Holistic Education has continued to expand and deepen. In Academic Year 114, the College of Business and Management established the Department of Business Administration (English-Taught Program). The number of third-year students studying abroad increased from 83 last year to 99, added one new exchange school, which was signed in 2025, thereby broadening students’ options for overseas study and enhancing cultural diversity. In Academic Year 114, in collaboration with Far EasTone Telecommunications, the University launched Taiwan’s first “Data Platform for University Affairs”, integrating Azure OpenAI with “TKU Copilot” to create a campus-wide knowledge application platform. This initiative promotes generative AI literacy and application competencies among faculty and students, forming an AI-enabled teaching and learning ecosystem on campus. Finally, to strengthen overall outcomes in cultivating AI application capabilities and SDGs implementation competencies, the College of Artificial Innovative Intelligence conducted the “AI Cloud Professional Courses Questionnaire,” while the Office of University Social Responsibility Projects administered the “Exploring Sustainability Courses Questionnaire.” The survey findings are used to iteratively optimize and adjust course content.
- Strategic Impact and Prospects
This project places equal emphasis on learning and teaching. On the learning side, through organizational and institutional adjustments, the University has established robust mechanisms for self-directed learning, cross-disciplinary learning, STEAM programs and micro-credit courses, AI empowerment, and holistic Education. By integrating various online platforms and Ministry of Education initiatives (such as the USR Project and EMI Project), flexible learning systems serve as powerful support for diversified learning, enhancing students’ competitiveness and resilience in the face of rapid social change. On the teaching side, the University continues to empower faculty, aligning with the overall direction of the Ministry of Education’s Teaching Practice Research Program. Faculty are encouraged to conduct teaching-related research, improve classroom practice, and thereby enhance student learning effectiveness.
From the stakeholder perspective, students accumulate diverse knowledge and skills through various courses and, upon graduation, possess key competencies and the University’s eight core competencies. Faculty, through course design and guidance, carry out two core missions: integrating AI into the curriculum and cultivating students’ sustainability literacy. Looking ahead, Dimension I will continue to deepen learning and teaching. In accordance with the PDCA (Plan–Do–Check–Act) quality management cycle, outcomes will be regularly reviewed and strategies will be adjusted on a rolling basis. In this way, Tamkang University will pragmatically and steadily fulfill this forward-looking Higher Education SPROUT Project.
Aspect 2. Fulfilling Social Responsibility
- Implementation Approach
Tamkang University has continued to advance University Social Responsibility (USR) through curriculum integration, experiential learning, and collaboration with local communities. From academic years 2025 to 2027 (114–116), the university designated the campus, community, and regional organizations as the main fields of practice. Guided by the Total Quality Management (TQM) PDCA cycle, fifteen annual action plans are implemented under five key themes: “Three-Ring Innovative Talent Cultivation,” “Humanistic Care and Local Engagement,” “Social Innovation and Practical Sharing,” “Resource Integration for a Shared Future,” and “Sustainable Campus and Impact Communication.” Each initiative integrates curriculum design, community partnerships, and administrative support to establish a university-wide framework for cross-unit collaboration. In 2025, the university further institutionalized social participation courses, encouraging faculty to incorporate local revitalization and public issues into teaching. These efforts have contributed to a stable and systematic model for university–community cooperation and demonstrate steady progress in USR implementation.
- Concrete Achievements
In 2025, the university continued to expand its social participation curriculum, As of the first semester of Academic Year 114, the number of students enrolled reached 8,515, the highest on record. Through coursework, practical projects, and service-learning activities, students strengthened their civic awareness and social responsibility. The Three-Ring Innovative Talent Cultivation initiative integrated social practice into general education and required first-year courses, with steady growth in student participation in local revitalization activities. Faculty engagement and shared resources have reinforced a campus culture grounded in social responsibility. Under the Humanistic Care and Local Engagement initiative, the university sustained programs supporting persons with visual impairments and lifelong learning for older adults, fostering intergenerational communication and social inclusion.
Within the Social Innovation and Practical Sharing framework, USR projects supported community development across Tamsui, the North Coast, and rural areas. The “Chemistry on the GO” outreach program conducted mobile science education sessions throughout the year, serving a total of 5,453 students as of October 2025 across different cities. The Tamsui Wiki Museum and Malaysia Chinese Wiki Museum promoted cultural preservation and innovation, extending the university’s role in cross-cultural and educational collaboration. Under Resource Integration for a Shared Future, the university partnered with the New Taipei City Government on the Learning City Project, while assisting the Yilan County Government with digital governance and cultural translation initiatives. The Sustainable Campus and Impact Communication program continued to promote energy conservation, carbon inventory, and sustainability education by organizing sustainability manager training and Living Lab competitions that strengthened environmental literacy and engagement among faculty and students.
- Impact and Outlook
Through the integration of curriculum, USR projects, and interdepartmental collaboration, Tamkang University has established an institutional framework linking education with social engagement. Social participation has become an integral component of teaching and learning, and accumulated experience has resulted in a sustainable and replicable operational model.
For stakeholders, students have gained hands-on experience and applied competencies through social participation courses; faculty have expanded research and collaboration with local communities through teaching and USR activities; and local governments, community organizations, and enterprises have benefited from professional consultation and policy recommendations. These partnerships have deepened cooperation between the university and society. In 2025, the university received Global Views Monthly USR University Social Responsibility Awards, Excellence Award in the Sustainability Report Category, and earned one Silver and three Bronze Awards at the 2025 Asia-Pacific and Taiwan Sustainable Action Awards—recognition of its tangible achievements in advancing social responsibility and sustainability. Moving forward, the university will continue to review progress through the PDCA management cycle and ensure the continuous improvement and implementation of all projects through a systematic and institutionalized mechanism. Efforts will also focus on enhancing cross-college and local collaboration, deepening the integration of social participation courses and USR initiatives, and ensuring steady progress in institutional performance and long-term impact. These measures reflect the university’s ongoing commitment to achieving both annual outcomes and enduring value in fulfilling its social responsibility.
Aspect 3: Industry-Academia Collaboration
- Implementation Approach
Tamkang University incorporates the concept of Total Quality Management (TQM) and its Plan–Do–Check–Act (PDCA) cycle into the core institutional strategies of “AI + SDGs = ∞” and “ESG + AI = ∞,” and promotes industry–academia collaboration mechanisms through multiple dimensions, including institutional planning, curriculum design, data governance, and career counseling.
At the Plan stage, each college reviews the distinctive characteristics of its departments, industry trends, and students’ career development needs, and accordingly plans off-campus internship courses, capstone projects, innovation and entrepreneurship competitions, and AI competency development programs. Departments simultaneously review internship regulations, mechanisms for credit recognition, and student safety measures. The Center for Registration-Curriculum Development consolidates the University’s internship data requirements and collaborates with information units to optimize system-based reporting procedures, thereby establishing a unified internship management framework across the University. The Counseling, Career Development and Learning Center designs training programs for career mentors and introduces competency assessment tools such as UCAN and CPAS, assisting departments in integrating career counseling with curriculum instruction and narrowing the gap between learning and practice.
At the Do stage, each college actively establishes internship and collaborative relationships with enterprises, medical institutions, non-profit organizations, public sector agencies, and international institutions. They organize internship briefings, corporate visits, special lectures, as well as micro-credit courses and workshops, thereby supporting students in internship matching and pre-employment preparation. The College of Artificial Innovative Intelligence promotes Microsoft online AI micro-credit courses and AI hands-on workshops, and integrates these with industry recruitment briefings so that students can apply AI technologies within the context of real-world projects and job vacancies. The Office of Research and Development, through initiatives such as the “Sustainability Practice Platform” and the “Net-Zero Innovative Intelligence for Smart Green Living” innovation and entrepreneurship competition, connects courses, projects, and entrepreneurial practice, encouraging students to leverage the University’s patents and research outcomes to address the needs of industry and society.
At the Check stage, departments and internship organizations comprehensively review student performance and internship quality through site visit records, enterprise evaluations, student internship reports, achievement presentations, and satisfaction surveys. The Center for Registration-Curriculum Development collects University-wide data on internship courses, the number of participating students, and internship hours, and builds a traceable database to examine the functioning of relevant systems and the degree of alignment between policies and implementation. The College of Artificial Innovative Intelligence and the Office of Research and Development evaluate the effectiveness of AI talent cultivation and the promotion of innovation and entrepreneurship through indicators such as course enrollment numbers, professional certification pass rates, participation in competitions, and awards received. The Counseling, Career Development and Learning Center analyzes how certified career mentors employ UCAN and CPAS, as well as the effectiveness of related counseling, using these findings as a basis for refining the career counseling mechanism.
At the Act stage, each college and administrative unit reviews and adjusts internship and talent cultivation mechanisms based on the results of the Check stage. Measures include phasing out unsuitable partner organizations, expanding into emerging industries and international sites, optimizing training courses and counseling models, and strengthening long-term partnerships. At the same time, the University continually refines the internship data management system and cross-unit operational procedures to reduce the administrative burden on faculty and staff and to enhance data quality.
- Concrete Achievements
In Academic Year 2025, the University achieved multiple concrete and verifiable quantitative outcomes in the promotion of internship courses, industry collaboration, AI competency development, and innovation and entrepreneurship, demonstrating substantial effectiveness and a clear growth trend in industry–academia collaboration and the alignment of learning with professional practice.
In terms of off-campus internships and collaboration networks, the University offered 78 internship courses in Academic Year 2025, representing growth compared to the previous year, and signed off-campus internship agreements with 185 partner organizations. These partners span diverse fields, including technology services, manufacturing, healthcare, cultural and creative industries, financial services, the public sector, and non-profit organizations. Across all colleges, a total of 71 corporate internship briefings were organized, attracting 2,779 attendees. An additional 6 briefing sessions are scheduled for November and December, with a total of 196 available registration slots. These figures indicate that students show a high level of willingness to engage in career exploration and practical experience, and also reflect the University’s steadily intensifying engagement with industry.
In terms of AI empowerment and the development of digital competencies, the College of Artificial Innovative Intelligence has promoted Microsoft online AI micro-credit courses and, as of 13 November in Academic Year 2025, has held 23 counseling workshops, while also proactively sending invitations to encourage student participation. In total, there have been 422 registrations, and 336 certifications have been obtained. A further 7 AI international certification counseling workshops are planned for November and December, providing 140 additional places. In addition, 2 new AI Labs workshops have been introduced this year, offering 60 places. These outcomes show that students have established a concrete and quantifiable professional foundation in AI technologies, data analysis, and intelligent applications, thereby enhancing their competitive advantage in workplaces related to digital transformation and smart technologies.
In terms of innovation, entrepreneurship, and sustainability practice, the Office of Research and Development has continued to focus on sustainability-related themes and organized an innovation and entrepreneurship competition under the banner of “Net-Zero Innovative Intelligence for Smart Green Living.” In Academic Year 2025, the competition attracted 46 registered teams, with 36 teams actually participating, for a total of 166 participants. It was complemented by 3 training workshops, which collectively engaged 141 participants. The University’s entrepreneurship competitions are integrated with the “Sustainability Practice Platform” courses and actively promote faculty research patents as the basis for entrepreneurial endeavors. Shortlisted teams are guided to select the most appropriate and promising topics for intensive counseling and proposal development, in accordance with their level of innovation and intended business scale.
In terms of career counseling and faculty capacity-building, the Counseling, Career Development and Learning Center has introduced corporate career consulting courses and the CPAS career assessment model. In Academic Year 2025, it organized the “8th Career Mentor Training – CPAS Level I Counselor Certification Workshop,” through which a cumulative total of 120 faculty members have obtained certification, including 97 at the basic level and 23 at the advanced level, progressively forming a campus-wide network of professionally certified career counseling mentors. At the same time, through UCAN workshops and presentations at college-level mentor meetings, the Center assists faculty in using competency assessment results to adjust teaching content and counseling strategies, thereby making career development a key foundation for curriculum design and industry–academia collaboration.
- Impact and Outlook
In Academic Year 2025, the implementation of initiatives under this dimension generated multi-level impact both on and off campus, and gradually formed an industry–academia collaboration and AI-based sustainable talent cultivation model that is of reference value and suitable for wider adoption and dissemination.
In terms of student learning, internships and industry–academia collaboration have become an important bridge for students to transition into the workplace. Through long-duration practical training and cross-departmental collaboration, students demonstrate more mature capabilities in problem analysis, technological application, workplace communication, and time management. Some students have even been directly hired or had their contracts extended as a result of their internships, indicating that enterprises highly affirm the professional performance and workplace attitude of the University’s students. Faculty members, through site visits, achievement presentations, and review mechanisms, feed back industry and international organizations’ expectations for talent competencies into curriculum and instructional design, thereby driving updates to course content and refinements in assessment methods. Some successful models have already been voluntarily adopted by other colleges and departments within the University, becoming demonstrative cases that diffuse internally and contribute to overall teaching quality and institutional development.
In terms of alignment with government policies and engagement with external stakeholders, the University’s integrated model of AI, sustainability, and industry–academia collaboration has been regarded by both government and industry as an important reference. The Office of Research and Development organized the “2025 Taipei–Keelung Regional Team Industry Counseling Outcomes and Experience Sharing Exchange Meeting,” in cooperation with the Bureau of Industrial Parks, Ministry of Economic Affairs and firms located in the parks, to showcase the University’s concrete achievements in supporting enterprises’ digital and green transformation and to reinforce the University’s key role in regional industrial upgrading. The “practice-oriented and demand-driven” AI training model of the College of Artificial Innovative Intelligence has been incorporated into the collaborative framework of the Ministry of Economic Affairs’ SME digital transformation program by the National Association of Small and Medium Enterprises, becoming an innovative paradigm for cooperation between government policy and academia with high scalability. The internship arrangements developed by the College of Precision Health in cooperation with long-term care and medical institutions guide industry partners in introducing new AI and smart care models, helping to relieve pressure on caregiving manpower and responding to the policy needs of an aging society. The Southeast Asia NGO Internship Program and Global Service Internship Program of the College of International Affairs help to fill gaps in national understanding of Southeast Asia within broader internationalization strategies, cultivating talents with cross-cultural competence and democratic literacy, thereby aligning with the New Southbound Policy and international cooperation initiatives.
In terms of institutional development and social engagement, the University has gradually formed long-term strategic partnerships with domestic and international enterprises, medical institutions, NGOs, public sector agencies, and senior high schools. These partnerships not only expand internship and employment pathways for students, but also foster cross-disciplinary research collaboration and the creation of innovative projects. The UC Berkeley EMBA program has designated the University as a site for experiential learning, and the jointly developed “All Cloud-based Smart Campus” with international corporations such as Microsoft, NVIDIA, and AMD has further enhanced the University’s brand image and social influence in AI education and smart campus development. The teacher professional development and internship models established by the College of Education in collaboration with senior high schools have been regarded as replicable frameworks for partnership, while the “One Department, One Consultant” initiative and the career mentor certification system promoted by the Counseling, Career Development and Learning Center continue to strengthen the support system for students’ career exploration and competency assessment.
Looking toward the future, the University will continue to refine mechanisms for collaboration across colleges, administrative units, and enterprises; deepen international and local linkages; and expand diversified pathways for internships and career development. Efforts will be made to optimize competency assessment processes and PDCA-based quality management so that students’ career readiness remains aligned with industry needs. The University will further promote replicable models of industry–academia internships and faculty professional counseling practices, thereby ensuring institutionalization, long-term impact, and sustained social value. In addition, under the “All Cloud-based Smart Campus 3.0,” “Smart SDGs Industry Cooperation” has been identified as one of the four core pillars. This initiative is jointly implemented by the Office of Research and Development, the College of Engineering, the College of Artificial Innovative Intelligence, the College of Precision Health, and the Office of Alumni Services and Resource Development. Focusing on key industrial parks and alumni-owned enterprises, the project leverages a data middle platform to analyze industry needs and explore faculty technological expertise, integrating resources to construct a smart and sustainable collaboration model. In doing so, the University seeks to enhance implementation performance, promote strategic industry–academia deployment, advance joint research between enterprises and academia, and achieve the overarching goal of talent cultivation.
Aspect 4: Enhancing Higher Education Public Good
(1)Implementation Approach
Through total quality management, full participation, and the long-term goal of developing a all-cloud intelligent campus 3.0 for sustainable development, the university has established a PDCA-based continuous improvement governance framework. Efforts focus on three major areas: AI-assisted educational equity, precision guidance and inclusive support, and data-driven campus sustainability.
The university provides equitable learning opportunities and resources, improves faculty structure to enhance teaching quality, and trains teachers of Chinese to expand the global Chinese-learning market. It supports students in obtaining certifications, organizes career seminars, invites industry experts, and hosts career fairs to reduce the gap between learning and employment and assist students in transitioning into the job market. Support for economically disadvantaged and special education students has been strengthened through financial aid, academic tutoring, career counseling, and psychological support, fostering an inclusive and friendly campus.
Effectiveness is reviewed regularly, and institutional information is made publicly available. Diverse performance indicators—such as the number of economically disadvantaged students receiving aid and participation in various career counseling activities—are assessed. IR data analysis is used to track and improve these indicators to ensure concrete implementation of each program.
(2) Concrete Achievements
Faculty structure has been continuously improved, and the student–teacher ratio has been reduced. In the first semester of Academic Year 2025, a total of 11 faculty members were promoted, and 28 new teachers were hired. The proportion of associate professors and above reached 70.31%. The university’s student–teacher ratios for Academic Year2024 and 2025 were 23.89 and 23.60, respectively, both below the Ministry of Education’s benchmark ratio of 27 for general universities. A total of 30 Mandarin Teachers were trained, and the Modern Chinese 2.0 platform was shared, resulting in collaboration agreements with 60 teaching units worldwide.
The university strengthened learning support and financial assistance mechanisms. As of October 2025, 27 career seminars and corporate sessions had been held; 175 students received career counseling; 126 benchmarking company visits and expert consultations were conducted; and 949 students were guided to obtain certifications. Certification incentives totaled NT$483,000, covering 934 certificates. Support for students with disabilities included three courses—therapeutic art card workshops, elementary Japanese, and introductory calculus—serving 18 participants, as well as one life-story lecture attended by 76 students and 30 career consultation sessions. According to the mechanisms in Appendix 1, 792 economically disadvantaged students received learning and financial support totaling NT$8,311,826; under Appendix 2 mechanisms, 16 Indigenous education and counseling activities were held.
19 issue-analysis modules and 14 institutional statistical visualization modules have been completed. In 2025, the university carried out 24 institutional research projects, advancing data analytics involving various stakeholders. Updates to the Public Information Portal continue, including operational and financial information and newly added records on Tuition and Fee Adjustment Meetings. Through active pursuit of government funding programs that strengthen student support, the proportion of tuition and fee revenue to total revenue decreased from 53.23% in AY 2023 to 48.93% in AY 2024.
(3) Impact and Outlook
For teachers, a comprehensive flexible salary system and diversified promotion pathways have been established, along with strengthened welfare measures. In addition to The Retirement & Compensation Fund for Private Schools, the university implemented a Teacher Retirement Savings System in August 2009, protecting faculty rights. As of AY 2025, 423 faculty members have joined, with approximately NT$10 million contributed in Employer Matching Funds.
For students, AI-assisted and resilience-oriented counseling helps them build essential employability skills, enhance autonomous learning and career adaptability, and improve academic performance and job competitiveness. For economically disadvantaged students, diversified guidance and financial support ensure equitable access to educational opportunities and resources.
To enhance the effectiveness of various support systems, the university will continue strengthening cross-unit collaboration, improving diverse counseling mechanisms, and enhancing resource-sharing systems. Guided by PDCA principles, it will regularly review implementation outcomes to improve efficiency and quality, while continuously adapting to societal changes to reinforce students’ resilience and promote social mobility.
Internationalized Administrative Support System
(1) Implementation Approach
Tamkang University adopts “AI + SDGs = ∞” and “ESG + AI = ∞” as its core institutional development goals and continues to strengthen the institutionalized operation of the Internationalized Administrative Support System. The Office of Vice President for International Affairs serves as the central integration hub for internationalization, coordinating administrative and academic resources—including the Office of Academic Affairs, Office of Student Affairs, Office of Human Resources, and Office of Alumni Services and Resources Development. Through regular meetings, cross-unit collaboration mechanisms, and the PDCA management cycle, Tamkang University focuses on four key dimensions: “Internationalization of Manpower and Administrative Resources,” “Learning Support for Overseas Students,” “Work Support for International Faculty,” and “Career Guidance for Overseas Students Remaining in Taiwan After Graduation.”
In 2025, Tamkang University further introduced “TKU Copilot”-AI Personal Digital Assistant, enhancing the efficiency of digital operations. Regarding post-graduation career support, Tamkang University connects alumni enterprises with industry demands, offering company visits, career development seminars, job fairs, and corporate matchmaking events to echo the government’s policy of “cultivating, retaining, and attracting talent.”
(2) Concrete Achievements
In 2025, Tamkang University continued to strengthen overseas student competency development and career support through the use of AI tool training, sustainability education, and the MOE Talent Retention Program. Activities such as career seminars, job fairs, company visits, industry internships, and on-campus recruiting events further encouraged overseas students to explore their career pathways. New programs launched this year include the CPAS Career Mentor Training Program, Career Sharing Workshops by Alumni, Overseas Student Competency Development Workshops, and the Overseas Student Career Fair. The Career Fair invited 13 companies to our campus to provide job information and conduct onsite interviews, enabling students to better understand industry needs and employment opportunities.
The AI-900 Certification Coaching Program was continued with the pass rate increasing from 80% in 2024 to 85% in 2025. To enhance language proficiency, Tamkang University offered 30 Mandarin courses with 588 enrolled students, along with two small-group “Workplace Mandarin for Overseas Students” classes and specialized “TOCFL A2 Listening” and “TOCFL A2 Reading Enhancement” classes. The curriculum covered business correspondence, phone and meeting communication, and workplace culture and etiquette in Taiwan.
Tamkang University also expanded its scholarship fundraising efforts. Total scholarship disbursements for overseas students increased from NT$8,381,115 in 2024 to NT$9,838,465 in 2025 (a 17% increase), while the number of recipients grew from 187 to 246 students (a 31.6% increase), demonstrating Tamkang University’s strengthened commitment to supporting overseas students.
To enhance overseas students’ engagement in sustainability issues, student associations from Hong Kong–Macau, Indonesia, Malaysia, and Japan jointly organized the “2025 Overseas Student Eco-Cultural Exhibition” in March 2025, showcasing topics such as waste sorting, SDGs, and energy issues to promote global sustainability awareness.
Regarding EMI (English-Medium Instruction) faculty training, Tamkang University was selected for the AIT English Language Fellow Program, which assigned an English language specialist from the United States to provide professional instruction. Beginner, intermediate, and advanced EMI courses were offered, covering classroom language, material adaptation, active learning, and internationalized teaching strategies. To date, total participating faculty reached 52, more than triple the number in 2024, significantly strengthening EMI support capacity. Additionally, one faculty member attended the advanced EMI training program at NTNU, further enhancing English teaching and intercultural pedagogy. Overall, 2025 marked a transition from system establishment to deepened training, with concrete and measurable outcomes contributing substantially to Tamkang University’s teaching internationalization.
(3) Impact and Outlook
Through the establishment of the Internationalized Administrative Support System, Tamkang University has successfully integrated cross-unit resources to provide overseas students with comprehensive academic and living support, while offering international faculty a stable and supportive working environment. This has shaped a “A University City with Glocalization, Intelligent Cloud, and A Sustainable Future” resilient university ecosystem.
For stakeholders, overseas students strengthened their AI competencies and global citizenship through certification training and sustainability-related activities, enhancing overall career competitiveness. International faculty, supported by the English Teaching Community and the EMI training system, benefited from a stable environment conducive to teaching and research, facilitating their integration into TKU culture and Taiwan’s educational environment.
Moving forward, Tamkang University will continue to evaluate system effectiveness based on the PDCA cycle, expand support measures for faculty, deepen industry collaboration, enhance overseas students’ career transition pathways in Taiwan, and strengthen EMI training and support for foreign faculty. These efforts aim to further complete Tamkang University’s Internationalized Administrative Support System and provide a solid foundation for future internationalization development.