The turning point
The debate stayed with me.
Alongside mathematics, I have researched structural inequality in education. Preparing for a debate about AI and work made me ask whether unequal access to technology could widen the differences between regions and communities.
I began visiting schools serving children with fewer educational resources. In conversations with students and teachers, limited English teaching and practice resources came up repeatedly. That was a problem I wanted to understand more closely.
My contributions
What I tried, and changed.
This project developed through organizing others, building software, and listening when an early approach did not work.
- 01
Started a student club
At Keystone Academy, I brought classmates together to record English teaching videos for children at community schools.
- 02
Tested an AI practice agent
In Grade 9, I used AI-assisted coding to build and revise a conversational English practice prototype. Unreliable responses and the unfamiliar chat format kept it from becoming the right classroom tool.
- 03
Redesigned for real conditions
For a school with limited devices, I used AI to organize its English textbook content by unit, then built a structured practice app and companion management interface for a shared interactive screen.
- 04
Brought a pilot to school
In summer 2026, the first screen and app were delivered to a boarding school in Qinghai. The next aim is to reach each of its Grades 3–6 classrooms.
Still learning