Amidst the intensified discourse surrounding universities' societal impact, social innovation and entrepreneurship (SIE) has emerged as a way to refocus universities' engagement in sustainable development, particularly through their core mission of teaching and learning. Growing interest in SIE education over the decades has led to a proliferation of courses and programs offered in various disciplines by universities worldwide. Nevertheless, scholarly research unpacking the SIE educational processes remains scant and lacks multidisciplinary perspectives. Educators of SIE continue to face challenges in designing curricula and adopting appropriate teaching approaches. This study fills this gap by offering ample empirical evidence based on a documentary analysis of 53 syllabi from 43 distinctive courses accompanied by interviews with the academics responsible for the design of these courses across all eight publicly funded universities in Hong Kong. The analysis identifies multiple patterns within two major themes: the changing scope and positioning of SIE education and the varying orientations of SIE curricula. The findings provide valuable insights and identify areas for further exploration for the design of impactful SIE learning experiences for students. Furthermore, by situating the examination of SIE teaching and learning within the lens of curriculum theory, this study establishes a foundation for future research to undertake systematic and rigorous comparative analyses of curricula in diverse contexts. Copyright © 2024 Taylor & Francis.

The learning of academic vocabulary, which consists of words commonly found in academic discourse across disciplines, is crucial for success in higher education. However, studies have shown that English as a second language (ESL) students face significant challenges acquiring this vocabulary, particularly during their first year of university. Given the pivotal role that learners' beliefs play in language learning, understanding their beliefs regarding their academic vocabulary learning (AVL) can provide educators with insights into the teaching strategies that effectively address the difficulties learners encounter. Accordingly, this mixed-methods study examined the beliefs of 172 first-year ESL undergraduates in Hong Kong regarding their AVL. Quantitative findings indicated that although students generally recognised the importance of developing academic vocabulary, their beliefs about their competence and effective learning methods varied. The students' English proficiency level was also found to be associated with their beliefs. An analysis of open-ended responses further revealed that the students faced challenges related to the infrequent occurrence of academic vocabulary in non-academic contexts, its complex nature, as well as the difficulty of retaining newly learned words. The paper concludes by discussing pedagogical implications and directions for future research. Copyright © 2024 Wiley.

This article presents the results of a study conducted in collaboration with two universities - one in Lapland (Finland) and the other in Hong Kong (China) - during the development of an international university course on global media education. The objective of the study was to examine international students' changing conceptual understanding of artificial intelligence (AI) literacy as part of the course. The need for this study arose from the recent rapid spread of AI across industries, which has connected human learning to machine learning. This requires competence in AI to contribute to future society. Five hours of online lectures on AI literacy were delivered during two workshops to students (N = 29) from 13 countries with no or limited prior knowledge of the subject in 2021 and 2022. The participants filled out pre- and post-workshop quantitative questionnaires and wrote diaries about their learning process, the development of their understanding of AI-literacy concepts, and their thoughts on the pedagogical approaches used. The quantitative data were analysed using a paired-samples t-test, while the qualitative data were examined using thematic-content analysis. The findings show that the students' knowledge of AI and their awareness of the importance of AI literacy and media education increased significantly. Further research is needed so that a more appropriate curriculum can be designed for them. We outline some key activities that offer interactive and participatory ways to learn AI in order to assist educators in planning and delivering AI-literacy courses as part of cross-cultural media education. Copyright © 2024 Elsevier.

PurposeThis study examines education for sustainability (EfS) within the Chinese context, to specifically enrich the understanding on how EfS is structured and implemented to nurture citizenship in the policy practices of universities in Mainland China and Hong Kong.Design/methodology/approachA cross-case analysis is recruited to examine the commonalities and differences between two universities and identify patterns in cultivating sustainability citizenship within higher education institutions (HEIs) in China. Data were collected through reviewing documents, including two universities' strategic plans, action plans, department meeting memos, program introductions, course outlines and publicity coverage. Observation was also adopted to enrich the data for analysis, covering meetings, speeches by senior management, university events and informal conversations about university operations.FindingsCitizenship and sustainability in university strategic planning, curriculum and instruction, carriers of EfS institutionalization, and resources and impacts of EfS beyond the institutes were analyzed in a comparative manner, offering valuable insights into how EfS can be institutionalized in different universities based on their unique appeals, existing curriculum and management systems.Originality/valueBy exploring these intra-national distinctions in EfS, the study sheds light on the variation within China's citizenship education, which is traditionally seen as highly unified with limited room for differences. The detailed exploration of university strategies and program/course content enriches the literature of sustainability as an educational phenomenon on an international scale and modernized citizenship education in China. Copyright © 2024 Emerald Publishing Limited.

The expansion of English medium instruction (EMI) in higher education has generated significant scholarly interest, resulting in an increasing body of research across different contexts. This bibliometric study examines 1522 publications in the Scopus database to explore the intellectual, conceptual, and social structure of the EMI literature in higher education. Findings revealed substantial growth in publications and citations between 1974 and 2024, showing a notable increase in productivity after 2018. Most cited authors focus on EMI within their affiliated country, but some affiliated with British universities have made global contributions. The field exhibits global coverage, albeit with strong dominance by China, Spain, the UK, Australia, and Hong Kong, as well as limited representation from African nations, barring South Africa. EMI networks are primarily driven by authors’ current and past institutional affiliations as well as geographical proximity, with the UK, Spain, and China emerging as leaders in these networks. The most productive journals focus on multilingualism, bilingualism, language policy, teaching, and learning while also encompassing higher education and multidisciplinary areas. Key topics signal a shift towards translanguaging and classroom interaction. Under-researched areas include (post)colonialism and EMI implementation. These findings provide a comprehensive insight into the evolving landscape of EMI research and potential future directions. Copyright ©2024 MDPI.

The use of a drama-based pedagogical (DBP) approach, while well-documented to promote active learning and enhance students' generic skills, is under-utilised in the context of higher education, particularly in psychology learning and teaching (L&T). A project, comprising two virtual drama-integrated learning sessions, was implemented to gauge the efficacy of the DBP approach in psychology L&T at a Hong Kong university. Aside from facilitating effective learning and application of psychological theories on the topic of classroom management in a semi-authentic setting (i.e. a drama context highly analogous to a real-life situation), this project aimed to enhance students' creative thinking, problem-solving, communication, and critical thinking skills. A mixed-method evaluation framework was utilised to evaluate students' feedback upon completion. The project's quantitative analyses, while utilizing the subjective outcome evaluation approach, underscored students' acknowledgement of DBP's positive impact on their learning in alignment with prior research. Qualitative analyses, meanwhile, uncovered the underlying five elements through which DBP is conducive to achieving the current expected outcomes. Discussions pertaining to the possible interconnection of these five elements behind DBP and its implications on university psychology education are featured. Copyright ©2024 British Psychological Society.

Engaging students as partners (SaP) is an approach promoting meaningful pedagogical relationships in higher education. Scholars have called for more culturally situated research on SaP that compares Anglophone countries with other contexts. In response, we conducted an exploratory qualitative study by interviewing 36 undergraduate students from Australia, Mainland China, and Hong Kong. Adopting the relational lens of SaP, the interviews focused on conceptualisations of pedagogical partnership, specifically learner–teacher identities and power dynamics. Through comparative and reflexive thematic analysis, we found that understandings of partnership in different contexts were influenced by broader cultural differences. The findings showed that the perception of SaP in Australia was consistent with the prevailing Western discourse, but the notion of SaP was adapted and re-shaped in Mainland China, and in Hong Kong, there were diverse interpretations of it. This study contributes to new understandings of the influence of specific sociocultural and policy variations in SaP practises through culturally situated and comparative research using theorisations of perpetual translation. We argue for future research to contribute collective insights and nuanced, diverse understandings that expand SaP as an approach to global scholarship. Copyright ©2024 Springer.

Students as partners (SaP) has become an impactful practice in higher education as it enables students to take ownership of their learning and exercise agency. However, the implementation of SaP, particularly in Asia, has encountered many challenges, including concerns about a large power distance between students and teachers. Despite the emerging interests in exploring SaP in several Asian regions, there have been few studies about students’ experiences of partnership throughout a project life cycle. This study explores students’ experiences of SaP in three projects spanning two research-intensive universities in Hong Kong based on the Cultural-Historical Activity Theory (CHAT) and positioning theory. Data were collected from exit interviews with student partners, their reflective writings, and their responses to open-ended questions in a post-project survey. Our main contribution is the discovery of multiple contradictions between the project designs and students’ enactment of partnership. Specifically, students’ hesitation in assuming a partner’s role was related to their disciplinary identity, the inquiry methods of the projects, and the pre-determined project specifications. In contrast, the cultural factors, which are largely framed as barriers in the literature, only affected the partnership development at the beginning of the project. Our study implies that future SaP projects need to ensure the alignment between project designs and a partner’s role to facilitate equal and sustainable contributions from students and staff members. Copyright ©2024 Routledge.

Since late November 2022, generative AI ChatGPT has drawn waves of attention in society, and its impacts certainly extend to the higher education setting. Although ChatGPT has not been officially released for registration in Hong Kong, the higher education setting has been responding differently. The article conducted a systematic review of local newspapers published between 1 December 2022 and 31 July 2023 to analyse how the eight public universities in Hong Kong responded. This article divided the timeline into three phases: procrastination, remediation, and adaptation. Recommendations are given to universities for making policies and management based on the findings, including making timely but temporary announcements at the university level and updating course outlines that explicitly stated to what extent GenAI can be used in each course. This study used Hong Kong to serves as a reference for universities that are still struggling with the usage of ChatGPT and GenAI technologies in the restricted access areas. Copyright ©2024 Springer.

The utilisation of the RIASEC Theory, based on the Holland Code, has gained substantial popularity in the realm of career planning. Nevertheless, only a limited number of studies have explored the potential influence of the six personality types identified in the Realistic-Investigative-Artistic-Social-Enterprising-Conventional Theory (RIASEC Theory) on students’ academic performance in their chosen subjects. In light of the subject suitability recommendations for different personality types provided by the career mapping outlined in the Hong Kong Association of Careers Masters and Careers Guidance Handbook, the present study aimed to investigate whether the six personality types of N = 1104 undergraduate students enrolled in a university in Hong Kong had an impact on their performance in four self-selected disciplines (Supply Chain Management, Applied Computing, Psychology and Culture and Creative Industry). Nevertheless, the present study hypothesises that six distinct personality types in the RIASEC Theory influence students’ performance in their chosen disciplines. Concurrently, an extensive evaluation was conducted employing a Machine Learning approach to identify the personality types that significantly impact students’ selection of academic disciplines However, the findings revealed that the present study did not build a Linear regression model that established a clear association between these six different personality types and academic performance in the chosen disciplines. Nonetheless, employing the Mean Decrease Impurity (MDI) method of Random Forest in Machine Learning, the current study successfully predicted the personality types that were most likely to influence students’ future subject choices. Specifically, the results indicated that the Artistic personality trait exerted the strongest influence on students’ selection of the four subjects. Consequently, the outcomes of this study offer valuable insights for informing future research endeavours pertaining