EECS educators recognised with two Best Paper Awards at international IEEE conference
The School of Electronic Engineering and Computer Science at Queen Mary University of London has received outstanding international recognition at the IEEE Teaching, Assessment, and Learning for Engineering (IEEE TALE) 2025 conference, held at Macao Polytechnic University in December 2025.
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EECS colleagues published seven papers at the conference, drawing on work across all three EECS Scholarship Working Groups. Among 164 accepted papers, two EECS papers were awarded Best Paper Awards, marking a significant achievement in the highly competitive field of engineering education research.
The first award recognises “Partnering with AI Through Practice: Designing AI Competence-Building Activities Using a Tailored Experiential Learning Cycle” by Professor Yue Chen and Professor Kok Keong (Michael) Chai, members of the Curriculum Enhancement Scholarship Working Group. The paper presents an innovative, practice-based framework that helps students build AI competence through experiential learning, supporting effective, ethical and responsible engagement with artificial intelligence.
The second Best Paper Award was given to “A Wellbeing-Integrated and Person-Centred Supervision Framework for Capstone Projects” by Dr Mahesha Mayanthi Samaratunga and Dr Usman Naeem from the Teaching Pedagogy and Active Learning Scholarship Working Group. This work introduces a holistic supervision model for final-year engineering projects that places student wellbeing, personal development and academic success at its core.
Together, these award-winning papers highlight EECS’s leadership in AI-enhanced education, human-centred pedagogy, and inclusive teaching practices. The recognition from IEEE TALE — a leading international conference in engineering education — underscores the quality, impact and global relevance of the School's scholarship.
The approaches presented support students to become more confident, resilient and ethically aware engineers, while offering transferable, evidence-based frameworks that can be adopted by institutions worldwide.
Future work will focus on extending these frameworks across the School, further evaluating their impact, and continuing international collaboration and dissemination.
Colleagues interested in learning more or exploring collaboration are encouraged to contact: