Dr. Hilary Ng is an Assistant Professor in the School of Education and Languages at Hong Kong Metropolitan University. Her work bridges social and cross-cultural psychology, educational technology, and the learning sciences, advancing an interdisciplinary framework for designing dynamic learning ecosystems that empower diverse individuals and communities to thrive in times of global transformation. Committed to both the classroom and the research lab, she brings this framework directly into her teaching practice, developing multidisciplinary courses from inception, securing competitive funding for curriculum innovation, and delivering professional development that supports faculty in fostering teaching excellence and integrating innovative assessment practices. Her work is especially attentive to learners whose diverse needs call for more responsive and intentionally designed educational environments, including neurodivergent students and first-generation university students. Drawing on her prior experience and continued collaboration with the Centre for Learning Enhancement And Research at The Chinese University of Hong Kong, she also supports academic staff in designing inclusive, research-informed learning experiences and assessment practices.

Dr. Ng has published an extensive portfolio of peer-reviewed work, serving as first or corresponding author on the majority of her publications. Her first-authored papers appear in Q1 Scopus and/or SSCI indexed journals spanning psychology such as Anxiety, Stress and Coping, cross-cultural psychology such as International Journal of Intercultural Relations, and educational technology such as Journal of Research on Technology in Education. Collectively, these works examine the behavioural, contextual, and systemic conditions that support human well-being and adaptive functioning across cultural contexts.

Supported by internal and external competitive grants, Dr. Ng leads an active research programme at the intersection of artificial intelligence in education, equitable learning, and inclusive pedagogy. Her current work investigates how AI tools, including generative AI and adaptive learning technologies can be ethically and responsibly deployed to support diverse learner needs, and how educators can harness these tools to create more personalised and responsive learning environments. These efforts generate evidence-based frameworks that reflect emerging trends and best practices in AI-enabled teaching and learning, informing inclusive pedagogical design and accessible educational technologies for educational futures in which every learner can connect, adapt, and flourish.

Beyond research and teaching, Dr. Ng contributes actively to international academic communities. She has presented at numerous international conferences and serves on scientific, technical, and organising committees across multiple venues. She holds editorial appointments at several Q1 Scopus and/or SSCI indexed journals, including roles as Associate Editor, Academic Editor, Guest Editor, and Editorial Board Member, supporting the rigorous dissemination of knowledge within and across disciplines.

In a world that never stops changing, how do we build systems in education and beyond that genuinely support every person to function, flourish, and belong, leaving no one behind? This question drives Dr. Ng's work. She invites fellow researchers, educators, and institutions who share this vision to connect and explore what becomes possible together.

• Technology‑Enhanced Learning and Instructional Innovation
• Artificial Intelligence and Digital Equity in Education
• Artificial Intelligence and Inclusive Education
• Artificial Intelligence and Pedagogy
• Learning Analytics, Big Data and Data‑Driven Educational Research
• Psychological Factors Underlying Human Well‑Being and Learning Processes

Funded Projects

• Does being kind to oneself promote social bonding? Examining a moderated mediation model with Self-Compassion, Empathy, Social Connectedness, and Holistic Thinking (PI: Ongoing)
• Ethical Use of AI in Education: A Framework to Evaluate Teachers’ Understanding and Pedagogical Recommendations. (Co-I: Ongoing)
• Moving towards equitable learning: An explorative research on students’ experience of digital divide in their learning process (PI: Completed)
• What I am different from you: Promoting equality of first-generation students (PI: Completed) 

Interdisciplinary Collaboration

• Creative technologies – A heuristic approach to digital design and fabrication tools in the classroom (Co-I: Completed)
  3-Dimensional laser scanning for remote learning (Co-I: Completed)
• Virtual reality (VR) for integrated 3-Dimensional eLearning, making and immersive communications (Co-I: Completed)
• 3-dimensional printing for remote learning and replication (Co-I: Completed)
• DT-HUB – Developing a research-based resource collection for learning design thinking and technology exploration with eLearning tools (Co-I: Completed)

BA (PolyU, First Class Honours), Ph.D. (PolyU)

Professional Development / Certifications:

• Change Management Professional Certificate by LinkedIn Learning (2026), Integrated Learning Path
• Creative Leadership in the Age of AI by LinkedIn Learning (2026), Integrated Learning Path
• Strategic Judgment in the Age of AI by LinkedIn Learning (2026), Integrated Learning Path
• Collaborative Decision-Making in the Age of AI by LinkedIn Learning (2026), Integrated Learning Path
• Emotional Intelligence in the Age of AI by LinkedIn Learning (2026), Integrated Learning Path
• Coaching and Influence in the Age of AI by LinkedIn Learning (2026), Integrated Learning Path
• Clarity and Organization in the Age of AI by LinkedIn Learning (2026), Integrated Learning Path

Editorial Service:

• Editorial Board Member, Humanities & Social Sciences Communications (Q1)
• Editorial Board Member, BMC Psychology (Q2)
• Academic Editor, PLOS One (Q1)
• Associate Editor, Journal of University Teaching & Learning Practice (Educational Psychology) (Q1)
• Guest Editor, “The psychology of goal setting”, Humanities & Social Sciences Communications  (Q1)
• Guest Editor, “Psychological consequences of human-robot interaction”, BMC Psychology (Q2)

Knowledge Transfer Activities:

• Program Development, Master of Education in Instructional Technology and Innovation
• Program Committee, Master of Education in Instructional Technology and Innovation
• Program Committee, Master of Education in Early Childhood Education
• Program Committee, Bachelor of Education with Honours in Early Childhood Education (Leadership and Special Educational Needs)