GIC director EUR ING Dr Man Fung Lo returned from AI Education Tour to Hangzhou, Zhejiang Province, China, and gained valuable insights into how higher education and technology enterprises are advancing technology for social good.
The Government of the Hong Kong Special Administrative Region (HKSAR) of the People’s Republic of China has allocated HKD $2 billion from the Quality Education Fund to promote digital education in primary and secondary schools. In addition, the Government of the HKSAR will release the Blueprint for Digital Education in Primary and Secondary Schools this year (The Government of the HKSAR, 2025, 2026a).
To promote knowledge exchange on AI education, the Education Bureau of the Government of the HKSAR organized a tour to Hangzhou, Zhejiang Province in late May, led by the Under Secretary for Education, Dr. Sze Chun-fai. We met with local officials and visited universities, schools and technology enterprises. The tour comprised 30 members from both the education and industry sectors, including members of the Committee on Professional Development of Teachers and Principals, representatives from higher education institutions and education professional bodies, Cyberport and the Hong Kong Productivity Council, principals of primary, secondary, and special schools, and a Legislative Council member from the education sector (The Government of the HKSAR, 2026b). I am grateful for the opportunity to have participated in the tour. Below, I will share the valuable insights and experiences I gained from our visits.
The “AI STEP” by The Zhejiang University
Zhejiang University (ZJU), founded in 1897, is one of China’s oldest and most prestigious institutions of higher education (ZJU, 2026a). ZJU launched the AI STEP program (comprising Start, Train, Explore, and Progress) to advance the next phase of AI for Education and AI in Education (ZJU, 2026b). This initiative aims to “cultivate not only core knowledge and practical skills, but also the mindset and competencies to create, collaborate, and lead in an AI-enabled world” (ZJU, 2026a, p.12).
The first stage, “Start” (Mastering Knowledge), focuses on designing and developing high-quality AI curricula and textbooks, including a university-wide compulsory AI Basics course and 158 interdisciplinary AI courses, aiming to expand students’ horizons. An example of “General Education of Artificial Intelligence” (2026), published by Zhejiang University Press, can be found here. In the second stage, “Train” (Developing Skills), ZJU has launched its next-generation AI learning platform, Zhihai (Wisdom Ocean; 智海), which equips students with state-of-the-art knowledge and skills through hands-on practice using a wide array of courses, datasets, and opportunities for low-threshold model development. The third stage, “Explore” (Fostering Innovation), provides structured student research training, faculty AI pedagogy programs, and the flagship Qizhen AI Challenge to encourage creative problem-solving and innovation. In addition, ZJU offers cross-disciplinary academic support through the development of domain-specific large models and intelligent course agents. The final stage, “Progress” (Advancing Further), advances AI education with integrated micro-majors, minors, and dual-degree programs – engaging over 10,000 students annually in interdisciplinary learning and research.
Reflecting on this initiative, I am impressed by how comprehensive and forward-thinking ZJU’s approach is in integrating AI into education at every level. The emphasis on interdisciplinary learning and hands-on experience highlights the real-world relevance of AI skills for students from all backgrounds. This program encourages me to think about how multi-stage frameworks can be used more broadly to equip learners with the skills and mindset needed to thrive in a rapidly evolving AI era.
The “Innovation Practice Base of Robotics and Intelligent Equipment” at ZJU
We also visited the Innovation Practice Base of Robotics and Intelligent Equipment at ZJU. This is a dynamic, 2,600-square-meter hub featuring multiple studios where students from various disciplines collaborate to bring innovative ideas to life (ZJU, 2025). Open 24/7, this space fosters creativity and experimentation in robotics, supported by a unique blend of hardware, software, and interdisciplinary teamwork. During the visit, I was deeply impressed by the various applications that address real-world issues and achieve “technology for social good”. Projects include smart classification of household waste, a strawberry-picking robot, a cotton-picking robot, and an egg sorting robot. This experience made me realize the importance of hands-on learning environments in nurturing future innovators. It also inspired me to think about how interdisciplinary collaboration can accelerate solutions to complex societal challenges.
Brain-computer Interface Technology at BrainCo Technology
During the tour, we visited BrainCo Technology (BrainCo; Qiangnao), one of Hangzhou’s six renowned innovation and technology enterprises (known as the Six Little Dragons of Hangzhou). Founded in 2015, BrainCo is the first Chinese team incubated by the Harvard Innovation Lab and has emerged as a global leader in non-invasive brain-computer interface technology. According to its website, its vision is “to pioneer transformative brain-computer interface technologies that unlock human potential and redefine the future of human-machine integration” (BrainCo, 2026a).
Colleagues from BrainCo demonstrated how their smart bionic technology has brought new hope to people with limb disabilities (BrainCo, 2026b). For example, the Intelligent Bionic Hand detects and interprets an individual’s neural and muscle signals to understand their movement intentions, then translates those intentions into physical actions. For those interested, BrainCo also offers the Intelligent Bionic Knee. In addition, BrainCo has developed the FocusXin Brain-Computer Interface Attention Training System to address children’s attention challenges, such as procrastination, inattentiveness in class, and mood swings. Recently, BrainCo and The Hong Kong Polytechnic University collaborated on the People-oriented Technology Programme, which aims to apply intelligent bionic hands and smart bionic knee joints in HKSAR. In the first phase of the plan, the PolyU team will provide 60 amputees in HKSAR with free intelligent bionic prostheses, along with professional assessments and rehabilitation support services (The Government of the HKSAR, 2026c).
This visit was truly inspiring, as it showcased the profound impact that innovative technology can have on improving lives. Witnessing these advancements first-hand made me reflect on the importance of interdisciplinary collaboration in driving meaningful change. It also reinforced my belief that AI and brain-computer interface technologies will play an increasingly vital role in shaping a more inclusive and supportive society.
Summary
My recent visit to Hangzhou, Zhejiang province, showcased how education and industry in China are collaborating to teach students to harness technology for social good. At Zhejiang University, innovative AI and robotics programs equip learners with knowledge, hands-on skills, and a mindset for interdisciplinary problem-solving. Visiting BrainCo Technology demonstrated life-changing brain-computer interface innovations. These experiences inspired me to promote teaching frameworks that empower the next generation to use technology creatively and ethically to address real-world challenges.
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(Image Caption: The Under Secretary for Education, Dr Sze Chun-fai, led a delegation to visit Hangzhou, Zhejiang Province on 26 May. Photo shows Dr Sze (second row, 10th right) with BrainCo company representatives and delegation members on 27 May (Image courtesy of the Government of the HKSAR)