Liberal Studies has been established as a mandatory senior secondary school curriculum in Hong Kong since 2009. As one of university-entrance required subjects that aims at developing students informed understanding and decision-making, Liberal Studies requires teachers to adopt critical thinking training and multiple perspectives in teaching and learning. Since then, Liberal Studies teachers and their students inquire into controversial issues about Hong Kong, modern China and globalization. This innovative and inquiry school curriculum, however, has been criticized as one of the culprits of making Hong Kong’s youths active participants in unconventional civic participation. In recent years, the pressures from the pro-establishment camp of the legislature have argued for either changing it from mandatory to elective curriculum, lessening the examination requirements, or relegating it from graded to non-graded assessment status. All these, if carried out, will possibly make Liberal Studies exist in name only, not to mention already causing uncertainties and bewilderment among teachers and students. This paper shall review the development and debates surrounding this innovative and inquiry curriculum. It will possibly shed some lights on how an invisible climate of authoritarianism can exert impacts on a school curriculum. Copyright © 2020 Charles University.

在全球化浪潮下，不同國家或地區的政府都大力推動教育改革，而推動生命教育課程便是其中的重要變革。臺灣與香港都是華人社會，生命教育課程的興起除了是為了回應全球教育改革的浪潮外，更是源於在地所發生的社會問題，例如：頻繁的學生自殺事件等。兩地課程起源雖有重疊之處，但隨著時間推移，兩地的課程發展已經開始出現差異的情況，這實在值得我們深入討論、探究。在研究目的方面，本研究旨在深入探討臺灣及香港在中學生命教育的異同之處。在文獻探究方面，本研究嘗試疏理生命教育的起源及意涵。在研究方法方面，本研究運用Bereday所提出的比較教育研究方法，就不同分析點比較臺灣及香港在中學生命教育的發展、內容、策略。研究結果發現：（一）臺港兩地中學生命教育之教育目標、教學方法類似；（二）臺港兩地中學生命教育實施模式、學習評量與師資培訓並不相同。最後本研究提出相應的改進建議，作為臺灣與香港中學生命教育課程持續優化的參考。Copyright ©2021 社團法人中華民國學校行政研究學會.

Field station research locations offer scientists isolation and immersion for more precise statistical analysis of climate change and environmental damage. As more art/science initiatives develop in academia, art students are gaining access to difficult scientific research sites and using the experience to fuel creative strategies. The methodology for offering a course that taps these into possibilities for the teaching of creativity remains little explored. Through a case study at the School of Creative Media in Hong Kong, this article examines how student expeditions that work adjacent to environmental scientists in extreme environments can be used for the teaching of creativity and artistic process as well as informing a larger public on climate issues. The structure of the program with detailed descriptions of sequenced proficiencies is presented. Both pedagogical philosophy and logistic issues will be discussed through the set-up and organizational structure of the course, the variety of teaching materials, assignments, dissemination and finally the exhibition and impact of the students' work. Using scientific resources with the goal of artistic interpretation, the pedagogy is designed to respond to the emerging potential of digital technologies in creative media. The results, both for the students and the public, demonstrate multimodal approaches that offer broader possibilities for learning and outreach that are both scalable and transferable. Copyright ©2021 SAGE Publications.

Purpose - This study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong Kong. The project aimed to promote digital citizenship education in local junior secondary schools in Hong Kong and support the professional development of in-service teachers.Design/methodology/approach - This study was based on a departmental knowledge transfer and curriculum development project that provided professional development training workshops to in-service teachers from seven partner schools. This paper analyses some findings from the quantitative research questionnaires, lesson observations and qualitative interviews.Findings - Eleven of the 12 participants reported that they were satisfied with the training workshops in the end. We also conducted paired sample t-tests of inferential data. The results show that after the workshops, the teachers tended to teach their students more about aspects of digital law, digital commerce and digital safety and security when teaching digital citizenship. This selection helps us to better understand the priorities of teachers in teaching digital citizenship.Originality/value - This paper is the product of an original knowledge transfer and curriculum development project supported by the Education University of Hong Kong in the Hong Kong Special Administrative Region (Hong Kong SAR) of China. The topic of digital citizenship education has also been under developed since citizenship education has always been about conventional citizenship in the physical world. Copyright © 2021 Emerald Publishing Limited.

本研究的目的是從洪堡特的教育哲學檢視香港的通識教育的理念與實踐，比較兩間傳統大學在課程設計和實踐的異同。本研究採用文獻分析的研究方法，將文獻與實證研究的結果進行批判性的分析和比較，由洪堡特的〈關於人之能力的發展法則〉、〈關於人之陶冶理論〉及〈關於人類的精神〉三篇文章探討其全人教育理念，並依此檢視香港兩間大學的通識教育。洪堡特全人教育有三個要點：第一、強調人的不同能力，如理性和感性之間的平衡、調和，甚至互相促進；第二、一方面強調經驗的多樣性，另一方面又強調人類心智的統一性，如此一來，如何透過前者的培育讓後者得到發展？第三、洪堡特的教育和陶冶哲學十分強調人的個體性，教育的目的不只是純粹技術性知識的灌輸，而是掌握科目一些重要的基本理念，以達致人格完整發展。本研究從這三方面探討香港兩所政府資助大學的通識教育的同時，尤其注意科目之間如何平衡上述不同的能力，以及如何做到又多元又掌握一些基本理念，並能培養學生跨科系的學習能力。最後，本研究亦從一些教師和學生對課程的意見，檢討香港的大學通識教育的成就和缺失。This paper aims to investigate W. von Humboldt’s educational philosophy and compare it with the idea and practices of general education in Hong Kong by applying documentary analysis and then compare them critically with the results of other empirical studies. Based on the three Humboldt’s articles, his idea of Allgemeinbildung can be summarized in three points: 1. the fullest development and harmonization of man’s different faculties such as rationality and sensibility; 2. the variety of experiences and unity of the human mind and character, how the latter can be achieved through the former? 3. emphasis of individualities. The aim of education is not only to transfer knowledge but also to master some basic and imperative ideas of the subjects to achieve the whole person development. It then investigates the general education in two government subsidized universities to see how different faculties can be balanced, and how various basic ideas can be mastered to build up students’ multidisciplinary competences. It compares the differences and similarities of curriculum design and practice between two universities in Hong Kong. Lastly, the achievements and deficiency of general education is discussed by looking at the opinions of lecturers and students on the curriculum. Copyright © 2020 中華民國比較教育學會.

At present, there is a growing concern about cultivating virtue among youngsters in Hong Kong. Although moral and character education have been put on the education agenda, it is important to ensure that teachers have sufficient efficacy in moral and character education. Unfortunately, limited empirical evidence for this has been found within the Hong Kong context. Using a sample of 647 moral and character education teachers from 21 secondary schools in Hong Kong, this study examined teacher self-efficacy and its relations with teacher engagement and teacher emotional labour. Confirmatory factor analysis was used to assess the construct validity of each scale. Structural equation modelling was used to test the theoretical model, indicating a good model fit. The strongest predictor of teacher efficacy for moral education was teachers’ personal teaching efficacy. The findings are discussed with implications for future practice and research. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

This chapter aims to introduce the development of and issues related to parent and community engagement in life education in Taiwan and Hong Kong. The development of life education in Taiwan has highly involved parent groups since the early stage. Parents, different community organisations, and school teachers have collaborated closely with each other, enabling a large number of children to have the opportunity to learn about life education. Compared with traditional teaching approaches, alternative ways of conducting life education through parent and community engagement have shown their effectiveness. Utilising various forms of school curriculum such as the Morning Light, Integrated Activity class, and other courses and services, parents join classes and accompany children through activities such as story-telling, drama acting, music, and dancing, bringing a lively atmosphere to life education as well as companionship to their children. Taking the experience of the Rainbow Family Life Education Association as an example, this chapter also discusses parent and community engagement with existing relevant research. Compared with life education in Taiwan, parental involvement in the promotion of life education in Hong Kong tends to be less systematic and there is much room for future enhancement. Copyright © 2021 selection and editorial matter, John Chi-Kin Lee, Stephen Yam-Wing Yip and Raymond Ho-Man Kong; individual chapters, the contributors.