Dr. KIANG Kai Ming



Kai Ming KIANG is currently a Senior Lecturer in the Office of University General Education of the Chinese University of Hong Kong and a part-time Lecturer in the Office of Computer Science and Engineering. He teaches the General Education Foundation course ‘In Dialogue with Nature’, the university core course ‘Digital Literacy and Computational Thinking’ and the CWC College’s ‘Senior Seminar’. 

Dr Kiang’s academic interests spread across the two board disciplines, Engineering and General Education, including Artificial Intelligence, Robotics and Automation, Financial Engineering, Learning Analytics, Science Education, History and Philosophy of Science, and Classics for General Education. 

Dr Kiang first joined CUHK as an Instructor I in 2007 working in the Department of Mechanical and Automation Engineering. He also worked as a Teaching Fellow in the Hong Kong Polytechnic University (2011–2012). Before taking up academic posts, he worked as an Engineer at Invensys Process Systems (2000–2002) and at Provecta Process Automation (2006–2007).

Dr Kiang obtained his BEng degree in Mechatronics Engineering in 2000 and his PhD degree in 2007 from the University of New South Wales in Australia. During his PhD research, he received a scholarship from the CRC-IMST, in which he received awards twice for being the best research student of the year.

Courses Taught

In Dialogue with Nature

Digital Literacy and Computational Thinking

Senior Seminar

Introduction to Robotics

Product Mechatronics

Automatic Control Systems

Dynamics and Vibrations


Advanced Engineering Mathematics

Engineering and the Environment

Engineering Design

Engineering Profession

Selected Publications

  • Kiang, Kai Ming, Wai Man Szeto. 2021. “ Teaching Traditional Chinese Science as a Part of a NOS Curriculum in Hong Kong”, Science & Education 30:1453–1472.
  • Kiang, Kai Ming, Klaus Colanero. 2020. “A Classics Reading Approach to Nurture Epistemic Insight in a Multidisciplinary and Higher Education Context”, Science Education in the 21st Century: Re-searching Issues that Matter from Different Lenses, pp. 51-65, Singapore: Springer.
  • Cheung, Derek Hang-Cheong, Andy Ka-Leung Ng, Kai-Ming Kiang and Hin-Yan Chan. 2020. “Creating a community of inquiry in the science classroom: an effective pedagogy for teaching diverse students?”, Journal of Further and Higher Education, (44)1, 1–13.
  • Kiang, Kai Ming. 2019. “Nurturing Epistemic Insight via reading Sciencerelated Classics”, Proceedings of 15th International History, Philosophy and Science Teaching Conference, Thessaloniki, Greece.
  • Chan, Hin-Yan, Chun-Yeung Lo, Andy Ka-Leung Ng, Derek Hang-Cheong Cheung, Kai-Ming Kiang. 2019. “Relation Between Interactive Learning and Prior Knowledge: Insights from a General Education Program of Science and Humanities”, Journal of General Education, vol.66, no.3-4, pp. 136-165, Penn State University Press.
  • Kiang, Kai Ming, Derek Hang Cheong Cheung and Andy Ka Leung Ng. 2018. “Nurturing Epistemic Insight via reading Sciencerelated Classics”, Proceedings of International Science Education Conference 2018, Singapore.
  • Kiang, Kai Ming, Hin-Yan Chan, Andy Ka-Leung Ng and Derek Hang-Cheong Cheung, 2016. “Effectiveness of Micro-Modules in a Science Classics Course”, American Journal of Educational Research. 4(13), 917-926.
  • Ng, Andy Ka-Leung, Kai Ming Kiang and Derek Hang-Cheong Cheung. 2016. “Assessing Students’ Attainment in Learning Outcomes: A Comparison of Course-End Evaluation and Entry-Exit Surveys”, World Journal of Education, 6(3).
  • Kiang, Kai Ming, Andy Ka-Leung Ng and Derek Hang-Cheong Cheung. 2015. “Teaching Science to Non-Science Students with Science Classics”, American Journal of Educational Research. 3(10), 1291-1297.

Research Projects

  • PI of TDLEG 2022-25 Evaluation of the Revision of the General Education Foundation Programme
  • Co-I of TDLEG 2022-25 Further Development and Evaluation of the Core Courses on Computational Thinking and Digital Literacy
  • PI of TDLEG 2019-22 Establishing an online learning community for UGFN1000
  • PI of TDLEG 2019-22 Micro-modules to facilitate online learning and discussion
  • PI of TDLEG 2016-19 Implementation and Evaluation of Commercial-Off The Shelf (COTS) Digital Game-Based Learning (DGBL) in Higher Education
  • PI of CDG 2017-18 Adaptation of a simulation video game to enhance students’ achievement of learning outcomes in GEF
  • PI of MMCDG 2017-18 (Scheme 2) Integration and enhancement of the existing micro-modules platforms for UGFN1000 classroom flipping
  • Co-I of MMCDG 2017-18 (Scheme 3) A Comprehensive Analysis of Different Types of UGFN1000 Micro-modules: From Users’ and Developers’ Perspectives
  • PI of MMCDG 2016-17 (Scheme 2) Micro-modules for UGFN1000 classroom flipping – part 2
  • Co-I of MMCDG 2016-17 (Scheme 3) Roles of Micro-modules Implementation in a Blended Learning Environment of UGFN1000
  • PI of MMCDG 2015-16 (Scheme 2) Micro-modules for UGFN1000 classroom flipping
  • Co-I of MMCDG 2015-16 (Scheme 3) Effects and risks of micro-module implementation in UGFN1000
  • PI of MMCDG 2014-15 Supplementary courseware for non-science students studying UGFN1000