MOE 演講稿 · 2026-04-01
教育部長李智陞先生在海峽時報（ST）教育論壇「高等教育中的人工智慧——炒作還是希望」的講話
要點
- • 教育部的「四項學習」框架指導學生的AI準備：學習什麼是AI、學習如何使用AI、與AI共學，以及超越AI而學以保持人類掌控。
- • 小學從小學四年級開始系統地引入AI，採取密切監督和低初期接觸，隨後根據教學實踐逐步增加使用。
- • 新加坡國立大學的AI評分工具用於英文能力測試，每年為3000多名學生評分，準確率達95%以上，每年節省超過100個工作日。
- • 教育區分了「橫向」AI能力（AI擅長的通用任務如寫作和總結）和「縱向」能力（需要人類判斷的領域專業知識）。
- • 未來的課堂和校園模式以四項關鍵轉變為中心：基於探究的學習、實踐應用、跨學科協作和對變化需求的適應性。
完整譯文（繁體中文）
MOE 英文原文譯文 · 翻譯日期: 2026-08-24
Karamjit Kaur女士，《海峽時報》副編輯。我的各位對話嘉賓
1. 下午好。很高興能與你們和我們的對話嘉賓一起討論人工智慧對我們教育格局的影響。
2. 事實上，幾周前我在愛沙尼亞的塔林參加了國際教學專業峰會（ISTP）。我們在新加坡面臨的挑戰和問題，無論是在普通教育還是高等教育領域，對我們來說並非獨有的。這些問題正在世界各地被應對。
3. 人工智慧以驚人的速度發展，生成式人工智慧系統現在已廣泛可供學生、教育工作者和工作人員使用。因此，我們可以預期我們學習、工作和生活的方式會發生重大變化。其中一些變化將會突然爆發，而一些則會緩慢蔓延。
4. 這給我們提出了根本性的問題：如果思考和行動越來越可以由機器完成，那麼作為人類、作為個人，我們的角色將是什麼？
5. 那麼，我們的高等教育機構（IHL）的角色是什麼？這些機構長期以來一直致力於為我們的人民提供知識、技能和價值觀，以便他們能夠茁壯成長。
6. 要回答這個問題，回顧教育如何演變可能會很有用。教育系統從來都不是靜止的。它們一直在隨著社會、經濟和技術的變化而不斷適應。
7. 中世紀歐洲最早的大學，如牛津大學，是以對話和辯論為中心的小型學術共同體。學習通過講座和口頭答辯進行。當時知識稀缺，通過手寫手稿仔細傳遞。
8. 幾個世紀後，歐洲和美國研究型大學的興起改變了我們所知的高等教育。
9. 實驗室、科學探究和學科專業化蓬勃發展——特別是在工業時代和20世紀科學和工程進步的時期。
10. 大學成為不僅傳承知識，而且創造知識的場所。
11. 在新加坡，我們的高等教育機構（IHL）也同樣隨著時間的推移而演變。
12. 我們的大學最初專注於基礎學科，培訓新興國家所需的專業人員。
13. 隨著時間的推移，我們通過加強跨學科學習、建立研究能力以及通過新加坡理工學院（SIT）和新加坡社科大學（SUSS）等大學開發應用途徑來擴充套件和多樣化。
14. 同樣，我們的理工學院和工教院（ITE）最初成立是為了培訓技術技工以支援新加坡的工業化。
15. 這些機構隨後從純粹提供技術培訓發展為在包括藝術、設計和媒體、商業、衛生科學等眾多學科中培養工作準備就緒的畢業生。
16. 我們還加強了繼續教育和培訓（CET），我們的高等教育機構在SkillsFuture運動中發揮了重要作用。
17. 在技術週期變短的時代，終身學習變得越來越重要，我們需要不斷更新我們的知識和技能。
18. 今天，我們正在見證又一次重大的技術轉變。
19. 在短短幾年內，我們看到了人工智慧系統變得有多麼強大和廣泛。ChatGPT已成為家喻戶曉的名字，每一代新的生成式人工智慧模型都比前一代更強大。
20. 這些發展既帶來了機遇也帶來了風險。
21. 對於我們的學生來說，人工智慧可以提供更個性化和定製的教育體驗。然而，也存在這樣的風險：人工智慧可能成為繞過思考和學習的捷徑，導致認知解除安裝，使學生對人工智慧輸出過度依賴或信任。
22. 對於勞動力來說，人工智慧可以增強人類能力，使工作者的生產力大幅提高。
23. 這對新加坡等小國特別有價值。
24. 但人工智慧也可能造成經濟混亂，實質上重塑工作角色和需求的技能。
25. 這些機遇和風險促使我們所有人做出反應。無論我們是否準備好，人工智慧已經來臨，並且正在快速發展——我們的學生已經在使用它，公司正在競相將人工智慧融入他們的工作流程。
26. 但前進的道路並不清晰，即使行業領導者對人工智慧將如何完全改變他們的部門也不確定。
27. 因此，我們必須摸著石頭過河，不能採取觀望的態度。在我們的學校和高等教育機構（IHL）中，我們需要學習、適應和成長。
28. 我們的學校必須幫助我們的學生進入勞動力市場，準備好在人工智慧時代增加價值。
29. 我們還必須通過繼續教育和培訓（CET）幫助現有工作者提升技能，用明天工作所需的新技能來增強他們的經驗和技能。
30. 那麼問題是——我們如何實現這一點？
31. 越來越多的，我們的工作將從知識的常規應用轉向判斷、創意和創新、建立關係以及與人和智慧系統的協作。
32. 為了更好地理解AI如何重塑工作，有必要區分一些人所說的「水平」和「垂直」能力。
33. 水平能力是指跨越許多工作的廣泛、通用任務——例如寫作、總結資訊或準備簡報。這些是AI已經非常有效並快速改進的領域。
34. 另一方面，垂直能力是特定領域的，建立在深層專業知識基礎上。它們涉及在複雜的現實世界環境中應用知識，其中判斷、經驗和責任至關重要。這種垂直專業知識仍然更難被複制。
35. 這就是為什麼教育必須有意圖地演變。
36. 我們必須不僅要讓學生具備使用「水平」AI工具的能力，而且要讓他們具備在「垂直」應用中良好使用這些工具的深厚知識、經驗和判斷力，這些應用將成為真正的遊戲改變者。
37. 為了指導我們如何開發這些能力，教育部推出了一個我們稱之為四個「學」的共同框架，以使我們的學生為AI做好準備。它們是什麼？
38. 首先，學習關於AI。學生需要了解什麼是AI、它如何工作、它的影響是什麼以及它的限制是什麼。隨著技術的發展，這些內容仍在不斷變化。
39. 第二，學習如何使用AI。學生將學習如何有效且負責任地利用AI工具。
40. 第三，與AI一起學習。教育工作者將在教學和學習中融入AI，以增強我們的學生成果和學習。
41. 第四，最重要的是，超越AI學習，以便我們保持技術的主人。當AI可以即時產生輸出時，評估、質疑和對這些輸出負責的能力變得不可或缺。
42. 我們的學校和高等學府必須繼續在學生身上培養這些人類能力。這些能力必須在教育的不同階段逐步建立。
43. 在每個階段，我們必須努力建立牢固的基礎。學生必須首先在核心概念和深入的學科知識中建立堅實的基礎。
44. 即使在資訊可以輕鬆訪問或由AI生成的時代，這些基礎知識仍然是必不可少的。
45. 實際上，我們認為那些最能夠使用AI的人是那些具有最深層專業知識的人，因為他們可以提出更好的問題、更批判性地解釋輸出、有意義地應用它們，並利用AI來突破界限。
46. 除了深入的知識外，我們還必須磨練深層直覺、加強批判性思維，並讓學生紮根於強有力的道德和倫理判斷。
47. 因此，我們一直致力於仔細調整我們的方法：
48. 對於年幼的學生，我們將優先學習基礎知識。大部分內容涉及觸覺學習、在課堂和戶外課堂中的真實世界物理學習。
49. 因此，我們僅在小學4年級引入AI，在密切監督下進行，接觸程度低。
50. 此後，我們根據教學實踐逐步增加AI的使用。在這個階段，AI應該像教師一樣運作——促使學生思考並向他們提問、指導他們進行學習——而不是直接給予答案或提供懶惰的捷徑。
51. 在高等學府級別，學生必須一方面利用AI，另一方面加深獨立思維——學會自信地質疑、分析、建立和交流。
52. 綜合起來，這些轉變將從根本上重塑課堂和校園。未來的課堂和校園需要以四個關鍵轉變為基礎：探究、應用、協作和適應性。
53. 為了實現這一願景（這是正在進行的工作），我們必須重新思考教育工作者如何教授學生和開展工作，涵蓋三個主要領域。
54. 首先，AI用於生產力。我們的教育工作者和機構必須找到利用AI的方法來改進他們在高等學府的管理、減少重複任務，或進行設定以便教育工作者能夠專注於教學，從而釋放頻寬來專注於與學生在教室和實驗室中的有意義互動。
55. 例如，NUS、NTU、SIT和SUTD的教育工作者已經開始使用AI工具來支援學生作業的評分。
56. NUS用於評分英語能力測試的AI工具每年用於評分超過3,000名學生，確保準確率超過95%，每年的時間節省超過100個人·天。
57. 對於學生來說，AI評分還提供了更高的一致性和更公平的結果，因為AI不會顯示評分者間的變異性。
58. 儘管如此，所有AI輔助評分仍然必須由教育工作者審查和監督，他們最終保留對最終成績準確性的完全責任。這對我們的學生很重要。
59. 我們在ITE的同事也獲得了AI工具，例如D2L Lumi Pro，這些工具幫助教育工作者生成其教學材料的初稿，他們可以根據學生的學習需求進行調整和定製。
第二，用於教學的人工智慧。我們必須重新思考教學和學習的進行方式。例如，通過將人工智慧工具直接融入教學和學習中，同時建立適當的防護措施。
我們五所理工學院——南洋理工學院、義安理工學院、共和理工學院、新加坡理工學院和淡馬錫理工學院——的講師們啟動了他們所稱的「聯合理工學院教育人工智慧（AiE）」專案，他們利用人工智慧更好地、更系統地早期識別和支援有風險和成績不理想學生的學習需求，併為這些學生支援資料驅動教學策略的設計。
在新加坡社會科學大學，他們設計了「自適應學習系統」來診斷學習差距，並通過提供個性化支援（如提示和反饋）幫助學習者提升他們的能力。
我們也可能看到人工智慧賦能的作業興起，學生根據他們與人工智慧協作解決問題或建立產品的有效性進行評估。
第三，人工智慧賦能。我們的課堂必須為學生裝備好在人工智慧改造的世界中取得成功的能力，其中工作和產業將快速發展。
這包括培養學生在自己學科範圍內有意義地應用人工智慧的能力。
在新加坡科技設計大學，其城市科學、政策與規劃碩士學生設計並主持了一個使用他們自己定製建立的人工智慧代理的總體規劃講習班。學生使用生成式人工智慧將參與者的想法瞬間轉換為視覺效果，提高了討論的質量，因為參與者可以超越僅僅對話，轉而看到並想象他們的想法可能看起來的樣子。
人工智慧代理也可以提供關於這些想法在技術和基礎設施角度是否可行的反饋。想象一下這會給教師和講師帶來什麼能力。
在新加坡管理大學，其「用人工智慧講故事」課程的學生使用人工智慧生成高質量的多媒體內容，無需廣泛的預算或拍攝資源。這使他們能夠更頻繁和更密集地學習。
為了讓你更好地瞭解這是什麼樣的，而且因為新加坡管理大學是我們的主辦方，我們提出了請求，新加坡管理大學為你準備了一部短影片供觀看。
這是我們高等教育機構師資正在試驗、嘗試和融合人工智慧以促進學習的一個例子。
除了教學生如何在各自領域使用人工智慧外，我們還需要加強學生的21世紀能力和人工智慧今天不易複製的獨特人類能力，如批判性思維、自信溝通和跨文化理解。
我們的高等教育機構認識到這一點的重要性。
例如，淡馬錫理工學院的畢業生獲得了正式的技能成績單，與學術成績單一起，展示技術技能以及軟技能和課外成就。
新加坡管理大學的課外活動成績單類似地展示了畢業生通過課外參與所開發的軟技能。
我們還必須在學生畢業後長期賦能他們。隨著技能需求繼續演變，工作者需要在整個職業生涯中不斷提升技能。
上月，我們宣佈了支援新加坡職場工作者這樣做的舉措，包括由技能未來和新加坡理工學院開發的簡單自診斷工具，幫助個人瞭解他們的人工智慧就緒水平，以便他們可以被指向針對其理解水平的課程。
從今年下半年開始，我們所有的高等教育機構將為其校友提供精選的人工智慧相關課程，享受顯著折扣，為期一年。
這些舉措將幫助我們的工作者在人工智慧普遍的經濟中重新整理他們的技能。
為了將新加坡定位在高等教育人工智慧的前沿，我們將建立一個新的高等教育人工智慧委員會，領導我們高等教育機構的下一階段轉型。
今天，我們的自主大學、理工學院和工藝教育學院已經擁有各種工作小組，這些小組彙集了教師——不僅在各自機構內，還在機構間——分享人工智慧採用的最佳實踐，我們已經看到它們如何幫助加快各機構間的學習和創新。
然而，隨著人工智慧不斷迅速發展並重塑教育格局，需要在系統層面做更多工作，以在整個高等學習領域集體識別機遇並應對挑戰。
因此，我們加倍努力，通過建立這個新的高等教育人工智慧委員會來加強我們的工作，我將擔任主席。
該委員會還將包括教育部高階政務次長普傑立醫生，以及我們自主大學的校長和所有理工學院和工藝教育學院的校長和執行長。
為了推動對高等教育人工智慧更具戰略性和協調的方法，該委員會將服務於兩個關鍵目的。
首先，提供戰略方向、方向引導和監督，以加強我們的高等教育機構在關鍵人工智慧優先事項上的協調和協作，即使每個高等教育機構繼續用人工智慧進行實驗和創新。
其次，深化我們的高等教育機構之間在高等教育中使用人工智慧的最佳實踐、經驗和新興發展的分享。
通過在領導層加強分享和協調，以及支援技術和工作層面的工作小組架構，我們可以基於現有努力並以更大的目標和雄心邁進，不僅適應變化，而且當我們校園的高等學習未來演變時積極主動地塑造它。
除了建立高等教育人工智慧委員會外，教育部我的同事還將加強關於人工智慧如何能推進高等教育階段教學和學習的研究，通過支援我們高等教育研究基金的機構間人工智慧專案。
這將彙集教育工作者和研究人員，探索創新的學習方法，就什麼有效生成證據，並將這些洞察轉化為我們機構的教學實踐。
這項高等教育部門的工作也支援我們更廣泛的國家人工智慧戰略，這將由新的國家人工智慧理事會領導，由總理黃循財擔任主席。
總而言之，新加坡在教育中應用人工智慧的方法既不應該危言聳聽，也不應該自滿。我們將繼續謹慎地進行實驗，作為整體系統快速學習，必要時進行調整。
那麼，正如今天會議的主題所問的「高等教育中的人工智慧是炒作還是希望」？我認為這取決於我們如何回應。
如果我們把人工智慧當作捷徑，僅僅用來繞過思考，我們就會削弱教育的根本目的。但如果我們把人工智慧當作催化劑，一種使教育中真正重要的東西更加敏銳的工具，它就能加強我們的高等學府（IHLs）並強化我們的人民。
應對這一轉變需要集體努力。政府機構、我們的高等學府（IHLs）、產業合作伙伴、教育工作者和學生本身必須合作，分享觀點，負責任地開展實驗，並分享來自全球發展的學習要點。這將有助於確保新加坡在受人工智慧影響的世界中保持競爭力。
因此，在這方面，我重視你們在稍後對話中的觀點和想法。謝謝。
英文原文
MOE 官網原始記錄 · 抓取日期: 2026-08-24
Ms Karamjit Kaur, Associate Editor, The Straits Times My fellow panellists
1. Good afternoon. I'm very glad to be here with you and our panellists to discuss the impact of AI on our education landscape.
2. In fact, a couple of weeks ago I was in Tallinn, Estonia, for the International Summit on the Teaching Profession (ISTP). The challenges and issues that we are grappling with here, both in general education and higher education in Singapore, are not unique to us. They are issues that are being grappled with all around the world.
3. AI is advancing at a remarkable speed, and Generative AI systems are now widely accessible to students, educators, and workers. So, we can expect big changes in how we learn, work, and live. Some of it will just explode at the seams, and some of it will be incremental creep.
4. This raises fundamental questions for us: If thinking and doing can increasingly be done by machines, what would our role be as humans, as people?
5. And what is the role of our Institutes of Higher Learning (IHLs), which have long been central to nurturing our people with the knowledge, skills and values to thrive?
6. To answer this, it might be useful to step back and consider how education has evolved. Education systems have never been static. They have continually adapted alongside changes in society, economy and technology.
7. The earliest universities in medieval Europe, such as Oxford, were small scholarly communities centred on dialogue and debate. Learning took place through lectures and oral defences. Knowledge then was scarce and carefully transmitted through handwritten manuscripts.
8. Centuries later, the rise of research universities across Europe and America transformed higher education as we know it.
9. Laboratories, scientific inquiry, and disciplinary specialisation flourished – particularly as science and engineering advanced during the Industrial Age and the 20 th century.
10. Universities became not just places to transmit knowledge, but to create it.
11. And in Singapore, our IHLs have similarly evolved over time.
12. Our universities began by focusing on foundational disciplines, training professionals needed for a fledging nation.
13. Over time, we have expanded and diversified by strengthening interdisciplinary learning, building research capabilities, and developing applied pathways through universities like SIT and SUSS.
14. Likewise, our Polytechnics and ITE were first established to train skilled technicians to support Singapore's industrialisation.
15. These institutions have since evolved from purely providing technical training to preparing work-ready graduates in a wide range of disciplines including the Arts, Design and Media, Business, Health Sciences and so on.
16. We have also strengthened Continuing Education and Training (CET), with our IHLs playing a major role in our SkillsFuture movement.
17. Lifelong learning is increasingly important in an era where technological cycles are getting shorter, and we need to constantly refresh our knowledge and skills.
18. Today, we are witnessing yet another major technological shift.
19. In just a few years, we have seen how powerful and widespread AI systems have become. ChatGPT has become a household name, and each new generation of Generative AI models is becoming more capable than the previous.
20. These developments present both opportunities and risks.
21. For our students, AI can provide more personalised and tailored educational experiences. However, there is also a risk that AI may become a shortcut that bypasses thinking and learning, and causes cognitive offloading, and that students become overly reliant or trusting of AI output.
22. For the workforce, AI can augment human capabilities, enabling workers to be far more productive.
23. This is particularly valuable for small countries like Singapore.
24. But AI can also create economic disruption, substantially reshaping job roles and the skills in demand.
25. These opportunities and risks compel all of us to respond. Whether we are ready or not, AI is here to stay, and it is advancing rapidly – our students are already using it, and companies are racing to incorporate AI into their workflows.
26. But the path ahead is not clear, with even industry leaders uncertain about how AI will fully transform their sectors.
27. So, we must feel the stones as we cross the river, and cannot take a wait-and-see approach. Across our schools and IHLs, we need to learn, adapt, and grow.
28. Our schools must help our students emerge into the workforce ready to add value in an AI age.
29. We must also help our existing workers upskill through CET to augment their experience and skills with new skills needed for tomorrow's jobs.
30. And so the question is – how will we do this?
31. Increasingly, our work will move away from routine application of knowledge, towards judgement, creativity and invention, relationship-building, and collaboration, with both people and intelligent systems.
32. To better understand how AI is reshaping work, it is useful to distinguish between what some have described as "horizontal" and "vertical" capabilities.
33. Horizontal capabilities are broad, general tasks that cut across many jobs – such as writing, summarising information, or preparing presentations. These are the areas where AI is already highly effective, and improving very rapidly.
34. Vertical capabilities, on the other hand, are domain-specific and built on deep expertise. They involve applying knowledge in complex, real-world contexts, where judgement, experience, and responsibility matter. Such vertical expertise remains harder to replicate.
35. This is why education must evolve in a deliberate way.
36. We must equip students not just with the abilities to use "horizontal" AI tools, but with the depth of knowledge, experience and judgment to use them well in "vertical" applications that will be true game-changers.
37. To guide how we develop these capabilities, MOE has introduced a common framework that we call the four 'Learns', to enable our students to be AI-ready. What are they?
38. First, learn about AI . Students need to know what AI is, how it works, what its impact is, and what its limitations are. And this continues to be dynamic as technology evolves.
39. Second, learn how to use AI . Students will learn how to harness AI tools effectively and responsibly.
40. Third, learn with AI . Educators will incorporate AI in teaching and learning to enhance our student outcomes and learning.
41. Fourth, and most importantly, learn beyond AI so we remain masters of technology. When AI can produce outputs instantly, the ability to evaluate, challenge, and take responsibility for those outputs become indispensable.
42. Our schools and IHLs must continue to nurture precisely these human capabilities in our students. These capabilities must be built progressively across different stages of education.
43. At every stage, we must try to build strong foundations. Students must first develop a firm grounding in core concepts and deep disciplinary knowledge.
44. Even in an age where information can be easily accessed or generated by AI, these fundamentals remain essential.
45. In fact, we think that those who are best able to use AI are those with the deepest expertise, because they can ask better questions, interpret output more critically, apply them meaningfully, and use AI to push the boundaries.
46. Beyond deep knowledge, we must also hone deep instinct, strengthen critical thinking, and ground students in strong moral and ethical judgement.
47. Hence, we have sought to carefully calibrate our approach:
48. For younger students, we will prioritise learning the fundamentals first. And so a lot of that has got to do with tactile learning, real world physical learning in the classroom and in the outdoor classroom.
49. So, we introduce AI only at Primary 4, under close supervision and with low exposure.
50. Thereafter, we increase AI usage progressively, grounded in pedagogical practice. At this stage, AI should seek to function like a teacher – prompting students to think and asking them questions, guiding them to derive learning – rather than spoon feeding answers or giving lazy shortcuts.
51. At the IHL level, students must both leverage AI on one hand and deepen independent thinking on the other – learning to question, analyse, and create and communicate with confidence.
52. Taken together, these shifts will fundamentally reshape the classroom and the campus. The classroom and campus of the future will need to be anchored in four key shifts: Inquiry, Application, Collaboration, and Adaptability.
53. To bring this vision to life, and this is a work in progress, we must rethink how educators teach their students and do their work, across three main areas.
54. First, AI for productivity . Our educators and institutions must find ways to harness AI to improve their administration in the IHLs, to reduce repetitive tasks, or to set up so that they then can go in to teach, so that educators can free up bandwidth to focus on meaningful interactions with students in classrooms and laboratories.
55. For example, educators in NUS, NTU, SIT, and SUTD have begun using AI tools to support the grading of student work.
56. NUS's AI tool to grade English Competency Tests has been used to grade over 3,000 students per year with an assured accuracy of beyond 95%, and the time saving is more than 100 man-days per year.
57. For students, the AI marking also provides higher consistency and fairer outcomes, since AI does not show inter-rater variability.
58. Notwithstanding this, all AI-assisted grading will and must still be reviewed and supervised by educators, who ultimately retain full responsibility for the accuracy of the final grades. And this is important for our students.
59. Our colleagues at ITE are also provided with AI tools such as D2L Lumi Pro, which help educators generate the first cut of their teaching materials, which they can then adjust and customise based on the learning needs of their students.
60. Second, AI for pedagogy . We must reimagine how teaching and learning take place. For example, by incorporating AI tools directly into teaching and learning, with appropriate guardrails in place.
61. Lecturers in our five Polytechnics – Nanyang Polytechnic, Ngee Ann Polytechnic, Republic Polytechnic, Singapore Polytechnic and Temasek Polytechnic – embarked on what they call the Joint Polytechnic Analytics in Education (AiE) project, where they use AI to better and more systematically identify and support the learning needs of at-risk and underperforming students early, and support the design of data-informed teaching strategies for these students.
62. At SUSS, they designed the Adaptive Learning System to diagnose learning gaps and help our learners level up their competencies by providing individualised support such as hints and feedback.
63. We may also see a rise of AI-enabled assignments, where students are assessed on how effectively they collaborate with AI to solve problems or create products.
64. Third, AI for empowerment . Our classrooms must equip students with the capability to succeed in an AI-transformed world, where jobs and industries will evolve rapidly.
65. This includes building up students' ability to apply AI meaningfully within their own disciplines.
66. At SUTD, its Urban Science, Policy & Planning Masters students designed and facilitated a master-planning workshop using their own custom-built AI agents. The students used Generative AI to translate participants' ideas into visuals instantly, enhancing the quality of discussions as participants can move beyond mere dialogue to seeing and visualising how their ideas might look like.
67. The AI agents can also provide feedback on whether the ideas are feasible from the technical and infrastructural angle. And imagine the capabilities this gives the teachers and lecturers.
68. At SMU, its students in the "Storytelling with AI" course use AI to generate high-quality multimedia content without the need for extensive budgets or filming resources. And this allows them to learn more frequently and learn more intensively.
69. To give you a better sense of what this looks like, and because SMU is our host, we made a request, and SMU has prepared a short for your viewing.
70. This is an example of how our IHL faculties are experimenting, trying and weaving AI to enable learning.
71. Beyond teaching students how to use AI in their respective domains, we also need to strengthen students' 21 st century competencies and uniquely human abilities that AI cannot easily replicate today, such as critical thinking, confident communication, and cross-cultural understanding.
72. Our IHLs recognise the importance of this.
73. For example, graduates from Temasek Polytechnic receive an official skills transcript alongside their academic transcript, which showcases both technical skills as well as soft skills and co-curricular achievements.
74. SMU's Co-Curricular Transcript similarly showcases soft skills that graduates have developed through their co-curricular participation.
75. We must also empower our students long after they have graduated. As skills demands continue to evolve, workers will need to upskill all through their careers.
76. Last month, we announced moves to support Singaporeans in the workplace to do this, including a simple self-diagnostic tool developed by SkillsFuture Singapore and the Singapore Institute of Technology to help individuals understand their AI readiness levels, so that they can be directed to courses pegged at their level of understanding.
77. And from the second half of this year, all our IHLs will offer selected AI-related courses at significant discounts for their alumni, for a period of one year.
78. These moves will help our workers refresh their skills in an AI-pervasive economy.
79. To position Singapore at the forefront of AI in Higher Education, we will establish a new Committee for AI in Higher Education to spearhead the next phase of transformation across our IHLs.
80. Today, our Autonomous Universities, Polytechnics, and ITE already have various workgroups that bring faculty members together – not just within their institution, but across institutions – to share best practices in AI adoption, and we have seen how they helped to accelerate learning and innovation across institutions.
81. However, as AI continues to evolve rapidly and reshape the education landscape, more needs to be done at the system-level, to identify opportunities and address challenges collectively across the whole higher learning landscape.
82. Hence, we are doubling down our efforts by establishing this new Committee for AI in Higher Education, which I will chair.
83. This Committee will also include Senior Minister of State for Education Dr Janil Puthucheary, as well as the Presidents of our Autonomous Universities and the Principals and CEOs of all our Polytechnics and ITE,
84. To drive a more strategic and coordinated approach towards AI in Higher Education, this Committee will serve two key purposes.
85. First, to provide strategic direction, steer and oversight, so as to strengthen coordination and collaboration across our IHLs on key AI priorities, even as each IHL continues to experiment and innovate with AI.
86. And second, to deepen sharing of best practices, experiences, and emerging developments in the use of AI in higher education among our IHLs.
87. By strengthening sharing and coordination at the leadership level, and supporting the architecture of workgroups at the technical and working level, we can build on existing efforts and move with greater purpose and ambition, not only adapting to change but seeking to shape it proactively as the future of higher learning in our campuses evolve.
88. Beyond establishing the Committee for AI in Higher Education, my colleagues at MOE will also strengthen research on how AI can advance teaching and learning at the tertiary level, by supporting inter-IHL AI projects through our Tertiary Education Research Fund.
89. This will bring together educators and researchers to explore innovative approaches to learning, generate evidence on what works, and translate these insights into teaching practice across our institutions.
90. This work within the higher education sector also supports our broader AI national efforts, which will be spearheaded by the new National AI Council, chaired by PM Lawrence Wong.
91. To sum up, Singapore's approach to AI in education must neither be alarmist nor complacent. We will continue to experiment carefully, learn quickly as a whole system, and adjust where necessary.
92. So, is "AI in higher education hype or hope" as the theme of today's conference asks? I would say that it depends on how we respond.
93. If we treat AI as a shortcut, to simply bypass thinking, we will diminish the very purpose of education. But if we treat AI as a catalyst, a tool to sharpen what truly matters in education, it can strengthen our IHLs and strengthen our people.
94. Navigating this transformation requires collective effort. Government agencies, our IHLs, industry partners, educators, and students themselves must work together to share perspectives, experiment responsibly, and share learning points from global developments. This will help ensure that Singapore remains competitive in an AI-impacted world.
95. So in that regard, I value your views and ideas during the dialogue later. Thank you.