教育科技與數碼轉型
The proposed Concentration in Educational Technology and Digital Transformation (hereafter, “EdTech Concentration” or “the Concentration”) is an advanced digital literacy pathway of the existing IHEM programme of LU. This Concentration is designed to equip graduates with the skills to navigate the digital era of higher education by integrating emerging technologies while emphasising digital equity and liberal arts values. The proposed launch is effective from the 2026-2027 academic year.
The IHEM Programme has historically attracted successful applicants from the education and related sectors who are interested in combining their existing teaching skills with digital literacy and pedagogical innovation. The Educational Technology and Digital Transformation Concentration is therefore positioned to train students for the growing demand for integration of digitally skilled professionals in the Educational Technology and Digital Transformation space in international higher education and the global market.
Key Features
Interactive, technology-assisted teaching and learning
Students will learn and apply educational technologies and the use of digital tools in transforming teaching and learning through practical demonstrations, preparing them for high-demand roles in the EdTech and digital transformation space.
Interdisciplinary approach
Students will learn about EdTech and digital transformation from different perspectives, such as liberal arts, emerging technologies, digital literacy, and management. A broad range of professionals within the IHEM Faculty staff, the Teaching and Learning Centre, and other guest speakers will facilitate teaching and learning for students to gain a strong understanding of working in the EdTech and digital transformation space, which includes higher education institutions, etc.
Collaboration with other stakeholders
The Concentration emphasises effective use and proficiency in digital tools for personalised learning, enabling students and educators to adapt to the evolving EdTech and digital landscape and lead pedagogical innovations in the teaching and learning space.
Alignment with industry needs (AAC&U 2023 Employer Survey, Finley, 2023)
The curriculum is designed to address skills gaps identified in the latest AAC&U employer surveys, particularly focusing on critical thinking, digital literacy, and ethical reasoning in technology-driven environments. The 2023 AAC&U employer survey, which included 1,010 executives and hiring managers, found that while 8 in 10 employers believe higher education prepares graduates for the workforce, only half believe graduates are “very prepared” in critical skills such as oral and written communication, critical thinking, and complex problem-solving. However, there was almost no gap in employers’ high estimation of the importance of “utilising technology and digital media platforms” and college graduates’ preparedness in that skill. A recent survey “AI in the Workplace 2025” conducted by Digital Education Council identified that “the top two barriers to AI adoption in the workplace – lack of governance and training – and the opportunities this presents for higher education… and a sharp disconnect between industry and higher education: only 3% of employers believe higher education is adequately preparing graduates for an AI-driven future”. This highlights the importance of the EdTech Concentration in further developing these crucial digital competencies. This ensures graduates are well-prepared for the demands of the modern workforce in higher education and beyond.
Aims of the EdTech Concentration
- Critically evaluate and synthesise EdTech policies and technologies utilising tools like generative AI, CRM systems, and analytics platforms.
- Equip students with knowledge and skills to design and implement context-specific, equitable EdTech strategies.
- Help students to assess and address ethical and scalability challenges in EdTech deployment.
Programme Structure
Course Title | Credits |
Core Courses (6 courses totaling 18 credits) | |
| MIH501 Globalisation, Policy and Society | 3 |
| MIH502 Comparative Social Policy Research Methods | 3 |
| MIH504 Internationalisation and Quality Management in Higher Education | 3 |
| MIH601 Internationalising Education: Institutional Strategy and Development | 3 |
| MIH602 Postgraduate Studies Seminar Series | 3 |
| MIH605 Managing Talents and Finance in Education Institutions | 3 |
Core Courses (3 courses totaling 9 credits) | |
| MIH620 Education Technology Policy Analysis and Management at Macro Level | 3 |
| MIH621 Leading and Implementing EdTech Policy at the School Level | 3 |
| MIH622 Innovative EdTech Practices for Classroom Teaching and Learning | 3 |
Electives Courses*(Select 1 course, totaling 3 credits) | |
| MIH503 Asia Pacific Higher Education Policy and Management Symposium | 3 |
| MIH505 Educational Psychology: Teaching and Learning Strategies | 3 |
| MIH506 Branding and Marketing of Education | 3 |
| MIH509 Global Study on Education Management in Greater China and Beyond | 3 |
| MIH603 Cases and Workshop for Management Issues in Education | 3 |
| MIH611 Generative AI in Education: Applications and Challenges | 3 |
| MOP606 Fostering Interculturality through Intercultural Education | 3 |
| CRS512 Evolution of Early Childhood Education in China and the World | 3 |
Total | 30 |
*註:
(1) 選修課程的開設取決於需求量和師資情況，本課程保留提供學生所選選修課程的權利。
(2) 嶺南大學保留在課程招生人數未達到最低要求時取消該專修方向的權利。若發生此類取消情況，所有已選擇該專修方向的學生將自動轉回對應的主修課程（即國際高等教育與管理文學碩士）。校方將儘快通知學生任何相關決定。