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Assistant Professor

Nadya Shaznay Patel

Assistant Professor
Doctor in Education (Applied Linguistics), University College London, United Kingdom
Cluster:
Business, Communication and Design
Email
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Biography

Dr Nadya Patel, an Assistant Professor in the Business, Communication and Design cluster at the Singapore Institute of Technology, has had the privilege of accumulating over twenty years of experience as an educator, researcher and trainer. With a passion for critical design futures thinking for interdisciplinary learning, she co-develops design innovation and multimedia design modules that aim to develop learners' critical competence, design dexterity and futures flexibility for innovation. At the invitation of local and international institutions, she regularly facilitates professional development workshops on pedagogical approaches to improve teaching and learning practices. Committed to bridging the research-practice gap, she engages industry partners in applied research projects that leverage on her expertise in learning and development and interest in GenAI applications. Over the years, she has worked with industry partners like JurongHealth Academy, Ng Teng Fong General Hospital, AstraZeneca, UOB, Social Service Institute to offer industry-relevant workshops on design innovation, designing futures with GenAI, empathetic leadership communication, and corporate coaching and mentoring.

Dr. Nadya Patel graduated with a Doctor in Education from University College London, and in 2024 a Master degree (with Distinction) in Digital Management is a testament to her unwavering commitment to lifelong learning. Previously, she was a Research Fellow with the Centre for Pedagogy and Practice at Nanyang Technological University, where she was involved in two nationwide research studies, including the CORE study on the impact of national initiative TLLM on teaching and learning in schools, and the Singapore Kindergarten Impact Project (SKIP). Her research interests include Critical Design Futures thinking, GenAI applications, transdisciplinarity, creativity and entrepreneurial readiness.

Over the years, Dr Nadya has received teaching excellence and commendation awards from SIT, NUS, a graduate research award from NIE-NTU and an innovation commendation PS21 ExCEL (Excellence through Continuous Enterprise and Learning) award for MOE. She is a well-regarded educator, highly-rated workshop facilitator and regular presenter at international educational conferences. A teacher-researcher at heart, Dr Nadya endeavours to remain at the forefront of transformational pedagogical approaches that leverage emerging technologies and transdisciplinary learning.

SIT Appointments

  • Assistant Professor
    – Present

Education

  • Master of Arts (With Distinction) in Digital Management
    Teesside University , Singapore
  • Doctor in Education (Applied Linguistics)
    University College London , United Kingdom
  • Master of Education (English Language)
    Nanyang Technological University , Singapore
  • Bachelor of Arts (English Language Education)
    Nanyang Technological University , Singapore

Achievements

  • Commendation Letter - Nomination for SIT Teaching Excellence Award (AY2023)
    –
  • BCD Cluster Excellence in Teaching Award (AY2023)
    –
  • SIT Teaching Excellence Award (AY2022)
    –
  • CELC-NUS Teaching Excellence Commendation Award 2020
  • CELC-NUS Teaching Excellence Commendation Award 2018
  • CELC-NUS Teaching Excellence Commendation Award 2014
  • Best Graduate Student Research for paper submitted at Redesigning Pedagogy International Conference 2013
  • Certificate of Recognition for the ‘Outstanding Innovation Activist’ (MOE) at PS21 ExCEL (Excellence through Continuous Enterprise and Learning) Convention 2009

Professional Certification

  • Strategic Foresight
    Future Today Strategy Group (FTSG)
    –
  • Speculative Design Masterclass
    School of Critical Design, London
    –
  • Business Transformation and Innovation
    Hyper Island Institute of Education (APAC)
    –
  • Future Scenarios (Futures Thinking) Course
    Hyper Island Institute of Education (APAC)
    –
  • Intelligent Machines (Artificial Intelligence & Digital Prototyping) Course
    Hyper Island Institute of Education (APAC)
    –
  • Certified Metaverse Expert™
    Blockchain Council
    –
  • Humans or Customers (Design Thinking) Course
    Hyper Island Institute of Education (APAC)
    –
  • Radical Perspectives (FinTech) Course
    Hyper Island Institute of Education (APAC)
    –
  • Leading Teams Course
    Hyper Island Institute of Education (APAC)
    –

Corporate Experience

  • Honorary Principal Consultant Pagasa Labs
    Present
  • Co-founder Teach the Future (Singapore)
    Present
  • Editorial Board - International Journal of TESOL Studies (IJTS), International TESOL Union
    Present
  • Reviewer for Journal - Asian Journal of the Scholarship of Teaching and Learning
    Present
  • Reviewer for Journal - Pedagogies: An International Journal (Taylor and Francis) Print ISSN: 1554-480X Online ISSN: 1554-4818
    Present
  • Invited Speaker for JurongHealth Managers' Engagement Forum. Design Thinking for Healthcare Innovation. Ng Teng Fong General Hospital.
    –
  • Invited Speaker for “Wag MatakOAT! Maki-Blended! (Re)Designing Courses For Blended Learning" Office for the Advancement of Teaching - OVCAA, UP Diliman, Philippines
    –
  • Invited Speaker for Singtel Group Learning Fiesta at 8 George Singtel Learning Centre. Workshop facilitation on Tackling Crucial Conversations with Empathy.
    –
  • Invited Speaker for Chartered Secretaries Institute of Singapore (CSIS) 6th CSPs Conference 2021: CSPs – Emerging Stronger from pandemic. Presentation on Sound minute-taking is more important than ever. Singapore.
    –
  • Invited Panelist for Chartered Secretaries Institute of Singapore (CSIS) 4th CSPs Conference 2019: CSPs in the Smart Nation. Panel Discussion on Good Practices for CSPs. Singapore.
    –
  • Invited Panelist on Flipped Classroom - Is this the Teaching Pedagogy of the Future? Panel Debate at the Flipped MOOC Asia, 3rd EduCon Asia, Singapore.
    –
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Research Interests

  • Discourse and Dialogic Interactions
  • Technology-enhanced and Blended Learning
  • Critical Design Futures Thinking and Innovation
  • Entrepreneurial Readiness & Entrepreneurship Education
  • Emerging Technology (AI) and Creativity

Current Projects

  • Play it Forward: A Play-Based Pedagogical Approach to Enhance Social Cohesion and Resilience
    – Present

    The Play it Forward project aims to equip youth as co-creators of serious games to address societal and personal challenges. Through interdisciplinary collaboration, participants will conceptualize and develop games that foster resilience, empathy, and civic engagement. The project explores how game design can empower youth to bridge the digital divide, cultivate social cohesion, and enhance community awareness. The program concludes with a showcase at a Serious Games Festival, providing both participants and the wider community with opportunities to engage in meaningful dialogue and reflection on the societal challenges addressed in the games.

    Youths face challenges such as social isolation and a lack of community engagement. Traditional support methods have limitations, leading to a need for innovative approaches that empower young people. Serious games provide an interactive platform to engage youths, helping them articulate their challenges while fostering problem-solving and resilience. This research is important as it leverages the power of serious games facilitated in UDE2001 Interdisciplinary Design Innovation module to address the societal and personal challenges faced by youth. By involving them in game design, it empowers them to create solutions to the problems they face, builds confidence, and strengthens social cohesion. The outcomes of this study have the potential to influence future pedagogical approaches.

    National Youth Council (NYF)
    Principal Investigator
    $50,000

  • Cultivating Entrepreneurial Readiness with a Conversational AI bot in an Interdisciplinary Design Innovation University-wide Module
    – Present

    Entrepreneurship, characterised by innovation in problem-solving, adaptability to change, and creativity (Heinonen, 2007), and its curriculum integration in universities have been widely reported (Hahn et al., 2017). Our research investigates whether interdisciplinary learning enhanced with an AI tool can help students cultivate entrepreneurial readiness (Schillo et al., 2016). We aim to develop a conversational AI bot to be integrated with an existing web application for collaborative learning in a university-wide interdisciplinary design innovation module. The AI bot will guide students through interdisciplinary learning and facilitate collaborative teamwork as they seek to develop innovative solutions to real-world problems, potentially informing a scalable technological entrepreneurship curriculum for the university (Munoz et al., 2011). We seek to answer these research questions and address the following themes:

    RQ 1a: How does participation in an interdisciplinary design innovation course, supported by a conversational AI bot and mentors from start-up businesses, influence students' entrepreneurial readiness? RQ 1b: How does participation in an interdisciplinary design innovation course, supported by a conversational AI bot and mentors from start-up businesses, influence students’ innovation abilities and collaborative skills?

    MOE Tertiary Education Research Fund
    Principal Investigator
    $194,428.60

Past Projects

  • Re:Design, Re:Create, Re:Purpose: Empowering the Next Generation of Sustainable Practice with Critical-Design Thinking
    –

    This applied research project has been awarded with a sponsorship from Design Singapore Council.
    Re:Design, Re:Pair, Re:Create project, which aligns with UN SDG 12: Responsible Consumption and SDG 13: Climate Change, aims to tackle the environmental impact of unsustainable practices, for example fast fashion and food wastage. Our project will leverage on the expertise of Art, Language, Social Studies (Applied Learning Programme) secondary school teachers to inspire students to imagine a future of sustainable practices.     The collaboration seeks to empower teachers of the school to facilitate a transdisciplinary curriculum amongst lower secondary students with identified critical-design thinking as key transferable skills. Adopting SIT’s critical-design thinking for innovation framework, teachers will learn that design can be demystified with criticality in thought so that students will develop dispositions like creative confidence and critical competence. SIT researchers-instructors and teachers will jointly mentor students until the prototyping and testing phases of their projects. Overall, it is hoped that students will develop critical reflexivity as they flex their intellectual muscles to question assumptions and ideate for innovative solutions for the betterment of the community and the world. Our courage to design for good stems from a shared teaching philosophy that plays a catalytic role in our students’ work, which is to design collaboratively in transdisciplinary projects for positive social and environmental impact. All in all, we aim to build a sustainable partnership with the school teachers so that they will be able to continue to train more teachers in facilitating design innovation programmes with critical-design thinking. (Patel & Jung-Harada, 2023)

    Project Phase 1 Video: https://youtu.be/vL6yi4otYnI?si=wDpAOSQqmuIB0SNO

    Project Phase 2 Video: https://youtu.be/A9zUjMEwElo

     

  • Blending Critical, Design Futures Thinking in Design Innovation and Digital Media Production Modules
    –

    ALIGN (SIT), $14k
    Principal Investigator
    Phase 1: This study aimed to investigate students’ learning experiences and explore the affordances of blended learning in two design innovation modules piloted in AY2021 for Year 1 undergraduates across five programmes of different clusters in SIT. As part of this research, the study involved the intentional integration of critical thinking and communicating skills, in parallel with design thinking skills that were explicit and visible to students and tutors. This endeavour aimed to fulfil SIT’s Undergraduate Programme Structure (UPS) efforts to equip students with discipline-specific knowledge, skills, abilities and key transferable skills. Thus, the research investigated the effects of using critical thinking and communicating skills as a means for deep thinking and reflection so that students could apply design thinking principles, tools and methodology to build interdisciplinary skills when fostering innovation that delivers user-centric solutions. Adopting a pragmatic approach, the mixed-methods study used surveys, online seminars/learning packages, online forum discussions and focus group discussions. Data was analysed using the Community of Inquiry framework and literature-based template coding. The research findings offered discussions on factors influencing student learning and enhancing student learning outcomes, and student application of transferable critical design thinking skills in interdisciplinary work. Finally, as the research is contextualized in a blended learning environment, the study also offered reflections and proposed recommendations for an enhanced instructional model of blended learning environment that can be adopted.
    Extended Phase 2: This study aims to investigate students’ learning experiences and explore the affordances of blended learning in two design innovation modules. As part of this research, the study will involve the intentional integration of critical thinking and futures thinking skills in parallel with design thinking skills, such they are explicit and visible to students and instructors. It will investigate the effects of using critical, design and futures thinking skills as a means for higher-order thinking and deep reflection so that students can ultimately apply humanity-centred principles and approaches, tools and methodology to build interdisciplinary skills when fostering innovation for real-world problems. Recommendations will be made at the end of the study for adjustments to the module design and delivery.

  • Developing critical thinking and professional communication skills in academic literacy across five different degree programmes
    –

    Co-principal Investigator
    The study aimed to examine the transfer of critical thinking skills in students’ written and oral communication in the assessments of the Critical Thinking and Communicating (CTC) modules, contextualised in discipline-specific content, within five four SIT participating pilot programmes. These programmes were Robotics, Digital Communication and Integrated Media, Physiotherapy, Pharmaceutical Engineering and Speech and Language Therapy. Specifically, the study documented the similarities and differences in the design and delivery, based on the specific writing and speaking needs of the students in each of the programmes. It also detailed the way in which these different needs are integrated into the module to facilitate students’ understanding and application of critical thinking skills in their discipline-specific reading, writing and speaking activities in class as evidenced in their graded assignments. Additionally, it documented tutors’ and students’ critical reflection on how learning outcomes can be enhanced such that the successes and areas for improvement for all five modules are elucidated. The findings were used to make recommendations for adjustments to be implemented in the module design, assessment and delivery of the CTC module in the five four pilot programmes as well as in future programmes to be rolled out with the harmonization of all SIT undergraduate programmes.

  • Training Physiotherapy Students in Clinical Questioning and Reasoning Using AI
    –

    Co-principal investigator
    Lee, C. C., Low, M. Y. H., Soon, B. T. C., Lu, L. M., Lee, H. H. & Patel, N. S. (2022). Development of a Chatbot to Train Physiotherapy Students in Clinical Questioning and Reasoning. In IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) 4-7 2022.

  • Guest Editor for a Special Issue with International Journal of TESOL Studies
    –

    Introduction to Special Issue on Critical Thinking and Communicating in the Disciplines
    Patel et al., (2023) International Journal of TESOL Studies (2023) Vol. 5 (1) 1-4 https://doi.org/10.58304/ijts.20230101

    This special issue focuses on Critical Thinking and Communicating (CTC) in the Disciplines, an emerging subfield in writing instruction. In this introduction to the issue, we explain how CTC is a response to emerging challenges in Higher Education (HE) and suggest that it is an area that holds potential for further innovations in pedagogical research and instructional design. 

  • Blending learning to internalise engineering leadership: a longitudinal study of student learning in a critical thinking and writing course.
    –

    Principal Investigator: Nadya Shaznay Patel
    The longitudinal study explored the affordances of blended learning and investigated students’ learning experiences in a critical thinking and writing course for a large cohort of engineering students. It also investigated the effects of using critical thinking and writing skills, which consequently leads students to internalize engineering leadership (one of the topics in the blended learning (BL) module). Adopting a pragmatic approach, the mixed-methods study used surveys, online forums, classroom observations and scenario-based reflections. Data gathered were analysed using the Community of Inquiry (COI) framework and literature-based template coding. The research concludes with discussions on key factors in influencing student learning, immediately after the course, and student internalisation of engineering leadership, beyond the course. In future, with further analysis of the data, it aims to propose an enhanced instructional model of blended learning environment and strategies for curriculum redesign that can be adopted for any BL course. 
    (NUS Teaching Enhancement Grant. Awarded AY2019/2020 - AY2020/2021. CDTL, NUS.)

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Journal Papers

    • Patel, N.S., Lim, J., Teo, M. (2024). Adopting Critical Design Thinking for Interdisciplinary Design Innovation at a Singapore University. In: Lee, A.N., Nie, Y. (eds) Future-oriented Learning and Skills Development for Employability. Springer, Singapore. https://doi.org/10.1007/978-981-97-8584-1_4
    • Patel, N.S., & Lim, J.T.-h. (2025). Critical design futures thinking and GenerativeAI: a Foresight 3.0 approach in higher education to design preferred futures for the industry. Foresight, 27(2), pp. 380-402. https://doi.org/10.1108/FS-11-2023-0228
    • Patel, N. S., Puah, S., & Kok, X-F.K. (2024). Shaping future-ready graduates with mindset shifts: studying the impact of integrating critical and design thinking in design innovation education. Frontiers in Education, 9. http://dx.doi.org/10.3389/feduc.2024.1358431.
    • Patel, N. S. (2024). Orchestration of talk and gestures for dialogic scaffolding: a case study of reading instruction. Journal for the Study of Education and Development, 47(1). https://doi.org/10.1177/02103702231224617
    • Patel, N. S. (2023). Empathetic and Dialogic Interactions: Modelling Intellectual Empathy and Communicating Care. International Journal of TESOL Studies, 5(3), 51-70. https://doi.org/10.58304/ijts.20230305
    • Patel, N. S. (2021). Establishing Social Presence for an Engaging Online Teaching and Learning Experience. International Journal of TESOL Studies, 3(1), 161-177. https://doi.org/10.46451/ijts.2021.03.04
    • Patel, N. S. (2021). Development of criticality in thought: a conceptual framework for online student discussion forums. International Journal of TESOL Studies, 3(3), 22-40. https://doi.org/10.46451/ijts.2021.09.02
    • Patel, N. S. (Jan 20, 2021). Open Learning: A Reflection on Sharing and Openness Among Educators. Teaching Connections: Advancing Discussions about Teaching. CDTL, NUS. 
    • Patel, N. S. (Mar 3, 2021). Using Technology to Enhance Teaching and Learning: A Reflection Through a Theoretical Lens. Teaching Connections: Advancing Discussions about Teaching. CDTL, NUS. 
    • Sen, N. S., & Towndrow, P. A. (2013). Multimodality and metacognitive instruction in developing two reading comprehension strategies. International Journal of Innovation in English Language Teaching and Learning, 2(1), 5-25.
    • Sen, N. S. (2013, June). Orchestration of Talk for Meaning Making in Reading Comprehension Instruction. Paper presented at the Redesigning Pedagogy International Conference: Thinking: Time for Rethink? Singapore. (Received Best Graduate Student Research Award)

    Note: Nadya Shaznay Patel was formerly known as Nadya Shaznay Sen.

Conferences

    • Patel, N. S. (October 4, 2024). Critical Design Futures Thinking and GenAI in Interdisciplinary Design Innovation. DFGN Unboxed Magazine 2024: educational practices. Pontificia Universidad Javeriana, Bogotá, Colombia.
    • Patel, N. S. (2024). Blending Critical Design Futures Thinking: Empowering SpLD Educators and Learners for a Resilient Tomorrow. Asia Pacific Journal of Developmental Differences, 11(1), p. 288.
    • Patel, N. S. (2023). Blending Learning Spaces and Thinking Skills: Critical Design Thinking in a Design Innovation University-wide Module. Australian-ASEAN Academics Forum (AAAF 2023). University of Tasmania, Australia. ​​​​​​
    • Patel, N. S., Lim, J. T. & Teo, M. (2023). Designing for Sustainability: Adopting Critical-Design Thinking for Interdisciplinary Design Innovation. Higher Education Planning Asia (HEPA) Forum 2023 - Planning for a Sustainable Future. University of Sunshine Coast, Australia.
    • Lee, C. Low, M. Y. H., Soon, B. T. C., Lu,  L., Lee, H. and Patel, N. S. (2022). Development of a Chatbot to Train Physiotherapy Students in Clinical Questioning and Reasoning. 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), Hung Hom, Hong Kong, 2022, pp. 477-481, doi: 10.1109/TALE54877.2022.00084.

    • Patel, N. S. & Teo, M. (Sep, 2022). The Art of Asking Questions: Adopting Critical-Design Thinking in the Digitalisation of Solutions. SkillsFuture@SUTD.

    • Patel, N. S. (2022). Making Critical Thinking Explicit and Visible with Dialogic Scaffolding. Workshop facilitation at the Redesigning Pedagogy International Conference: Educating for Innovation, Nurturing for Society. http://doi.org/10.25447/sit.19959764.v1

    • Patel, N. S. & Wong, J. (2022). Understanding critical thinking, reading and writing: a minimal English approach. Paper presentation at the Redesigning Pedagogy International Conference: Educating for Innovation, Nurturing for Society. https://doi.org/10.25447/sit.19961636.v1

    • Patel, N. S., Ong, K. & Lim, H. H. (2022). Assessing student critical thinking skills in the disciplines: Partnering students in designing online quizzes for applied learning. Paper presentation at the Redesigning Pedagogy International Conference: Educating for Innovation, Nurturing for Society. https://doi.org/10.25447/sit.19961750.v1

    • Patel, N. S. (2021, Jul). Development of criticality in thought: a conceptual framework for online student discussion forums in higher education. 41st Annual International Conference on Critical Thinking. Critical Thinking as the Foundation of Every Subject, Discipline and Profession, Foundation for Critical Thinking.

    • Patel, N. S. (2020, Dec). Orchestration of talk: teaching critical thinking and writing using dialogic scaffolding. Re-examining learning, research, and teaching in challenging contexts: From disruption to possibilities. Higher Education Campus Conference (e-HECC). CDTL, NUS.

    • Patel, N. S. (2020, Dec). Blending Learning: Using critical thinking and writing to internalise engineering leadership. Re-examining learning, research, and teaching in challenging contexts: From disruption to possibilities. Higher Education Campus Conference (e-HECC). CDTL, NUS.

    • Patel, N. S. (2019, Dec). Developing critical thinking and writing skills in a blended learning environment: a COI perspective. Paper presented at the 20th English in Southeast Asia Conference: Re-thinking Paradigms and Approaches to Researching, Teaching and Learning English, Singapore.

    • Patel, N. S. (2018, Sep). Critical Reading and Analysis with Text Annotations in a Blended Learning Environment. Paper presented at the 8th Teaching and Learning in Higher Education (TLHE): Campus Conference - Connecting Learning, Research and Teaching, NUS.

    • Patel, N. S. (2017, June). Metacognitive Reading Strategies in a Blended Learning Environment. Paper presented at the Redesigning Pedagogy International Conference: Education for the Future: Creativity, Innovation, Values, Singapore.

    • Patel, N. S. (2017, June). Dialogic Scaffolding: A Multimodal Approach to Pedagogic Discourse. Paper presented at the Redesigning Pedagogy International Conference: Education for the Future: Creativity, Innovation, Values, Singapore.

    • Sen, N. S. (2013, June). Orchestration of Talk for Meaning Making in Reading Comprehension Instruction. Paper presented at the Redesigning Pedagogy International Conference: Thinking: Time for Rethink? Singapore. 

    • Sen, N. S. (2013, April). Tensions in Activism and Professionalism: A Singapore Teacher-Researcher's Changing Professional Identity. Paper presented at the American Educational Research Association (AERA) International Conference, San Francisco, USA.

    • Sen, N. S. (2012, October). Orchestration of Talk for Meaning Making in Reading Comprehension Instruction: A Pilot Study of Singapore English Primary Classrooms. Paper presented at the 3rd ICEEPSY International Conference on Education and Educational Psychology, Istanbul, Turkey.

    • Sen, N. S. (2012, March). Leveraging on mobile technologies to develop collaborative reading strategies. Paper presented at the INTED2012 - 6th International Technology, Education and Development Conference Valencia, Spain.

    • Sen, N. S. (2011, June). Leveraging on mobile technologies to develop collaborative reading strategies through metacognitive instruction. Paper presented at the Redesigning Pedagogy International Conference: Transforming Teaching, Inspiring Learning, Singapore.

    • Sen, N. S. (2010, March). Creating Seamless Learning Spaces with 1:1: A Case Study of Teachers' Pedagogical Shift in Designing Engaging Technology-Enhanced Learning Experiences. Paper presented at the International Conference on Teaching and Learning with Technology (iCTLT), Singapore.

    • Sen, N. S. (2009, April). The Impact of Inking and Wireless Technology on Developing Reading Comprehension Skills. Paper presented at the 44th SEAMEO RELC International Conference on 'The Impact of Technology on Language Learning and Teaching: What, How and Why', Singapore. 

    • Sen, N. S. (2008, October). A Future School Proposal: Mobile Learning through Authentic, Experiential and Collaborative Learning. Paper presented at the Mobile Learning International Conference, mLearn: The Bridge from Text to Context, London, UK.

Books

  • Patel, N. S. (2025). Bridging the Industry-Higher Education Gap with Critical Design Futures Thinking and GenAI for Innovation. In N. S. Patel & N. Indurkhya (Eds.),  The Rise of Intelligent Machines A Multi-disciplinary Perspective from Industry and Impact on Higher Education (pp. 268-288). USA: CRC Press, Taylor & Francis Group.

    In the wake of the pandemic, the urgent need for higher education (HE) institutions to adapt and innovate has become increasingly apparent, particularly in light of accelerated digital transformation. This chapter addresses the critical challenge facing universities: reconciling the paradox of technology in HE to ensure it acts as a catalyst rather than as a barrier to inclusive and applied learning. As the global landscape becomes more complex and interconnected, graduates must be prepared to engage with multiple fields and perspectives and collaborate with professionals from diverse backgrounds. This necessitates a shift from traditional discipline-focused curricula towards transdisciplinary learning, which fosters critical thinking, creativity, problem-solving, and human skills valued in the workforce. Additionally, this approach encourages creativity and innovation by allowing students to explore diverse ideas and methodologies that may not emerge within the confines of a single discipline. By embracing this shift, HE institutions can better equip graduates with the skills needed to navigate the complex challenges of the 21st century and remain adaptable in an evolving world. (Sin & Reid, 2005).

    This chapter begins by exploring how institutes of higher learning (IHLs) can evolve into institutes of continual learning (ICLs) to ensure graduates are future-ready and capable of creating value in a rapidly changing world. It discusses the strategic opportunities and change drivers impacting the future of higher education, emphasising the need for a business transformation towards transdisciplinary learning and Education 4.0. To align educational strategies with real-world applications effectively, it is crucial to understand how artificial intelligence (AI) is transforming various industries and what HE can learn from these changes. Thus, the next section offers a comparative discussion on the adoption and impact of AI across multiple industries. Distilling insights from earlier chapters in the book, this section highlights how AI transforms industries such as advertising, creative, healthcare, legal, leadership, customer experience, lifestyle, and disciplines such as interdisciplinary workplace, student development, and career coaching. Understanding these industry leaders’ perspectives is crucial for IHLs to align their programmes with the evolving demands of the workforce. By examining the opportunities and ethical considerations in AI adoption, the discussion sets the stage for how these insights can inform and enhance HE curricula.

    The chapter then delves into the importance of balancing innovation with ethical responsibility, proposing how HE can bridge the gap with industry through design, strategy, and innovation programmes, leveraging critical design futures (CDF) thinking and generative AI. It advocates for a Freirean approach to consider ethical, social, and privacy issues, ensuring that adopting AI and new technologies in HE is inclusive and beneficial for all stakeholders. Finally, the chapter's concluding sections offer insights into emerging technologies in HE, the role of pedagogical intelligent agents, and how these insights inform the need to redesign HE curricula and programmes. This chapter emphasises the significance of bridging the industry-HE gap to prepare students for the future of work, equipping them with the skills and knowledge needed to navigate and lead in a rapidly changing world.

  • Patel, N. S. & Indurkhya, N. (2025). The Rise of Intelligent Machines A Multi-disciplinary Perspective from Industry and Impact on Higher Education. United CRC Press, Taylor & Francis Group. https://doi.org/10.1201/9781003469551

    A fascinating shift marks the journey of technological evolution. Historically, humans were trained to build and operate machines. This education emphasised mechanical skills, logical thinking, and problem-solving abilities, laying the groundwork for the following industrial revolutions. Early machines, from the steam engine to the assembly line, were designed and maintained by skilled human workers, reflecting a one-way relationship where humans were the creators and controllers of machines.

    Today, we stand on the brink of a new paradigm. Advanced artificial intelligence (AI) systems and generative AI tools are not just aiding human tasks but are also capable of educating and guiding humans. These intelligent machines can analyse vast amounts of data, provide personalised learning experiences, and generate creative content. The transformation from humans building machines to machines educating humans signifies a profound shift in our technological landscape, impacting industries.

    As editors, we are united by a profound conviction that bridging the gap between industry and higher education is imperative in the face of rapid advancements in generative AI and innovations across various industries. This connection is crucial to equipping graduates and young professionals with the skills to innovate and excel in the future workforce. Through this multidisciplinary exploration, The Rise of Intelligent Machines aims to provide readers with an understanding of AI's transformative potential and the strategies needed to harness its benefits for industry and education.

    Every chapter reflects our shared passion for AI’s potential and close industry-higher education collaboration, and we hope that our work inspires you to embrace the opportunities and challenges of the future with curiosity and confidence.

  • Liong, K., & Patel, N. S. (2025). Empathetic coaching conversations: Being emotionally present and connected with students. In M. S. M. Lim, N. S. Patel, & R. Shahdadpuri (Eds.), Coaching students in higher education: A solution-focused approach to retention, performance and wellbeing (pp. 53-62). Routledge. 

  • Lim, Sok Mui May; Patel, Nadya Shaznay; Shahdadpuri, Ramesh (2024). Coaching Students in Higher Education: A Solution-Focused Approach to Retention, Performance and Wellbeing. Singapore Institute of Technology. Book. https://doi.org/10.4324/9781003332176

    This practical guide for educators in higher education encourages readers to ask effective coaching questions and apply relevant coaching techniques to empower and engage students to grow and perform at their best.

    Filled with authentic examples and handy tips, the book takes readers from the ‘how to’ of coaching, through the practicalities, challenges and honing of existing skills and new capabilities. The authors recognise that in educators’ daily encounters and interactions with students, there are many timely coachable moments for authentic learning. These opportunities can enable students to learn beyond what is squarely in their curriculum and develop their own pathways to become work-ready graduates. Through coaching, educators help students discover more about themselves while guiding them to innovate and generate solutions to perceived and real-world problems. This guide offers in depth discussions along with tools and tips to provide invaluable guidance for educators to get acquainted with the key skills needed to coach students for success in various academic and professional contexts. The content covers multiple varied scenarios, from classrooms and assignments, to internships and group work, and highlights various coaching opportunities with practical strategies.

    This is a resourceful text for educators, teachers and professionals working in higher education and learning institutions. It provides training material for institutions that want to conduct faculty development programmes to prepare educators for effective coaching conversations in their universities.

  • McAdams, M., Lim, M. S. M., & Patel, N. S. (2025). Coaching dialogue as feedback to improve performance. In M. S. M. Lim, N. S. Patel, & R. Shahdadpuri (Eds.), Coaching Students in Higher Education: A Solution-Focused Approach to Retention, Performance, and Wellbeing (pp. 73-90). Routledge.

  • Lim, M. S. M., & Patel, N. S. (2025). Coaching in higher education: Creating impact. In M. S. M. Lim, N. S. Patel, & R. Shahdadpuri (Eds.), Coaching Students in Higher Education: A Solution-Focused Approach to Retention, Performance, and Wellbeing (pp. 3-20). Routledge. 

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Teaching Modules

Pharmaceutical Engineering, BEng (Hons)

  • UDE1001 - Introduction to Design Innovation
  • UDE2001 - Interdisciplinary Design Innovation

Past

  • BHB1205 - Multimedia Design
  • UCS1001 Critical Thinking and Communicating (Pharmaceutical Engineering & Food Technology)
  • BHB2803 Career and Professional Development (Hospitality Business)
  • EDE1001 - Technical Communication (16576)
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