This workshop presented by Stephen Tay introduces CLEAR (Contextualised Learning via Enquiring, Answering, and Reflecting), a pedagogical framework developed to shift students from passive learners to active learners while incorporating authentic assessments.

Drawing on six years of implementation across STEM and non-STEM courses in multiple institutions, the presentation shares triangulated evidence—assessment scores, student feedback, samples of student work, and lecturer observations—from these implementations with and without artificial intelligence (AI). Participants are invited to draw lessons that can inform and enrich their teaching practice.

Short biography: Associate Professor Stephen Tay (Department of the Built Environment, College of Design and Engineering, National University of Singapore (NUS)) obtained his PhD from Imperial College London under the National Research Foundation Clean Energy Overseas Scholarship, and currently serves as Acting Deputy Director (Continuing Education) at the Centre for Teaching, Learning and Technology at NUS. He developed CLEAR (Contextualised Learning via Enquiring, Answering, and Reflecting) to cultivate student agency, and collaborated with various educators to implement the framework across engineering, social sciences, mathematics, pharmacy, and data fluency courses through local and international collaborations. For sustained teaching excellence, he received the NUS Annual Teaching Excellence Award for three consecutive years, was placed on the University Honour Roll (2024–2028), and in 2026 was awarded the Outstanding Educator Award, the highest accolade in NUS for teaching impact and educational leadership.