UTAR hosts expert talk on digital care innovations for rural left-behind children

In a continued effort to champion child welfare and digital inclusivity, UTAR welcomed Prof Tu Bin from Guangdong University of Foreign Studies for an enlightening public lecture titled Digital Application of Care Services for Rural Left-Behind Children. The event was held on 3 July 2025 at UTAR Sungai Long Campus and was jointly organised by the Department of Early Childhood Education and the Centre for Learning and Teaching (CLT) under the Faculty of Education.

Prof Tu, an esteemed academic and policy researcher, brought decades of expertise to the forum. She serves as the Dean of the School of Public Administration at Guangdong University of Foreign Studies and also leads the Guangdong Academy of Nonprofit Organisation. Her roles as Director of both the Rural Revitalization Research Centre and the Research Centre for Local Government Performance Evaluation underscore her pivotal influence in shaping regional social policy and governance frameworks. Recognised nationally, she is a member of multiple research societies and government advisory panels, notably in the areas of performance evaluation and non-profit administration.

Drawing upon extensive research and national case studies, Prof Tu’s talk centred on an urgent societal issue concerning China’s rural left-behind children, a demographic comprising minors under sixteen whose guardians are absent due to migration-related labour. In addressing this, her research proposed a comprehensive framework for improving digital childcare services through the lens of inclusive design.

Throughout her presentation, Prof Tu examined how digital technologies including smart wearables, online platforms and artificial intelligence-powered user profiling can be leveraged to create precise, personalised and efficient care systems. She elaborated on case studies such as the Yiban Cloud Companionship Programme and Guizhou’s child data infrastructure, demonstrating practical applications of inclusive strategies in supporting children’s emotional well-being, education and safety. The discussion also reflected on the challenges posed by the digital divide and the need for collaboration involving government, society, families and non-governmental organisations.

Particularly compelling was her emphasis on inclusive design, a philosophy that ensures public services are accessible and equitable regardless of a child’s abilities or location. She argued that by adopting user-centred service models guided by data analysis, policy support and technological innovation, governments can enhance the life outcomes of these vulnerable populations. Her talk concluded with strategic recommendations such as enhancing user feedback loops, optimising service delivery through digital twins and implementing adaptive learning environments tailored to each child’s needs.

The session was attended by faculty members and students who engaged in thought-provoking dialogue during the Q&A session. This event not only provided participants with insights into innovative child welfare practices but also underscored UTAR’s commitment to nurturing global understanding, educational equity and policy-informed teaching.