Globally prevalent, Autism Spectrum Disorders (ASDs) have negative consequences on students’ social, intellectual, emotional, and post-school transition results. While assessment tools exist, the majority of them were developed from the perspective of clinical psychology and/or healthcare. Some are lengthy and commercialized, and some have weak factorial validity. A feasible and practical assessment method, from the perspective of educational psychology and assessment, is required to better accurately and effectively assess the social and academic performance of ASD students in inclusive settings. With an emphasis on teachers’ practice and output in helping students with ASD in inclusive education, this study evaluated the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA) psychometric qualities. PPI-SSA was designed to be practical, concise, and especially suited for quantitative research on ASD. The inventory was administered to 411 teachers in Hong Kong, and exploratory and confirmatory factor analyses confirmed the PPI-SSA’s reliability and validity. A follow-up path analysis examined the concurrent validity of the PPI-SSA, revealing significant pathways between teachers’ intentions to implement inclusive education and each of the respective dimensions within the PPI-SSA. Measurement invariance results showed that the PPI-SSA demonstrated configural, metric, scalar, and residual invariance across primary and secondary teachers. The PPI-SSA, as a non-commercial instrument, has meaningful implications. It can facilitate the efficient collection of more empirical data on the social and academic achievements of students with ASD, informing evidence-based improvement of inclusive practices. It can assist in teachers’ practice to identify the diverse social and academic needs of students with ASD to align with their corresponding adjustments of teaching strategies. Copyright © 2023 by the authors.

Self-financing higher education institutions (SfHEIs) in Hong Kong help boost the local higher education participation rate, but they are labeled as second-tier opportunities for those with academic weaknesses. Students at SfHEIs may develop a negative self-concept that deteriorates their academic performance and psychological wellness. Therefore, it is critical to understand their self-concept and how it is built. From the narrative perspective, a self-concept is the storied experiences or stories that are lived; therefore, this study employs narrative inquiry using 15 SfHEI students to represent the general pattern of the participants’ experiences. This study proves that students at SfHEIs tend to view themselves as losers or inferiors based on their low self-evaluations of their Hong Kong Diploma of Secondary Education Examination (HKDSE) results, SfHEIs, and career futures. Additionally, this study sheds new light that the loser identity is historically developed from childhood during interactions with parents and teachers, as parents and teachers continuously reinforce the message that enrollment at a publicly funded university is the only way to achieve success in life. Copyright © 2022 by the authors.

Mathematical modeling is considered a bridge to STEM education and has been incorporated into K–12 mathematics curriculums in various countries. However, it has a relatively short history in Hong Kong schools. The lack of high-quality, relevant exemplars of mathematical modeling activities is a challenge to teacher practice in this area. Hence, this study aims to establish a design framework for mathematical modeling activities suitable for teachers and students in Hong Kong. We explore the design and content of the official mathematical modeling exemplars published by the Hong Kong Education Bureau using a document analysis approach. The findings provide the basis for developing a framework to be used in the future design of mathematical modeling activities. Four exemplars were found and analyzed in terms of their structural components, level of learning experience in mathematical modeling, and design characteristics. Based on our findings, we discussed various strategies to enhance the design of a mathematical modeling activity, including setting diversified learning objectives, cross-subject collaboration when formulating the problem context and instructions, designing more activities suitable for average and underperforming students, emphasizing the evaluation of modeling outcomes, and providing relevant supporting materials. Our study thus lays the groundwork for advancing the teaching and learning of mathematical modeling in school contexts. Copyright © 2022 by the authors.

Geopolitical changes worldwide, together with rapid advances in technology, have created a situation where an individual's working life can present many new challenges. Helping students develop the attitudes and skills necessary to adapt to constant change along a career path has become a priority in education. Developing this career adaptability is becoming increasingly important to the sustainability of democracy, the economy, justice, human values, and equality. The authors of this paper argue that to improve the quality of our education system in universities, active learning should play a more important role to enrich the typical lecturing-learning processes. The aim of the study reported here was to examine the impact from implementing a 3-month active learning program that took university students beyond the classroom to increase their career adaptability and self-esteem and to strengthen their meaning in life. A mixed-method approach was adopted and conducted in two phases with 119 undergraduate students in human resources management at a university in Hong Kong. Findings suggested a significant improvement in career adaptability of the students after participating in the program when compared to a control group. However, data did not indicate any significant change in self-esteem and meaning in life in the training group. The findings support the valuable role of active learning as a strategy to enhance students' career adaptability in a changing but sustainable world of employment. Copyright ©2021 MDPI.

STEM education is an important approach for preparing students for a competitive workforce with essential skills in the 21st century. However, successfully implementing STEM education in primary and secondary schools presents a variety of challenges. The study suggests that a neglected challenge in the literature is how to sustain teachers’ positive emotions toward STEM educational work, which may cause teachers to be more engaged in, motived by, and committed to STEM education. Therefore, the study aims to contribute to the literature by investigating the mechanism of the construction and suitability of teachers’ emotions toward STEM educational work based on a single case study conducted in Hong Kong from the social constructionist perspective. The major findings of the study indicate that (1) positive emotions toward STEM educational work may be constructed by the teacher’s positive interpretation of the work, i.e., STEM educational work as the facilitator of students’ overall development and that (2) positive emotions toward STEM educational work may be sustained by enabling school institutions to have the elements of shared power, administrative support, and the value of a whole-person education. Copyright © 2021 MDPI AG

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts. Copyright © 2021 MDPI AG

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions. Copyright © 2021 by the authors.

This study explored emotions and self-regulatory learning in postgraduate students, forced to transition to emergency remote teaching, at a Hong Kong university after the start of the academic semester. Self-regulation is a critical factor for successful online learning, and emotions are important antecedents of self-regulated learning. The study adopted a two-phase research design, with an initial online questionnaire (n = 52) followed by semi-structured interviews (n = 16) to gain a rich and holistic understanding of students' experiences. Our findings indicate that: (1) locating a suitable location to attend online classes and sharing problems with classmates were the two most frequently self-regulatory learning strategies employed by students; (2) students experienced some enjoyment attending online classes but experienced increased pressure and time commitment to complete assigned work; (3) students found online learning to lack a sense of community, making it challenging to interact with classmates. The findings suggest teachers need to incorporate various synchronous and asynchronous collaborative activities, and they need to increase their own and students' presence online to motivate and facilitate effective teaching and learning. Copyright © 2021 by the authors.

The coronavirus disease 2019 (COVID-19) pandemic has affected educational institutions and instructors in an unprecedented way. The majority of educational establishments were forced to take their courses online within a very short period of time, and both instructors and students had to learn to navigate the digital array of courses without much training. Our study examined factors that affect students' attitude toward online teaching and learning during the COVID-19 pandemic. It is different from other online learning studies where online courses are mostly a method of choice, with suitable support from institutions and expectation from instructors and students, rather than a contingency. Under this specific environment, we utilized an online survey to collect students' feedback from eleven universities across Hong Kong. Using partial least squares for analysis on the 400 valid samples we received, we found that peer interactions and course design have the most salient impact on students' attitude, whereas interactions with instructors has no effect at all on students' attitude. Furthermore, we also provide suggestions on using the existing technologies purchased during COVID-19 for a more sustainable learning environment going forward. Copyright © 2021 by the authors.

The development of children’s fundamental motor skills (FMS) is shaped by the environment surrounding them. The purpose of this study was to examine whether the changes of children’s FMS after an intervention program differed between classes conducted in different schooling conditions. Participants were 295 preschool children (62 boys, 133 girls; M = 5.4 years; SD = 0.28) from eight preschools in Hong Kong. Children participated in an 8-week FMS program and their FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2). A linear mixed model was used to analyze the association on the changes of FMS score between children in different schooling conditions: (1) teaching venue size (large or small); and (2) class size (large, medium, or small), while accounting for the clustering of participants within preschools. The changes of object control skills were significantly different between groups with different teaching venue size (p = 0.000) (small: 5.54 (SD = 5.84) vs. large: 2.46 (SD = 6.42)) and different class size (p = 0.000) (small: 8.12 (SD = 6.34) vs. medium: 2.92 (SD = 6.26) vs. large: 4.00 (SD = 5.79)). The findings have practical implications for the teaching of FMS in that the social and physical environment in preschools should be considered for the design of FMS intervention programs. Copyright © 2020 by the authors. Licensee MDPI, Basel, Switzerland.