Dr. Shuo Zhao, Professor

School of International Studies, Communication University of China, Beijing, China

Biography

Dr. Shuo Zhao is Professor in Communication University of China (CUC) and Fellow of New York Academy of Sciences while he is guest professor/PhD Superviser in University of Malaya(UM), University of Wales Trinity Saint David(UK). He also serves as Editor-in-Chief of American Journal of Linguistic Science and Literature as well as guest editor for special issue of SSCI Journal Systems. He is awarded as Humanity Scholar by American Common Ground Publishing and Imperial College London in 2017, by University of Pennsylvania in 2018. Recently he is awarded as international humanity Scholar by Universidad Complutense of Spain in 2021, international humanity Scholar by University of Aegean of Greece in 2022, international humanity Scholar by University of Sorbonne of France in 2023, international humanity Scholar by University of Rome of Italy in 2024, humanity Scholar by University of Hawaii in 2025.

Topic

AI Education Paradigm Transformation in the Context of the Global South

Abstract

The rapid penetration of artificial intelligence into education has intensified rather than bridged the North-South epistemic divide. The mainstream AI education frameworks, embedded with Western-centric biases, risk entrapping the Global South in algorithmic dependence and digital colonialism through data exploitation, infrastructural asymmetry, and the marginalization of Southern knowledge systems. The study calls for an urgent paradigm shift from the logic of technology transfer toward epistemic sovereignty. Drawing on de-colonial theory and critical AI studies, it proposes a de-colonial AI education paradigm grounded in epistemic sovereignty, relational learning and context-responsive design. Through three pillars of data justice, local knowledge production and participatory governance, the study offers both a diagnostic framework and constructive pathways toward a just, plural and self-determined AI education future for the Global South.

Dr. Lo Yueh Yea, Assistant Professor

Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia

Biography

Dr Lo Yueh Yea is an Assistant Professor at the Faculty of Education, Universiti Malaya, whose academic work is anchored in language literacy education, TESOL, ESL, academic writing, pedagogy, and professional teacher development. Her scholarship examines how multilingual learners develop English language proficiency, academic voice, writing competence, and literacy practices across diverse educational contexts. With a strong focus on formative assessment, feedback, classroom-based pedagogy, and technology-enhanced learning, her work speaks directly to the evolving needs of English language education in an increasingly digital and innovation-driven era. Her research on AI-assisted writing assessment and human scoring judgment contributes to current debates on fairness, reliability, ethics, and the role of teacher expertise in educational innovation. Dr. Lo is also committed to professional teacher development through reflective practice, lesson study, and collaborative approaches to improving classroom instruction. By bridging language literacy, pedagogical innovation, teacher learning, and responsible AI integration, her work offers timely insights for educators, researchers, and policymakers seeking to strengthen teaching, assessment, and learning in the age of educational transformation.

Topic

Advancing Multilingual Education in the Age of AI: Feedback Literacy, Digital Pedagogy, and Professional Teacher Development for Equitable Futures

Abstract

As multilingual education evolves in increasingly digital and AI-mediated learning environments, language educators are challenged to rethink how feedback, pedagogy, and professional development can support more equitable learning futures. This keynote explores the intersections of feedback literacy, digital pedagogy, artificial intelligence, and professional teacher development in multilingual higher education contexts. It argues that while AI and digital tools offer new possibilities for lesson design, learner engagement, personalized feedback, assessment support, and reflective teaching practice, their educational value depends on teachers’ pedagogical judgement, ethical awareness, and ability to adapt technology to diverse linguistic and cultural contexts. Drawing on current discussions in AI-enhanced professional development, the keynote highlights the need to move beyond short-term, toolfocused training towards a sustainable professional learning ecosystem. Particular attention is given to the Malaysian higher education context, where multilingualism, institutional diversity, digital transformation, and educational equity are central to teaching and learning. The keynote positions AI not as a replacement for teachers, but as a pedagogical partner that can enhance human judgement, creativity, and responsiveness when used critically and ethically. It concludes by proposing a human-centred approach to multilingual education that is inclusive, contextually responsive, and future-oriented.