The Higher Education Conference in Singapore (HECS) 2024, organised by the NUS Centre for Teaching, Learning, and Technology (CTLT), brought together educators, researchers, and students from NUS and other local universities to explore transformative themes at the intersection of higher education, generative artificial intelligence (AI), and community engagement. This year’s discussions centred around three sub-themes—on the opportunities educators can harness from generative AI, from engaging with different communities, and from issues related to wellbeing.

 

Opportunities for Generative AI

One of the most forward-looking discussions at the conference revolved around generative AI’s transformative potential in education. Speakers delved into how AI-powered tools like ChatGPT can support personalised learning pathways, automate routine tasks for educators, and enhance student creativity.

A key example was the exploration of AI’s role in fostering critical thinking. By enabling students to experiment with AI-driven content generation, educators encouraged them to critique, refine, and adapt outputs to align with academic objectives. Sessions also emphasised the importance of ethical AI integration, highlighting challenges such as bias and the over-reliance on automation.

A standout moment for me came from attending a paper session on “AI for Transformative Learning,” where participants discussed how AI can simulate complex systems like urban waste management, offering students an interactive way to engage with real-world challenges. This application aligns with the broader conference theme of using technology to deepen learning and inspire problem-solving in sustainability.

 

Opportunities for Wellbeing

Conversations surrounding mental wellbeing emerged as another cornerstone of HECS 2024, with discussions underscoring the urgent need to address students’ mental health in an increasingly demanding educational environment. In the HECS 2024 keynote “My Wellbeing Matters: The Hidden Curriculum for Academic Excellence”, presented by Ms Kathryn Koh from NUS Health and Wellbeing, she highlights NUS adopting a “whole of university” approach to address such issues, taking into consideration the wellbeing of its students, staff, and community as a whole. This involves embedding health and wellbeing into the university’s culture, activities, and areas of work.

 

Themes from the HECS keynote were echoed by presenters, including colleagues who presented on the course HS2924 “Building Mental Wellbeing and Resilience”. This course employs a neuroscience-informed approach, teaching students how intentional habits can reshape neural pathways for improved mental health. The presenters shared how activities like mindfulness practices, stress management techniques, and goal-setting exercises helped participants take actionable steps toward better mental resilience.

Additionally, some conference presenters explored the broader implications of wellbeing, touching on topics like eco-anxiety—a phenomenon linked to growing concerns about climate change. This theme tied back to sustainability, urging educators to integrate mental health resources into environmental education to provide students with coping mechanisms for the uncertainties of the future.

 

Opportunities for Community Engagement

HECS 2024 also underscored the transformative potential of community engagement in fostering meaningful education. The presentation about the course RVN2000 “Engaging Communities in Sustainability” stood out, highlighting how engaging in fieldwork can immerse students in local issues. Students taking the course participated in food rescue operations with the Food Rescue Community (FRC), sorted recyclables at the NUS Resource Sorting Station, and visited an e-waste facility.

These experiences not only illuminated the complexities of sustainability challenges but also fostered empathy and critical thinking. Reflecting on her fieldwork, one student shared, “These activities made me realize how interconnected our actions are and the importance of collective responsibility.”

The panel session on “Nurturing Graduates Who Will Contribute Back to Society” extended this theme, focusing on how education can instil values like active citizenship and community stewardship. Netty Mattar from the Centre for English Language and Communication (CELC) offered a poignant perspective during an interview following the panel session: “Going through the schooling system, emphasis is always on ‘me’ and ‘I.’ Students become self-centred, and they should learn to see other people’s points of view and garner empathy for others.”

 

Participant Reflections

Throughout HECS 2024, we spoke with conference participants about their responses to the presentations and keynotes, and their perspectives were varied and added depth to the conference themes. When asked, “What is one skill students should leave school with?” many participants pointed to adaptability. Safiqah, a Teaching Assistant (TA) for Communities and Engagement (C&E) courses noted that, “Adaptability is no longer optional. In a rapidly changing world, it’s the skill that defines resilience and growth.”

Another interview question, “What is one thing you’ve learned from your students recently?” highlighted the rapid pace at which students are leveraging new technologies. Weiting, Sofia and Maxine from the Department of Biological Sciences observed, “Students are using AI and ChatGPT for a lot of interesting, novel things now. They use it to give them ideas on how to start writing code and are, in general, far more advanced than I am, at least.” This recognition of students’ technological fluency underscored the importance of integrating emerging tools into curricula to keep education relevant and dynamic.

 

Key Takeaways and Future Directions

HECS 2024 reaffirmed the vital role of higher education in shaping individuals who are adaptable, empathetic, and committed to their communities. While discussions around generative AI and mental wellbeing garnered significant attention, the sessions on community engagement emphasised the importance of collective action and shared responsibility in addressing global challenges.

Participant reflections and real-world examples enriched the discourse, offering practical insights into the skills and values higher education must prioritise. As institutions navigate the complexities of a rapidly evolving landscape, conferences like HECS 2024 underscore the importance of collaboration, creativity, and empathy in creating meaningful learning experiences.

Visit the HECS 2024 blog for more details about the conference and its proceedings.