Robotics and coding conquest 2026 (RCC2026)- Radio Televisyen  Brunei (RTB) Psychoboard (invented by Ts Ir Dr Ahmad Azlan Bin Ab Aziz)

Psychoboard STEM & AIoT Teacher Capacity Building Programme for Brunei Schools

Date: 11/6/2026

Participants: 500+ teachers across Brunei

Universiti Teknologi Brunei — As the inventor of Psychoboard, I have been actively leading teacher capacity-building initiatives to strengthen education in programming, electronics, artificial intelligence (AI), embedded systems, and the Internet of Things (IoT) in Brunei Darussalam.

The programme was designed to support the implementation of the Business, Art and Technology (BAT) subject by providing teachers with practical skills in programming, electronics, AI-assisted coding, and project-based STEM learning using the locally developed Psychoboard platform. The training combines ESP32 programming, embedded systems, IoT applications, ChatGPT-assisted coding, and a dedicated custom GPT learning assistant, enabling teachers to confidently deliver modern technology education in the classroom.

Since its introduction, the Psychoboard initiative has expanded beyond individual workshops and has supported more than 500 teachers across Brunei Darussalam through direct training, curriculum development activities, demonstrations, exhibitions, and STEM outreach programmes. The long-term objective is to establish a sustainable ecosystem that empowers teachers to nurture future generations with practical digital, engineering, and AI competencies.

The programme has demonstrated excellent effectiveness. Evaluation of one of the national teacher training workshops showed:

• 100% of participants rated the training positively (Excellent or Good).
• 100% agreed that the training content was relevant to their teaching needs.
• 100% agreed that hands-on activities significantly enhanced their understanding.
• 81.8% found the Psychoboard platform easy to understand after the training.
• Participants highly appreciated the integration of AI-assisted coding using ChatGPT and the Custom GPT Assistant, which reduced programming barriers and improved confidence in lesson preparation.

Feedback from teachers consistently highlighted the value of practical hands-on learning, ESP32 programming, IoT applications, AI-assisted coding, and continuous facilitator support throughout the workshop. Participants also recommended expanding the programme through Train-the-Trainer (ToT) initiatives, advanced modules, and wider deployment across schools, demonstrating strong demand for continued professional development.

Psychoboard represents more than a teaching board. It is a locally developed educational technology ecosystem that integrates hardware, software, AI-assisted learning, and teacher professional development to support Brunei's digital education transformation. By equipping educators with industry-relevant skills, the initiative contributes to strengthening STEM education while supporting the national aspiration to develop future-ready graduates with competencies in programming, embedded systems, IoT, and artificial intelligence.

Key Areas of Training

• Programming using ESP32 and Embedded Systems

• Electronics and Sensor Integration

• Internet of Things (IoT)

• Artificial Intelligence Assisted Programming using ChatGPT

• Prompt Engineering for Education

• Project-Based STEM Learning

• Business, Art and Technology (BAT) Curriculum Support

• Train-the-Trainer (ToT) Programme Development

• Teacher Professional Development

• Educational Technology Innovation using Psychoboard

UTB Living Lab Definition 

The UTB STEAM Innovation Living Lab is a collaborative research and innovation ecosystem that transforms ideas into real-world solutions through interdisciplinary research, rapid prototyping, user validation, and technology commercialisation. By bringing together students, researchers, industry partners, schools, government agencies, and communities, the Living Lab bridges the gap between academic research and societal impact while nurturing future innovators and entrepreneurs.

Key Characteristics

• User-centred innovation
• Real-world testing and validation
• Co-creation with stakeholders
• Rapid prototyping and iterative improvement
• Research translation into practical applications
• Technology transfer and commercialisation
• Entrepreneurship and startup development
• Continuous feedback and measurable impact

From Makers Lab to Living Lab: Translating Research into Innovation and Entrepreneurship

In 2023, we embarked on an ambitious journey to transform the UTB Makers Lab into more than just a fabrication space. Supported by the UTB Special Research Grant Initiative, our vision was to establish a research-driven ecosystem where ideas could evolve from laboratory experiments into technologies with real-world impact.

Our initial research focused on two strategic areas: advanced 3D printing technologies and antenna engineering. These areas were selected not only because of their strong research potential but also because they could serve as enabling technologies across multiple disciplines, including Internet of Things (IoT), embedded systems, healthcare, robotics, wireless communications, and smart manufacturing.

Over the past few years, the Makers Lab has evolved into a multidisciplinary platform supporting researchers, students, and industry collaborators. The laboratory is equipped with advanced 3D printing facilities, electronics prototyping equipment, PCB fabrication tools, antenna measurement capabilities, embedded system development platforms, and rapid prototyping resources. This infrastructure has enabled students and researchers to rapidly transform concepts into functional prototypes while shortening the journey from research to innovation.

Today, our aspiration extends beyond being a Makers Lab. We are building a Living Lab, where research is continuously validated in real-world environments through collaboration with schools, industry, government agencies, and the wider community. Rather than developing technology solely for academic publication, the Living Lab approach encourages co-creation, iterative testing, user feedback, and continuous improvement to ensure innovations address genuine societal and industrial needs.

One of the most significant outcomes of this initiative has been the establishment of Simpang Tujuh (Seven), a student-led startup company that originated directly from research activities conducted within the laboratory. The company provides advanced 3D printing, rapid prototyping, and engineering fabrication services while offering students valuable entrepreneurial experience alongside their academic journey.

The creation of Simpang Tujuh demonstrates an important philosophy that guides our work: research should not stop at theory. Scientific publications and technical knowledge remain fundamental, but their true value is realised only when translated into practical solutions that benefit society, create economic opportunities, and develop future innovators. By encouraging students to commercialise their Final Year Projects (FYP), Group Design Projects (GDP), and research outputs, we bridge the gap between academia and industry while nurturing an entrepreneurial mindset.

The Living Lab has also become the foundation for several innovation initiatives, including the development of Psychoboard, an embedded systems and AIoT educational platform now used for teacher capacity building and STEM education in Brunei Darussalam. These achievements demonstrate how research, education, innovation, and entrepreneurship can reinforce one another within a single ecosystem.

Looking ahead, our vision is to establish the UTB Living Lab as a regional centre of excellence for digital fabrication, intelligent embedded systems, wireless communications, AIoT, and technology commercialisation. Through interdisciplinary collaboration and industry partnerships, we aim to cultivate a new generation of engineers and innovators who are not only capable of conducting high-quality research but are also equipped to transform their ideas into impactful technologies, successful startups, and sustainable businesses.

Our guiding principle remains simple yet powerful:

Research creates knowledge. Innovation creates solutions. Entrepreneurship creates impact. Together, these three elements form the foundation of a sustainable innovation ecosystem capable of contributing to Brunei Darussalam's knowledge-based economy and future technological advancement.

Empowering Future Engineers Through Digital Engineering and Innovation

It was a privilege to contribute to the EDGE Engineering Design Programme, involving 81 students from Brunei, where I had the opportunity to support both the technical and innovation components of the programme.

On Day 1, I facilitated the Computational Fluid Dynamics (CFD) sessions using Autodesk Fusion Simulation, introducing students to simulation-driven engineering design. Participants explored how CFD can be used to analyse airflow, reduce drag, optimise performance, and validate engineering concepts before physical prototyping.

On Day 2, I led a hands-on workshop on leveraging generative AI to accelerate the engineering design process. Students learned how to transform ideas into well-structured engineering concepts using an integrated workflow with Google Gemini, NotebookLM, and Canva.

The session focused on problem identification, idea generation, technical research, concept refinement, and professional presentation development.

Working in multidisciplinary teams, participants addressed eight sustainability-focused engineering challenges, including:

1) Sustainable low-drag transportation

2) Smart agriculture drones

3) Aerodynamic food delivery systems

4) Flood-resilient emergency shelters

5) High-efficiency wind turbines

6) Smart greenhouse technologies

7) River and coastal waste collection systems

8) Sustainable urban mobility

It was inspiring to witness the creativity, teamwork, and critical thinking demonstrated by all 81 participants. By combining engineering simulation with modern digital tools, the programme provided students with practical experience in solving real-world engineering challenges while promoting sustainable innovation.

My sincere appreciation goes to the organisers, facilitators, and everyone involved in making the programme a success. It is always rewarding to contribute towards developing the next generation of engineers who are equipped with both strong technical foundations and modern digital competencies. 

Amateur Radio, FCC & Digital Broadcasting Experience ( Applying Knowledge Beyond the Classroom: Educating the Community 

During the COVID-19 period, I was invited to participate in an online podcast discussing US FCC Amateur Radio licensing, international callsigns and amateur radio communication together with:

Ts. Dr. Mohd Noh Karsiti | N0HMK (US) / 9M2NOH (Malaysia)
En. Mohd Hamid Misnan | KT2O (US) / 9M2TPT (Malaysia)
Ir. Ts. Dr. Ahmad Azlan Ab Aziz | AI6LB (US) / 9M2AGC (Malaysia)

The US Amateur Radio Service is regulated by the Federal Communications Commission (FCC), with licensed operators identified through individual callsigns. Beyond being a technical hobby, amateur radio develops practical competency in RF communication, electronics, antennas and operating procedures. It can also support voluntary civilian and emergency communications when conventional communication infrastructure is disrupted.

Beyond Radio: Learning Digital Broadcasting

The podcast experience also expanded our practical skills beyond RF communication into digital media and online broadcasting. We learned to configure podcast audio systems, microphones and audio interfaces, set up a small broadcasting environment, and use OBS for recording and online streaming.

Amateur Radio → RF Communication → Podcasting → Audio Systems → OBS → Digital Broadcasting

This experience demonstrates how technical knowledge can evolve into broader communication, public engagement and digital media competencies.

AI for Technical Professionals (PUJA ACADEMY BRUNEI)

Empowering Engineers and Architects to Use AI Responsibly in Technical Practice

I successfully conducted the AI for Technical Professionals course in Brunei, bringing together 68 engineers and technical professionals from multiple disciplines, including Architecture, Civil & Structural Engineering, Mechanical Engineering, and Electrical Engineering.

The course was designed around one central principle:

AI should not replace professional engineering judgement. It should augment the capability of professionals to analyse, brainstorm, coordinate and communicate more effectively.

Unlike a general introduction to artificial intelligence, this programme focused on the practical application of AI within real technical and multidisciplinary engineering workflows.

From Prompting to Professional Engineering Workflows

Participants were introduced to structured prompting techniques using the CRAFT framework, enabling them to transform simple questions into well-defined professional AI instructions containing project context, technical roles, assignments, output formats and engineering constraints.

However, generating an AI response was only the beginning.

A strong emphasis was placed on verification, professional judgement, engineering ethics and accountability. Participants learned to distinguish between verified project information, engineering assumptions, preliminary estimates and information that must be obtained before detailed design.

The professional workflow promoted throughout the course was:

UNDERSTAND → CRAFT → ANALYSE → BRAINSTORM → COORDINATE → VERIFY → DOCUMENT → COMMUNICATE → PROFESSIONAL DECISION

A Multidisciplinary Building Project as the Learning Platform

A two-storey office building was used as a practical case study, allowing participants to experience how AI could support different disciplines while still requiring professional verification.

From an Architectural perspective, participants explored space planning, circulation, accessibility, material selection, functional requirements, daylight, future expansion and multidisciplinary design considerations.

From a Civil & Structural Engineering perspective, the exercises covered site and contour interpretation, structural systems, preliminary structural grids, columns, beams, slabs, foundations, constructability, geotechnical information requirements and coordination with architectural and M&E services.

From a Mechanical Engineering perspective, participants investigated preliminary HVAC design, cooling-load considerations, VRF/VRV and DOAS concepts, ventilation, indoor air quality, humidity control, duct routing, energy efficiency and dedicated 24/7 server-room cooling.

From an Electrical Engineering perspective, the course explored preliminary load schedules, maximum demand, diversity, electrical distribution, lighting design, emergency lighting, life-safety systems, server/UPS requirements and energy-efficient control strategies.

Moving Beyond Individual Disciplines

One of the most important parts of the programme was demonstrating that a successful building cannot be designed by looking at each engineering discipline independently.

Participants explored practical multidisciplinary coordination issues such as:

HVAC ducts vs structural beams, cable trays vs HVAC equipment, electrical risers vs structural elements, lighting vs ceiling layouts, CCTV and sensors vs HVAC services, condensate pipes vs electrical equipment, and maintenance access vs architectural constraints.

This allowed participants to understand how AI can support early-stage clash identification and multidisciplinary brainstorming before issues become expensive construction variations.

The discussions went beyond whether two objects physically collide. Participants also considered maintenance clashes, accessibility, constructability, safety, lifecycle operation and equipment replacement routes.

AI for Technical Meetings

Another major objective was demonstrating how AI can improve the productivity of technical and site meetings.

Participants learned how project drawings, requirements and technical information could be analysed before meetings to identify:

potential technical issues, missing information, multidisciplinary risks, questions for consultants, site inspection requirements, coordination problems and proposed action items.

The intention was not to allow AI to make engineering decisions, but to help professionals arrive at meetings better prepared to ask the right technical questions.

Engineering Ethics and Verification

Throughout the programme, I continuously reinforced what I call the Professional AI Rule:

AI PROPOSES → PROFESSIONAL VERIFIES → PROFESSIONAL DECIDES

AI-generated calculations, assumptions, recommendations, drawings and technical interpretations should never automatically become engineering decisions.

The qualified professional remains responsible for verifying:

calculations, assumptions, standards, project information, safety implications, constructability and regulatory compliance.

This distinction becomes especially important when AI is used in engineering, architecture and other professions where decisions can affect public safety.

Developing Future-Ready Technical Professionals

The successful participation of 68 professionals from four major technical disciplines demonstrated the value of bringing different engineering perspectives into the same AI learning environment.

The programme was ultimately not about teaching engineers how to ask AI more questions.

It was about developing a more powerful professional workflow:

CRAFT THE PROMPT → VERIFY THE OUTPUT → OWN THE DECISION

My goal is to continue developing AI training that combines engineering knowledge, hands-on problem solving, multidisciplinary thinking, professional ethics and emerging technology, helping technical professionals embrace AI as a tool for increasing productivity while preserving the engineering judgement, responsibility and accountability that define our profession.