Dr. Mingxin Liu, Professor

State Key Laboratory of Applied Organic Chemistry, Lanzhou University, Lanzhou, China

Topic: Nature-Chemistry Relationship Involving Oxygenated Organic Compounds

View More

2025 11th International Conference on Energy, Environment and Earth Sciences

May 25-27, 2025

Oxygenated organic compounds (OOC), represented by alcohols, carbonyls, and their derivatives, are ubiquitous in both synthetic realm and natural molecules. Therefore, the study of OOC serves as an ideal platform to further investigate the tie between Chemistry and Nature. During the past 5 years, we have revealed various toxicological effects of -OH functional group both in vivo and in vitro using polyethylene as the platform. In addition, we have developed a series of more sustainable synthetic methodologies for OOCs that minimize the environmental impact on nature and the society. The interdisciplinary study was aiming to further advance the development of green chemistry and strengthen the tie between the environment and the society.

Dr. Mingxin Liu was born on Oct. 1989. His B.Sc. thesis was fulfilled from Tsinghua University with Prof. Yongge Wei and Prof. Lei Liu. He then finished his PhD at McGill University supervised by Prof. Chao-Jun Li. After finishing his PhD he completed his postdoctoral study with Prof. Zetian Mi from the University of Michigan. He began his independent career as a full professor at Lanzhou University by the end of 2020. His research interest is the application of 'green' reagents in synthetic methodology and their sustainable application in Chemical Biology.

Dr. Timothy Teo, Professor

Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong SAR, China

Topic: Predicting Tertiary Students’ Adoption of AI Technologies

View More

2025 9th International Conference on Education and Information Technologies

May 23-25, 2025

This meta-analysis explores the factors influencing the acceptance of artificial intelligence (AI) among higher education students in an educational context. The current study examines individual characteristics, technological attributes, and contextual factors, as well as potential moderating effects. The findings reveal significant associations between individual factors and AI technologies. Technological attributes and contextual factors also play significant roles. Participants' characteristics, such as region distribution, education levels, and subject majors, do not heavily influence these relationships, while characteristics of AI itself, such as prior knowledge and type, moderate the associations with student acceptance. Standardized interventions can focus on key factors to enhance AI acceptance in higher education, considering students' knowledge and familiarity with AI. General-purpose AI applications that cater to diverse student needs should be prioritized, fostering a receptive and engaged student community. These findings support the integration of AI in higher education through tailored approaches and a comprehensive understanding of students' perspectives.

Dr. Timothy Teo is Professor and Associate Dean (Research) at the Faculty of Education at The Chinese University of Hong Kong (Hong Kong SAR). Having worked in Australia, Macau, New Zealand, and Singapore, Timothy was previously a Professor of Education at Murdoch University and a Distinguished Professor of Education and Associate Dean (Research and Personnel Development) at the University of Macau. In addition to his fulltime employment, Timothy holds the position of Adjunct Professor at Murdoch University (Australia), Edith Cowan University (Australia), Honorary Chair Professor at the National Tsing Hua University (Taiwan), Distinguished Visiting Professor at the University of Johannesburg (South Africa), Visiting Professor at the Universiti Tunku Abdul Rahman (Malaysia), and Adjunct Professor at the Yew Chung College of Early Childhood Education (Hong Kong). Timothy’s research interests are multi-disciplinary and include both substantive and methodological areas. These are Educational Psychology (Self-efficacy-teachers and students; Beliefs about teaching and learning; Meta-cognition), ICT in Education (Technology acceptance and adoption; e-learning), Music Education (Psychological processes of music teaching and learning), and Quantitative Methods (Psychometrics; Instrument development and validation; cross-cultural measurement; issues in survey development and administration; structural equation modeling; multilevel modeling; latent growth modeling). Timothy is Editor-in-Chief of The Asia-Pacific Education Researcher (TAPER) (WOS Q1) and a member of over 10 journal editorial boards. A highly published and cited scholar, Timothy has edited three books. written many book chapters and conference papers, and published over 220 journal articles, with 173 in highly ranked SSCI journals. His Google Scholar citations are over 24,500 with an H-index of 81. In 2024, Prof Timothy Teo was ranked #53 out of the top 100 Education scholars in the world by a report from Stanford University (USA). Also, in a recent release of the 2024 Edition of Ranking of Best Scientists in the field of Social Sciences and Humanities (Research.com), Professor Timothy Teo is ranked #886 in the world and #9 in China.

Dr. Shadiev Rustam Narzikulovich, Professor

College of Education, Zhejiang University, Hangzhou, China

Topic: Empowering Global Learning Through AI: Innovations for Cultivating Global Citizenship

View More

2025 9th International Conference on Education and Information Technologies

May 23-25, 2025

This keynote address explores the pivotal role of artificial intelligence (AI) in transforming education, with a particular emphasis on advancing global citizenship. Drawing on insights from recent empirical research, it demonstrates how AI-powered technologies can enhance learning experiences and foster intercultural competencies. In an era of growing global interconnectedness, nurturing global citizenship has become imperative. To meet this need, we designed immersive learning environments where students from China and various other countries engaged in dynamic exchanges. These activities encouraged participants to share cultural knowledge and perspectives on global citizenship, enriching their appreciation of diverse viewpoints. AI technologies served as integral components of these environments. They supported learners by enhancing their understanding of course materials, delivering accurate and timely answers to queries, and providing reliable guidance throughout the learning process. These tools also proved instrumental in fostering cross-cultural understanding, improving communication skills, and enabling students to collaborate effectively with peers from different cultural contexts, even when communicating in their native languages. This speech highlights the transformative impact of AI on educational practices and offers practical strategies for educators and researchers aiming to embed AI tools into global citizenship education initiatives.

Dr. Shadiev Rustam Narzikulovich is currently a tenured professor at the College of Education, Zhejiang University (China), specializing in advanced learning technologies for language learning and cross-cultural education. He earned his Ph.D. in Network Learning Technology from Taiwan Central University (China) in 2012. He is a Fellow of the British Computer Society, a Senior Member of the Institute of Electrical and Electronics Engineers (IEEE), and a member of the Association for Computing Machinery (ACM). In 2019, he was honored with the title of Distinguished Professor of Jiangsu Province (China). Additionally, he has been recognized as one of the most cited Chinese researchers in the field of education by Elsevier, Scopus, and Shanghai Ranking for four consecutive years, from 2020 to 2023. He was also listed among Stanford/Elsevier’s Top 2% Scientists in the field of education and educational research in 2023 and 2024. He serves on the Editorial Board of several prestigious journals, including the Journal of Educational Technology & Society, the Journal of Computer Assisted Learning, and Smart Learning Environments. He also guest edits special issues for various esteemed journals, such as the Journal of Educational Technology & Society, Sustainability, and Frontiers in Psychology.