Summary of Key Highlights
Teaching Innovation and Enhancement
Shih Chien University adopts “cross-disciplinary integration, open sharing, and sustainable development” as its overarching strategic direction and advances a systematic plan for teaching innovation to address key learning challenges faced by students—including mismatches in academic interests, disparities in foundational competencies, and insufficient learning motivation. Through these efforts, the University is progressively promoting structural and pedagogical transformation.
To strengthen the cross-disciplinary learning ecosystem, the University employs a “point-line-plane” strategy that begins with autonomous learning and gradually extends to cross-disciplinary courses, micro-modules, credit-bearing micro-programs, and ultimately to minors and double majors. The College of Management pioneered the “curriculum modularization” model, using the Smart Digital Micro-Program as a benchmark to drive curriculum reform across the college. In the second semester of Academic Year 113, a total of 16 departments from the Taipei and Kaohsiung campuses proposed and passed the review of 21 areas of specialization, establishing an emerging network of cross-college and cross-disciplinary pathways. The University further enacted the Regulations for Exploratory Credits, established the Cross-Disciplinary Exploration Learning Resource Center, and passed the Guidelines for the University Bachelor’s Degree Program, thereby completing the structural framework for the “Three Academic Pathways Across a Lifetime,” supporting students’ interest exploration and cross-field development.
In promoting autonomous learning, the University expands learning opportunities through three parallel mechanisms: micro-credit courses, student-initiated courses, and digital self-paced learning. In the first semester of Academic Year 114, a total of 41 courses were offered under the “First-Year Transition, Orientation, and Cross-Disciplinary Exploration Autonomous Learning Program,” combined with the advisory system to help first-year students cultivate self-understanding and academic planning through learning-by-doing. Micro-credit courses cover diverse themes and may be counted toward general education requirements. The student-initiated course scheme encourages learners to design courses based on community needs, resulting in more than one hundred student-led groups proposing courses over the past two years, demonstrating strong autonomy and creativity.
In terms of pedagogical reform, the CDIO framework (Conceive–Design–Implement–Operate) has been fully integrated into the curriculum. In the first semester of Academic Year 114, 75 first-year courses adopted CDIO-based instructional design and implementation. Each college is advancing curriculum transformation with digital competence as the core: the College of Design emphasizes digital fabrication and virtual–physical integration; the College of Communication and Design strengthens digitalization and internationalized experiential training; the College of Management integrates cross-disciplinary learning and bilingual instruction to broaden students’ smart-digital capabilities; the College of Human Ecology reinforces professional certification training and cross-disciplinary experiential learning; and the College of Business and Information Science collaborates with industry to build interactive cross-disciplinary teaching platforms. In addition, AI education has been embedded into the required Programming course, and an AI Exhibition was organized to showcase student creations empowered by generative AI.
To support the University’s overall teaching innovation, faculty development and data-driven governance have been strengthened. A total of 17 CDIO curriculum-mapping communities and 10 AI-empowerment faculty communities (involving 66 faculty members) have been established. Administrative personnel have also completed AI competency enhancement training. Through its Institutional Research (IR) framework, the University conducts first-year learning adaptation surveys, learning behavior analyses, and evaluations of teaching effectiveness, using data to drive continuous instructional improvement. Furthermore, by actively aligning with the Ministry of Education’s forward-looking teaching innovation initiatives—such as the iLink and XPlorer programs—the University has deepened its engagement in teaching practice research. Many faculty members have submitted research projects and presented their studies at international conferences, fostering a sustainable and iterative cycle of teaching innovation.
Fulfillment of University Social Responsibility (USR)：
This year, the University placed strong emphasis on integrating stakeholder feedback into institutional governance, aligning all USR initiatives with the University’s Mid-term Institutional Development Plan. Through a comprehensive mapping of action plans, the University refined its key performance indicators to reflect commitments made to essential stakeholders. The adoption of the Social Return on Investment (SROI) framework enabled the establishment of initial impact chains and stakeholder value identification criteria. This standardized evaluation approach allows the University to quantify social impact more effectively, systematically track educational, cultural, economic, and community outcomes, and ensure that these results directly inform governance and strategic development.
To strengthen teaching capacity, the University has implemented multiple support mechanisms, including teaching load reduction, recognition of USR engagement in faculty evaluation, and the establishment of cross-disciplinary faculty learning communities. USR themes have been incorporated into both general education and professional curricula, with introductory general education courses and micro-credential programs—such as the Micro Program in Social Practice and Innovation—already in place. These learning modules are progressively moving toward the establishment of a full academic program in the USR domain. By integrating Ministry of Education initiatives such as the iLink Project and the XPlorer Project, the University connects innovative pedagogies and cross-disciplinary learning with USR practice. This approach enhances students’ learning adaptability, social issue literacy, and applied interdisciplinary competencies, enabling them to explore academic interests while actively engaging in community-based USR activities, ultimately embodying the University’s core values of sustainability and social good.
Through cross-disciplinary courses, community engagement, cultural exchange, and international collaboration, the University cultivates a learning environment grounded in social responsibility, cultural sensitivity, and global vision. Students gain authentic exposure to societal needs and environmental challenges, applying their knowledge through sustainable design, circular economy practices, and zero-waste materials innovation. USR efforts extend to local revitalization, post-disaster spatial regeneration, and transnational community partnerships, strengthening the University’s role in local and global sustainability. Public-good initiatives include long-standing support for rural and disadvantaged schools through the Instrument Bank Project, functional clothing co-design with spinal cord injury communities, intercultural culinary exchanges with secondary school students, and sustained English-language teaching programs in rural regions. These actions reflect the University’s commitment to addressing sustainability challenges and community needs through concrete and impactful engagement.
Industry-Academia Collaboration：
The University continues to deepen industry–academia collaboration by building an ecosystem that connects campuses, disciplines, and industries. Leveraging integrated resources across the Taipei and Kaohsiung campuses, the University has strengthened its long-term partnership with AWS, expanding cloud education, certification training, and internship development in alignment with the University’s path toward AWS Training Partner recognition. Concurrently, digital innovation programs—including cross-disciplinary and micro-credential offerings—have been expanded alongside national employment training initiatives and AI competition coaching, enabling students to develop career readiness through coursework, certification preparation, and real-world practice. The University’s “VISION BASE,” centered on sustainability, digital fabrication, and AI applications, serves as a hub for interdisciplinary teaching and industry-driven innovation, advancing sustainable materials exploration, design innovation, and emerging technology development.
Building upon existing collaborations, the University further broadened its engagement this year by strengthening both student-oriented and faculty-oriented pathways. For students, the integration of “Freshman Transition and Interdisciplinary Exploration” with “Career Navigation and Professional Development” resulted in the introduction of a freshman-level “Career Anchoring Workshop.” Using scenario-based card activities and facilitated group discussions, students identified their interests, values, and career priorities early in their academic journey, forming the foundation for future coursework, professional training, certification pathways, internships, and industry collaboration.
For faculty, the launch of the “Industry-Academia Salon” created a platform for intellectually generative dialogue between academia and industry. These salons encouraged faculty to explore emerging industrial trends, rethink pedagogical design, and develop collaborative project concepts. Sessions this year included discussions on circular economy practices and local revitalization strategies, accompanied by field studies in Ruifang to explore possibilities for community engagement and place-based collaboration. These exchanges stimulated new ideas for curriculum development and research and helped cultivate a forward-looking academic community.
Through the continued enhancement of its industry–academia framework, the University has developed a multi-layered system centered on curriculum innovation, career navigation, and faculty–industry co-creation. As students begin career exploration upon entry and faculty engage in forward-thinking collaboration with industry partners, industries provide authentic problems and technological resources, creating a mutually reinforcing ecosystem. These efforts have produced tangible outcomes that demonstrate the University’s growing impact in industry–academia integration, with ongoing plans to strengthen governance, collaboration, and talent development in alignment with future societal and industrial needs.。
Enhancing the Public Value of Higher Education：
Guided by the principle of “student-centered support and talent cultivation,” the University continued to implement comprehensive support systems to ensure equitable access to higher education for economically disadvantaged students. Through academic support, career development opportunities, psychological counseling, and community engagement, the University sought not only to alleviate financial pressure but also to enhance students’ academic performance, personal growth, and long-term adaptability.
Academic support initiatives encouraged students to pursue interest-driven courses and tutoring sessions designed to strengthen professional skills, improve learning readiness, and reduce reliance on part-time work. Co-curricular activities covered a wide range of topics—from digital storytelling and workplace communication to interpersonal relationship development and self-exploration—helping students build essential skills and confidence. Community engagement opportunities further encouraged students to engage in public service, volunteerism, and cultural activities such as donation drives, intellectual property workshops, speaker sessions, and arts events, enabling them to cultivate empathy, responsibility, and civic participation.
The University also expanded its psychological wellness initiatives through mental health promotion activities, thematic weeks, group workshops, and individualized counseling services, supporting students in developing emotional resilience and help-seeking awareness. For students with disabilities, the University implemented individualized learning and career support plans, offering academic mentoring, career planning, and hands-on project engagement. Student-led initiatives—such as creative workshops and job-preparation simulations—demonstrated the effectiveness of these support mechanisms in fostering independence, growth, and leadership. In parallel, donor engagement and fundraising, including charity sales and public campaigns, helped build a stable financial support network for disadvantaged students. Collectively, these measures reflect the University’s commitment to promoting educational equity and its belief in “transforming lives through education and creating hope through meaningful support.”
Internationalization and Administrative Support Systems：
The University continued to advance institutional internationalization through overseas training, global partnerships, strengthened language education, and expanded cross-cultural engagement. This year, administrative staff participated in international affairs研習 and cross-institutional exchanges in Japan to learn about international student services, overseas recruitment, and digital administrative processes, subsequently applying these insights to optimize international student support systems, enhance English-language administrative services, and strengthen inter-unit coordination.
In addition, the University expanded its bilingual and EMI capacity by sending faculty members to Queen’s University Belfast for intensive professional development in English-Medium Instruction, enhancing their pedagogical strategies, classroom interaction techniques, and intercultural communication skills. The University also enhanced its TA training system to support EMI courses and cross-lingual learning environments, enabling teaching assistants to play key roles in classroom facilitation and international student engagement. These TAs also contributed significantly to international programs such as the cultural and language immersion program for students from Collège de Maisonneuve (Canada) and the English summer program for Japanese partner-school students focusing on environmental sustainability and social issues.
Through overseas capacity-building, pedagogical innovation, and strengthened administrative coordination, the University continues to build a mature and coherent internationalization support system. With enhanced governance, instructional capacity, and student services, internationalization has become deeply integrated into the University’s institutional development, reinforcing its global vision and commitment to fostering a culturally diverse and supportive learning environment.