Chung Cheng Academic Achievements Information System

2025 TCUS Young Scholar Excellence Award in Humanities and Social Science Division—Assistant Professor Ching Hung

Feb 05, 2026

Bridging Theoretical "Detours" and Institutional Recognition Beyond personal honor, receiving the 2025 Excellence Award in Humanities and Social Science—awarded by the Taiwan Comprehensive University System (TCUS) as part of its Young Scholars' Innovative R&D Results Selection—signifies a meaningful institutional embrace of interdisciplinary inquiry and foundational theoretical reconstruction. My research has long been situated at the nexus of the Philosophy of Technology and STS (Science and Technology Studies). This intellectual path often necessitates a "detour" through rigorous philosophical argumentation and the complexities of social phenomena. In an academic landscape that frequently prioritizes quantitative indicators and immediate pragmatic outcomes, the committee’s recognition of my attempt to ontologically ground the reconstruction of governance logic suggests that deep theoretical reflection remains indispensable for addressing contemporary technological dilemmas. This award serves as a profound encouragement to continue navigating these interdisciplinary boundaries, as I strive to cultivate a more realistic and actionable space for dialogue between technological advancement and human action.   From Architectural Practice to the Construction of Behavior-Steering Theory My scholarly concerns are rooted not in abstract speculation, but in a keen observation of concrete, real-world frictions. This trajectory began during my transition from the Department of Atomic Science to the Graduate Institute of History at National Tsing Hua University. My master’s research focused on the sluggish adoption of "Sustainable Buildings" in Taiwan, where I discovered that the bottleneck was not a lack of technological efficacy, but a disconnect between technological objects, users, and the prevailing social environment. This realization—that technology is never a neutral tool but a material configuration that profoundly shapes human conduct—became the cornerstone of my subsequent work. During my doctoral studies in the Netherlands, I engaged critically with the theory of technological mediation. In my book Design for Green, I addressed a central paradox: in our current environmental crisis, to what extent are we "permitted" to steer human behavior through technological design? To resolve this, I established a comprehensive framework spanning ontology, ethics, and political philosophy.   Cover of the monograph Design for Green. This work was awarded the Excellent Doctoral Dissertation Prize by Taiwan STS Association; a revised Chinese edition is scheduled for publication in 2026.   As my research evolved, I began to confront the limitations of mainstream frameworks in addressing "agency" and the persistent "knowing-doing gap". This led me to incorporate behavioral reinforcement theory, examining how technological objects function as integral components of the external environment to directly prompt and reinforce ethical behavior. I propose an "Outside-in" shift: given that altering "internal" cognition or motivation has proven insufficient for resolving collective crises, we must rethink how to design technological environments that actively support and strengthen desirable courses of action. This framework does not seek to negate human autonomy; rather, it aims to reconstruct freedom as "Freedom with Technology"—envisioning a democratic governance model that accommodates technological intervention while remaining transparent about its influence.   "Design and Freedom" — Mapping the Ethics of Behavior-Steering Technology Building upon this theoretical foundation, my recent work focuses on refining the ethical and political architecture of "Behavior-Steering Technology" (BST), the core achievement recognized by this award. In my paper "Design and Freedom: A Classification and Ethical Concerns for Behavior-Steering Technology" (published in the Taiwanese Journal for Studies of Science, Technology and Medicine and recipient of the Early Career Paper Award), I introduced a classification system based on the mechanism of intervention. I distinguish between: "Informational BST" (IBST), which targets conscious or subconscious states via informational media (e.g., persuasive technology, nudge); and " Material BST" (MBST), which acts directly on the body and physical space by reconfiguring material structures (e.g., physical barriers or forceful design). This classification challenges conventional ethical intuitions. While traditional views often prefer "soft" persuasion over "hard" material design, I argue that because the reinforcement structures of MBST are physically manifest and visible, they offer greater "transparency" and more robust privacy protections than the subtle manipulations characteristic of IBST. My goal is to provide a more nuanced ethical map for policy-making and the democratic governance of technology. Furthermore, I have integrated this "philosophy-of-technology-inside" approach into my teaching. By guiding students from engineering and biomedical backgrounds to move beyond abstract moralizing, I empower them to analyze and design environmental configurations that solve real-world ethical puzzles. My students’ consistent success in national professional ethics competitions underscores the practical power of this material-centric approach for interdisciplinary learners.   Lecturing on Dutch Philosophy of Technology at the Institute of Social Research and Cultural Studies, National Yang Ming Chiao Tung University.   Towards a New Ethics of Environmental Configuration Looking ahead, I intend to further refine the framework of "Technological Politics," specifically exploring how democratic governance remains possible when we acknowledge the power of environments to shape behavior. A primary practical objective is the development of a "New Engineering Ethics" that elevates "material configuration" to the center of ethical judgment. I envision an engineering ethics education that transcends mere moral reasoning, evolving instead into a practice of "environmental configuration" deeply integrated with technical design. My hope is to provide practitioners with sophisticated ethical tools that allow them to recognize, from the earliest stages of design, how technological objects function as structures of reinforcement that constitute social conduct. As an assistant professor, I remain committed to this path where theory and practice intertwine, transforming philosophical insights into a material force that safeguards a diverse and democratic society.  

Fostering EFL University Students’ Motivation and Self-Regulated Learning in Writing: A Socio-Constructivist Approach

Oct 21, 2025

‘You really have to have a thick skin’: A cross-cultural perspective on how online harassment influences female journalists

Jul 15, 2025

Development of Hydrogen Energy and Energy Storage Technologies for Net-Zero Emissions

Nov 19, 2025

            To achieve the 2050 net-zero emission target, hydrogen energy, water electrolysis, CO₂ reutilization, and flow-battery energy storage constitute the major key technologies. Hydrogen is abundant, produces only water after reaction, and possesses high energy density, making it suitable as a transportation fuel, industrial energy source, and energy-storage medium. Industrial CO₂ emissions can also be converted with hydrogen into valuable fuels such as methane, ethylene, and methanol. Meanwhile, the intermittency of renewable resources such as solar and wind can be mitigated through flow batteries, enabling peak shaving and stabilizing power output.                The energy efficiency of these electrochemical reactions depends significantly on electrode properties, structure, and interfacial impedance. For example, water-electrolysis efficiency drops at high current densities due to sluggish oxygen evolution reaction kinetics and bubble formation, which increase interfacial impedance and energy loss. CO₂ capture and conversion are energy-intensive processes that require highly active and selective catalysts to improve efficiency and reduce cost. In flow batteries, the charge–discharge efficiency is influenced by the surface characteristics of porous graphite-felt electrodes and precise operational control. Across these electrochemical systems, carbon-based materials—particularly carbon nanotubes (CNTs)—play a key role. CNTs offer high electrical conductivity, chemical stability, large surface area, and excellent mechanical strength, forming three-dimensional conductive networks that enhance electron transport and catalysis while lowering overpotential and interfacial impedance.            Overall, the performances of water electrolysis, CO₂ conversion, and flow-battery storage depend on efficient, durable, and cost-effective electrode materials. To accelerate commercialization and reduce electrode cost, our team focuses on low-cost materials such as carbon, stainless steel, and nickel for developing electrodes used in water electrolysis and CO₂ electrochemical conversion. We also provide customized electrode components and testing services for material developers, supporting both experimental research and system-level integration. Currently, we have developed a stainless-steel-electrode for water-electrolysis with competitive performance, and we are now advancing toward large-scale commercial electrolysis systems to support future industrial deployment.

Outstanding Young Scholar Spotlight: Associate Professor Jian-Jhih Kuo

Sep 18, 2025

Critical analysis of the technological affordances, challenges and future directions of Generative AI in education: a systematic review

Sep 18, 2025

Designing Life for 100 Years: From Taiwan’s Active Aging Learning Initiatives to an Action Blueprint for a Longevity Society

Feb 28, 2025

Background: The Turning Point of an Aging Society Has Arrived   Taiwan is entering a super-aged society at an unprecedented pace. According to data from the National Development Council, by 2025, people aged 65 and over will account for more than 20% of Taiwan's total population. In the future, Taiwan’s rate of population aging is projected to surpass Japan’s starting in 2047 and, by 2070, be only slightly behind South Korea’s—ranking among the highest globally. This is no longer a future scenario—it is already happening. Many individuals are unprepared mentally, and both social systems and personal planning are struggling to keep up. While past aging policies have focused largely on care and medical support, the emergence of a decades-long elderly stage of life calls for a new paradigm. Shouldn’t we reimagine this challenge through the lens of education? How can we help people proactively plan, engage, and live meaningfully in the second half of life? Fig. 1. 臺中市樂齡學習示範中心   A Global First: Taiwan’s “Senior Learning Policy” as a Model for Educational Prevention and Proactive Aging Since 2008, my team and I have implemented a “Active Aging Learning Initiative,” which became the world’s first government-led, systemically implemented educational policy for older adults1. Unlike the international norm that prioritizes the “right to be cared for,” we advocate for a different concept: the “responsibility to design one’s later life through learning before entering old age.” Senior learning is not just about course delivery—it is a pathway to social participation and self-actualization. Over 18 years, more than 372 senior learning centers have been established across Taiwan. A community-based, intergenerational, and action-oriented model has emerged, deepening education’s role in building a longevity society2. Fig. 2. from 劉文端   The “1-2-3 Instructional Model": A New Pedagogical Paradigm for Adult Learning To overcome the passivity of traditional learning, we developed the “1-2-3 Instructional Model” tailored for older and adult learners. It emphasizes three core components3: l 1 Learning Focus: Center on a clear learning objective. l 2 Learning Activities:Combine conceptual understanding with hands-on experiences to boost motivation and contextual awareness. l 3 Applications: Transform learning into practical actions—whether personal, social, or purposeful. This model is now part of Taiwan’s Professional Training and Certification in Active Aging Education, with over 8,000 certified instructors actively teaching in Active Aging Learning Centers and community programs, becoming catalysts of educational transformation in the age of longevity. Fig. 3. 高雄市樂齡學習示範中心   The Third Life University: A New Lifelong Learning Blueprint for the 55+ Generation In 2024, commissioned by the Ministry of Education, we developed the framework and pilot for the “Third Life University” targeting adults aged 55 and above. Key features include: l Core literacy curriculum modules for a 100-year life l Ministry-accredited credit and certification systems l A hybrid learning model linking university resources with communities. l Program designs to support career transitions, meaningful engagement, and dream realization The Third Life University is not just a place for learning—it is a platform for new social roles and personal value in a long-lived society. From Anxiety to Action: Life Design Modules for a 100-Year Life Our research shows that many individuals face two tensions in later life: anxiety over identity shifts and lack of clear goals, alongside uncertainty about what they truly want. To address this, we created a “Designing Life for 100 Years” learning module, incorporating self-directed learning, narrative inquiry, and action planning to support: l Life review and future exploration l Values clarification and goal setting l Micro-practices and reflective action This module now serves as the foundation for the “Life Design for 100” Facilitator Certification, aimed at training professionals equipped to guide and inspire others45.   Beyond Academia: Social Advocacy for Designing Life After 50 As a scholar, I’ve realized that research without real-world application cannot address society’s urgent needs. Since 2012, we have translated academic insights into public initiatives and publications, including:  l Practical books such as Design Your Second Half: A Happiness Guide for Active Aging and Designing a Life That Moves You l Certified Life Design Facilitator l Public education campaigns, social innovation projects, and experimental courses for longevity living Through interdisciplinary collaboration and community co-creation, we aim to inject hope and agency into the rapidly aging society6.   A Sincere Invitation to Like-Minded Changemakers If you resonate with any of the following: l You wish to explore cutting-edge theories and practices in elder education l You hope to become a “100-Year Life” facilitator and support others in their later-life transitions l You aim to design learning programs or action plans for the 55+ generation l You want to contribute to policies or fieldwork for a longevity society We warmly invite you to join the Learning & Action Movement of Designing Life for 100 Years7. Because now is the best time to redesign the future. Fig. 5. National Chung Cheng University Aging & Education Research Center   1 Findsen, B., Wei, H.-C., & Li, A.-T. (Eds.). (2022). Taiwan's Senior Learning Movement: Perspectives from the outside in and from the inside out (Lifelong Learning Series 28). Springer. DOI: https://doi.org/10.1007/978-3-030-93567-2 2 Findsen, B., & Wei, H.-C. (2023). Senior Learning in Taiwan: Achievements and Challenges. Adult Education Discourses, 24, 103-119. DOI: https://doi.org/10.34768/dma.vi24.685 3 Wei, H.-C., & Li, A.-T. (in press). Taiwan's active aging learning practice through the 1-2-3 Instructional Model: Facilitating learning among individuals 55 years old and above. In Qiu Wang & Guofang Wan (edit.). Life-long Learning: The Education of the Aging Population (pp. xx–xx). Chinese American Educational Research and Development Association Book Series, Information Age Publishing. https://tinyurl.com/4p7427rr 4 Liao, F.-M., Chen, G.-L., Hsu, C.-T., Liu, Y.-H., Cheng, L.-L., Chan, X.-C., & Wei, H.-C.* (2023). Validation of the self-directed learning scale for middle-aged and older adults. Educational Gerontology 50(4), 304-319. DOI: https://doi.org/10.1080/03601277.2023.2270874 5 Liao, F.-M., Chen, G.-L., Hsu, C.-T., & Wei, H.-C.* (2024). Assessing the ability of self-directed learning as a prerequisite for active aging among middle-aged and older adult learners: cross-sectional study. Educational Gerontology, 51(3), 313-329. DOI: https://doi.org/10.1080/03601277.2024.2391164 6 Wei, H.-C., Lin, Y.-H., & Chang, L.-H. (2023). The Effectiveness of a Blended Learning‐Based Life Design Course: Implications of Instruction and Application of Technology. SN Computer Science, 4, Article 360. https://doi.org/10.1007/s42979-023-01730-3 7 Wei, H.-C. (2022, July). My Personal and Professional Growth in the Second Half of Life: The Impact of My Active Aging Learning Experiences. PIMA Bulletin, 43, 25-28. Special Issue on Later Life Learning, guest editors Brian Findsen and Diana Amundsen. https://vn.seameocelll.org/wpcontent/uploads/2023/12/PIMA-Bulletin-No.43-Jul-2022.pdf