The University of Macau (UM) features a diverse academic environment. Here, professors not only strive to advance their fields through research, but also actively integrate their research findings and experiences into the classroom to enhance student learning. Professors from three different disciplines show how they weave research into teaching. They use real-world case studies to help students grasp complex ideas, share practical strategies to improve teaching effectiveness, and cultivate scholarship through the analysis of academic papers, demonstrating the benefits of integrating research and teaching.
Bringing abstract theories to life
Electromagnetism is the foundation of a wide array of advanced technologies, from the chips in smartphones to MRI scanners in hospitals, all of which rely on the principles of electromagnetic interactions. Since UM introduced its undergraduate programme in applied physics and chemistry in 2019, the course ‘Electromagnetism and Physical Optics’ has been a mandatory subject for all first-year students. Prof Zhou Bingpu has been teaching the course since its inception. He describes it as a ‘guidebook to the world of technology’, highlighting its importance in helping students understand the principles behind many everyday technologies.
Learning electromagnetism, however, is no easy task. The course requires students to understand the ‘invisible’ interactions between electric and magnetic fields while also includes knowledge from physics, materials science, and chemistry. To help students navigate these challenges, Prof Zhou, associate professor in the Institute of Applied Physics and Materials Engineering, incorporates his research on flexible wearable sensors into teaching, making abstract and complex theories more tangible and relatable. 
In the classroom, Prof Zhou brings theories to life by showcasing the ‘electronic skin’ and the ‘biomimetic finger for tactile perception’ developed by his team. These innovations turn abstract concepts into tangible examples. For instance, by observing how sensors designed based on electromagnetic principles function in real-world scenarios, students can understand concepts like magnetic flux variation more easily. Prof Zhou also encourages students to explore how classical theories can be applied in contemporary contexts from a research perspective, helping them connect foundational knowledge with real-world research and applications. 
Drawing from his research, Prof Zhou also integrates knowledge from materials science and biomimetics into his lessons, thereby expanding the boundaries of traditional physics. When students study the material properties of sensors, they explore the microscopic interactions between magnetism and electricity, demystifying complex scientific phenomena. Similarly, when studying the biomimetic finger, they gain a deeper appreciation of how biomimetic principles inspire innovative solutions in the natural sciences, fostering a broader interdisciplinary understanding.
‘It is a privilege to share my research with students,’ says Prof Zhou. The first cohort of students in the applied physics and chemistry programme graduated in 2023. While some chose to further their education in Europe, the US, and Singapore, some decided to pursue a master’s degree in innovative materials at UM. Prof Zhou’s team is currently focused on exploring new frontiers in magneto-mechano-electric coupled sensing. Through his teaching approach, which combines theoretical learning with hands-on experiments, Prof Zhou nurtures a new generation of talent for this rapidly evolving field.  
Sharing practical strategies to enhance teaching effectiveness  
In today’s educational landscape, systematically integrating research findings into teacher education programmes is essential for cultivating high-quality teachers. This approach not only ensures that the curriculum stays aligned with the latest developments in the education field but also equips students with the skills needed to make evidence-based instructional decisions. In UM’s Faculty of Education (FED), many professors are actively incorporating their research into teaching, bringing new energy to teacher education.
One of them is FED Assistant Professor Lin Lijia, who exemplifies the practice of ‘research-informed teaching’ in his course ‘Technology-supported Learning and Instruction’. With a PhD in educational technology from Arizona State University in the US, Prof Lin draws on his solid academic background to transform his SSCI journal articles on cognitive load, multimedia learning, and personalised instruction into practical and engaging teaching modules that are seamlessly integrated into the teacher training programme. 
For example, one of Prof Lin’s studies shows that aligning teaching content with students’ personal interests can significantly enhance class participation. Building on this finding, he has proposed an ‘interest-based teaching method’. To inspire his students, Prof Lin encourages them to think creatively about their future teaching practices. He suggests: ‘If your future students love music, why not teach the principles of sound waves by analysing guitar frequencies to uncover the science behind music?’ This teaching method not only represents a focus of Prof Lin’s research, but also is a practical strategy he shares to help future educators improve their teaching effectiveness.
In his research on digital reading competence, Prof Lin highlights another challenge: students’ deep reading abilities decline significantly when they conduct unguided online searches. To tackle this issue, he has developed a practical strategy to help students develop effective digital reading habits. His approach includes setting clear goals before reading to identify the key arguments of the text, self-checking comprehension during reading, and summarising after reading by succinctly capturing the author’s core viewpoint in a single sentence. Prof Lin reminds his students: ‘As future educators, it is your responsibility to help students stay vigilant in the digital age. While embracing the opportunities technology offers, you must also work to nurture their deep thinking skills.’
Recently, Prof Lin received an award from FED for his outstanding research achievements. He shares, ‘I strongly believe that education research should be applied in the classroom. By integrating research findings into teaching, I hope students can see that teaching is a continuous process of exploration and innovation.’
Providing invaluable guidance for students
At postgraduate level, academic research is the cornerstone of learning. Mastering systematic research methods and developing a rigorous scholarly mindset are essential for students to establish a solid academic foundation. It is equally important to expand their academic horizons. By engaging with diverse perspectives and insights from various sources, students can deepen their understanding and make meaningful breakthroughs in their research. To support this, incorporating cutting-edge research findings into postgraduate courses is crucial, as it helps inspire students’ research thinking and fosters innovation.
Wang Sihao, associate professor in the Faculty of Arts and Humanities, has made significant contributions to postgraduate education in the traditional Chinese literature discipline. A scholar from Tongcheng, Anhui, Prof Wang upholds the academic traditions of the Tongcheng School, with a focus on the fu (賦體) pieces (fu is a traditional form of literature), and the classical Chinese novel Dream of the Red Chamber. He is adept at transforming his research into teaching resources, which allows postgraduate students to gain a deep understanding of classical works while keeping pace with contemporary academic developments.
In his course ‘Topics in Traditional Chinese Genres’, Prof Wang guides students in a close reading of his paper, The ‘Fu History’ Tradition in Chinese Classical Literature, published in Social Sciences in China. The paper takes a historical and developmental approach, tracing the complete evolution of the ‘fu history’—from its origins and theoretical foundation to its formal recognition as a literary genre. It also systematically categorises the key characteristics of narrative traditions in ancient China. By walking students through the entire research process—from choosing a topic and drafting the paper to revising it with editors and responding to interdisciplinary peer reviews—Prof Wang gives students a deep understanding of the rigour and complexity of academic research. He explains that this approach can connect research and teaching by reducing the gap between cutting-edge scholarship and classroom learning, while developing students’ academic thinking. By analysing research methodologies and the reasoning behind academic arguments, students can improve their research skills.
Furthermore, Prof Wang’s teaching highlights the importance of balancing academic tradition with innovation. As a former student of Prof Xu Jie, president of the Chinese Fu Study Association and professor at Nanjing University’s School of Liberal Arts, Prof Wang leverages resources from his academic lineage. He integrates research from Prof Xu and other scholars within the same tradition into his teaching, exposing students to diverse academic perspectives and helping them develop a well-rounded understanding of the field. 
Prof Wang’s seminar on research paper analysis stands out for its unique approach. His teaching goes beyond delivering knowledge; it focuses on developing students’ academic vision and research skills, providing invaluable guidance for young scholars as they navigate their academic paths.
Reinforcing synergy between research and teaching
From experiments to teacher training courses and research in traditional Chinese literature, UM scholars are demonstrating the value of integrating research into teaching through their practices. This dynamic approach creates a mutually reinforcing relationship between research and teaching. It enhances the effectiveness of knowledge delivery while ensuring teaching content stays aligned with the latest advancements, giving students access to cutting-edge academic insights. Ultimately, this approach fosters a virtuous circle where research enriches teaching, and teaching enhances student learning.
Chinese Text: Kelvin U, UM Reporter Chen Xinjie and He Yanlin
Photo:  Kelvin U and Chen Xinjie
Chinese Editor: Gigi Fan
English Translation: Bess Che
Source: My UM Issue 143