現存識字教學研究主要旨在提出教學方法，而本文的旨趣則在於基礎觀念的論述。本文先概述變易學習理論，繼而討論何謂識字教學，並提出變易理論指導下的識字是怎樣的。本文接着，報告筆者一項研究計劃的成果，計劃以變易理論的識字作為資料分析的工具。計劃所欲探究的是，幼稚園幼兒在日常自然情境下，在認字活動中會呈現哪些類型的學習錯誤？計劃共招募到 142 位在職教師協助觀察幼兒的日常表現。最終收集到的學習錯誤共 758 個，呈現為四個類型：（一）混淆符號的功能；（二）混淆符號；（三）混淆字的其他符號；（四）混淆字符號以外的其他方面。筆者會剖析變易理論的識字，與先前文獻的結果有何異同，以及提出對教學實踐的啟示。 Copyright © 2024 香港教育大學.

香港特區政府近十年積極推動職業專才教育（下稱「職專教育」），以滿足未來社會的人力資源需求。大專院校在港開辦職前幼稚園教師課程已近四十年，持續影響本地幼兒教育與服務的發展。為了探討課程在職專教育下的發展前路，本文透過文獻研究分析，先回顧其歷史發展，然後根據特區政府的「推廣職業專才教育專責小組」檢討報告為基礎，從「資歷級別」、「進階路徑」及「職場學習」三方面審視課程的現況與前路，以給予業界與學界啟示。 Copyright © 2024 教育研究獎勵計劃工作小組秘書處.

Science education researchers argue for encouraging multilingual students’ use of different linguistic and multimodal resources to make meaning of scientific practices. However, multilingual students need to internalize beliefs that they can freely draw on these asset forms of resources, so that they can consistently adopt sustainable multilingual and multimodal practices. Complementing the recent research efforts on measuring teachers’ beliefs about epistemic use of languages in science, we reported a study that develop and validate a Likert-scale instrument that measures students’ beliefs about equitable and epistemic use of languages in learning science. The instrument was initially piloted to 191 junior secondary students, and then was revised and administered to 981 junior secondary students in Hong Kong. Supported by exploratory and confirmatory factor analysis, the instrument inherited four dimensions: beliefs about constitutive role of language in scientific practices, beliefs about multiple modalities in science learning, heteroglossic beliefs about language use in learning science and inclusive beliefs about use of multiple languages in collaborative discussion. The instrument inherited satisfactory content and construct validity, while we also provided evidence that such an instrument was sensitive to different linguistic contexts. Hence, we argue that the instrument can potentially measure the outcome of translanguaging-based science education intervention and comparing students’ beliefs under a range of linguistic contexts worldwide. Copyright © 2025 The Author(s).

Diversity, equity, and inclusion (DEI) rhetoric and initiatives are gaining attention in Asian higher education. Yet, these are still underexplored in terms of their potential to bring about cohesive campus climates. As higher education institutions admit students from diverse backgrounds, there is room for examining how DEI might be leveraged to support growing student learning needs, particularly in contexts where cultural diversity is not the norm. Using Hong Kong as an example, this paper probes the genesis of DEI initiatives and sources of deficit thinking in higher education with reference to the experiences of ethnic minority (EM) students. It proposes a conceptualization of resilience theory from a social justice lens to counter deficit thinking and racism, which helps locate DEI initiatives in building culturally inclusive environments. Copyright © 2024 Florida Gulf Coast University.

Corpus technology (CT) as an effective technology for language learning is slowly being adopted by in-service language teachers. However, there is limited focus on pre-service language teachers, who first need to experience CT and gain a basic corpus literacy as learners. Therefore, this research aimed to demonstrate the learning benefits of CT to pre-service teacher and explore their intentions for future use of CT. A corpus pedagogy supported by constructivism, socio-cultural theory, and noticing hypothesis, was designed to help three-classes of pre-service ESL teachers in Chinese Hong Kong to improve citation skills using Parallel EAP Corpora. A mixed-method design was adopted by collecting data via tests, surveys, classroom interactions and interviews. The results revealed that the participants learned to use reporting verbs for citations, acquired adequate corpus literacy, positively evaluated the theory-supported pedagogy, and expressed strong intentions to use CT for learning vocabulary and academic writing, conducting research to complete course assignments, and facilitating future teaching. The findings highlight the significance of designing corpus-based learning activities through theory-supported pedagogy and reveal that introducing CT to pre-service ESL teachers who have multiple identities as language learners, novice researchers, critical thinkers, and future teachers, can have important pedagogical implications. Copyright © 2024 the author(s), published by De Gruyter and FLTRP on behalf of BFSU.

During the COVID-19 pandemic, attending after-school activities now becomes a luxury to students, which used to establish interests, friendships and social networks in an informal setting. Students lost contact with peers and teachers and were forced to attend blended courses at home, which may constitute threats to their non-academic issues, especially social needs and mental health of the most vulnerable students. This article overviews a new interpretation of extracurricular activities (ECAs) to teach artificial intelligence (AI) via a social networking site (SNS) among junior secondary school students in Hong Kong. A three-stage action research with the use of semi-structured interviews, motivational surveys and lesson observation was conducted. Based on how students perceived such pedagogical changes, the teachers employed various strategies to transform the “after-school” activities online. The investigation presented the planning processes on how to transform the informal learning activities to an online mode via SNSs that can reach the roles of ECAs in schooling. Our study indicated that meaningful activities rely on teachers’ leading role to build a collaborative social media environment in order to facilitate social engagement among students. Copyright © 2021 Redfame Publishing Inc.

This study explores the integration of drone technology into STEM education through the development and evaluation of the Drone Technology Enabled STEM Curriculum (DTESC). Grounded in “dronagogy”, a pedagogical framework that utilizes drones to enhance learning, DTESC effectively incorporates drone technology within science, mathematics, technology, and the humanities. The curriculum is structured to progress from multidisciplinary exploration to interdisciplinary integration, ultimately culminating in transdisciplinary applications. Sixteen Grade 9–10 students from a secondary school in Hong Kong participated in the study, engaging in activities such as designing drone-assisted water sampling systems and formulating entrepreneurial proposals for future applications. Employing mixed research methods, the study assessed the curriculum’s impact across cognitive, psychomotor, and affective learning domains. Results indicated high levels of student engagement and satisfaction, alongside significant improvements in psychomotor and affective skills. However, enhancements in cognitive learning outcomes, particularly in mathematics and programming, are necessary. This research offers valuable insights into the implementation of dronagogy to foster cross-disciplinary STEM education. Copyright © 2025 The Author(s).

Globally, pre-service and early career teachers report high levels of stress and emotion regulation difficulties, leading to high rates of burnout and attrition in the first five years of the profession. Therefore, there is an urgent need for the development and evaluation of programming to support pre-service teachers’ emotion regulation and stress management and examine the relevance of the program across cultural contexts. The present study investigated the effectiveness of a program for preservice teachers’ emotion regulation and stress management in Montreal-Canada and Hong Kong-China. Participants were 378 preservice teachers, with 158 from Hong Kong (81.6% women; program group: n = 70) and 220 from Canada (85.9% women; program group: n = 157). Data were collected at three points: before the program, immediately after the program, and two to four weeks after the program. The findings from the latent growth models suggested that both Canadian and Hong Kong program groups displayed significant improvements in coping self-efficacy after participating in the program whereas no changes were detected for well-being. Moreover, the Canadian sample demonstrated significantly higher baseline coping self-efficacy compared to the Hong Kong Chinese sample. Gender and age, considered as covariates in the study, did not yield any significant findings. The study provides valuable insights into the potential benefits of emotion regulation programming for preservice teachers’ coping abilities and emphasizes that such benefits can be comparable across contexts. Copyright ©  2025 The Author(s).