Jack Tsao
Biographic Data
| ID | 1617363 |
|---|---|
| NAME | Jack Tsao |
| GIVEN NAMES | Jack |
| FAMILY NAME | Tsao |
| SIGNATURE | TSAO J |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0002-6671-0561 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Perceptions and integration of generative artificial intelligence in creative practices and industries
Generative Artificial Intelligence (GenAI) is fundamentally transforming notions of creativity and creative production across disciplines, yet a comprehensive understanding of professional attitudes and integration patterns remains challenging. This scoping review examines how creative professionals perceive and integrate GenAI technologies across four domains: visual art and design, writing and literature, performing arts, and environmental and …
Aspirations as territorial assemblages
Youth aspirations in Hong Kong are shaped by intersecting postcolonial, neoliberal, and geopolitical forces, including Greater Bay Area integration, pandemic disruption, and digital transformation. Drawing on interviews and focus group discussions with 110 university students in 2022, this study applies Deleuze and Guattari’s concept of refrains as territorial assemblages to offer a new theorisation of how aspirations are formed through encounter…
Navigating the neoliberal tensions during the Covid-19 pandemic- IB practices within Singapore, Hong Kong & Taiwan
International Baccalaureate (IB) schools in Asian societies such as Singapore, Taiwan, and Hong Kong have experienced a quick rise since the turn of the millennium, propelled by the globalisation and marketisation of education, proliferation of cosmopolitan imaginations associated with international education, but saliently framed in the vocabulary of neoliberalism. With the increasing adoption of international curricula into local and national e…
Institutionalising a transdisciplinary curriculum
Transdisciplinary curricula and programmes in higher education have gained traction as universities respond to the supercomplexity of contemporary crises and an accelerated pace of change. However, institutionalising such a model within traditional disciplinary structures also poses a series of challenges. This study references the Common Core at The University of Hong Kong as an exemplar for the implementation of a sustainable transdisciplinary …
The role of generative AI in collaborative problem‐solving of authentic challenges
This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond mere tool use. Data sources included pre‐ and post‐surveys, interim reports, submitted artefacts and team w…
The digital-intercultural-transdisciplinary nexus
Transdisciplinary problem-solving using digital technologies can further the internationalisation agenda within higher education through an inquiry-based collaborative online international exchange that is transformative and contributes real-world knowledge. Our study focused on a 12-week fully online programme bringing together undergraduates and postgraduates from a Hong Kong university and two Australian universities to research the well-being…
Response-able, collaborative adaptations of multilingual health messaging
This article explores how citizen adaptors in Australia and Hong Kong (n = 22) work collaboratively with a not-for-profit health organisation (NGO), one another and Generative AI to produce accessible, multilingual public health messages. There is an urgent need for multilingual health communication, given that it is a human right and a social determinant of health, and without it, lives may be put at risk. To address this, a process of translati…
Artificial intelligence and epistemic interoperability
Artificial intelligence (AI) large language models (LLMs) offer transformative potential in education through their multilingual capabilities and broad accessibility to knowledge, enabling seamless access, translation, and application of information across linguistic, socio-cultural, and disciplinary boundaries. This study examines the collaborative use of LLMs by university students in Hong Kong and Australia to translate and adapt medical mater…
The impacts of International Baccalaureate expansion on professional cultures and assessments in Hong Kong, Taiwan and Singapore
The rapid propagation of the International Baccalaureate (IB) in the East and Southeast Asian region, together with the continuing globalisation of education, has generated implementational opportunities and challenges for teachers within the IB network of schools. Based on semi-structured interviews with teachers and school leaders across 15 IB Diploma Programme (DP) schools within the three milieus of Hong Kong, Taiwan and Singapore, the study …
Beyond the author
Mundane matters
In this article, we draw on phenomenon from an experiential learning project that invited university students in Australia and Hong Kong to share their conceptions of wellbeing. Inspired by feminist and new materialist perspectives, our analysis highlights a string of mundane moments of ecological entanglements, nutritionally-nourishing forces and spacetimemattering generated when students shared digital stories about their daily wellbeing practi…
Schooling in Hong Kong, youth aspirations, and the contesting of Chinese identity
This article provides a critical sociological examination of how Hong Kong youth’s relationship towards Chinese identity and China is negotiated vis-a-vis schooling, language policy, and the broader Hong Kong postcolonial condition, and how this mediates these students’ aspirational imaginations regarding possibilities of studying and working in mainland China. Through focus group interviews with middle-class senior secondary school students stud…
Aspirational ambivalence of middle-class secondary students in Hong Kong
The research explores Hong Kong students’ dispositions towards higher education and employment in relation to understandings of their schooling experiences in English Medium of Instruction (EMI) schools in Hong Kong. The research draws upon Bourdieu’s theory of practice, Appadurai’s notion of the ‘capacity to aspire’, and Taylor’s concept of ‘social imaginary’, to help make sense of students’ aspirations for the future. Data included observation …
Aspirational ambivalence of middle-class secondary students in Hong Kong
The research explores Hong Kong students’ dispositions towards higher education and employment in relation to understandings of their schooling experiences in English Medium of Instruction (EMI) schools in Hong Kong. The research draws upon Bourdieu’s theory of practice, Appadurai’s notion of the ‘capacity to aspire’, and Taylor’s concept of ‘social imaginary’, to help make sense of students’ aspirations for the future. Data included observation …
Beyond the author
Schooling in Hong Kong, youth aspirations, and the contesting of Chinese identity
This article provides a critical sociological examination of how Hong Kong youth’s relationship towards Chinese identity and China is negotiated vis-a-vis schooling, language policy, and the broader Hong Kong postcolonial condition, and how this mediates these students’ aspirational imaginations regarding possibilities of studying and working in mainland China. Through focus group interviews with middle-class senior secondary school students stud…
Mundane matters
In this article, we draw on phenomenon from an experiential learning project that invited university students in Australia and Hong Kong to share their conceptions of wellbeing. Inspired by feminist and new materialist perspectives, our analysis highlights a string of mundane moments of ecological entanglements, nutritionally-nourishing forces and spacetimemattering generated when students shared digital stories about their daily wellbeing practi…
Aspirational ambivalence of middle-class secondary students in Hong Kong
The research explores Hong Kong students’ dispositions towards higher education and employment in relation to understandings of their schooling experiences in English Medium of Instruction (EMI) schools in Hong Kong. The research draws upon Bourdieu’s theory of practice, Appadurai’s notion of the ‘capacity to aspire’, and Taylor’s concept of ‘social imaginary’, to help make sense of students’ aspirations for the future. Data included observation …
Schooling in Hong Kong, youth aspirations, and the contesting of Chinese identity
This article provides a critical sociological examination of how Hong Kong youth’s relationship towards Chinese identity and China is negotiated vis-a-vis schooling, language policy, and the broader Hong Kong postcolonial condition, and how this mediates these students’ aspirational imaginations regarding possibilities of studying and working in mainland China. Through focus group interviews with middle-class senior secondary school students stud…
Mundane matters
In this article, we draw on phenomenon from an experiential learning project that invited university students in Australia and Hong Kong to share their conceptions of wellbeing. Inspired by feminist and new materialist perspectives, our analysis highlights a string of mundane moments of ecological entanglements, nutritionally-nourishing forces and spacetimemattering generated when students shared digital stories about their daily wellbeing practi…
The impacts of International Baccalaureate expansion on professional cultures and assessments in Hong Kong, Taiwan and Singapore
The rapid propagation of the International Baccalaureate (IB) in the East and Southeast Asian region, together with the continuing globalisation of education, has generated implementational opportunities and challenges for teachers within the IB network of schools. Based on semi-structured interviews with teachers and school leaders across 15 IB Diploma Programme (DP) schools within the three milieus of Hong Kong, Taiwan and Singapore, the study …
Beyond the author
Navigating the neoliberal tensions during the Covid-19 pandemic- IB practices within Singapore, Hong Kong & Taiwan
International Baccalaureate (IB) schools in Asian societies such as Singapore, Taiwan, and Hong Kong have experienced a quick rise since the turn of the millennium, propelled by the globalisation and marketisation of education, proliferation of cosmopolitan imaginations associated with international education, but saliently framed in the vocabulary of neoliberalism. With the increasing adoption of international curricula into local and national e…
Institutionalising a transdisciplinary curriculum
Transdisciplinary curricula and programmes in higher education have gained traction as universities respond to the supercomplexity of contemporary crises and an accelerated pace of change. However, institutionalising such a model within traditional disciplinary structures also poses a series of challenges. This study references the Common Core at The University of Hong Kong as an exemplar for the implementation of a sustainable transdisciplinary …
The role of generative AI in collaborative problem‐solving of authentic challenges
This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond mere tool use. Data sources included pre‐ and post‐surveys, interim reports, submitted artefacts and team w…
The digital-intercultural-transdisciplinary nexus
Transdisciplinary problem-solving using digital technologies can further the internationalisation agenda within higher education through an inquiry-based collaborative online international exchange that is transformative and contributes real-world knowledge. Our study focused on a 12-week fully online programme bringing together undergraduates and postgraduates from a Hong Kong university and two Australian universities to research the well-being…
Response-able, collaborative adaptations of multilingual health messaging
This article explores how citizen adaptors in Australia and Hong Kong (n = 22) work collaboratively with a not-for-profit health organisation (NGO), one another and Generative AI to produce accessible, multilingual public health messages. There is an urgent need for multilingual health communication, given that it is a human right and a social determinant of health, and without it, lives may be put at risk. To address this, a process of translati…
Artificial intelligence and epistemic interoperability
Artificial intelligence (AI) large language models (LLMs) offer transformative potential in education through their multilingual capabilities and broad accessibility to knowledge, enabling seamless access, translation, and application of information across linguistic, socio-cultural, and disciplinary boundaries. This study examines the collaborative use of LLMs by university students in Hong Kong and Australia to translate and adapt medical mater…
Perceptions and integration of generative artificial intelligence in creative practices and industries
Generative Artificial Intelligence (GenAI) is fundamentally transforming notions of creativity and creative production across disciplines, yet a comprehensive understanding of professional attitudes and integration patterns remains challenging. This scoping review examines how creative professionals perceive and integrate GenAI technologies across four domains: visual art and design, writing and literature, performing arts, and environmental and …
Aspirations as territorial assemblages
Youth aspirations in Hong Kong are shaped by intersecting postcolonial, neoliberal, and geopolitical forces, including Greater Bay Area integration, pandemic disruption, and digital transformation. Drawing on interviews and focus group discussions with 110 university students in 2022, this study applies Deleuze and Guattari’s concept of refrains as territorial assemblages to offer a new theorisation of how aspirations are formed through encounter…
Sociology (7 works) · Pedagogy (6 works) · Political science (4 works) · China (3 works) · Computer Science (3 works) · Curriculum (3 works) · Epistemology (3 works) · Generative grammar (3 works) · Psychology (3 works) · Aesthetics (2 works)