This study explored Chinese students' motivations for selecting a cross‐border university in China's Guangdong‐Hong Kong‐Macau Greater Bay Area (GBA) and how they perceive their undergraduate experiences. The GBA was developed as an international economic cluster in China. Despite the vitality of the GBA's international education sector, few studies have focused on individual students' perspectives on cross‐border higher education choices and experiences. We interviewed twenty students and two academics in charge of university admissions about their opinions and reflections concerning a GBA cross‐border university. Students' university choices were linked to different admission profiles, parental influences, institutional features and interactions between students and the institutions. Our study has significant implications for leaders and policymakers in higher education seeking to attract talented university students, improve enrolment and promote students' learning experiences in cross‐border higher education institutions. Copyright ©2024 Wiley.

Numerous studies have noted the difficulties in promoting a common national identity curriculum due to increasing tension between the concepts of local autonomy and national cohesion. Hong Kong’s promotion of Moral and National Education provides an interesting case to examine two aspects of this tension – what national identity education goals can be selected when local people enjoy different rights, and how local education agents can select content and pedagogy to address such goals. This article analyses two sample textbook lessons, two teachers’ teaching plans for this subject, and memos from related curriculum development meetings. The comparisons reveal that textbook adaption is a consistent and important part of teacher-textbook interaction, with three major patterns emerging from Hong Kong teachers’ interactions with textbooks. These can be attributed to the influence of micro- and macro-level powers over teacher-textbook interactions in Moral and National Education. Copyright ©2024 Routledge .

In the global world, globalization influences education worldwide; therefore, the dynamics between local and global, termed “glocalization,” is crucial to curriculum guidelines that officially represent an ideal education. The latest Early Childhood Education and Care (ECEC) curriculum was announced during the 2012–2017 period in China, Hong Kong, Macao, and Taiwan. Following Bereday’s four-step comparison method, this article systematically compares four guidelines and, referring to their socio-historical backgrounds, examines how global trends, Chinese culture, and local context interactively influence their ECEC guidelines. Within the Chinese context, this study coins a new concept of “glo-re-calization “ based on glocalization and regionalization by which we examine how global trends, regional culture, and local forces co-contribute to the sameness and differences in four curriculum guidelines. Based on the four guidelines analysis, we propose the Glorecal Power Model with four patterns. A “logloblization” is a model that overwhelmingly weighs a local force, seen as a regional force, as in the case of China pursuing loglobalization towards regionalization. A “GloRecalization” model weighs global and regional forces much more than the local ones, as in the case of Hong Kong, which is rushing towards globalization and regionalization. A “gloreCalization” model considers mainly local force, as in the case of Macau, which calls for localization. A “Glorecalization” model takes place where global trends are the most significant feature among the three powers as in the case of Taiwan walking on global trends. Copyright ©2024 Springer.

This study explores the narration of China as a nation in history education in two regions – mainland China and Hong Kong – that share cultural roots but different socio-political contexts. Inductive analysis of data from junior-secondary Chinese history textbooks used in the regions in the late 2010s revealed that whereas mainland China’s textbooks constructed China as a nation by stressing its constitutive territory and ethnic inclusiveness, Hong Kong’s highlighted its constitutive ethnicity and changing territory, more frequently and directly narrated interethnic conflicts, and more explicitly promoted Han superiority. The study proposes constructing the nation in history education as a contextualised and socio-political exercise of reinterpreting the past to reflect current contexts and needs. Copyright ©2024 Routledge.

The study aimed to test children's subjective perception of participation in decision-making in school and community as protective factors against the negative effects of bullying on child subjective well-being in three East Asian countries and territories--South Korea, Hong Kong and Taiwan. This study is based on the subset of data from the third wave of the Children's World survey that consists of 5717 children 10-12 years of age. Our findings suggest that the children with bullying victimization who experience more participation in decision-making in their school and local community are less likely to have decreased well-being. Copyright ©2025 John Wiley & Sons, Ltd.

In recent years, governments worldwide have been committed to promoting global citizenship education, hoping to expand students’ worldviews and enhance their participation in world affairs. Therefore, the researchers tried to apply picture book teaching in the world citizenship education course, allowing students to cultivate world citizen literacy by reading picture books themed on world issues and participating in related classroom activities. This study is a case study. The researcher analyses diverse qualitative data, including student assignments, student interviews, teacher observation logs and questionnaire surveys. There are two research questions: (1) The application of picture book teaching in global citizenship education, middle school What is the learning process and outcomes of the students? (2) How does picture book teaching apply to global citizenship education, and what is the cultivation of junior high school students’ world citizenship literacy? The study results found that after participating in teaching picture books and applying them to the world citizenship education course, students can understand world problems and their responsibilities as world citizens. At the same time, through different learning activities, students can develop their awareness of caring for the people of the world and build up the spirit of “caring for the world”. Finally, the researchers make recommendations based on the research results for the reference of global citizenship education curriculum designers. Copyright ©2024 社團法人中華民國學校行政研究學會.

Japan has a longstanding history of shadow education, which has evolved, transformed, and extended beyond its borders. Japanese shadow education institutions, known as "juku," have expanded worldwide, including in Asia, the US, and Europe, offering offline and online tutoring services mainly for Japanese expatriates. This study examines the role and features of "juku," specifically in Beijing, Hong Kong, and Shanghai. It identifies 20 different juku, analyzes their types, and explains a different type of "juku," the "Japanese cultural supplementary school," that caters to expatriate parents aiming to nurture Japanese culture and traditions in their children. Although the Japanese "juku" phenomenon has previously attracted the attention of scholars, there is a gap in the literature when it comes to transnational "juku" and its operation outside Japan. This paper contributes to informing scholars, policymakers, and the public on the transnational movement of shadow education as a global phenomenon. Copyright ©2024 Springer.

While previous research has documented the unique aspects of Chinese dyslexia as compared to dyslexia in alphabetic scripts, it remains unclear whether the difference in Chinese literacy experiences influences the manifestation of Chinese dyslexia. The present article first reviews the characteristics of Chinese languages and scripts, including important cognitive-linguistic correlates (rapid automatized naming, phonological, orthographic, and morphological awareness) of Chinese reading development and impairment. The diversity in Chinese literacy experiences of scripts, languages, and instructional practices, and consequently their impact on Chinese literacy acquisition across different Chinese societies are also reviewed. Using an equivalent Chinese assessment battery administered to 91 children with dyslexia from Hong Kong, Beijing, and Taipei, we examined the subtypes of Chinese dyslexia across these three societies concurrently. With the four cognitive-linguistic skills included as the clustering variable, the hierarchical cluster analysis revealed four cognitive subtypes of dyslexia: 38% mild orthographic deficit subtype (OD), 33% phonological deficit subtype (PD), 18% morphological deficit subtype (MD), and 11% global deficit subtype (GD)--each with their own set of cognitive-linguistic deficit profiles. Interestingly, all four subtypes of dyslexia manifested poorer orthographic skills as compared to the control group. Bayesian Analysis of Contingency Table further showed that the distribution of dyslexia subtypes remains similar across the three Chinese societies, suggesting invariance of the Chinese dyslexia construct. Findings highlight the importance of assessment in orthographic processing, rapid automatized naming, phonological awareness, and morphological awareness in order to understand Chinese dyslexia, both in a within and cross-cultural Chinese perspective. Copyright ©2025 International Literacy Association.

There has been a clear shift in higher education to prepare and empower the current students for a future quite different and more complex than that faced by previous generations. In particular, it is expected that they will possess comprehensive abilities to deal with challenges arising from new employment demands and beyond. While liberal arts education has a long history in the West, it has been increasingly implemented more recently in East Asia as one response to the need for educational reform. The research reported here is an empirical study of how liberal arts education has affected individuals from two institutions with distinctive interpretations of "liberal arts education" - University N, the first Sino-foreign joint university in mainland China, and University L, the only public liberal arts university in Hong Kong. Drawing on Bourdieu's Theory of Practice, this study illustrates the interplay and balance among students' practical concerns, their sense of social obligation fostered through liberal arts education elements and the wider social structure. Semi-structured interviews with senior students, fresh graduates, and educators were conducted to gather in-depth primary data. These reveal that, by providing interdisciplinary knowledge and transferable skill sets, a liberal arts education experience does enhance individuals' personal agency and intellectual competencies in a professional context - they are trained to become independent thinkers and learners. Moreover, the "humanistic" aspect of liberal arts is also relevant: having engaged in various activities and programs, students in both universities are encouraged to care, cooperate, and make positive differences in their increasingly interconnected communities. Copyright ©2024 Eurasian Society of Educational Research.

As part of a larger project that investigates the issue of identities in Hong Kong, this study anchored on the sociocognitive paradigm in second language acquisition (SLA) explores the potential relationship between one's identity and perceived language accentedness. Our study set in Hong Kong (HK) aims to extend Gatbonton and colleagues' works (e.g. [2005]. Learners' ethnic group loyalty and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly, 39(3), 489–511. ; [2008]. The ethnic group affiliation and L2 proficiency link: Empirical evidence. Language Awareness, 17(3), 229–248. ; [2011]. Ethnic group affiliation and patterns of development of a phonological variable. Modern Language Journal, 95(2), 188–204. ) that examine the relationship between ethnic group affiliation (EGA) and language proficiencies in diglossic contexts. HK is a multi-glossic context where Cantonese, English and Mandarin are the official languages, and they perform distinctive functions in various public and private domains. Through analysing participants' (n = 65; born between 1970s–1990s) self-identification and their reported accentedness in English and Mandarin, we address the question of whether EGA as a set of social factors has a bearing on a person's linguistic achievements. Findings indicate that participants' identification with the Chinese/ HK identity is related to their perceived accentedness in the targeted languages in intricate ways that do not align completely with our predictions. We conclude by calling for further socio-cognitively informed research that investigates multiglossic situations where languages/ language varieties complement or compete with each other. Copyright ©2024 Taylor & Francis Ltd.