Fact-finding visits to Asia
Educational Innovation and University–Industry–Research Collaboration: Insights from the 2025 Fact-Finding Mission to Singapore and China
In October 2025, the Learning Institute of Mathias Corvinus College (MCCLI) conducted its third fact-finding mission under the Learning from Asia (LfA) project, visiting Singapore, Suzhou, Chongqing, and Chengdu. Building on previous missions to major Chinese cities in May 2023 and October 2024, this round completed a geographically diverse network of observation points, providing a comprehensive understanding of regional learning ecosystems, institutional innovation, and education–industry collaboration. The mission offered a unique opportunity to study how Asian education systems respond to evolving global challenges, and what lessons may be drawn for European contexts.
Objectives and Focus
The mission aimed to investigate recent developments and challenges in education in China and Singapore while identifying opportunities for long-term institutional cooperation. Key areas of focus included:
- Leadership development approaches, examining strategies to cultivate managerial and pedagogical capabilities.
- Education–industry cooperation, with attention to applied and work-integrated learning models that align curricula with workforce requirements.
In addition, the delegation delivered lectures and workshops covering talent development in Hungary, European Union education policies, university–industry collaboration, and teacher education and professional development. These activities reinforced knowledge exchange and promoted structured dialogue between European and Asian academic communities.
Singapore: Book Launch, Policy Research, and Applied Learning
Singapore provided an exemplary setting where governance, policy research, and applied learning converge. On October 6, the Hungarian Embassy hosted the launch of Learning from Asia in Education, highlighting the project’s insights on Asia’s influence on global educational reform. The event facilitated discussions with university, think tank, and policy representatives, further strengthening academic networks between Central Europe and Southeast Asia.
At ISEAS–Yusof Ishak Institute, conversations emphasized the importance of research that is both regionally grounded and methodologically rigorous, integrating macro-level policy analysis with context-specific approaches. Research institutions function as strategic intermediaries, translating evidence into actionable insights for policymakers, reflecting a broader regional trend toward policy-oriented knowledge infrastructures.
The visit to the Singapore Institute of Technology (SIT) highlighted applied learning programs designed around sustained industry partnerships. Courses focus on authentic industrial challenges, cultivating technical expertise alongside adaptive skills such as design thinking, collaborative problem-solving, and innovation literacy. These practices illustrate the strategic focus on workforce development and how applied programs equip students for rapidly evolving economic environments.
Suzhou: Hybrid Educational Innovation
At Xi’an Jiaotong–Liverpool University (XJTLU), the delegation observed a hybrid educational model that effectively balances theory with application. Interdisciplinary projects, innovation ecosystems, and internationally aligned curricula allow students to acquire competencies suited to global labor markets. XJTLU demonstrates how Sino-foreign institutions can establish distinctive pedagogical identities while maintaining high standards of academic collaboration.
Chongqing: Institutional Diversity and Regional Adaptation
In Chongqing, the mission engaged with institutions reflecting diverse approaches. Chongqing University emphasized governance modernization, international exchange, and student-centered reforms in areas such as public administration. Applied institutions, including Chongqing City Management College, showcased infrastructure and programs closely aligned with regional industry needs. Southwest University highlighted the integration of social sciences with regional development research, illustrating a growing emphasis on Europe–Asia academic collaboration and interdisciplinary engagement.
Chengdu: Vocational and Applied Education
Western China is emerging as a center for applied technical education and industry partnerships. Sichuan Top Information Technology Vocational College and Southwest Jiaotong University Hope College provided comprehensive programs in engineering, rail transit, and digital intelligence, reflecting national policies positioning vocational education as a driver of industrial modernization. At Southwestern University of Finance and Economics (SWUFE), discussions addressed digital transformation in business education, fintech ecosystems, and the integration of academic instruction with enterprise collaboration, offering insight into curriculum design and institutional strategies that bridge theory and practice.
Cross-Cutting Insights and the Learning from Asia Perspective
Several recurring themes emerged across all institutions visited:
- Industry–Education Integration is increasingly structural, embedded in curricula and institutional strategies rather than being experimental.
- Hybrid and Technology-Enhanced Learning expands instructional flexibility and access while enhancing student engagement.
- Interdisciplinary and Project-Based Learning reflects recognition that complex societal challenges require multi-perspective, collaborative approaches.
- Internationalization is implemented as a structured strategy involving mobility, joint research, shared curricula, and long-term partnerships.
These findings reaffirm the Learning from Asia principle: Asian education systems offer pragmatic, systemic, and innovative practices that can inform European and global education reform. By combining field observation with comparative analysis, the mission provides a foundation for sustained collaboration, forward-looking research agendas, and evidence-based policy dialogue.
Conclusion
The 2025 mission strengthened the insights of the Learning from Asia project through field observation, institutional engagement, and comparative research. Interactions with universities, research institutes, vocational colleges, and policy organizations highlighted dynamic educational practices, applied innovation, and effective leadership development. These experiences underscore the value of ongoing cross-regional learning and provide a solid basis for enhancing Europe–Asia educational partnerships in the future.
.
Second Fact-Finding Mission to China: Advancing University–Industry Cooperation and Educational Innovation
In October 2024, a delegation from the Learning Institute of Mathias Corvinus College (MCC) in Budapest conducted its second fact-finding mission to China under the framework of the Learning from Asia (LfA) project. This mission built on insights gained during a prior tour in May 2023 and the Learning from Asia in Education international conference held in Budapest in October 2023, aiming to deepen understanding of contemporary educational practices and explore avenues for future collaboration.
The primary objective was to examine recent developments and challenges in Chinese education, with particular attention to university–industry cooperation, teacher learning and professional development, and talent cultivation. The delegation sought to identify innovative institutional practices and establish partnerships that could inform future joint initiatives between Hungary and China.
From October 6 to 21, 2024, under the leadership of János Setényi, Director of the MCC Learning Institute, Gábor Halász, Senior Consultant of the LfA project, and Fan Mizi, Research Assistant, the team traveled over 10,000 kilometers across five cities: Xi’an, Wuhan, Shenzhen, Sanya, and Guangzhou. During the 15-day mission, the delegation visited 2 schools, 12 universities, and 3 UNESCO-affiliated centers, gaining comprehensive insights into the structure, scope, and dynamics of university–industry collaborations in China.
Institutes and Organizations Visited
Xi’an
- Public Universities: Shaanxi Normal University, Xi’an Jiaotong University
- Private University: Xi’an Kedagaoxin University
- Public Primary School: Xi’an GaoXin No.1 Primary School
Wuhan
- Public Universities: Huazhong University of Science and Technology, Central China Normal University, Hubei University of Technology, Hubei Institute of Fine Art
Shenzhen
- Public Universities: Shenzhen University, Shenzhen Polytechnic University
- UNESCO Centers: UNESCO-ICHEI, UNESCO Chair on Digitalization in TVET
Sanya
- UNESCO Center: International Centre for UNESCO ASPnet
- Private University: University of Sanya
- High School: Ledong Huangliu High School
Guangzhou
- Public Universities: South China University of Technology, South China Normal University
Key Outcomes
The mission generated several important insights and achievements. The delegation gained a deeper understanding of Chinese educational practices, particularly in teacher development, talent cultivation, and institutional collaboration. New partnerships were established with multiple Chinese institutions, creating opportunities for future joint projects, exchanges, and collaborative research. The delegation also contributed expertise through lectures and workshops, fostering mutual learning and strengthening academic ties.
In addition to formal engagements, the delegation’s itinerary incorporated cultural exploration, providing a broader contextual understanding of China. In Xi’an, visits to the Terracotta Army and ancient city walls offered insight into the region’s historical heritage. Wuhan featured excursions to East Lake and the Hubei Museum of Fine Arts. In Shenzhen, the delegation explored the Shenzhen Museum, while in Sanya, visits included the Industry Promotion Center of Yazhou Bay Science and Technology City and Nan Shan Hub. In Guangzhou, the team toured the Guangzhou Museum. Sampling local cuisine and observing traditional performances enriched the delegation’s cultural experience, complementing their academic mission with a deeper appreciation of China’s regional diversity.
Conclusion
The second fact-finding mission to China significantly strengthened educational collaboration and mutual learning between Hungary and China. By engaging with a diverse array of universities, schools, and UNESCO centers, the MCC Learning Institute gained practical insights into university–industry cooperation and educational innovation. The knowledge and partnerships generated during this mission will inform future initiatives, supporting sustained collaboration and the development of innovative, practice-oriented educational programs.
First Trip
In May 2023 a fact-finding mission was conducted to China with the participation of three members of the Learning from Asia project team (Dr. Setenyi Janos-Director of learning institute of MCC; Professor Gábor Halász-professional mentor; Fan Mizi-research assistant).
The aim of this mission was to explore the feasibility and the potential of the Learning from Asia project and to build of partnerships. The team visited 7 universities, 2 research organisations and 5 schools in Beijing, Shanghai and Hong Kong. During the journey, project team built up trust and exchanged deep ideas round the theme of Learning from Asia with Chinese academic partners, who also showed great willingness to cooperate in talent selection and management, teacher development, rural schools reform and innovation, AI application in education and so on.
This fact-finding visit has set up the bridge between European and Asian researchers for intensive and continuous communication and paved the way for knowledge building for the design and implementation of education policies.
.
Conferences
On November 11, the 4th educational dialogue of the “One Road One Belt” program was held in Beijing.
The main topic of this year’s conference was the development and support of teachers. Through educational dialogue, they contribute to cooperation and understanding between the participating countries. The MCC was also invited to do this, which the Director of the Learning Research Institute, János Setényi, fulfilled.
János Setényi gave an international overview of the seven policies that are typical in Europe and Asia in this field.
