Embedding Generative AI in Curricula to Build Industry-Relevant Capabilities

Embarking on a transformative journey, the two-year project is pioneering a new educational paradigm by moving beyond siloed digital literacy to deeply and responsibly integrate generative AI (GAI) as a core collaborative tool across the undergraduate landscape, in partnership with different schools, students, and industries.

Lau Wee Ming

This initiative, led by Lau Wee Ming, addresses the longstanding disconnect between the traditional classroom and the dynamic demands of contemporary industry. It foregrounds interdisciplinary, human-centred approaches to artificial intelligence, with the aim of preparing graduates who combine technical rigour with nuanced ethical judgment, individuals who will not merely use AI tools, but design their responsible and context-sensitive application within complex, rapidly evolving environments.

As a leading university spanning both STEM and non-STEM disciplines, Lau Wee Ming and the institution recognise the responsibility to ensure that faculty are fluent in both the theoretical foundations and practical implementations of generative AI. This involves actively soliciting student perspectives to identify curricular gaps, as well as engaging in partnerships with industry to align learning outcomes with emerging workplace needs.

Through this collaborative and forward-looking effort, the initiative seeks to cultivate work-ready professionals equipped to shape the ethical and innovative deployment of generative AI in a future defined by accelerating change.

Learn more about Wee Ming

Expected Outcomes:

  • Establishment of the GAI status at MUM
    • The initial phase involves information gathering from educators, learner and
      industries in different disciplines at MUM.
  • Development of GAI Integration Framework
    • The second phase results from collaborative work among the disciplines to create
      a generic framework to embed GAI in the curricula to build industry-relevant
      capabilities
  • Initiation of a campus -wide policy in Industry-Aligned Competency Map
    • The third phase is more of an initiation rather than an ending as it involves
      longitudinal mapping the AI-augmented capabilities developed in our curricula to
      the emergent skill demands of our partner organizations, ensuring graduate
      readiness.