Prof. TEO Kheng-guan, The Chinese University of Hong Kong, China

Brief: Timothy Teo (Ph.D.) is Professor at The Chinese University of Hong Kong (Hong Kong SAR). Having worked in Australia, Macau, New Zealand, and Singapore, Timothy was previously Professor of Education at Murdoch University and Distinguished Professor of Education and Associate Dean (Research and Personnel Development) at the University of Macau. In addition to his fulltime employment, Timothy holds and has held the position of Adelaide University International Fellow (Australia), Ewha University Global International Fellow (South Korea), Adjunct Professor at Murdoch University (Australia), Edith Cowan University (Australia), Honorary Chair Professor at the National Tsing Hua University (Taiwan), Distinguished Visiting Professor at the University of Johannesburg (South Africa), Adjunct Senior Professor at the Universiti Tunku Abdul Rahman (Malaysia), Visiting Professor at Xi’an Jiaotong Liverpool University (Mainland China), and Adjunct Professor at the Yew Chung College of Early Childhood Education (Hong Kong). Timothy’s research interests are multi-disciplinary and include both substantive and methodological areas. These are Educational Psychology (Self-efficacy-teachers and students; Beliefs about teaching and learning; Meta-cognition), ICT in Education (Technology acceptance and adoption; e-learning), Music Education (Psychological processes of music teaching and learning), and Quantitative Methods (Psychometrics; Instrument development and validation; cross-cultural measurement; issues in survey development and administration; structural equation modeling; multilevel modeling; latent growth modeling). Timothy is Editor-in-Chief of The Asia-Pacific Education Researcher (TAPER) (SSCI Q1) and a member of many journal editorial boards. A highly published and cited scholar, Timothy has edited three books. written many book chapters and conference papers, and published close to 230 journal articles, with over 175 in highly- ranked SSCI journals. His Google Scholar citations are over 28,200 with an H-index of 84. In the release of the 2024 Edition of Ranking of Best Scientists in the field of Social Sciences and Humanities (Research.com), Professor Timothy Teo is ranked #886 in the world and #9 in China. In the 2025 version of the Top 2% Scientists report from Stanford University (USA), Professor Timothy Teo was ranked #19 out of over 105,000 Education scholars in the world.

Prof. Bin Jiang, The Hong Kong University of Science and Technology (Guangzhou), China

Brief: Dr. Bin Jiang is Professor at The Hong Kong University of Science and Technology (Guangzhou) [HKUST(GZ)], with dual appointments in Urban Governance and Design, and Computational Media and Arts. He is the founder and director of LivableCityLAB and serves as Master of Residential College 1. He also chairs the International Cartographic Association Commission on Digital Transformation and sits on editorial boards includingComputational Urban Science. His research bridges urban informatics, complexity science, and architectural and urban design, advancing living structure theory as a foundation for more sustainable and human-centered cities. He has pioneered quantitative metrics such as the L-score (Living Structure Score) and B-score (Beauty Score), operationalized through the Beautimeter, to scientifically evaluate structural beauty and aliveness in architecture and urban space. These innovations highlight the value of crossdisciplinary approaches that connect spatial analysis, digital technology, and aesthetic theory. Dr. Jiang has held academic roles across Europe and Asia and advises organizations such as Beijing City Lab and the International Society of Biourbanism. His work continues to integrate theory, technology, and design practice to advance the creation of adaptive, livable cities.

Title: Living Structure + AI: Rethinking Whole-Person Education in the Age of Artificial Intelligence

Abstract: Artificial intelligence is rapidly transforming education, but much of the current discussion remains focused on efficiency, content generation, personalized learning, and automation. This keynote argues that the more fundamental question is not simply how AI can assist learning, but how it can contribute to whole-person education. Drawing on Christopher Alexander's theory of living structure and recent educational experiments with Living Structure + AI, the presentation proposes a new framework in which learning is understood as the cultivation of wholeness: the integration of analytical reasoning, perception, emotion, creativity, embodied experience, and the capacity to make meaningful judgments. Within this framework, AI is not treated primarily as an autonomous generator of answers, but as a cognitive amplifier and design partner that can help learners perceive structure, compare alternatives, reflect on quality, and engage more deeply with real-world environments. The keynote will illustrate how Living Structure + AI can support liberal arts education, experiential learning, design education, and human-centered learning environments. It will also discuss the broader implications for educational practice in the age of artificial intelligence: shifting from knowledge transmission toward the development of judgment, creativity, connectedness, and human wholeness. The central proposition is that the future of education should not be about making learners more machine-like, but about using AI to help human beings become more whole.