In an era defined by digital disruption, economic diversification, and rapid technological change, education is no longer a social service alone—it is a national growth strategy. The experience of Hong Kong and broader Asia illustrates how aligning education systems with economic transitions can sustain long-term competitiveness and resilience. As Oman and the UAE accelerate their knowledge-economy ambitions, the question is not whether to reform education, but how to strategically align it with national development goals while preserving cultural identity and ethical purpose.
Hong Kong’s trajectory offers a compelling case study of how education-led development can evolve alongside economic transformation—moving from manufacturing to finance, and now to innovation-driven digital economies. Its approach underscores a broader lesson: sustainable growth depends not only on producing skills for today’s market, but on cultivating adaptable, ethical talent capable of navigating tomorrow’s uncertainties.
Kanebridge News Middle East speaks exclusively with Professor John Lee Chi-Kin, President of The Education University of Hong Kong (EdUHK)and UNESCO Chair in Regional Education Development and Lifelong Learning.
From Hong Kong’s experience, what role has education-led development played in sustaining long-term economic growth?
Hong Kong’s trajectory shows that sustained growth can come through continuously aligning education with each stage of economic transition. In the manufacturing era, for example, the system prioritised skilled workers; as the city evolved into an international financial and services hub, universities cultivated a work force for professions; and now, in the digital era, the focus has shifted again towards ethical innovators who can harness technology responsibly. This adaptability has been central to sustaining growth and resilience and it is based on the recognition of identifying key knowledge skills and values over time.
At the institutional level, teacher education and values formation are treated as strategic levers rather than administrative functions. EdUHK’s mission embeds lifelong learning, research, and community impact into teaching, ensuring graduates are not only technically competent but also socially responsible. Recent reforms—such as restructuring degrees to broaden competencies—demonstrate how education can simultaneously meet evolving social and economic demands and nurture character, producing talent that sustains competitiveness beyond short-term skills.

What key lessons can Oman and the UAE draw from Asia’s approach to aligning education systems with national development goals?
Asia’s experience shows that education has been prioritised as a strategic pillar of development, not merely a response to labour market gaps. Long-term reforms integrate science, innovation, and values education, creating stability even during economic shocks.
A second lesson is the professionalisation of teacher education. Institutions like EdUHK invest in rigorous preparation, research-informed practice, and community engagement, ensuring classrooms produce both academic excellence and responsible citizens.
Finally, curriculum innovation must be fused with ethics. Asian universities are embedding AI literacy and digital skills while ensuring that innovation remains human-centred. EdUHK’s Education Futures agenda illustrates how future skills can be integrated without losing moral purpose—an approach that holds relevance not only for the Middle East but also education systems worldwide.
How has industry–academia collaboration contributed to Hong Kong’s competitiveness, and how can this be replicated in the Gulf?
Hong Kong’s universities cultivate direct links with classrooms and employers through dialogue, internships and co-designed curricula. EdUHK convenes employers and alumni to align programmes with sector needs, expand work-based learning and update postgraduate offerings in fields such as AI in education, governance and environmental stewardship. These platforms help translate research into practice and keep talent development responsive, which strengthens competitiveness.
The collaborative approach extends to joint research funding and capacity building with overseas partners, showing how shared projects can build ecosystems rather than one off exchanges. When partnerships are embedded in teaching, research and student development, they generate reciprocal impact instead of symbolic agreements.
In the Gulf, universities are already advancing promising forms of collaboration. UAEU’s Science and Innovation Park, for instance, connects academia with industry through start-ups and joint projects, while other institutions have convened forums that bring government, employers, and educators together to co-design solutions. Programmes are also being updated to align with emerging technologies and shifting employment patterns. These efforts show that collaboration is not only possible but actively underway, offering valuable opportunities for shared learning across regions.
Rather than suggesting replication, we see opportunities for mutual learning. Hong Kong’s experience underscores the value of institutionalising regular forums, co-funded research calls, and structured work placements, while Gulf universities are pioneering interdisciplinary platforms that Hong Kong can also learn from. By sharing practices and adapting them to local contexts, both regions can strengthen competitiveness while maintaining academic standards and social values.
How important is lifelong learning and reskilling in future-proofing economies like Oman and the UAE?
Lifelong learning is indispensable for economies undergoing diversification and digitalisation. The challenge is not only producing graduates but ensuring citizens remain adaptable across careers as industries evolve. EdUHK’s mission explicitly commits to lifelong learning, with research and professional development designed to strengthen workforce resilience.
At the system level, reskilling cushions societies against volatility. When policy, teacher development, and curriculum coherence align, individuals can unlearn outdated knowledge and acquire new competencies without destabilising institutions. This is especially critical in the AI era, where continuous upskilling must be paired with ethical reflection.
As UNESCO Chair in Regional Education Development and Lifelong Learning, I have the privilege of accessing global insights and applying these to local and regional contexts. This role reinforces the importance of lifelong learning as a universal priority—ensuring that education systems not only prepare graduates for their first careers but also sustain their capacity to adapt, reskill, and contribute meaningfully throughout life.
Equally important is inclusion. Lifelong learning must extend beyond elite groups through open resources and community engagement supporting skills programmes for all members of the community.
What balance should policymakers strike between global education models and local cultural contexts?
Reform works best when global practices are adapted rather than imported. Asian experience shows that cultural narratives and civic identity can improve teaching and encourage people to embrace learning.
Respect for teacher professionalism and moral education has been paired with modern research and technology integration, producing systems that are globally competitive yet locally grounded.
Universities also play a bridging role. EdUHK’s vision stresses collaboration across regions while maintaining ethical responsibility and social care as core values. That institutional stance helps translate global insights into curricula that honour local values, histories and community needs.
Overall, the balance is to benchmark globally while remaining culturally sensitive to local values. This means building programmes that meet international standards, while embedding values education and local priorities so graduates are both globally competent and locally committed.

How can universities act as drivers of innovation and entrepreneurship, beyond traditional teaching roles?
Universities drive innovation when they organise around interdisciplinary research, policy engagement and talent incubation. EdUHK has created interdisciplinary academies that connect educational development with applied policy and future-oriented research, moving ideas from scholarship to application.
Entrepreneurial mindsets are cultivated through programme redesign and recognition of invention, showing that even education-focused institutions can contribute to wider innovation ecosystems. Translational projects in AI, pedagogy, and governance illustrate how targeted research can generate applied solutions.
Finally, universities extend impact through capacity-building partnerships abroad, multiplying know-how and creating markets for innovation. Sustained, reciprocal collaborations generate human capital and applied solutions that endure beyond individual cohorts.
How can education systems better prepare students for AI, digital transformation and knowledge-based economies?
Preparation begins with structured AI literacy for both educators and students, supported by responsible-use frameworks. EdUHK’s 6-P approach—covering planning, prompting, previewing producing, peer-reviewing, and reflective portfolio building—ensures AI enhances inquiry and creativity while keeping human judgement central.
Systems should also foster partnerships linking AI research with classroom practice. EdUHK convenes forums and collaborates globally to accelerate diffusion of evidence-informed practice.
Curriculum renewal must integrate technical fluency with ethics and civic purpose. By embedding computational thinking, interdisciplinary study, and wellbeing safeguards, education systems can produce graduates who thrive in knowledge economies while remaining socially responsible.
Looking ahead, what strategic education priorities should Oman & the UAE focus on over the next decade?
Looking ahead, education systems across the region – including Oman and the UAE – can prioritise three interconnected areas.
First, learner-centred teacher education reform. The most resilient systems are those that invest deeply in teachers—through rigorous preparation, continuous professional development, and clear career pathways. When teachers are treated as partners in reform, they become the bridge aligning pedagogy, technology, and values.
Second, industry–university ecosystems. Stronger collaboration between academia and employers—through joint research grants, recurring forums, and credit-bearing work-integrated learning—creates innovation pipelines that diversify economies and keep talent development responsive to real-world needs.
Third, AI readiness with ethics. As digital transformation accelerates, classroom frameworks must embed responsible use and reflective learning. Supporting educators through professional training and cross-border exchanges ensures technology enhances equity rather than widening gaps.
These priorities are part of a global agenda for future-proofing education. By aligning them with national strategies, economies in the Middle East and beyond can ensure reforms serve long-term development goals while preparing citizens to thrive in knowledge-driven societies.