This study explores Chinese secondary students’ intentions for future political participation drawing on samples of students from Mainland China and Hong Kong. Political participation examined in this study includes both conventional participation (legal protest, electoral participation and informal participation) and unconventional participation (illegal protest). Previous studies of adoles-cents’ political participation intentions have mainly been concerned with democratic regimes while this study focuses on authoritarian and hybrid regimes, such as those in Mainland China and Hong Kong. Adopting a comparative and quantitative methodology, this study utilized secondary data analysis with large samples. This study found that students from both societies showed a weak endorsement of illegal protest but a strong endorsement of all three types of conventional participation. Mainland Chinese students demonstrated a stronger endorsement of conventional participation than their Hong Kong counterparts. To understand inner-group difference, students were clustered into four groups (Alienated-Radical Participators, Supportive-Active Participators, Loyal-Minimal Participators and Critical-Active Participators) based on their political attitudes (political trust and political efficacy) and intentions for future political participation. Results suggest that Hong Kong had more Alienated-Radical Participators while Mainland China had more Supportive-Active Participators. In general, Mainland Chinese students were more regime-supporting and Hong Kong students were more regime-challenging. Copyright © 2023 Intellect Ltd Article.

In Hong Kong, around 33,000 non-Chinese speaking ethnic minority (NCS-EM) students were studying in local schools in 2019-2020, and nearly 40% were kindergarten children. However, from 2015 to 2019, the percentage of NCS-EM students admitted to government-funded postsecondary programmes remained 10% lower than that of the overall student population (Legislative Council Secretariat, 2020). Many NCS-EM students have experienced challenges in school adaptation because of difficulties with Chinese language. Studies on NCS-EM children’s problems in Chinese learning revealed that insufficient exposure to Chinese language in children’s daily living made them lag behind their Chinese-speaking peers (Oxfam et al., 2019). Even though some of them were locally born, their Chinese language proficiency, especially in recognizing Chinese characters and writing Chinese characters, remained a concern (Legislative Council Secretariat, 2018; Oxfam et al., 2019). This paper suggests immersing cultural responsiveness in support of NCS-EM children in learning Chinese language and social-emotional skills. The focus will be on teacher professional development, curriculum planning, and learning and teaching. Practical suggestions derived from a five-year Hong Kong based ‘C-for-Chinese@JC’ Project, which underscores the use of culturally responsive education benchmarks in kindergartens, are given. Guidelines for providing support to NCS-EM children for building up a learning environment with equity will be proposed. Copyright © 2023 ACEID.

English, as a worldwide language, is the language most often used both online and offline. The implementation of e-learning practices widens learners’ horizons through different educational opportunities and enhances their learning abilities, and it reduces the costs of higher education. Upon reviewing the literature, some research gaps related with this study are listed. The first was that preservice English teachers sometimes lacked adequate knowledge and skills to choose the proper educational technologies for implementing e-learning in their field practices. The other was that some teacher educators over-focused on their choices of educational technologies and not on their implementation of e-learning in a precise subject. Although many studies have focused on the use of English learning strategies and skills, this research will focus on implementation of e-learning practices in preservice English language teacher education. Second, the existing research lacks adequate coverage of the training for preservice English teachers to become English language teachers, when that training is conducted through implementing e-learning practices in English language learning strategies. Meanwhile, other current issues are apparent: preservice English teachers do not have sufficient resources to lead their teaching process using supplementary digital resources. The methods designed and used to implement e-learning practices are vital aspects of those implementations. E-learning practices in preservice English language teacher education have been discussed extensively in Hong Kong and Mainland China. It is important that teachers nurture students’ digital literacy and their abilities for critical thinking and conducting logical presentations. Student teachers not only understand the pros and cons of e-learning practices in preservice English language teacher education, but also the general developments of teacher education. This study aims to investigate how e-learning practices

Objective: This research focused on the psychosocial influences that account for differences in academic achievement and motivation among ethnic minority and ethnic majority students in Hong Kong. Methods: A cross-sectional correlation was conducted on 154 students in total. Specifically, 86 ethnic minority students and 68 local Chinese students. Researchers assessed students’ ethnic identity, academic self-concept, perceived parental expectations, ethnic/ideal self-discrepancies, actual/ideal self-discrepancies, ethnic group, academic achievement and academic motivation. Results: A significant t-test indicated greater ethnic identity in the ethnic minority group. A moderated mediation model suggested that ethnic/ideal self-discrepancies predicted a negative correlation with academic motivation through the mediation of actual/ideal self-discrepancies; a stronger effect was shown in ethnic minority students. A significant mediation of academic self-concept was found between perceived parental expectations and academic outcomes. Moderated mediations revealed that ethnic identity produced a positive correlation with academic motivation in students between ethnic groups; a stronger effect was shown in ethnic majority students. Implications: Implementation of growth mindset interventions, frequent parent communication, heritage language classes and teachers of same ethnic origin in educational institutions are recommended. Conclusion: Ethnic identity, ethnic/ideal self-discrepancies and perceived parental expectations are notable psychosocial factors to consider in the academic outcomes of all students and especially those of ethnic minority descent. All rights reserved.

Impactful innovations in higher education are increasingly dependent on concepts generated through global engagement and international collaborations. Internationalisation of higher education tends to grow in complexity when universities from different jurisdictions are driven by dissimilar governance approaches and developmental goals. Yet, this complexity enhances opportunities for creativity, innovations and collaborations at the same time. In this paper, we examine how world-class universities in Hong Kong, Macao and Guangdong have worked to overcome incongruities and asymmetries inside the Greater Bay Area (GBA), a new and ambitious regional construct of China, by drawing on disparate legacies and capacities in internationalisation of research, education, and service in their jurisdictions. We explore the impact of international dynamics on the universities’ efforts to create a more coherent agenda with respect to international partnerships in the region. The study contributes to conceptualisation of world-class universities’ roles in shaping bridges and synergies regionally and globally, and infuses the rationales of internationalization in higher education with new perspectives. Copyright © 2022 Journal of Higher Education Policy And Leadership Studies.

Tertiary education in Hong Kong has a long history. In 1911, The University of Hong Kong was the first university to be founded. The enrollment of tertiary education in Hong Kong after the Second World War was considered elite-type. The participation rate increased to 18% for first-degree courses, an expansion of approximately 50% in the undergraduate student population, during the early 1990s. Over time, it has changed from elitist to mass-type tertiary education. Another essential development of Hong Kong’s tertiary education system was a past Chief Executive announcement in 2000 to double the number of students participating in tertiary education up to 60% within ten years. This chapter aims to look historically at the development of tertiary education in Hong Kong and the impact of internationalization on its universalization. It also analyzes the problems in processes and discusses the sustainable development of tertiary education in Hong Kong this century. Copyright © 2022 Springer Nature Singapore Pte Ltd.

This paper examines teaching practices prevailing across five cities (Hong Kong, Macau, Shanghai, Singapore and Taipei) for the underpinning pedagogical identities that inform practice (identity grafting). The study adopts innovative approaches via OECD teacher surveys to identify relationships between pedagogical identities (highly effective, outcome-centred, discipline-centred, diversity-centred and lowly effective) and teaching effectiveness in implementing pedagogically informed practice (instructional: learning-focused and assessments; classroom management: motivational, discipline and diversity). An original concept of identity grafting is employed to highlight which pedagogical identities best support teaching effectiveness (blending, integrating, reversing and repressing). Cluster analysis rigorously compares teachers’ pedagogical identities, teaching effectiveness and identity grafts in all five cities. Shanghai and Singapore have the largest segments of highly effective teachers within the local teacher population. However, Singapore likewise has the largest segment of lowly effective teachers among the cities, and Shanghai teachers are overall less likely to value diversity management than teachers in other cities. Across the cities, teachers who implement diverse practices by blending or integrating, and, to some extent, reversing pedagogical identities, have more effectiveness than those who repress their identities. The results provide globally significant insights into targeted professional development for different teacher segments within and between contexts. Copyright © 2023 International Professional Development Association (IPDA).

港澳兩地的公民教育事關“一國兩制”戰略方針，對增強學生的國家觀念與歸屬感有關鍵作用。分別將港澳地區的公民教育課程改革歷程劃分為5個階段，並從政策背景、主體、願景、內容與實施效果幾個層面進行探討。對比分析港澳公民教育課程改革，發現回歸前兩地均實行非政治公民教育；回歸前後兩地均開展公民政治教育；2002年後香港公民教育名實相悖，而澳門地區持續深化愛國主義教育。最後，發掘港澳公民教育存異的原因與課程領導權、學校落實、教師及教材相關。 Copyright © 2022 廣東省茂名市社會科學界聯合會.

In addition to enabling students to gain knowledge, education aims to make them competent, confident, and enthusiastic learners. Using TIMSS 2019 data from eighth graders in mathematics classrooms in Hong Kong (N = 1146) and England (N = 1981), this study explored the relevance of classroom management and instructional clarity to students' mathematics self-concept and value, academic emotions (i.e., enjoyment and boredom) and mathematics achievement by using a latent multi-group SEM analysis. The findings corroborated the controlvalue theory and indicated that classroom management was not always beneficial to the increase of students' enjoyment and achievement in Hong Kong, but the favorable effects of classroom management on academic emotions and achievement were observed in England. Additionally, instructional clarity has been demonstrated to improve students' enjoyment and achievement in mathematics while reducing boredom in both groups, with the advantage being greater in Hong Kong classrooms. The limitations and implications are then discussed. Copyright © 2022 Elsevier.