Personal profile
Personal profile
Dr. Xiaojing WENG currently holds the position of Research Assistant Professor in the Department of Curriculum and Instruction at The Education University of Hong Kong. She has earned a PhD degree in Education from The Chinese University of Hong Kong, a Master of Science in Educational Technology from The University of Hong Kong, and a TESOL certificate from Trinity College London. Prior to her role at EduHK, she served as a Post-doctoral Fellow at The Chinese University of Hong Kong. Xiaojing's research pursuits are centered around technology-enhanced teaching and learning, creativity, and entrepreneurship. With a keen interest in leveraging technology to foster future workforce, she is dedicated to exploring innovative teaching methods, such as digital making, that align with the demands of the modern era. Her academic journey has equipped her with a comprehensive understanding of the intricate interplay between technology, instruction, and student 21st century skills.
Research interests
- Technology-enhanced teaching and learning
- Instructional design
- Digital making
- 21st-century skills
Professional information
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
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SDG 4 Quality Education -
SDG 11 Sustainable Cities and Communities -
SDG 16 Peace, Justice and Strong Institutions
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Collaborations and top research areas from the last five years
Projects
- 1 Active
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Hybrid Regulation of Learning using Open Learner Models: Towards Supporting Students in Meaningful Learning
WENG, X. (CoI) & HOOSHYAR,, D. (PI)
01/06/24 → 31/05/29
Project: Research project
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Designing large language model-based agents with 5E framework for ESL learners’ grammar acquisition
YANG, X., WENG, X. & YANG, M., 2026, In: Computers and Education: Artificial Intelligence.Research output: Contribution to journal › Articles › peer-review
Open Access -
Effects of a self-regulated cooperative programming approach on elementary students' programming knowledge, metacognitive awareness, and self-efficacy
LIU, C., CUI, Z. & WENG, X., Feb 2026, In: Journal of Computer Assisted Learning. 42, e70167.Research output: Contribution to journal › Articles › peer-review
Open Access -
Is generative artificial intelligence (GenAI) a game changer for interdisciplinary collaborative learning in higher education?
XIA, Q., WENG, X., HUANG, W., LI, Y. L., CHENG, W. K. & CHIU, T. K. F., Jan 2026, In: Education and Information Technologies. 31, p. 143-166Research output: Contribution to journal › Articles › peer-review
1 Link opens in a new tab Citation (Scopus) -
Technology-enhanced creativity and entrepreneurship curricula in higher education: Systematic review from the perspective of self-determination theory
LI, X., WENG, X. & QU, Q., 2026, In: Thinking Skills and Creativity. 61, 102144.Research output: Contribution to journal › Articles › peer-review
Open Access -
AI competency as a catalyst for creativity and entrepreneurship: Insights from the Big Five personality traits
WENG, X., 2025, (E-pub ahead of print) In: Interactive Learning Environments.Research output: Contribution to journal › Articles › peer-review
Open Access6 Link opens in a new tab Citations (Scopus)