Conference Agenda

The rapid advancement of generative artificial intelligence (AI) and digital technologies is transforming higher education, calling for pedagogical approaches that emphasize adaptability and real-world impact (Chan, 2023; He et al., 2025; Qin, 2026). At Lingnan University, Service-Learning is one of graduation requirements that fosters whole-person development by connecting academic knowledge with meaningful community engagement (Chan et al., 2022). This paper explores how the integration of generative AI and accessible digital tools into Service-Learning enhances student learning outcomes and amplifies community impact, particularly for students from non-technology disciplines.

Situated within a liberal arts framework, this interdisciplinary approach prioritizes critical thinking, creativity, and social responsibility (Lau et al., 2023). It draws on concepts such as humanitarian technology, inclusive business, generative AI, and design thinking. Rather than emphasizing technical expertise, students engage with generative AI as a practical tool for problem identification, idea generation, and effective communication (Yeung et al., 2025). This inclusive model empowers students from diverse academic backgrounds to confidently apply emerging technologies in socially relevant contexts, both in local and international Service-Learning programmes.

Through selected case studies, students employ AI-assisted tools to co-create solutions with community partners. These projects include digital storytelling for marginalized groups, AI-supported outreach strategies and prototype development for non-profit organizations, and data-informed planning for social enterprises. Additional initiatives involve AI knowledge-transfer workshops designed for elderly participants and children. Collectively, these experiences enhance students’ ability to analyze complex social issues, adapt to dynamic environments, and collaborate effectively across disciplines.

Structured reflection and AI-focused problem-solving training are embedded throughout the learning process, encouraging students to critically examine ethical issues such as bias, inclusivity, and accountability (Weng et al., 2025). This reflective practice strengthens their sense of responsibility as digital citizens while enhancing competencies in knowledge application, creative problem-solving, teamwork, and critical thinking.

Overall, the integration of generative AI into Service-Learning strengthens students’ confidence, problem-solving capabilities, and commitment to social innovation, thereby promoting holistic development and enabling meaningful, community-centered impact.