This chapter explores the flipped classroom approach, which shifts content delivery to online video lectures, freeing up class time for student-centred activities. Widely adopted in K-12 science education in Western countries, its use is expanding in Mainland China and Hong Kong. The chapter reviews the background of flipped classrooms, including their origin, definition, practice, and theoretical framework. It also examines trends in their use in K-12 science education in these regions. Several studies on flipped science classrooms in China and Hong Kong are reviewed, comparing their designs, instructional practices, impacts, and challenges. A case study in a Hong Kong secondary school demonstrates the implementation of a flipped classroom using the technology-enhanced predict-observe-explain (POE) strategy, offering practical guidance for educators. The chapter concludes with insights and implications for future research and practice in flipped science classrooms in China and Hong Kong. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.

English as a foreign language (EFL) students' use of artificial intelligence (AI) tools that generate human-like text may enhance students' written work. However, the extent to which students use AI-generated text to complete a written composition and how AI-generated text influences the overall writing quality remain uncertain. 23 Hong Kong secondary school students wrote stories with AI-writing tools, integrating their own words and AI-generated text into the stories. We analyzed the basic structure, organization, and syntactic complexity of each story and its AI-generated text. Experts scored the quality of each story's content, language, and organization. By employing multiple linear regression and cluster analyses, we found that both the number of human words and the number of AI-generated words significantly contributed to writing scores. Furthermore, students could be classified into competent and less competent writers based on the variations of students' usage of AI-generated text compared to their peers. Cluster analyses revealed some benefit of AI-generated text in improving the scores of both high-scoring students' and low-scoring students' writing. We suggest differentiated, pedagogical strategies for EFL students to effectively use AI-writing tools and AI-generated text to complete writing tasks. Copyright ©2024 National Foreign Language Resource Center at University of Hawaii.

This study explores the integration of drone technology into STEM education through the development and evaluation of the Drone Technology Enabled STEM Curriculum (DTESC). Grounded in “dronagogy”, a pedagogical framework that utilizes drones to enhance learning, DTESC effectively incorporates drone technology within science, mathematics, technology, and the humanities. The curriculum is structured to progress from multidisciplinary exploration to interdisciplinary integration, ultimately culminating in transdisciplinary applications. Sixteen Grade 9–10 students from a secondary school in Hong Kong participated in the study, engaging in activities such as designing drone-assisted water sampling systems and formulating entrepreneurial proposals for future applications. Employing mixed research methods, the study assessed the curriculum’s impact across cognitive, psychomotor, and affective learning domains. Results indicated high levels of student engagement and satisfaction, alongside significant improvements in psychomotor and affective skills. However, enhancements in cognitive learning outcomes, particularly in mathematics and programming, are necessary. This research offers valuable insights into the implementation of dronagogy to foster cross-disciplinary STEM education. Copyright © 2025 The Author(s).

This chapter introduces the reform of teacher preparation for primary General Studies teachers and secondary science teachers to implement STEM education in the Hong Kong Special Administrative Region (Hong Kong/ HKSAR) of China. In response to the call for the promotion of STEM education in recent policy addresses, STEM education is to be promoted through the Key Learning Areas of Science Education, Technology Education, and Mathematics Education in the school curriculum. Given the imperative role that teachers play in the provision of quality STEM education, the government, universities, and other stakeholders have contributed significant resources and funding to provide training programmes, workshops, projects, and research to prepare teachers to provide students with relevant school-based STEM learning opportunities. The discussion includes mainly pre-service teacher education comprising the degree programmes, subjects, and courses offered at undergraduate and postgraduate levels to nurture qualified teachers in STEM education and some brief information about in-service teacher professional development. Data is collected and analysed from government reports, policy documents, research articles, discussion papers, and programme information on STEM education and teacher education. This chapter provides an overview to inform future directions of teacher preparation for STEM education in Hong Kong. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG.

To tackle the serious problems caused by plastic wastes, it is critical to develop new plastic recycling beliefs and behavior, together with recycling skills (4 important steps of recycling: cleanliness, separation, compression, and sorting) of the plastic wastes in environmental education (EE). The study revealed the effectiveness of a plastic waste recycling program adopting an action competence approach with educational interventions using a new plastic waste recycling bin (PRB). The PRB allows further classification of plastic waste types. Seven primary schools in Hong Kong participated in the program. A total of 313 questionnaires which assessed pupils’ classification knowledge, behaviours of plastic waste recycling, and their pro-environmental attitudes in terms of New Environmental Paradigm were received. Semi-structured interview with 27 pupils from the schools were also conducted. Recycling performance (actual behaviour) of using the brown bins (general plastic recycling bin) and the PRBs in the schools was assessed as the evidence of action competence in plastic waste recycling. Comparing the schools which adopted programmes with a combination of two types of recycling bins (brown bin vs. PRB) and interventions (Poster vs. half/full training courses to teach the recycling knowledge and skill), both quantitative and qualitative results showed that learners of the program enhanced their recycling knowledge (K), attitudes (A), and behaviour (B) concerning plastic waste recycling. The recycling performance proved that there is a statistically significant change in the recycling steps, separation and compression. The study provides insights for environmental educators to develop strategic solutions to ease environmental issues as well as putting these actions into practice in schools. Copyright © 2019 Springer Nature Singapore Pte Ltd.