The Hong Kong Education Bureau's paper titled "Computational Thinking – Coding Education: Supplement to the Primary Curriculum" published in 2020 has been a crucial step towards encouraging CT and coding education in Primary 4 to Primary 6 in Hong Kong. With technology increasingly being utilized in various industries, it has become crucial for students to acquire knowledge and skills necessary to thrive in the digital era. Computational Thinking (CT) has been demonstrated as a method of problem-solving that has helped students become better problem solvers and fostered a deeper understanding of mathematical concepts. Therefore, incorporating CT into Mathematics Education (ME) has become a subject of much research in recent years, especially since systematic reviews have been carried out.In line with the Hong Kong Education Bureau (EDB)'s proposal, the Hong Kong Curriculum Development Council (CDC) has also emphasized the value of CT and coding instruction in preparing students for the digital era. Thus, the three-year study that has been conducted from January 2021 to May 2023 aims to examine the significance and impact of integrating CT into ME in senior primary education in Hong Kong.This study has concentrated on Hong Kong senior primary children, particularly those in Primary 6, and has employed a multi-phase approach. Initially, a comprehensive review of the current state of research on CT and ME has been conducted to inform the study design. Subsequently, data has been gathered from students, teachers, and schools using surveys and assessments. Statistical techniques have been applied to evaluate the collected data, focusing on establishing the relationship between CTE and ME, analyzing students' motivation to learn mathematics through CTE, and identifying the advantages of incorporating CTE into ME, including its impact on students' mathematical performance.The study uncovered several key findings concerning the integration of CT into ME in senior primary schools

This article reports the results of a qualitative study which explores the personal and professional identities construction journey of a migrant teacher of English as a second/additional language from Hong Kong, following her arrival in the United Kingdom. Grounded in a theory of language teacher identities and drawing upon Mikhail Bakhtin’s theory of dialogue, the study uses narrative methods of inquiry to understand this migrant teacher’s identities construction experiences. Findings suggest that a series of discursive struggles construct the meaning of the identity ‘migrant teacher’ and that these struggles manifest in multiple professional identities construction dilemmas for the teacher. The results contest the deficit positioning of migrant teachers, demonstrating how discursive forces can be marshalled in ways that create new and possibly hitherto unconsidered opportunities for their professional identities construction. Implications for policy makers, school leaders, and other teachers wishing to support migrant teachers are discussed and suggestions for future research considered. Copyright © 2023 Western Australian Institute for Educational Research Inc. All rights reserved.

Studies have shown that teacher leaders take the initiative to shape and exercise pastoral care practices to meet the rapid changes in student learning and well-being. The present study aims to examine and conceptualize the relationship between teacher entrepreneurial behaviour (TEB) and the renewal of pastoral care practices while accounting for any possible mediating effects of new technologies. We collected 446 responses to survey questions from teacher leaders from 53 secondary and primary schools in Hong Kong. We then employed structural equation modelling to test the associations between TEB, renewing pastoral care practice, and technological opportunism. The results support three proposed hypotheses insofar as higher levels of TEB are positively associated with renewing pastoral care, which is in turn mediated by technological opportunism. The results advance teacher leadership research regarding how TEB contributes to the sustainable development of pastoral care strategies in schools. They also demonstrate that teacher leaders with strong TEB are more willing to seek new technologies and treat them as opportunities for change, which contributes to the literature showing that information and communication technology (ICT) resources not only support teachers initiatives but also help them develop new ideas. Copyright © 2023 National Institute of Education, Singapore.

Background: Students’ positive perceptions of scientists or engineers have been reported to be positively related to their science, technology, engineering, and mathematics (STEM) career aspirations. However, other research indicates that positive perceptions of experts in these fields might not necessarily lead to students’ pursuit of STEM careers. Self-concept, defined as one’s perceived abilities in specific academic domains, likely plays a moderating role in the relationship between perceptions and career aspirations according to the motivational theory of role modelling. Moreover, students’ perceptions of STEM professionals might be sourced from STEM-related media and school experiences. Therefore, through running a moderated mediation model, this study examined whether and how the influences of media consumption and school STEM learning opportunities on career aspirations would be mediated by perceptions of STEM professionals, and whether the mediation effect would be conditional on students’ self-concept. Methods: Data were collected through an online survey of 608 primary and secondary school students from Hong Kong, and were analysed using structural equation modelling. Results: Results revealed that the students’ positive perceptions of STEM professionals were positively associated with their career aspirations, and mediated the links from media consumption and school opportunities to career aspirations. In addition, this mediated pathway depended on STEM self-concept, such that perceptions of STEM professionals were only linked with STEM career aspirations for adolescents with average or high levels of self-concept. Conclusions: The findings of this study suggest the need to pay attention to the STEM perceptions and self-concept interaction while designing and implementing learning activities to connect a diversity of students with STEM careers. It is not only important to foster students’ self-concept, but also to enrich their knowledge of diverse occupations

This case study explored how the principles of multicultural and intercultural education are reflected in a minority-majority Hong Kong secondary school (that is, a school where most students are ethnic minorities). The findings suggest that the school illustrates several aspects of multicultural and intercultural education, especially content integration, prejudice reduction, equity pedagogy, and democratic deliberation, particularly in relation to school-based material, teacher sensitivity, and dialogical reasoning. The main hurdles discovered are language learning difficulties and an unsupportive social environment. This study contributes to literature on the development of multicultural and intercultural education in Hong Kong and offers directions for generalizable future research. Copyright © 2023 Peicong MA et al.

A considerable body of work now exists on the role that identity plays in understanding teachers and teaching. Developing and sustaining teacher identities in higher education can, however, be challenging given the subordinate positioning of teaching in some educational contexts. Despite the growth of English for Academic Purposes (EAP) programmes in many parts of the world, recent research suggests that EAP practitioners are especially vulnerable to being assigned marginalized identities within the academy. Therefore, this paper reports the results of a study which used a short story approach to investigate the tensions and triumphs one EAP practitioner in Hong Kong experienced in constructing her language teacher identities (LTIs). Findings suggest that her identity tensions and struggles take place across space and time and play out at different scales, including classrooms, educational institutions, and within broader societal discourses. However, the short stories presented in this paper speak not only of tension and struggle, but also of determination and resilience to construct LTIs in the academy. Consequently, the results of this study can help to raise awareness amongst stakeholders, including policy makers, leaders of higher education institutions, and language teaching practitioners, of how they can support and sustain the construction of LTIs within the academy. Implications for professional learning for language teaching practitioners and suggestions for future research are considered. Copyright © 2024 The Author(s).

Self-regulated learning (SRL) is critical to students' academic success and lifelong learning. Although the benefits of SRL have been examined in many studies, few have explored it in a broader educational context. This study presents an eight-month institutional case study that demonstrates how SRL has been developed as a pedagogy through the collective endeavours of teachers, researchers, and experts at a university in Hong Kong. A case study method protocol was followed. Data were obtained from multiple sources, including surveys of teachers (N = 93) and students (N = 215), interviews with teachers (n = 5) and students (n = 19), archived course documents, videos, and project reports. T-tests, coding, and document analysis were applied to analyse the collected data. The results showed that the teachers had good knowledge of SRL strategies but some students struggled to apply them effectively. Our study's findings have various implications for the effective promotion of SRL at the university level, and include the importance of developing a collective approach involving various members of the university, integrating responsive pedagogy, and adapting SRL strategies to students' individual needs. Future research can follow our methodology to replicate the study in different educational contexts.

This chapter discusses the rationales for promoting the data-driven learning (DDL) approach in Cantonese learning and teaching. Instead of relying on prescribed grammar rules stated in textbooks, it is more important for learners, through authentic and natural language data, to explore, internalize and generalize the patterns and usage of the target language. Using the Corpus of Mid-20th Century Hong Kong Cantonese developed at the Education University of Hong Kong, we illustrate the types of linguistic information that can be provided by corpora but not by traditional learning materials such as textbooks and dictionaries: Usage frequency, collocation information, authentic language examples. The DDL approach also concerns that Cantonese learning materials should be more practical and communicative. With the increasing amount of Cantonese language data available in the cyber world, it is anticipated that more Cantonese learning materials will be compiled, which can make the learning process of Cantonese more flexible, exploratory and motivating. Copyright © 2024 selection and editorial matter, Siu-lun Lee; individual chapters, the contributors.

To prepare teachers for blended teaching, this study proposed ongoing teacher professional development activities that utilize the learning-by-doing approach within a professional learning community with the objective of developing the technological, pedagogical, content knowledge (TPACK) of teachers. The study explored the TPACK of 11 teachers and their perceptions of blended teaching through interviews and questionnaires. Analyses of interview data demonstrated that teachers perceived the technological benefits (e.g., supporting citywide resources) but noted that the teacher professional development training required high levels of self-regulation skills. The questionnaire results indicated significant improvements in TPACK, TCK, and TPCK but not for other dimensions of TPACK. Lastly, the study presented discussions and implications accordingly. Copyright © 2023 Education Research Institute, Seoul National University.

In this chapter, Phoebe Siu, Pedro dos Santos, and Angel Lin investigate current theories in language and bilingual education that view learning as a dynamic process of meaning-making in which participants draw from their available semiotic resources to engage in classroom tasks, negotiate meanings, and establish their identities. The authors argue that such an approach is a good way to examine English as a Medium of Instruction (EMI) classrooms. In Hong Kong, where post-secondary institutions have offered EMI to comply with the language policies and the view of English as the language of internationalisation, such theories can provide fruitful insights into EMI classrooms. As Siu, dos Santos, and Lin show, EMI classrooms are configured as spaces where the monoglossic and monologic desire added to the pressure for the exclusive use of English for completing assessment and learning tasks in academic registers and genres confront students’ frequent use of their home languages. Copyright © 2024 selection and editorial matter, Mark E. King and Paul J. Thibault; individual chapters, the contributors.