Cleared for Takeoff: Richard Yeung’s Drone-Powered PhD Journey

After teaching chemistry at secondary schools for 24 years, Mr Richard Yeung Chung-yiu started his PhD programme at the Department of Science and Environmental Studies (SES) in 2023, under the main supervision of Professor Bill Yeung Chi-ho of SES, with Dr Paul Choi Tat-shing of the same department and Dr Sun Daner of the Department of Mathematics and Information Technology (MIT) as his associate supervisors. After three years of work, he submitted his PhD dissertation in March and passed his viva in June.

During his PhD studies, Richard’s outstanding work has won him many scholarships, funding, and presentation and international learning opportunities. The latest addition to his list of recognitions is the Best Poster Presentation and Best Speaker awards, received at the Faculty Postgraduate Seminar (FPS) on 27 April 2026 (Note 1).

FLASS FORWARD spoke to the fresh PhD graduate about his research project, his main takeaways, and the joy of the process. He also shared his advice for newcomers to PhD study.

A1: My research investigates how drone technology can make STEM education more accessible and engaging for learners of all ages and backgrounds. To explore this, I developed a series of GenAI-empowered simulations for drone-integrated STEM learning and invited 227 secondary school students to take part. Students were required to complete twelve drone-piloting tasks in a simulated setting.

These tasks were designed to test more than basic navigation skills; they tested students' knowledge of mathematics, physics, and information technology. For example, one task required participants to apply physics principles to understand how weight, gravity, and propeller speed influence flight, while another required them to apply their knowledge of coordinate geometry and trigonometry. Beyond technical knowledge, the tasks were also designed to build essential 21st-century skills, such as complex problem-solving.

A2: To analyse the learning outcomes, I used Epistemic Network Analysis (ENA) to track how student reasoning progressed from basic practical skills to higher-order, interdisciplinary thinking. The findings show that GenAI-supported simulations offer effective scaffolds for integrated STEM learning by facilitating epistemic coordination between conceptual knowledge and higher-order thinking. Specifically, these simulation-mediated scaffolds support the development of interconnected STEM knowledge, while also improving students’ computational thinking and overall academic engagement.

The current approach to STEM education relies heavily on written examinations, with limited hands-on practice and weak interdisciplinary collaboration and exploration of STEM knowledge. By asking students to navigate a drone in different simulated settings, my project links subject knowledge, skills, and applications, and helps build creativity, collaboration, and problem-solving skills for 21st-century learners.

A3: My project partnered with 14 secondary schools in Hong Kong. This gave me the opportunity to take part in the design, implementation, and evaluation of a STEM curriculum across multiple schools, involving students from very different backgrounds across Hong Kong. I taught chemistry at secondary schools for 24 years before starting my doctoral studies in 2023, which is probably why I am still concerned about secondary school education. It has been very meaningful that my PhD project allowed me to examine the potential impact of drone technology in promoting cross-disciplinary learning across different school contexts.

Another valuable experience was the opportunity to connect academic research with teacher development. In my project, I worked alongside a dedicated group of undergraduate students who aspire to become teachers. I was delighted to share some of my classroom experience while listening to their ideas and perspectives. It was especially encouraging to receive positive feedback from the project’s partner schools, on both the drone-based STEM curriculum and the instructors’ teaching. Seeing the growth in confidence and professionalism of these future teachers was as rewarding as observing the learning progress of the secondary school students.

After three years of studying at EdUHK, I came to appreciate that it is a university where research, curriculum innovation, and teacher education can be closely integrated, something that was not possible when I was a secondary school teacher.

A4: My advice to new PhD students is to begin your project with genuine curiosity about meaningful questions, and to nurture that curiosity through sustained reading, critical thinking, and regular discussion with supervisors and peers. Research takes time and requires not only knowledge and technical skills, but also careful planning, organisation, self-discipline, and perseverance. While the process can be demanding and sometimes uncertain, it is also deeply rewarding when ideas gradually develop into meaningful contributions.

It is not uncommon that PhD students underestimate the time and patience required to cultivate mature academic writing skills. Writing for academic publication is a skill that needs to be refined over time. I learnt a great deal from the peer-review process. Although receiving reviewers’ comments can occasionally be discouraging, it is worth examining them carefully to understand the reasoning behind them. Many of my improvements in research design, argument, and academic writing came from patiently digesting reviewers’ feedback and revising my work accordingly. Comments from reviewers, once properly understood, can strengthen both your manuscript and your thinking.

A5: A three-year PhD programme passes much more quickly than one might imagine. Effective time management is therefore essential for balancing reading, planning, data collection, analysis, writing, teaching, conference presentations, and publications. Staying organised, maintaining a growth mindset, and viewing setbacks as learning opportunities can help make the PhD journey both productive and personally rewarding.

A6: I have been very fortunate to receive generous support from the Faculty, SES, and MIT. The Graduate School (GS) also supported me throughout my PhD journey. My supervisors, Professor Bill Yeung and Dr Paul Choi of SES, and Dr Daner Sun of MIT, provided patient guidance in research design, academic writing, and professional development, and offered encouragement whenever challenges arose.

Their support went beyond academic supervision. They helped me secure resources, including equipment, instructor support, and technical assistance, all of which were essential for implementing my STEM curriculum across multiple schools.

During my PhD studies, I was given the opportunity to teach at both undergraduate and postgraduate levels at EdUHK. I also helped organise STEM workshops for students and teachers, and took part in academic and professional service activities. These experiences helped me grow as both a researcher and an educator.

A7: The broader research community at EdUHK has also played an important role in my development. SES and MIT supported my use of GenAI to develop several drone-piloting simulations and to create an interactive learning platform. SES also supported the publication and free distribution of a STEM curriculum handbook for frontline educators.

The Faculty Postgraduate Seminar (FPS) gave me valuable opportunities to present my research at various stages of completion, and I received a great deal of constructive feedback from faculty members and fellow research students there. I was deeply honoured to receive the Outstanding Research Postgraduate Student Award and the Best Research Postgraduate Student Teaching Award from FLASS, as well as the Postgraduate Students Publication Award from the GS. Beyond the financial support, these recognitions encouraged me to keep striving to improve.

The GS further supported my growth by arranging research training programmes, international outreach opportunities at Simon Fraser University in 2024 and the University of British Columbia in 2026, and funding to present my work at conferences in Japan and Italy. Together, these opportunities created a supportive and intellectually stimulating environment that greatly enriched my PhD experience.

A8: Teacher education holds a central place in my future plans. After completing my PhD, I hope to contribute to teacher education by working with pre-service teachers and practising educators, particularly in science and STEM education. Drawing on my background as a secondary school teacher, curriculum developer, and researcher, I aim to support colleagues in bridging the gap between educational theory and classroom practice. I am also keen to share the insights I have gained throughout my professional and academic journey.

Looking ahead, I aim to explore how emerging technologies, particularly generative AI, can be integrated into pedagogy to build AI literacy among teachers. I am committed to contributing to research and professional development that promotes the ethical and effective use of AI, so that educators can confidently use these tools in an increasingly technology-driven teaching environment.

Note 1: Read the related article about the Faculty Postgraduate Seminar (FPS) on 27 April 2026.