教育科技

In mid-February 2025, an academic and education policy exchange delegation led by Dr. Junhyeong Park, a specialist in AI and future education from South Korea’s Kyungpook National University (KNU), visited Hong Kong. unwire.hk had the privilege of planning parts of their itinerary and serving as their interview and reporting partner. Among the highlights, we collaborated with the Hong Kong Productivity Council (HKPC) to host an education technology exchange conference focused on presenting the delegation two of the Hong Kong edutech solutions, getting feedback, sharing ideas on important educational concerns about AI and digital transformation happening around the education sector, and also exploring future institutional collaboration opportunities between Hong Kong and South Korea. Held on Thursday, February 13, from 3:00 to 5:00 p.m. at the HKPC Building, the event not only marked a standout moment of the delegation’s visit but also opened a new chapter for educational innovation between the two regions.

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The conference brought together two local edtech teams funded by Hong Kong’s Quality Education Fund under the e-Learning Ancillary Facilities Programme (QEF eLAFP): “LingoTask,” an AI-driven, comprehensive English learning and teaching platform developed by [the] Stanley Ho Big Data Decision Analytics Research Centre of the Chinese University of Hong Kong, and “Borderless Lab 365,” a 24/7 web-based remote laboratory platform developed by the Department of Applied Physics at the Hong Kong Polytechnic University. The two-hour session unfolded in two main segments. First, representatives from LingoTask and Borderless Lab 365 took turns presenting their projects’ design philosophies, practical demonstrations, development progress, and future plans. Subsequently, Dr. Park’s team requested a 20-minute internal discussion to formulate questions and insights. The final segment featured Dr. Park sharing his perspectives, followed by a Q&A with both teams. The atmosphere buzzed with energy, as educators and tech innovators exchanged ideas, their shared passion for the next generation’s education palpable. As Dr. Park concluded, “Today’s conference marks the beginning of more impactful academic exchange and collaboration between Korea and Hong Kong.”

▲Dr. C. L. Mak, representative of the Borderless Lab 365 team, introduced their online remote laboratory solution to the Korean Education Delegation.

▲Dr. Stephan Stiller, representative of the LingoTask team, presented their AI-driven English learning and teaching platform solution to the Korean Education Delegation

Insights and Sparks from the Dialogue

Dr. Park offered high praise for both Hong Kong edtech solutions, bringing his expertise as an educator to bear with deep insights and probing questions. He expressed admiration and surprise at Borderless Lab 365’s ability to allow students to book 24/7 experimental sessions online, remotely control campus lab equipment, and obtain real-time results, noting that it creates immense educational value. Upon learning it had been adopted by 50 schools, he zeroed in on user feedback: “Has this platform been rolled out in primary and secondary schools? What are the experiences and reactions of teachers and students? Do you think it’s feasible for teachers to use it for in-person classroom demonstrations or even student participation?” He further suggested that digitizing science experiments and integrating learning data with progress tracking, outcomes, and assessment systems could significantly advance personalized learning. Intrigued by its potential synergy with South Korea’s AI Digital Textbook (AIDT), he remarked: “AIDT is a platform that integrates various educational software. It will launch in 2025 for English, math, and IT, expanding to science by 2026. If this solution could be incorporated into AIDT’s tech curriculum, it would deliver tremendous value. Should you be interested in exploring development in Korea, we can facilitate connections with education authorities in Daegu or Gyeongbuk to discuss collaboration possibilities.”

For LingoTask, Dr. Park’s engagement was even more personal, given his linguistics background. “Having taught Korean in high schools back home, I might have some deeper questions for your AI English teaching platform,” he admitted. He found LingoTask’s overall functionality similar to Korea’s AI-driven English systems, with its standout features being a 99.7% accurate Optical Character Recognition (OCR) system, error correction capabilities, and the ability to grade batches of student essays. He raised a critical issue: “Academic assessment is vital in education. In Korea, teachers worry that AIDT fails to align precisely with current evaluation standards, sparking some resistance. Have you faced similar challenges? How do you address integration issues?” He then posed another equally challenging question: “Grammar and spelling errors are easy for AI to handle. But when it comes to creativity—originality, metaphor use, and deeper meaning—these aspects that truly distinguish writing and literary expression remain beyond the reach of current AI assessment tools. What are your thoughts on this? Are there plans for further research in this direction?” He also noted that public concerns about digital textbooks hindering literacy development have kept AIDT from Korean language education, eager to hear LingoTask’s perspective.

▲Professor Park Jun-hyeong from Kyungpook National University in South Korea shared insights and posed thought-provoking questions to the LingoTask and Borderless Lab 365 teams during the Q&A session

▲Dr. Stephan Stiller provided an in-depth discussion on the benefits and challenges AI brings to students’ language skills and learning

From Exchange to Collaboration

At the close, Dr. Park reflected: “I’m no tech expert, but as an educator, I care about effectively applying technology to teaching, avoiding oversight of critical aspects, and identifying areas worth investing in to make AI smarter and drive breakthroughs in future education.” He encouraged ongoing dialogue: “If both teams are interested in expanding to Korea, I’d be happy to connect you with our tech and English education experts to explore localizing your solutions for Korean teachers and students. Today is the start of our collaboration.”

▲Professor Park Jun-hyeong believes that this exchange conference marks an important starting point for academic exchange and cooperation between South Korea and Hong Kong.

▲The Korean Education Delegation took a group photo with the Hong Kong representatives from this conference, including representatives from HKPC Academy, the LingoTask team, the Borderless Lab 365 team, and the unwire editorial team, at the conclusion of the event

Postscript

After returning to Korea, Dr. Park told unwire’s editors that the conference exceeded his expectations, expressing gratitude for our arrangements—a validation that deeply encouraged us. unwire plans to organize more cross-national edtech exchange initiatives, hoping to spark greater interest among Hong Kong readers in how technology shapes the next generation’s education, and looking forward to continued industry support to jointly advance the future of learning.

In mid-February 2025, an academic and education policy exchange delegation led by Professor Junhyeong Park of South Korea’s Kyungpook National University (KNU) concluded their visit to Hong Kong. unwire.hk was honored to serve as their interview and reporting partner. One of the educational exchange activities took place at the Korean International School (KIS) in Hong Kong, where Miae Jeong, a Master Teacher specified in music and educational engineering from the delegation, delivered an extraordinary music lesson to seven grade 10 students. Integrating programming and electronic technology, this class left everyone, including our editorial team truly enlightened.

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A Cross-Disciplinary Music Lesson from Korea

In this guest lesson, teacher Miae masterfully blended music education with digital technology. She introduced Makey Makey, a programming education application that could transform any conductive object into a variety of musical instruments. Centered on the Maker learning approach, the lesson offered students an introduction to drumming. The students began with a hands-on activity, assisted by South Korean teachers from the delegation. They wrapped aluminum foil around variously shaped cardboard pieces and connected these to Makey Makey and a computer using conductive wire, instantly creating an electronic drum set. Under Teacher Miae’s guidance, they collectively accompanied BTS’s hit single Butter, filling the classroom with a lively and extraordinary atmosphere.

The innovation didn’t stop there. Teacher Miae further wove literature into music, guiding students to adapt Butter’s English lyrics into Korean while preserving the original meaning and mood, tailoring the new Korean lyrics to match the song’s melody and rhythm. This 1.5-hour interdisciplinary lesson spanned music, technology, literature, English, and Korean translation, culminating in a joyful group performance of the Korean-lyric version of Butter.

▲Professor Park also participates in assisting students in creating electronic drum kits during the class

▲Programming Interface Of The Makey Makey Educational Application

Technology Unleashes Music Education

Teacher Miae expressed great satisfaction with the lesson’s outcome. Afterward, she shared her philosophy: “As a music educator, my goal isn’t to turn students into musicians but to teach them how to enjoy music. I want every student to understand that even if they feel they ‘don’t know music,’ they can still find joy in it. AI and digital technology are amplifying this intent and the results it can achieve.” She noted that traditional instruments might intimidate students, but tools like Makey Makey offer a fresh entry point, connecting them with the beauty of music and making it more approachable. Teacher Miae believes music education fosters confidence, creativity, and an appreciation for aesthetics. Early exposure to it, she added, brings lifelong benefits. Grateful for technology, she said: “Technology shows more people that learning music requires no minimum threshold. Students don’t need musical talent to have the right to experience the miraculous benefits of music education.”

▲Teacher Miae believes that technology provides an easier entry point for many students who miss out on music education because they think they “don’t understand music”

A Two-Way Reflection on Technology and Education

Addressing AI’s profound impact on education, Miae calmly offered her perspective: “In education, considering what AI cannot currently do is just as crucial as exploring what it can achieve that we currently cannot. The greatness of technology lies in its ability to make education more inclusive, enabling more students to participate. We should fully leverage this tool.” At the lesson’s end, a student remarked: “This class felt incredibly fresh, offering me a completely new way to view music. I really enjoyed it.” This, undoubtedly, is the very goal Miae set out to accomplish.

In mid-February 2025, a delegation of academics and education policy experts from South Korea’s Kyungpook National University (KNU), led by Professor Junhyeong Park, concluded their visit to Hong Kong. unwire.hk was privileged to be invited to plan parts of their itinerary and serve as their interview and reporting partner. Alongside Professor Park, who specializes in artificial intelligence and future education at KNU’s Teacher’s College, the delegation included two academic researchers—Hyunjin Park, focused on early childhood digital education, and Jinsan Ahn, an expert in computer programming languages; two practicing master teachers—Miae Jeong, specializing in music education, and Woongmin Jo, dedicated to engineering and STEM education; and two outstanding students from the College of Education – JunYeol Jeong and YeonWoo Yu. This visit built upon a conversation unwire.hk began with Professor Park at last year’s EDUtech Asia conference in Singapore, deepening the discussion from initial exploration to profound reflection. 

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▲The Korean Education Delegation visited the unwire.hk office for an in-depth dialogue on AI and digital education reform

Globally, education faces three pressing challenges: First, the century-old model of “uniform textbooks, uniform exams, uniform goals” overlooks the diverse conditions, needs, abilities, and aspirations of students, widening the education gap. Second, a severe shortage of teachers coupled with immense workloads strains the system. Third, highly competitive social, economic, and examination systems place unbearable pressure on students, transforming latent harm into a tangible crisis. This entrenched educational framework is notoriously difficult to change—though the deepening issues are widely acknowledged, solutions have remained elusive. That is, until the advent of generative AI offered a glimmer of hope.

Since OpenAI launched ChatGPT in November 2022, generative AI has swept across industries worldwide with its disruptive potential, and education is no exception. Seen as a key to breaking through systemic barriers, it also raises uncertainties due to its capacity to radically reshape teaching, learning, and academic assessment. This duality has spurred nations to explore AI in education, with South Korea emerging as a frontrunner. In early 2023, the South Korean Ministry of Education announced a nationwide AI and digital education reform, with the “AI Digital Textbook” (AIDT) as its cornerstone. According to the AI Digital Textbook Development Guidelines released by the Korea Education and Research Information Service (KERIS) in August 2023, AIDT is defined as “a digital textbook integrating diverse learning resources and support functions to deliver a personalized learning experience.” It aims to narrow the education gap, progressively revolutionize traditional teaching, and serve as a powerful assistant to teachers. The guidelines stress strict oversight of data security, clarifying that AIDT is not intended to replace teachers but to elevate the frontiers of education. Its first phase will roll out in March 2025, targeting third- and fourth-grade elementary students and first- and second-year middle schoolers in English, mathematics, and computer science courses.

AI is reshaping global education, injecting possibilities for personalized learning. South Korea’s reform is not just a national milestone but a development worthy of global attention. What are AIDT’s goals? How is it progressing? How have teachers and parents responded? What challenges do these pioneers face? With these questions in mind, we invited Professor Park’s team to unwire’s office for an in-depth dialogue.

AIDT: A Hopeful Project for Personalized Learning

AIDT’s vision is both clear and ambitious: first, to eliminate the education gap and achieve true personalized learning; second, to break the current constraints on teachers and empower educators.

Professor Park believes that even before AIDT’s introduction, AI and digital technologies had already made education more inclusive. “Today, Korean students can enroll in online courses from top global institutions like Harvard and Stanford via the internet and AI translation tools,” he remarked. “What was once exclusive to economically privileged families is now accessible to more students thanks to technology.” He frequently highlighted “AI Digital Convergence Education,” emphasizing how a learning model of “anytime, anywhere, any language” has transcended knowledge boundaries, significantly lowering the barriers and costs of education. AIDT’s launch, he argued, is a critical step for South Korea to further harness AI and propel education into a new era. “Every student has a unique background, ability, and dream,” he explained. “A learning journey that fulfills individual goals should have distinct starting points, content, support, and assessment standards. Yet, since the advent of universal education in the 19th century, uniform curricula and standards have taken us further from this ideal. AIDT seeks to reverse that, enabling each student to acquire the most relevant knowledge and skills at their own pace.”

Professor Park acknowledged that even a technology as powerful as AI requires a gradual approach to realize personalized learning. “Initially, teachers can use AIDT’s interface to provide real-time guidance,” he said. “As data accumulates, AI will generate increasingly personalized content. Ultimately, we aim to integrate students’ career aspirations and personality traits to create a fully tailored learning blueprint.” The team estimates this vision will take a decade to unfold step-by-step, with AIDT eventually becoming each student’s dedicated learning companion and a super-assistant to teachers.

▲Professor Park believes that merely achieving a learning model of ‘anytime, anywhere, any language,’ data technology has already enabled knowledge to transcend borders, significantly lowering the barriers and costs of learning. The emergence of AI, meanwhile, offers the potential to realize truly personalized learning

The team repeatedly stressed that AI will not replace teachers but will grant them greater scope. They believe that once AIDT matures, teachers will be able to adjust overall teaching content and pacing based on AI-analyzed data while proactively addressing each student’s needs, shifting from a state of exhaustion to precision-targeted instruction. Professor Park added: “Future classrooms will be far more dynamic. With AIDT’s support, teachers can offer as many types of guidance as there are students in the class.” Addressing some teachers’ concerns, he corrected: “The notion that AI means students no longer need us to impart knowledge is a misconception. Master AI’s operations, understand AI literacy, and you can become an educator who turns stones into gold.”

From Controversy to Trust: The Arduous Path of Reform

Yet AIDT’s rollout has not been smooth, with significant challenges lurking behind its vision. Responses within South Korea’s education community are polarized—supporters laud its innovation, while detractors raise valid concerns. Researcher Jinsan Ahn admitted: “Some argue that the decline in linguistic and learning abilities is the urgent issue, a topic we must study carefully.” Others question whether a two-year rush overlooks long-term impacts, whether massive investments are justified amid a global economic downturn, and whether lagging rural infrastructure might widen the digital divide. Data security and privacy have also become focal points. Professor Park responded: “We see these worries clearly and are addressing them through training and research.”

▲On the left is researcher Hyunjin Park, who focuses on early childhood digital education, and on the right is researcher Jinsan Ahn, who specializes in computer programming languages

With 350,000 teachers in South Korea, expecting all to grasp the reform’s intent and urgency in a short time is unrealistic. Team members candidly noted that younger teachers or those teaching computer-related subjects tend to view AI and digital education reforms more positively, while others harbor varying degrees of apprehension. The Ministry’s “AI Digital Competencies Assessment Framework,” intended to aid teachers’ transformation, may inadvertently add pressure. Encouragingly, many initially resistant teachers have shifted their stance after trying AIDT, some even seeking further knowledge. The team agrees that much of this fear stems from the unknown.

Professor Park explained that since AIDT’s implementation details were finalized, they and related teams have tirelessly held teacher meetings and training sessions, with research efforts proceeding in tandem. “No education system matures without a cycle,” he said. “It starts with design and creation, followed by initial trials, data collection, and listening to feedback. At set intervals, we analyze outcomes, adjust policies and technology accordingly, then iterate until most stakeholders approve—even a technology as remarkable as AI is no exception.” He conceded that pushing such a large-scale reform in a short timeframe is fraught with difficulties, but their conviction that it matters to students, teachers, and the future of education drives them forward. “Challenges are everywhere,” he affirmed, “but we are confident we can overcome them.”

▲Professor Park candidly shared the difficulties and challenges encountered in promoting large-scale AI and digital education reforms in South Korea

AI’s Double-Edged Sword: Risks and Opportunities Coexist

On AI’s risks, Professor Park was forthright: “Technology has always been a double-edged sword.” AIDT’s three goals—eliminating the education gap, freeing teachers, and fostering lifelong skills—are shadowed by challenges. For instance, as personalized learning expands, data collection will inevitably grow, raising questions about introducing AI and digital learning material to early childhood education. Hyunjin Park, who specializes in this field, noted: “We’re cautiously studying its pros and cons from multiple angles to provide scientific evidence for policy-making.”

Data security is another hotly debated issue. Jinsan Ahn, an expert in programming and STEM education, pointed out that South Korea’s government passed the Act on the Development of Artificial Intelligence and Establishment of Trust (AI Basic Act) in December 2024, making it the world’s second law regulating AI development and use (following the European Union’s Artificial Intelligence Act in May 2024). This legislation offers clear guidance for AIDT on data encryption, usage restrictions, and transparency. “It reflects the Ministry’s commitment to data security and the privacy of students and teachers,” he said, “ensuring student data is used solely for learning and never leaked—an absolutely critical point.”

Another concern is information accuracy. Professor Park stressed that AI-generated content must be vetted by teachers, and even if perfect accuracy is achieved in the future, their role remains indispensable. Reflecting on technological history, he said: “From calculators to the internet, every breakthrough was seen as a destructive threat, yet ultimately brought immense benefits to humanity and civilization. We often overestimate short-term risks and underestimate long-term value of technology.” For him, the AI era has just started. “We’re at the beginning of the beginning,” he observed. “,risks and opportunities coexist. Our mission is to guide teachers and students to boldly explore AI education’s possibilities while ensuring core competencies like language skills, communication, and critical thinking are enhanced, not diminished.

▲On the left is Woongmin Jo, a senior teacher specializing in engineering and STEM education, and on the right is Miae Jeong, a senior teacher focusing on music education

▲Future teacher YeonWoo Yu believes that the ability to flexibly adapt to technological changes and quickly master them is the skill that ensures teachers will never be replaced

Global Perspectives and Hong Kong’s Insights

Led by Professor Park, the team has visited San Francisco, Tokyo, London, Singapore, and now Hong Kong—a key stop in their global exchange. When asked about nations’ AI readiness, he replied: “For policymakers, education, economy, trade, medicine, and research are all vital and interconnected. Education is Korea’s priority, so we’ve invested heavily to seize this moment, using AI to reform education and tackle enduring issues.” In his view, AI’s relationship with humanity will grow closer and more cooperative. “AI will endow us with new wisdom and capabilities to address previously unsolvable problems—in education and beyond,” he said. The dialogue concluded with YeonWoo Yu, a future teacher from the team: “The most valuable skill for teachers, and one that cannot be replaced, is adapting to future technological shifts and mastering them swiftly.”

The challenges Korea’s education system faces—learning disparities, teacher shortages, and student stress—are just as acute in Hong Kong. This conversation was not merely a sharing of Korean experiences but a mirror for local education. How do we balance technology with humanity? How can we free teachers from tedious burdens? How should policymakers, educators, and tech developers collaborate to meet this transformation? The future of AI education remains unwritten, but this visit underscores a pressing truth: reflection and action cannot wait.

近年來，對於 SEN（特殊教育需要）學童的教育需求逐漸受到重視，大家也了解到他們在學習和理解新事物時需要更多的時間與耐心。據統計，本港約有 64,200 名 SEN 學生，然而，現有的注冊治療師不足 100 名，面臨嚴重的人手短缺問題。為了改善這一狀況，貝智基金與 Lenovo 宣佈合作，將設立香港首個人工智能輔助學習中心——Lenovo AI Hub，當中向愛培學校捐贈價值接近 200 萬港元的應用系統解決方案及服務，期望為更多 SEN 學童提供高品質、個人化的教育。

在現時的教學環境中，治療師除了教授 SEN 學童外，還需處理大量繁瑣的數據記錄工作，這往往會降低他們教學的效率。Lenovo AI Hub 的引入正好解決了這一問題，課室內設有鏡頭來記錄學生的即時表現，讓治療師能更專注於與 SEN 學生的互動。此外，配備的智能手帶可以即時監控並記錄學生的心跳、出汗量等生理數據，讓導師能夠提前預知學生可能的情緒波動，並及時提供適當的輔助方法，幫助他們冷靜下來。人工智能系統還會記錄並分析學生的反應、情感及環境變化等數據，從而生成更精準的個人化學習計劃（IEPs，Individualized Education Plans）。

貝智基金創辦人黃俊文表示：「是次與 Lenovo 的合作相信可以為 SEN 學童帶來突破性的幫助，人工智能的加入讓 SEN 學童有更精準的學習過程，我們的導師可以更專注和學童交流。另外，人工智能可以縮短培訓治療師的時間，從而加快解決人手短缺這個根源性的問題，儘可能令所有 SEN 學童都能接觸到屬於他們的學習模式。」

展望未來，Lenovo 將繼續與貝智基金保持密切合作，期望將這一成功的模式推廣至東南亞市場，進一步推動共融教育，讓更多的 SEN 學童享有更佳的學習體驗。

本港機械人公司 Rice Robotics 旗下的 STEAM 教育機構 Campus X，將於今年 10 月與商湯科技旗下教育品牌 Magic Lab 為本港學生推出創新 AI 課程「Sense AI」，課程涵蓋六大單元共 24 節課，當中包括基礎概念到高級人工智能(AI)技術，目標是令學童提早接觸 AI，培養邏輯思維和創新能力。

Campus X 是本港一所 STEAM 教育機構由 2024 年初成立，過去一直為學生提供 STEAM 課程。與過往「填鴨式」教育不同，Campus X 專注教育學童創新思維，並希望每個學生獲得屬於自己的學習過程。為了提高學童對於機械人和人工智能的相關知識，每位學童在加入時都會獲得一部 Rice Mini 機械人，成為他們學習過程中的夥伴。Campus X 總經理吳學謙表示，過去曾有家長認為子女其學習表現比以往更為理想，並繼續以 Rice Mini 機械人學習。

「Sense AI」由淺入深帶領學童認識人工智能

是次與商湯科技的合作，將會為本港學童提供合共兩個級別的課程，分別是「Sense AI Levl 1」及「Sense AI Level 2」。「Sense AI Levl 1」適合 5 至 8 歲學童，課程將會以較簡單易理解的方式向學童介紹人工智能的基本概念，當中亦會以遊戲和互動的方式進行初步編程體驗。「Sense AI Level 2」則適合 9 至 12 歲學童，並會深入探討人工智能技術，並使用 Python 進行圖像處理及人工智能應用開發。

Tech Seed 為基層學童提供機會接觸 AI

考慮到有關人工智能的課程都較為昂貴，一般學生可能較難負擔相關學費。對於此問題，是次計劃亦會與慈善教育機構 Tech Seed 合作，並贊助全港 30 間中小學參觀本港機械人研發中心及帶領中小學生動手裝嵌機械人，當中基層學生亦有機會嘗試「Sense AI」，望求每位學生都有平等機會學習。

商湯大模型事業部產品副總裁、商湯科技教育研究院院長戴娟認為，現時人工智能越趨普及，未來將成為日常生活中不可忽略的一部分。希望透過此合作令學童可以從小培育對 AI 的認知，讓學童未來實現自主學習，期望成為新一代創新者。

在 AI 潮流的浪潮下，即便是蘋果的 iPhone 和其他產品也必須全面升級，納入並整合 AI 功能。可想而知，正在求學時期的年輕人，亦須提升自身能力，包括掌握 AI 的實戰技巧。然而，正規學校課程即使涵蓋電腦科學或資訊科技內容，也難以跟上 AI 技術的迅速發展，無法及時調整課程內容以滿足科技的進步。

科技人才不足的挑戰

這次故事圍繞著一位 NGO 的舵手，他與本地多所中學合作，全力推動科技教育。他的背景不僅限於推動科技教育，更結合了運動和音樂，以此培養青少年的毅力和自信心，並為他們提供展現才華的舞台。

Ken 羅君本加入 SEED Foundation 之前，曾擔任索尼影視娛樂亞太區執行副總裁，並在微軟和麥肯錫等知名公司任職。現今他也擔任全城皆馬非牟利機構主席，該機構致力於透過長跑訓練來培養青少年的毅力與自信心。與此同時，他也是誼樂社的主席，該音樂機構致力於為香港新一代古典音樂家提供演出機會。

根據 Ken 所講，SEED Foundation 成立於 2021 年，是由阿里巴巴香港創業者基金（AEF）贊助，旨在培育中學生的科技技能。

「SEED Foundation 最初的資金來自阿里巴巴的創業者基金，旨在培育和孵化科技初創企業的思維。透過提供早期融資，該基金致力於支持這個生態系統的發展。然而，香港面臨的另一個挑戰是科技人才嚴重短缺，不論是高級、中層還是初級技術人才，供不應求。因此，我們發現中學階段已經有許多學生對科技或創新技術表現出濃厚興趣。」

NGO 的科技教育新模式

2023 被指為 AI 元年，自去年開始，即便是經驗豐富的 IT 專業人士也開始關注自身技能的可持續性，隨著人工智能的迅速進步，未來是否會被 AI 取代已成為一個備受關注的議題。

至於傳統教育的課程體系，難以避免相對僵化，要追趕時代科技趨勢並反映在傳統教育中並不容易，這不僅是香港教育所面臨的挑戰，更是全球性的教育議題。

「在傳統課程中，常見的做法是先設計教育課程，制定課綱，進行諮詢，編寫教科書，再進行評估測試。然而，在這快速發展的科技領域，這種程序可能無法與時俱進，成為科技領域的一大挑戰。」

「與傳統體系相比，我們在教材設計上更具靈活性。例如，我們的雲端課程在推出一年後已進行課程調整，至於 UX/UI 課程一開始教授如何使用 Photoshop 等軟體，但現已轉為教授 Creative Suite、Firefly 等工具，並開始應用生成式人工智能和簡單文字提示，將概念轉化為對應的圖像。」

實踐與創新：從教育到社會影響

以我所知，他們更舉辦名為 IdeaPOP! 的中學創科比賽，用意是激發中學商科學生的創意潛力，也鼓勵他們從社會議題中挖掘細節，並以創科創業的方式去解決問題。這個比賽不僅考驗學生的商業初階技能、並非止步於表面「演示」的對決，更重要是如何兼顧下一步的實踐和執行上的可行性。

「IdeaPOP 嘅核心理念唔止係有一個出色嘅概念，而係要懂得點樣實踐呢個概念，同埋佢係咪經濟上可行。」

「舉例嚟講，今年有一隊參賽隊伍致力解決廚餘問題。喺香港，回收廢物一直係一個難題，佢哋發現家庭廚餘佔廢物嘅近四成！佢哋提出咗一個廚餘處理機嘅構思，包括壓縮同保持新鮮嘅設計，有效解決咗臭味問題。唔單止咁，佢哋仲要進一步思考，廚餘其後應該點樣處理？例如物流的問題。」

「另一隊參賽隊伍就提出一個新概念，喺親人離世時無法道別嘅情況下，利用人工智能技術，收集親人嘅聲音、影像同影片，製作成一個視訊聊天機械人。透過 Google Collab 技術，呢個 chatbot 唔單止設計成一個機械人，仲能根據對話內容追蹤使用者嘅心理狀態，同埋在需要時提供適當嘅專業支援。」

向前走 teamwork 最緊要

Ken 在企業管理層有豐富經驗，並擁有培育青少年不同領域才能的經驗。我想了解他當年是如何挑選人才，以及打造具競爭力的企業文化？

「其實當時最重要的是建立一個團隊合作的環境，大家共同努力朝著同一目標前進。當然會有不同意見，因此最關鍵的是公司文化要能夠鼓勵大家團結一致克服挑戰。」

全球踏進 AI 年代，不僅是商業機構的運作方式，即使傳統學校教育，往往難以滿足科技急速變革的步伐，學生們需要更有彈性的方式來提升，以跟上時代的轉變。羅君本帶領 NGO 與多所中學攜手，通過科技教育方式，發掘學生的潛能，培育他們的毅力與自信心，不僅提供了他們可以發揮才華的舞台，也讓他們理解到進步的重要性。

「點樣繼續去一路行落去呢？我認為最重要是 teamwork，我當年在 media 呢個行業，也 go through 過幾趟 restructuring，面對新環境，最後幾年係好大衝擊，果陣真係 learn 到公司文化係咪好 rigid 會好大分別。如果嗰嗰都諗住『我淨係做呢樣我唔做嗰樣』嘅 mindset，成間公司就好難繼續向前行同進步！」

採訪、撰文：尹思哲