PurposeThis study aims to explore various conceptions of global citizenship education (GCE) and pedagogies among frontline Chinese Hong Kong secondary school teachers under the onset of a new political climate of conservative nationalism.Design/methodology/approachIt utilised interview findings with a purposive sample of about 22 experienced secondary school teachers in 2019, which was shortly before the city was caught in huge waves of protests. Interviewees come from different demographics, such as subsidy types of schools and school sponsoring bodies and admit students of different socio-economic status and academic capabilities.FindingsThe findings reveal both liberal and nationalistic orientations on knowledge and values of GCE, including sustainability, in recent school education, and the use of discussion and experiential learning for teaching GCE.Research limitations/implicationsA conceptual framework is developed for further research on teaching GCE in different cultural contexts. Developing pedagogies to instil in learners the values, attitudes and behaviours that support responsible global citizenship should become an international research agenda.Originality/valueThe analysis offers insightful views on what, why and how these teachers teach GCE. The authors also construct a framework of teachers' values and teaching beliefs that cultivate global citizens based on the research findings. This framework can inform school leaders, curriculum planners and teacher trainers in developing a more substantial pedagogical framework for GCE. Copyright © 2025 Emerald.

Immersive technology plays an increasingly important role in design education, supporting digital literacy and experiential learning in higher education, particularly in the post-COVID-19 context. Many design disciplines, such as Architecture and Landscape Design, which used to rely heavily on physical field trips, and dialogic studios as signature pedagogies, had to adapt to the proliferation of innovative educational technologies due to the suspension of face-to-face teaching and learning. Augmented reality and virtual reality are now extensively used in technology and design education to support a more interactive, collaborative, and student-centred approach to learning. This paper expands on a pilot research study on the transition from traditional signature pedagogies of studio-based design education to technology-enhanced collaborative learning to support experiential learning. Based on Kolb’s experiential learning framework concerning four learning modes, namely, concrete experience (CE), reflective observation (RO), abstract conceptualisation (AC), and active experimentation (AE), this paper analyses data from 75 undergraduate students across four cohorts in three different higher education institutions in Hong Kong. They were surveyed on their experiences of synchronous hybrid virtual experiential learning with design and technology curricula. Furthermore, six students were interviewed about their experiences. The research findings confirm two research hypotheses showing that immersive experiential learning could constructively align RO and AE, thus bringing an overall positive impact on the experiential learning process, but shows no conclusive influence on promoting CE, especially AC. The quantitative findings and qualitative results gave new insights into the discussion of the theoretical and practical implications of the study. Copyright ©2024 Springer.

This chapter discusses the development and role of graduate education within a liberal arts college context by examining the case of Lingnan University, Hong Kong. With a student-centered focus, Lingnan University applies evidence-informed teaching and experiential learning to integrate liberal arts education, graduate programs, and research to enhance students’ learning experiences and maintain the core of whole-person education. Lingnan University’s efforts demonstrate the potential of developing graduate education in the liberal arts context, which can serve as implications for other liberal arts higher education institutions. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

This chapter, from a student’s perspective, reports on a descriptive and exploratory analysis of a Hong Kong (HK) undergraduate’s transformative growth through her 4-year residential experience in the United Kingdom, Canada and HK respectively, using the “Attitude-Skills-Knowledge (ASK)” educational model which proposes that a person’s ability is the synergy among the three domains. The chapter will first highlight the undergraduate’s use of the ASK model in decomposing her experience into three learning categories. Then, it will include her personal reflection on how her learning synergistically equips her with transferable learning outcomes. In conclusion, plans for how stakeholders at different levels can help promote the ASK model to facilitate student residents’ growth will be presented. Copyright © 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Field station research locations offer scientists isolation and immersion for more precise statistical analysis of climate change and environmental damage. As more art/science initiatives develop in academia, art students are gaining access to difficult scientific research sites and using the experience to fuel creative strategies. The methodology for offering a course that taps these into possibilities for the teaching of creativity remains little explored. Through a case study at the School of Creative Media in Hong Kong, this article examines how student expeditions that work adjacent to environmental scientists in extreme environments can be used for the teaching of creativity and artistic process as well as informing a larger public on climate issues. The structure of the program with detailed descriptions of sequenced proficiencies is presented. Both pedagogical philosophy and logistic issues will be discussed through the set-up and organizational structure of the course, the variety of teaching materials, assignments, dissemination and finally the exhibition and impact of the students' work. Using scientific resources with the goal of artistic interpretation, the pedagogy is designed to respond to the emerging potential of digital technologies in creative media. The results, both for the students and the public, demonstrate multimodal approaches that offer broader possibilities for learning and outreach that are both scalable and transferable. Copyright ©2021 SAGE Publications.

To study what ways a gardening programme being implemented within the context of a Hong Kong pre-school support experiential learning. Dewey is one of the most significant figures in experiential learning. Kolb extended and modified some aspects of Dewey's work, with influence by Piaget and Lewin. Fenwick pinpointed some strengths and limitations of experiential learning. Experiential learning is the conceptual framework of this study (Dewey, 1938; Kolb, 1984; Fenwick, 2001). I was obliged to reconsider my own ideology both in relation to gardening and experiential learning and to recognise how ideology predisposed me to 'see' in some ways and not others. This study is a qualitative single case study using interpretivist paradigm. Multiple data collection methods were used, including unstructured, participant and non-participant observations, semi-structured individual and group interviews, research journal and documentation. The participants were duly informed of the purpose, procedures, and instruments that would be used, including any potential risks. Signed consent was secured. The findings indicated that the children learned through experiential learning. The teachers lacked the necessary subject knowledge - particularly science - for supporting children's learning. The study also highlighted how Chinese cultural beliefs and practices create significant tensions when implementing experiential learning, especially in terms of adult-child relationship. The implications to my teaching included (1) an integral component of my teaching; (2) students can try theories in order to develop practices; (3) enabling students to connect theories to practice; and (4) offering opportunities that students can reflect on their own learning, with engagement. Copyright © 2019 EECERA.

In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students' deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess reflection. Drawing on a teacher assessment literacy framework, this study explores how six novice university teachers in Hong Kong understand the assessment of reflective writings from three dimensions. Findings reveal that although teachers demonstrate a strong understanding of assessing reflection in a conceptual dimension (e.g. purposes and approaches of assessment), practically and socio-emotionally, teachers lack adequate knowledge and awareness to perform satisfactory assessment of reflection. The study subsequently discusses how and why certain dimensions of assessment literacy in reflection are prioritised in Hong Kong higher educationand provides a range of implications to improve future reflection practices and research. Copyright ©Routledge.

Reorienting existing educational programs in technical and vocational education and training (TVET) for the purposes of advancing the attainment of sustainable development goals (SDGs) through skills development significantly depends on the capacity of educators. This capacity can be enhanced through teacher training and professional development programs based on principles of adult learning, as well as through the use of sustainability related resources designed for use in student-centered TVET classrooms. This paper considers how TVET educators respond to the reorientation of the curriculum towards Education for Sustainable Development (ESD) through the inclusion of generic green skills in a green module that was delivered by one TVET institute in Hong Kong. It examines how different types of teachers respond to sustainability related, work-based training conducted through action research. Four teachers’ attitudes are examined, based on their expertise in ESD and their motivation to change current practice. Based on the findings, this paper puts forward a work-based learning model for the professional development of TVET teachers that encourages them to learn with researchers and students together. The model can be adjusted to meet the needs of different types of teachers and it has the potential to enhance teachers’ capacity to implement green modules that will support students’ generic green skills development. Copyright © 2019 PAVLOVA/CHEN.

Recently, more educators have argued for the need to attend to both the cognitive and the affective aspects of fieldwork in geographical and environmental education. Experientially based studies are seen as particularly valuable in understanding the fieldwork experiences of both students and teachers and what meanings they have derived from such experience. This study is a qualitative case study of two geography field trips for Secondary Four (Year 10) students of mixed abilities in a Hong Kong School. The teachers, focusing on the affective outcomes of fieldwork, were determined to let students attain unusual and memorable experiences by undergoing adventurous activities. The results revealed that while most students generally felt excited and delighted over the challenge, a number of students decided to withdraw from the experience. Students of higher academic achievement appeared to be more critical. Their frustrations were often related to academic learning and the lack of a collective learning atmosphere on the trips. The experience was characterized by a tension of purpose between academic learning on one hand, and fun and excitement on the other. Copyright © 2000 The authors.

Outdoor adventure education (OAE) is philosophically rooted in Western values, yet it has been implemented in non-Western cultures, such as East Asia. This paper examines how OAE functions in East Asia, through data from Hong Kong. Although some cultural differences are clear, there is no compelling evidence that OAE cannot provide benefits in Eastern contexts. The data in our example support the premise that OAE can be a viable and valuable medium for the development of social and intrapersonal skills and may serve as a complementary approach to traditional schooling in East Asia. Implications from this paper include better aligning OAE with schools and teachers, understanding the merits of relationships developed through OAE, and appreciating that some traditional OAE practices should be questioned when exported to different cultures.
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