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

Mitochondrial Glutathione in Cellular Redox Homeostasis and Disease Manifestation

Mar 16, 2026

      Mitochondria are critical for providing energy to maintain cell viability. Oxidative phosphorylation involves the transfer of electrons from energy substrates to oxygen to produce adenosine triphosphate. Mitochondria also regulate cell proliferation, metastasis, and deterioration. The flow of electrons in the mitochondrial respiratory chain generates reactive oxygen species (ROS), which are harmful to cells at high levels. Oxidative stress caused by ROS accumulation has been associated with an increased risk of cancer, and cardiovascular and liver diseases. Glutathione (GSH) is an abundant cellular antioxidant that is primarily synthesized in the cytoplasm and delivered to the mitochondria. Mitochondrial glutathione (mGSH) metabolizes hydrogen peroxide within the mitochondria. A long-term imbalance in the ratio of mitochondrial ROS to mGSH can cause cell dysfunction, apoptosis, necroptosis, and ferroptosis, which may lead to disease. This study aimed to review the physiological functions, anabolism, variations in organ tissue accumulation, and delivery of GSH to the mitochondria and the relationships between mGSH levels, the GSH/GSH disulfide (GSSG) ratio, programmed cell death, and ferroptosis. We also discuss diseases caused by mGSH deficiency and related therapeutics. Mitochondria play a central role in maintaining cellular energy metabolism and viability. Through oxidative phosphorylation, electrons are transferred from metabolic substrates to molecular oxygen to generate adenosine triphosphate (ATP). In addition to energy production, mitochondria participate in the regulation of cellular proliferation, metabolic homeostasis, and aging processes. However, electron transfer within the mitochondrial respiratory chain also generates reactive oxygen species (ROS). Excessive ROS accumulation leads to oxidative stress and cellular damage and has been closely associated with the pathogenesis of cancer, cardiovascular disorders, and liver diseases.       Glutathione (GSH) is one of the most abundant intracellular antioxidants. It is primarily synthesized in the cytosol and subsequently transported into mitochondria through specific carrier systems. Mitochondrial glutathione (mGSH) plays a critical role in detoxifying hydrogen peroxide and maintaining mitochondrial redox homeostasis. Persistent imbalance between mitochondrial ROS production and mGSH levels can impair mitochondrial function and trigger multiple forms of programmed cell death, including apoptosis, necroptosis, and ferroptosis.          This review summarizes the physiological functions and biosynthetic pathways of GSH and examines its tissue distribution and mitochondrial transport mechanisms. Furthermore, we discuss the relationships between mGSH accumulation, the GSH/GSSG redox ratio, and programmed cell death pathways, particularly ferroptosis. Finally, diseases associated with mGSH deficiency and emerging therapeutic strategies targeting mitochondrial redox regulation are also discussed.

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

Nov 19, 2025

Outstanding Young Scholar Spotlight: Associate Professor Jian-Jhih Kuo

Sep 18, 2025

Microbially Induced Carbonate Precipitation (MICP): A Promising Approach for Environmental Remediation

Mar 16, 2026

With the rapid expansion of industrialization and urban development, environmental pollution caused by heavy metals, metal ions, and radioactive elements has become an increasingly serious global issue. These contaminants commonly originate from industrial discharge, mining activities, agricultural fertilizers, nuclear-related operations, aerospace technology, and municipal waste disposal. Once released into soil and water systems, they may accumulate and persist for long periods, posing significant risks to ecosystems and human health. Toxic elements such as arsenic (As), cadmium (Cd), lead (Pb), nickel (Ni), and copper (Cu), as well as radioactive elements like uranium (U), strontium (Sr), and radium (Ra), can enter food chains and interact with DNA and proteins, potentially causing structural damage, cellular dysfunction, and impaired biological growth. Traditional remediation technologies typically rely on physical and chemical treatments, such as adsorption, ion exchange, chemical extraction, and precipitation. Although these methods can remove pollutants effectively in certain cases, they often require large amounts of chemicals and energy, making them costly and sometimes generating secondary pollution. Biological approaches such as phytoremediation offer a more environmentally friendly alternative, but their efficiency is often limited by environmental conditions including climate, soil type, and plant growth rates. Consequently, researchers have increasingly focused on developing sustainable and eco-friendly technologies for pollution control. Among these emerging methods, Microbially Induced Carbonate Precipitation (MICP) has attracted significant attention in recent years. MICP is based on the natural metabolic activities of microorganisms that induce mineral formation. Certain microorganisms produce an enzyme known as urease, which catalyzes the hydrolysis of urea into ammonia (NH₃) and carbon dioxide (CO₂). This biochemical reaction increases the pH of the surrounding environment and promotes the formation of carbonate ions (CO₃²⁻). When calcium ions (Ca²⁺) or other metal ions are present, carbonate ions react with these cations to form carbonate minerals such as calcium carbonate (CaCO₃). These minerals can adsorb, encapsulate, or co-precipitate heavy metals and radioactive elements, transforming them into stable and insoluble mineral forms. As a result, the mobility and toxicity of contaminants are significantly reduced. In essence, MICP utilizes biomineralization, a natural process in which microorganisms facilitate the formation of minerals through metabolic reactions. The MICP process generally involves three main stages: carbonate generation through microbial metabolism, crystal nucleation, and mineral precipitation. The resulting carbonate minerals often possess stable crystalline structures, including calcite, aragonite, and vaterite. These minerals effectively immobilize pollutants within soil or sediment matrices, preventing their migration into surrounding environments. A wide range of microorganisms are capable of participating in MICP processes. Among them, Sporosarcina pasteurii is one of the most widely studied bacteria due to its exceptionally high urease activity. These microorganisms can efficiently induce carbonate precipitation under suitable environmental conditions, enabling the immobilization of numerous contaminants. Studies have demonstrated that heavy metals such as cadmium, lead, copper, zinc, and nickel can be effectively removed through MICP, with removal efficiencies often exceeding 90%. Furthermore, MICP has also shown promising potential in immobilizing radioactive elements, including strontium and uranium, suggesting possible applications in nuclear contamination remediation. Beyond environmental remediation, MICP technology also shows considerable potential across multiple disciplines. In geotechnical engineering, MICP can enhance soil stability through bio-cementation, which strengthens soil structure and improves shear resistance. In materials science, researchers have applied microbial biomineralization processes to synthesize nanomaterials such as nickel oxide (NiO) and cerium oxide (CeO₂) nanoparticles. Additionally, MICP has been explored in the development of self-healing concrete, where microbial carbonate precipitation can seal cracks in construction materials, thereby extending the lifespan and durability of infrastructure. Despite its significant advantages, several challenges remain before MICP can be widely implemented in large-scale environmental applications. For example, the hydrolysis of urea during the MICP process produces ammonium ions (NH₄⁺), which may contribute to nitrogen pollution in aquatic systems. Furthermore, large-scale field applications require careful control of environmental conditions to maintain microbial activity and ensure effective mineral precipitation. Factors such as temperature, pH, dissolved oxygen levels, bacterial species, and the concentrations of calcium ions and urea can significantly influence the efficiency of the MICP process. Continued interdisciplinary research is therefore necessary to optimize reaction conditions, improve efficiency, and reduce operational costs. Overall, MICP represents an innovative environmental remediation strategy that integrates microbiology, geochemistry, and materials science. By harnessing natural biomineralization processes, this technology offers an environmentally friendly and potentially cost-effective solution for the removal of heavy metals and radioactive contaminants from soil and water systems. Moreover, its broader applications in carbon sequestration, environmental restoration, and advanced material development highlight its importance for future sustainable technologies. As research in this field continues to advance, MICP is expected to play an increasingly important role in addressing global environmental pollution challenges and supporting long-term ecological sustainability.

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