Zhengping Liow is a lecturer in Architecture at Singapore Polytechnic and is currently pursuing a doctoral degree at the National University of Singapore. He received his Bachelor of Architecture (Hon 1) and Bachelor of Science (Architecture) with Merit | Dean's List in 2007 and 2005 respectively from the University of Newcastle (Australia, NSW).

Zhengping started his academic career in 2011 after five years in architectural practice with leading boutique architecture firms. Ping had recently stepped down as the level head for the First Year’s Architecture programme to focus on his PhD research. His passion for teaching has seen him successfully advance the studio curriculum and DARCH’s studio culture. Many of his students have consistently been featured on the faculty’s Dean’s list for the past few years.

His PhD research focuses on the intersection of educational psychology, design studio pedagogy, and cross-pollinative team learning strategies, specifically on the effects of power dynamics/structures inherent through the hidden curriculum of socialised design studios.

Ping had spoken at international platforms, such as at the plenary session at Sydney Architecture Festival + Association of Architecture Schools of Australasia annual conference in 2016. Presented peer-reviewed papers at international conferences in Ankara (DRS LxD 2019), Auckland (ASA 2020), Jinan (DRS LxD 2021) - which won the ‘Top Research Paper award’, Hong Kong (IASDR 21), Reykjavík (2023 Teachers' Conference organised by the Association of Collegiate Schools of Architecture - ACSA and the European Association for Architectural Education - EAAE) and Boston (DRS 2024). His chapter ‘Start It Right [S.I.R.] – A Heterarchy Studio Pedagogical Model for Generation Z Learners’ (2021) in the book ‘Effective Design Critique Strategies Across Disciplines’, by The University of Minnesota, was published in 2021.

He was also recently invited by DRS | Open University UK and Design Literacy International Network to share his research. His most recent manuscripts ‘…This Is How Things Are Done’: Dismantling the Master-Apprentice Design Pedagogy Fallacy with Social Support and Growth Mindset' and ‘Students’ public success and private breakdown - Exploring the relationships between social support, anxiety, and academic performance’ was published by DRS LxD and Form Akademisk, respectively.