Dr Winnie Sin Wai Pui

Dr Winnie Sin Wai Pui
Senior Teaching Associate
Course Director - Undergraduate Certificate in Coaching

Biography

I am the Course Director and Senior Teaching Associate at University of Cambridge Professional and Continuing Education (PACE), where I have the privilege of teaching students on the Undergraduate Certificate in Coaching and the MSt in English Language Assessment. I am passionate about supporting students from all backgrounds and ensuring they feels valued and well-supported throughout their academic journey. Having worked in both academic and industry settings, my career has been shaped by a strong commitment to student success and I bring to my role a well-rounded perspective. As Course Director, I take pride in leading a dedicated team to develop a curriculum that meets the diverse needs of our students, ensuring each learning experience is personalised and impactful. What I find most fulfilling at PACE is contributing to students’ academic and personal growth, watching them transform into confident, independent thinkers with the skills to navigate academic and professional challenges. I hold both an MPhil and a PhD from the Faculty of Education at the University of Cambridge. Over the past decade, I have been a lecturer, educational consultant and coach, demonstrating my commitment to innovative pedagogy and the amplification of student voice in learning. I am a Fellow of the Higher Education Academy, the Association for Coaching and CollectivED. I am a certified MBTI® Practitioner, LEGO® Serious Play® facilitator and a qualified Parental Transition Coach. I have been awarded the role of external examiner by AdvanceHE in England.

Research topics

My research primarily focuses on self-regulated learning and its role in enhancing students’ self-efficacy, well-being and academic development. I am particularly interested in how this informs coaching and mentoring strategies that support students from diverse cultural backgrounds, alongside the role of parental involvement. This direction contributes to the development of student support systems that equip learners with the tools and resources needed for academic and personal growth. I also have an interest in play-based and creative pedagogies, particularly in relation to child development. This passion informs my role as an undergraduate supervisor in the Faculty of Education, where I oversee projects exploring student voice and learning through play. With the rapid advancement of Artificial Intelligence, my research is expanding to examine both Generative and non-Generative AI, focusing on their pedagogical applications in supporting students with special educational needs.

Publications

Other

  • Pui, W. S. W., Lim, J., Underwood, J. (2024). Global Journeys: Navigating Identity, Study Abroad, Academic Success, and Beyond. Invited talk at the Kaleidoscope Postgraduate Conference, Faculty of Education, University of Cambridge., 2024
  • Howe, R., Caldwell, H., Meechan, D., Pui, W. S. W., Byles, R., Lea, K., Gichuru, R. (2024). Study Smart: Staff and Students Co-constructing AI Literacy. Centre for Active Digital Education, University of Northampton., 2024

Conference papers

  • Pui, W. S. W., NGO, N. T. T. (2024). Academic Success: Unlocking Thesis Writing Challenges Through Positioning Theory. The 4th International Conference of Possibility Studies. University of Cambridge., 2024
  • Lim, J., Pui, W. S. W. (2024). Diversity and Inclusion Using Artificial Intelligence: Supporting English Additional Language Students. The 4th International Conference of Possibility Studies. University of Cambridge., 2024

Book chapters

  • Pui, W. S. W. (in press). Parental roles, cultural dynamics, and collaborative strategies in a boarding school context: An exploration of Chinese students' wellbeing in England. In B. Pang (Ed.), Understanding Chinese international students’ health experience. Springer Nature., 2025
  • Pang, B., Oberholzer, L & Pui, W.S.W. (2022). British Chinese pupils’ mental wellbeing. In A. Mahmud & L. Satchell (Eds.), Mental Wellbeing in School - What Teachers Need to Know to Support Pupils from Diverse Backgrounds (pp. 48-57). Routledge: Taylor & Francis Group., 2022

Journal articles

  • Zhang, H., Yin, X., Yu, X., Pui, W. S. W., & Chen, Y. (2024). Too much of a good thing? Linking overparenting and Chinese young children’s social preference. Early Child Development and Care, 194(2), 230–243. https://doi.org/10.1080/03004430.2023.2300662, 2024
  • Pui, W. S. W., Zhang, H., Ding, M., & Zhong, C. E. (2020). Developing children’s cultural identities through play. Beijing International Review of Education, 2(2)., 2020

Courses Taught