As part of the celebrations marking the 70th anniversary of the College of Education at National Taiwan Normal University (NTNU), the Trilateral International Forum brought together educators and researchers from across the globe under the unifying theme:

“Global Perspectives on Sustainable Development in Education.”

Hosted by NTNU, with key links to Kyushu University, and the University of Glasgow, the forum served as a platform for international dialogue, critical reflection, and collaborative engagement on the future of education in a rapidly changing world. A comprehensive forum booklet can be found at this link.

The opening ceremony featured contributions from several distinguished speakers, including Dr. Cheng-Chih Wu, President of NTNU; Dr. Yao-Ting Sung, Vice President of NTNU; Dr. Yi-De Liu, Vice President for International Affairs at NTNU; and Dr. Hsui-Lan Tien, Dean of the College of Education at NTNU and Dr. Edward Vickers from Kyushu University. Representing the University of Glasgow, Professor Konstantinos Kontis, Dean for Global Engagement (China/East Asia), also contributed to the opening ceremony as well as heshared key insights during the plenary discussion, which was chaired by Dr. Yi-De Liu and included Ms. Susan Milner, Director of the British Council Taiwan. Further details are available at NTNU Trilateral International Forum website.

The School of Education (SoE) at the University of Glasgow made a strong and diverse contribution to the forum, reflecting its commitment to addressing global challenges through research, innovation, and practice:

Keynote by Prof. Sinéad Gormally:

"The Role of Education in Social Justice, Civic Engagement, and Peacebuilding”

Prof. Gormally’s keynote highlighted the transformative power of informal, rights-based education in promoting civic participation and addressing systemic inequality. Drawing on international case studies—including work in Medellín and Acapulco—she explored how education can catalyze peacebuilding in conflict-affected communities. The address emphasized inclusive, community-rooted educational practices that elevate voices traditionally marginalized in formal policy discourse.

Prof Gormally further presented on 

“Beyond the School Walls – Reframing Youth through Collaborative and Contextual Education”

This presentation emphasise the need to move “beyond the school walls” to better support young people’s learning and development. Her research challenges school-centric and deficit-based narratives that overlook the assets and lived realities of youth, especially in marginalized communities. Advocating for cross-sector collaboration between educators, youth workers, and community stakeholders, Gormally highlights the importance of educational environments that are inclusive, context-aware, and rooted in the strengths of young people. This reframing invites a more holistic understanding of education as a socially engaged and transformative practice.

Other School of Education contributions:

Dr. Gabriella Rodolico's Forum presentations

 “Rethinking Education through Generative AI: Ethical Challenges and Pedagogical Implications in the Italian and UK Systems”

This presentation critically examined the impacts of Generative AI on higher education, focusing on contrasting responses in the UK and Italy. It engaged with Biesta’s framework to consider how AI intersects with educational values such as autonomy, critical thinking, and subjectification. Drawing from SoE contribution to the global survey on AI in education led by Singapore Institute for Adult Learning, this session also introduced the University of Glasgow’s GenAI guidelines and discussed ethical, cultural, and pedagogical implications across systems.
 
 “Unpacking the Impact of COIL on Tutors and Students Through Course Design and Critical Reflection”

This hands-on workshop showcased the University good practice in COIL from discussion of case studies, showcase of the UoG guidelines and the UoG-developed COIL course mapping tool, adapted from the ABC Learning Design Framework, tailored for international collaboration. The session reflected on the transformative potential of COIL in fostering intercultural competence, digital empathy, and inclusive global classrooms—especially for students unable to participate in mobility programs. It also explored the complexities of language, race, and identity in online transnational learning.

Dr. Nicola Galloway's forum presentaitons

• “Reimagining Bilingual Education in Taiwan: Teachers’ Perspectives and Curriculum Reform through a Global Englishes Lens”
Dr. Galloway’s presentation tackled Taiwan’s Bilingual 2030 policy through a Global Englishes perspective, questioning dominant ‘native-speaker’ norms in ELT. Based on recent empirical research, she advocated for more inclusive, equitable, and context-sensitive language education that reflects the multilingual realities of English as a global lingua franca.
• “English Beyond the West – Decolonizing Language and Learning in Higher Education”
This abstract complements Dr. Galloway’s presentation by broadening the conversation to the global implications of English Medium Instruction (EMI) in higher education. Galloway critiques the dominance of Western curricula and native English norms, arguing they perpetuate linguistic imperialism and marginalize local knowledge systems. Drawing on Southeast Asian data, she calls for a decolonized, justice-oriented approach to EMI that respects linguistic and cultural diversity. She also introduced ELINET (The Education, Language, and Internationalisation Network), a collaborative platform supporting research, professional development, and policy reform in Global Englishes and EMI. The talk concluded with proposals for Taiwan-specific EMI professional development initiatives aligned with these decolonial goals

Final Highlights

The Trilateral Forum served not only as a celebration of NTNU’s legacy but as a critical space for international educational dialogue. Through its contributions, the School of Education at the University of Glasgow reinforced its leadership in educational research that is globally informed, ethically grounded, and socially transformative.

As education systems grapple with AI, sustainability, and equity, these conversations are more vital than ever.

Opportunities for Mutual enrichment

Within this mutual enrichment climate Professor Silvia Wen-Yu Lee, National Taiwan Normal University has been invited by the School of Education, University of Glasgow within the SERA Digital Education Network, to deliver an online seminar on the 4th of January “Transforming Science Learning with Virtual Technologies”

Prof. Silvia Wen-Yu Lee's presentation explored how Augmented Reality (AR) and Immersive Virtual Reality (IVR) can enrich science learning. Based on empirical findings, the session proposed AR as a bridge between formal and informal learning, highlighting three design strategies: location-based, role-based, and task-based learning.

Shifting focus to IVR, Prof. Lee shared studies that examined emotional engagement and cognitive load management—emphasizing how carefully structured guidance, such as the use of advance organizers, enhances learning outcomes. The talk underscored the importance of balancing presence, curiosity, and pedagogical intent to optimise the educational value of immersive technologies.

Read more about the international forum on the School of Education website.

First published: 23 June 2025

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