This study aims to develop an AI education policy for higher education by examining the perceptions and implications of text generative AI technologies. Data was collected from 457 students and 180 teachers and staff across various disciplines in Hong Kong universities, using both quantitative and qualitative research methods. Based on the findings, the study proposes an AI Ecological Education Policy Framework to address the multifaceted implications of AI integration in university teaching and learning. This framework is organized into three dimensions: Pedagogical, Governance, and Operational. The Pedagogical dimension concentrates on using AI to improve teaching and learning outcomes, while the Governance dimension tackles issues related to privacy, security, and accountability. The Operational dimension addresses matters concerning infrastructure and training. The framework fosters a nuanced understanding of the implications of AI integration in academic settings, ensuring that stakeholders are aware of their responsibilities and can take appropriate actions accordingly. Highlights Proposed AI Ecological Education Policy Framework for university teaching and learning. Three dimensions: Pedagogical, Governance, and Operational AI Policy Framework. Qualitative and quantitative data collected from students, teachers, and staff. Ten key areas identified for planning an AI policy in universities. Students should play an active role in drafting and implementing the policy. © The Author(s) 2023.

Guided by a sociocultural perspective, this study aims to explore the views of kindergarten teachers on ChatGPT, its potential benefits and challenges in education, and the support and training required for effective implementation. The study involved 10 teachers from several kindergartens in Hong Kong. Face-to-face interviews were conducted. The findings revealed that teachers had mixed opinions about ChatGPT, with some considering it a powerful tool while others seeing it as mediocre. Potential benefits of using ChatGPT in education were identified in the areas of lesson planning, pedagogical and content knowledge, and twenty-first-century skills. However, teachers also highlighted concerns regarding hardware issues, lack of resources, and accuracy. To facilitate the effective use of ChatGPT in teaching practices, teachers identified the need for policy and school support, as well as teacher training. It is crucial for policymakers and school administrators to recognize the potential of ChatGPT in enhancing teaching and learning and to provide resources and develop supportive policies accordingly. Moreover, providing teachers with adequate training on how to utilize ChatGPT effectively can boost their confidence and competence in incorporating this technology into their classrooms. Copyright ©2023 Routledge.

The integration of generative artificial intelligence (AI) in English language teaching presents opportunities and challenges for instructors. This study explores the attitudes of higher education English language instructors towards generative AI tools, their intentions to use them and the institutional support and professional development necessary to teach and learn with them. As the field continues to evolve rapidly, it is essential to comprehend the readiness of front-line language instructors. This qualitative interpretive study seeks to identify the digital competencies and pedagogical knowledge required to implement generative AI in education and provide guidance for the design of professional development programmes that address the challenges and concerns associated with adopting AI. Drawing on semi-structured interviews with twelve instructors at a higher education institution in Hong Kong, the findings reveal the significance of familiarity and confidence with using AI-driven teaching tools, the challenges and concerns language instructors face and the need for tailored support and professional development. The study offers ten practical implications to cultivate language instructors’ digital competencies, pedagogical knowledge and positive attitudes towards integrating AI to enhance their students’ learning experiences. Copyright © 2023 The Authors. Published by Elsevier Ltd.

Natural language generation (NLG) is a process within artificial intelligence where computer systems produce human-comprehensible language texts from information. English as a foreign language (EFL) students’ use of NLG tools might facilitate their idea generation, which is fundamental to creative writing. However, little is known about how EFL students interact with NLG tools to generate ideas. This study explores strategies adopted by EFL students when searching for ideas using NLG tools, evaluating ideas generated by NLG tools and selecting NLG tools for idea generation. Four Hong Kong secondary school students attended workshops where they learned to write stories comprising their own words and words generated by NLG tools. After the workshops, they answered questions to reflect on their writing experience with NLG tools. In a thematic analysis of the written reflections, we found students may have existing ideas when searching for ideas and evaluating ideas with NLG tools. Students showed some aversion to ideas generated by NLG tools and selected NLG tools that generated a greater quantity of ideas. The findings inform our understanding of EFL students’ concerns when using NLG tools for idea generation and can inform educators’ instruction to implement NLG tools for classroom creative writing. Copyright © 2023 The Author(s).

This pilot study investigates the impact of using mobile devices to facilitate the practising of scales and arpeggios. The AI application was designed by an engineer/musician in Hong Kong. This AI application enables students to practise, record themselves, view their mistakes and prepare for examinations based on the Associated Board of the Royal Schools of Music’s scales and arpeggios syllabus for five instruments (violin, flute, clarinet, trumpet and saxophone). This study (a) examines the progress of learners who use the application to practise scales and arpeggios; (b) observes how elementary learners perceive mobile practising in a virtual learning environment and (c) proposes a blended learning model that uses mobile practising with the support of AI. Copyright © 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Universities are increasingly looking into self-service systems with intelligent digital agents to supplement or replace labor-intensive services, such as academic counseling. The Open University of Hong Kong has developed an intelligent online system that instantly responds to enquiries about career development, learning modes, program/course choices, study plans, and graduation checks. The intelligent counseling system (the i-Counseling System) was developed under the Center for Innovation initiative funded by the Hong Kong Government in order to provide an effective 24 x 7 academic counseling service to help prospective and current students plan their studies. The online system uses an animated character with multilingual, text-to-speech, and natural language capabilities as a front end for sophisticated search and information retrieval. In this article, the authors describe the design concepts and features of the i-Counseling System.
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The major concern of this paper is about the justifications of secondary Mathematics education. The author reviews the three main aims of Mathematics education: Mastery of Mathematics as tools; Mastery of Mathematics for the intrinsically valuable goals; and Appreciation of Mathematics. The author concludes that, under the assumption of CAM (Computers can do all the Mathematics that can be done by human beings), only the kind of Mathematics education which aims at Appreciation of Mathematics is justified.