4 Track Programme Overview

Masterclass 1: Coming Soon
Led by Prof Setoh Pei Pei (Nanyang Technological University, Singapore)

More information will be out soon.

Masterclass 2: Character Education and Citizenship Education: Friends or Foes?
Led by Prof Kristján Kristjánsson (University of Birmingham, UK)

This masterclass, which is divided into a 30min presentation and 30m discussion, will focus on the topic whether character education and citizenship/civic education are compatible and even mutually supporting approaches, or contrasting ones. Worries have been raised that the new OECD Flourishing Framework (2025) talks too much about student individual character competences at the expense of civic engagement. By drawing on the progenitor of both character and citizenship education, Aristotle, as well as contemporary sources, I argue that contrasting these two approaches as potential “foes” produces a false dichotomy and that one cannot exist productively without the other. However, this is a complex issue that calls for discussion and exploration, ideal for further engagement in a masterclass.

Masterclass 3: Using Economic Evidence to Achieve Impact
Led by Prof Martin Knapp (The London School of Economics and Political Science, UK)

Every public budget is constrained relative to the demands on it, meaning that decision makers must always think very carefully about how to prioritise available resources. Increasingly, those decision makers have recognised that economics evidence can help by informing that prioritisation. Economics evidence can crystalise many of the key issues: What resources are needed? What outcomes (economic and non-economic) will be achieved? Are the resources expended justified by those outcomes? In this Masterclass, Professor Knapp will describe why and how economics evidence on impact can inform/shape decision making, drawing on several illustrations from his own work.

Masterclass 4: Teaching Uncommon Values: Reconnecting Education and Democratic Citizenship Differently
Led by Prof Gert Biesta (Maynooth University, National University of Ireland, Ireland)

Ever since John Dewey published his book Democracy and Education (1916) it has been understood that education has a crucial role to play in the maintenance and renewal of democracy. Democrats, after all, are not born but ‘made,’ and education is uniquely placed for fostering the conversation between the generations about the importance of the democratic life, of democratic values and institutions, and of human rights and the rule of law. The best argument for democracy is a well-functioning democracy itself. But the maintenance and renewal of democracy need support from education, so that the new generation can come to a critical understanding of the history of democracy, its successes and failures, and of the reasons for its importance, also in light of contemporary challenges, including the emerging tendency to argue that democracy is just the preference of Western, liberal elites. The question I will raise in my presentation is what the work of education for democratic citizenship can and should entail. In doing this, I raise questions about the spectrum of understandings of the idea of citizenship, making a case for the importance of a political reading. And I raise questions about understandings of democracy informing education for democratic citizenship. The central question I raise is whether education for democratic citizenship should be understood as a form of values education in which we teach the common democratic values to the new generation. I will provide educational and political arguments against the idea that education for democratic citizenship is a matter of teaching common values. This is based on the insight that the values that characterize democracy – equality, liberty and solidarity – are actually uncommon to everyone rather than that they should be seen as common. This, as I will conclude, opens up new avenues for education for democratic citizenship.

Workshop 1: Writing for Journals: Key Considerations
Led by Csilla Weninger, Elizabeth Koh, One Yann Shiou (National Institute of Education, Singapore)Led by Csilla Weninger, Elizabeth Koh, One Yann Shiou (National Institute of Education, Singapore)

Navigating the world of academic publishing can be daunting for early career researchers and PhD candidates. This seminar features a panel of esteemed journal editors and associate editors who will provide valuable insights into the key considerations for successful manuscript submissions.

The panel will explore essential topics, including:

• Identifying Target Journals: Understanding how to select the right journal for your research and align your manuscript with its audience and scope.
• Effective Manuscript Structure: Best practices for organizing your work, from crafting engaging abstracts to presenting your methodology and conclusions clearly.
• Common Pitfalls: Recognizing and avoiding frequent mistakes made by new authors, such as issues with originality, citation practices, and ethical considerations.
• Navigating Feedback: Strategies for addressing reviewer comments constructively and managing the revision process.

The session will also include a Q&A segment, providing attendees with the opportunity to seek personalized advice and insights tailored to their unique research challenges. Join us for this essential exchange, designed to equip you with the knowledge and tools necessary to enhance your chances of publication success in academic journals. Whether you are preparing your first manuscript or refining your submission strategy, this seminar will offer critical guidance from experienced editorial professionals.

Navigating the world of academic publishing can be daunting for early career researchers and PhD candidates. This seminar features a panel of esteemed journal editors and associate editors who will provide valuable insights into the key considerations for successful manuscript submissions.

The panel will explore essential topics, including:

• Identifying Target Journals: Understanding how to select the right journal for your research and align your manuscript with its audience and scope.
• Effective Manuscript Structure: Best practices for organizing your work, from crafting engaging abstracts to presenting your methodology and conclusions clearly.
• Common Pitfalls: Recognizing and avoiding frequent mistakes made by new authors, such as issues with originality, citation practices, and ethical considerations.
• Navigating Feedback: Strategies for addressing reviewer comments constructively and managing the revision process.

The session will also include a Q&A segment, providing attendees with the opportunity to seek personalized advice and insights tailored to their unique research challenges. Join us for this essential exchange, designed to equip you with the knowledge and tools necessary to enhance your chances of publication success in academic journals. Whether you are preparing your first manuscript or refining your submission strategy, this seminar will offer critical guidance from experienced editorial professionals.

Workshop 2: Co-Designing Research for Impact: Best PracticesCo-Designing Research for Impact: Best Practices
Led by Astrid Schmied (National Institute of Education, Singapore)

Co-design is a powerful approach that actively engages stakeholders – such as students, educators, researchers, and policymakers – throughout the research process, from inception to dissemination. By integrating lived and living experiences into the design and implementation stages, co-design ensures that research is relevant, contextually grounded, and responsive to real-world needs. This collaborative approach strengthens research quality, accelerates translation, and enhances the likelihood of meaningful educational and policy impact.

This interactive workshop will feature three case studies involving primary school pupils and staff, university students and faculty, and adult learners and researchers. Participants will explore practical strategies for embedding co-design principles across all stages of research. Through hands-on activities and guided discussions, attendees will identify ways to enhance collaboration, research uptake, and impact. The session will conclude with a collaborative exchange of perspectives to support partnership-building and maximize scholarly and societal outcomes.

Co-design is a powerful approach that actively engages stakeholders – such as students, educators, researchers, and policymakers – throughout the research process, from inception to dissemination. By integrating lived and living experiences into the design and implementation stages, co-design ensures that research is relevant, contextually grounded, and responsive to real-world needs. This collaborative approach strengthens research quality, accelerates translation, and enhances the likelihood of meaningful educational and policy impact.

This interactive workshop will feature three case studies involving primary school pupils and staff, university students and faculty, and adult learners and researchers. Participants will explore practical strategies for embedding co-design principles across all stages of research. Through hands-on activities and guided discussions, attendees will identify ways to enhance collaboration, research uptake, and impact. The session will conclude with a collaborative exchange of perspectives to support partnership-building and maximize scholarly and societal outcomes.

Workshop 3: Communicating Research Effectively: Utilising Infographics and Social Media
Led by Loh Chin Ee, Katherine Shee (National Institute of Education, Singapore)

In an increasingly digital world, effectively communicating research findings is crucial for maximizing impact in educational settings. This workshop aims to bridge the gap between researchers and lay audiences (e.g., educators, policymakers, public) by exploring innovative strategies for translating research into practical applications. This workshop will empower participants to create compelling infographics and leverage social media platforms to disseminate their work, making research more accessible to colleagues. Through collaborative discussions and shared experiences, attendees will gain valuable insights into enhancing the reach and relevance of their research.

Key Highlights:

• Exploring Infographics Practices: Participants will learn to design engaging infographics that simplify complex research findings for diverse audiences.
• Social Media Strategies: Explore effective techniques for using social media to amplify research visibility and foster connections with educators and practitioners.
• Collaboration Opportunities: Engage with peers to discuss shared challenges and innovative solutions, fostering potential partnerships for future research dissemination.

Workshop 4: Achieving Research Impact Through Theory and Practice: The case of meriSTEM@NIE
Led by Teo Tang Wee, Tan Aik Ling, Adrian Ong, Sherwin Buenaventura (National Institute of Education, Singapore)Led by Teo Tang Wee, Tan Aik Ling, Adrian Ong, Sherwin Buenaventura (National Institute of Education, Singapore)

This session showcases how meriSTEM@NIE effectively bridges theory and practice to achieve significant research impact in STEM education globally, and it invites an exchange on enhancing STEM literacy in Singapore and internationally.

It will highlight:

• the initiatives and outcomes of meriSTEM's research,
• the STEM Instructional Quartet, and
• the collaborative efforts with partners and communities to improve STEM literacy as a social lever in Singapore and beyond.

Additionally, the session will provide a platform for participants to share their experiences regarding the enablers and challenges faced in STEM education, facilitating an engaging dialogue that encourages collective problem-solving.

This exchange of ideas is intended to inspire participants to think critically about their own teaching practices while also nurturing potential collaborations to foster a more integrated approach to STEM education that resonates on a global scale.

Workshop 1: Leveraging AI to strengthen teacher learning, instructional quality and classroom impact at CTLE@YISS
Led by Mr Yap Boon Chien, Mr Anthony Tan (Yusof Ishak Secondary School)Led by Mr Yap Boon Chien, Mr Anthony Tan (Yusof Ishak Secondary School)

As a hosting school for the Centre for Teaching & Learning Excellence (CTLE), Yusof Ishak Secondary School shares how the tripartite partnership with the Academy of Singapore Teachers and the National Institute of Education (NIE) has enabled teachers to sense-make and leverage the affordances of Artificial Intelligence (AI) in classroom practices. Anchored in selected Singapore Teaching Practice (STP) Teaching Areas, the presentation highlights how AI initiatives are approached not as tools to be adopted, but as pedagogical opportunities to be thoughtfully integrated. Besides illustrating how the tripartite partnership has enabled teachers to navigate AI’s affordances, the presentation will also highlight how AI has built YISS teachers’ professional confidence to refine their practice while maintaining strong school ownership of learning direction. The workshop will draw on two subject examples: how Mathematics and Chinese Language teachers inform instructional decision-making using the Data Assistant Tool in the Singapore Student Learning Space (SLS), and an ongoing exploration with NIE and AST Master Teachers to develop an AI-enabled lesson feedback tool that analyses teacher talk aligned to STP Teaching Areas. Together, these examples illustrate how CTLE can strengthen teacher learning, instructional quality, and classroom impact, while contributing to broader professional learning through demonstration classes and online webinars.

Workshop 2: Catalysing Change: Empowering Self-Directed Thinkers through Metacognitive Growth in Mind and Motion
Led by Ms Yip Joo Yee, Mdm Juvaira (New Town Primary School)

The essence of the sharing is about how to help students become independent learners through teaching metacognition, self-reflection and perspective-taking. Through examples in in 2 subjects (PE and CCE), the sharing will demonstrate how growth happens in students’ minds and through motion (i.e., active, movement-based experiences). The end goal is to create learning experiences that guide students to understand themselves, take ownership, and adapt confidently in different situations.

Workshop 3: Inspiring Strong Tier 1 Pedagogical Practice to support learner diversity (with particular focus on SEN)
Led by Ms Sarinajit, Ms Quek Sr Ling (Academy of Singapore Teachers)

This sharing aims to inspire deeper conversations on how strong pedagogical practice can be enabled as a shared goal leveraging the tiered system of support. This is positioned as a journey towards creating inclusive classrooms which support learner diversity primarily those with Special Educational Needs (SEN). Participants will gain insights into how this encourages Inclusive Pedagogy (Florian & Black-Hawkins) which is predicated through a shift in pedagogical thinking away from conventional deterministic approaches. The sharing anchored on the belief that every child wants to and can learn (The Singapore Curriculum Philosophy) will provide an overview of how this is intentionally and purposefully led through professional learning opportunities which leverage the Singapore Teaching Practice.

Workshop 4: From Research to Practice: Leveraging Neuroscience to Enhance Teaching and Learning
Led by Dr Tan Dai Hwee, Mr Poh Meng Leng, Dr Goh Su Fen (Academy of Singapore Teachers)

Mind, Brain, and Education (MBE) is an interdisciplinary field that combines insights from neuroscience, psychology, and education. This interactive workshop offers participants a dual experience: engaging directly with an evidence-based MBE intervention followed by learning about its research outcomes. Participants will first go through the intervention study which introduces them the information processing model as a framework and practical strategies to enhance sensory register, encoding, memory storage and retrieval. They will also experience hands-on activities to reflect on their classroom practice and explore authentic applications of MBE within their specific teaching contexts. The workshop will then shift to examining the research findings from this intervention study, which investigated how it influenced teachers' attitudes, beliefs, perceived self-efficacy, and self-reported classroom practices. Using a mixed-methods approach incorporating pre- and post-workshop questionnaires alongside qualitative reflections, the study provides valuable insights into the effectiveness of professional learning interventions in promoting understanding and adoption of MBE-informed teaching practices.

Workshop 1: The Young Tembusu Programme (YTP): Scaling a Research-Informed Model for Holistic Youth Development
Led by Dr Teo Chew Lee, Dr Munirah Shaik Kadir (Centre for Research in Practice and Pedagogy, National Institute of Education, Singapore)

This presentation showcases the Young Tembusu Programme (YTP), a research-informed holiday enrichment model that provides disadvantaged youths with cognitively engaging, socially meaningful, and emotionally supportive learning experiences. Drawing on evidence from Phase 1 and Phase 2, the presentation reports promising student outcomes and offers insights for scaling holistic youth development in varied educational settings.

Workshop 2: Weaving It Together: Strategies for Supporting Numeracy, Literacy, Social-Emotional Learning, and Self-Regulation Skills in the Preschool Classroom
Led by Dr Shaun Goh, Dr David Munez, Dr Yang Yang, Dr Ng Ee Lynn (Centre for Research in Child Development, National Institute of Education, Singapore)

During the early childhood years, it is essential to support children’s holistic development and equip them with the dispositions, knowledge, and skills for lifelong learning, health, and well-being. Since developmental areas are closely interconnected, this workshop provides early childhood professionals a space to explore strategies that support children’s growth across multiple domains. Through small group discussions, participants will collaborate to design learning activities that foster children’s social-emotional competencies and self-regulation skills within numeracy and literacy contexts.

Workshop 3: The role of Artificial Intelligence in Education: A Science of Learning Perspective
Led by A/P Teo Wei Peng (National Institute of Education, Singapore)

This presentation examines how AI and cognitive neuroscience together are shaping the future of personalized teaching. While AI offers powerful tools for adaptive learning and improved performance, research shows that over-reliance on AI can weaken deep thinking, memory, and learner ownership. Drawing on findings from cognitive neuroscience, the presentation argues that AI is most beneficial when it scaffolds reasoning, reflection, and metacognitive growth rather than simply providing answers. The future of education lies in neuroscience-informed AI that supports learning needs while keeping teachers at the center of the process.

Workshop 4: Illuminating Pathways in Assessment and Evaluation
Led by A/P Chong Wan Har, Dr Tay Hui Yong, Dr Chue Kah Loong, A/P Nie Youyan, Asst/P Amelia Yeo, Asst/P Amirhossein Rasooli (Centre for Assessment & Evaluation) National Institute of Education, Singapore)

This session introduces NIE's Centre for Assessment and Evaluation (CAE) - a lighthouse guiding educators, researchers, and policymakers through the evolving landscape of assessment and evaluation. As a hub for thought leadership, knowledge production, and professional collaboration, the Centre seeks to illuminate pathways for meaningful, evidence-informed practices. In this one-hour session, participants will hear from key members about CAE’s vision, signature research themes, and programs to support multiple stakeholders to co-create new knowledge and practices.

Workshop 5: Empowering Learners through Inquiry in CCE
Led by A/P Suzanne Choo, Ms Ng May Gay, Ms Tan Fangxi (Singapore Centre for Character and Citizenship Education, National Institute of Education, Singapore)

In CCE, students explore three big ideas of identity, relationships and choices, guided by the fundamental questions of “Who am I and who do I want to be?”, “How do I relate to myself, others and the world around me?”, and “How do I choose to be and act?”. This exploration involves an inquiry process that actively engages students in making sense and meaning both individually and as a community through a multi-dimensional lens. This workshop will provide participants with a learning experience to examine the guiding principles and enablers behind the facilitation of a critical-ethical inquiry process in CCE.

Workshop 6: Using an Inquiry Approach to Support Reflective Practice Among Early Childhood Teacher Educators
Led by Dr Shaireen Selamat, Dr Yong Foong Ling (National Institute of Early Childhood Development, Singapore)

The experienced early childhood teacher educators in our organisation have rich ground experiences to support their students in developing skills related to early childhood classroom practices. However, with the rapid transformation of the early childhood sector , teacher educators are challenged to keep their practice knowledge current in line with developments in research and the field. This presentation will share how teacher educators are encouraged to undertake short attachments to maintain their knowledge currency and improve the relevance and quality of their teaching.