Technostress is a phenomenon in which rapid technological advancement affects teachers’ psychological well-being. It is an emerging concern in English language education, which may be exacerbated by the advent of generative artificial intelligence (GenAI) tools such as ChatGPT. This study explores the factors that influence technostress among English language teachers using GenAI tools and strategies that can alleviate it. Based on the analysis of qualitative data from semi-structured interviews with 16 instructors at higher education institutions in Hong Kong, the study identifies the rapid advancement of AI technology, inadequate training and lack of experience as contributors to technostress. It also names mitigating strategies including targeted professional development, online engagement and gradual integration. These techniques can foster Technological Pedagogical Content Knowledge (TPACK) and reduce the challenges of incorporating GenAI into English teaching. The findings align with existing literature on the impact of technostress and the role of TPACK. The practical implications include the need for comprehensive training, supportive communities and a balanced approach to AI integration. This investigation also expands the theoretical understanding of technostress in English language teaching and the use of GenAI tools, providing empirical support for existing frameworks. It also suggests directions for future research, which could investigate teacher well-being, effective AI integration and the impact of TPACK. Copyright © 2024 Educational Technology & Society.

During COVID-19, universities are reconfiguring learning environments and increasing flexibility in course offerings. Teachers have found synchronous hybrid teaching challenging with many students preferring online to in-person classroom attendance. Understanding students’ decision-making as to where, when and how they choose to learn will be critical in informing the design of learning spaces and courses. This survey-based study of 369 undergraduates across disciplines explored the relationships between students’ backgrounds and psychological factors (self-efficacy for online learning, conceptions of learning, perceptions of previous online course experiences) and student choices of learning spaces for synchronous online learning. While pre-pandemic studies in Western contexts identified non-traditional student characteristics as major factors associated with students’ choices of learning spaces (i.e., learning online at home), this Hong Kong study found significant associations between undergraduates’ choices, their origin and the disciplines. Logistic regression indicated those who preferred stimulating education and cooperative learning or perceived their previous online course experiences as having clearer goals had greater odds of attending classes synchronously online on campus from locations different from the scheduled teaching spaces. Qualitative analysis suggests personality, self-regulation and the university’s social and organisational structures as factors to consider in future studies of student choices of learning spaces. Implications for practice or policy: * Higher education providers may need to diversify course designs to cater to undergraduates’ different hybrid learning preferences and expectations in the post-pandemic return to campus. * The first step for online course teachers is to help their students to build a higher level of self-efficacy for online learning. * Course teachers can motivate students to take courses online by clarifying their

More and more students are exploring overseas destinations and English-Medium Instruction (EMI) environments for their postgraduate studies. While it is known that students can often struggle in an EMI environment, the challenges faced by postgraduate students, and the support they receive or need, are not fully understood. By adopting a two-stage qualitative sequential data collection approach, this study explored the experiences and perceptions of full-time postgraduate students from Mainland China studying in a one-year Master of Education programme at a Hong Kong university during their first semester. Data were collected through an online survey ( N = 73) and three in-depth group interviews ( N = 12). The analysis of data offered a holistic understanding of the students’ challenges, needs, and struggles. The findings provide suggestions for support that teachers and programmes can provide to postgraduate students, as well as student self-help support strategies. Several sustainable support strategies are proposed to assist students in adjusting and succeeding in the EMI context at the postgraduate level. © 2023 by the authors.

Purpose This research studies the influence of the COVID-19 pandemic on the operation management of Hong Kong academic libraries for understanding the difficulties and challenges for librarians to adapt to the special arrangements during the pandemic. Design/methodology/approach Qualitative semi-structured interviews were conducted with librarians in major universities and higher education institutions of Hong Kong. Participants were interviewed either in the face-to-face format or text-based format. Findings Participants provided a broad scope about the actual library management and operation changes during the COVID-19. According to the respondents, the most challenging problem for librarians during COVID-19 was to strike a balance between concerns of library staff and users. While they described how these arrangements and changes affected the service quality of academic libraries from different perspectives, the pandemic situation also brought some opportunities, such as pushing the digitalization of all collections and using online resources for future development. A hybrid model for library service would be more common in the future with more demands toward online resources and digital collection, in which academic libraries should be prepared after the pandemic. Originality/value This paper provided broad insights into library management and the future development of academic libraries for the post-COVID-19 period. There are scant studies of this topic, especially in an Asian metropolis context with dense population, small campus and limited library physical spaces. © 2023 Emerald Publishing Limited.

This study explores teachers’ perspectives with regards to teaching English in virtual classrooms, specifically with regards to teaching English as a second language within the context of emergency remote learning in Hong Kong during COVID-19. Through undertaking thematic analysis of six interviews with English language teachers at a university in Hong Kong, this study explores how teachers view the benefits, challenges and personal and professional consequences of the shift to emergency remote teaching during the pandemic. Taking a social constructivist approach to the topic, the study also seeks to uncover how teachers view such provisions as being improved under future emergencies and with respect to online English language teaching moving forwards generally. This research topic contributes both to a longstanding debate on the ways in which digital technologies can enhance education and language learning, as well as the emerging body of literature examining how teachers and students have responded to the implementation of digital learning in online classrooms during the COVID-19 pandemic. © The Author(s) 2023.

This study aimed to examine university students’ perceptions of teacher care overall and in the three constructs of pedagogical care, holistic care and relational care, to consider their inclusion in quality enhancement models. Quantitative research using self-administrated online survey was conducted with undergraduates in Hong Kong, Macau, Republic of Fiji, Taiwan and the United Kingdom. Based on the descriptive and paired-sample t -test analyses, empirical results have shown that university students perceived teacher care as important. They ascribed the highest importance to relational care, followed by pedagogical care and holistic care. This research advocates recognising the importance of teacher care in university education and integrating it into higher education pedagogy. This article proposes a caring quality mechanism for enhancing teaching quality, to address the inadequacy of the audit-focused quality system. © 2022 Informa UK Limited.

Self-regulated learning (SRL) is critical to students' academic success and lifelong learning. Although the benefits of SRL have been examined in many studies, few have explored it in a broader educational context. This study presents an eight-month institutional case study that demonstrates how SRL has been developed as a pedagogy through the collective endeavours of teachers, researchers, and experts at a university in Hong Kong. A case study method protocol was followed. Data were obtained from multiple sources, including surveys of teachers (N = 93) and students (N = 215), interviews with teachers (n = 5) and students (n = 19), archived course documents, videos, and project reports. T-tests, coding, and document analysis were applied to analyse the collected data. The results showed that the teachers had good knowledge of SRL strategies but some students struggled to apply them effectively. Our study's findings have various implications for the effective promotion of SRL at the university level, and include the importance of developing a collective approach involving various members of the university, integrating responsive pedagogy, and adapting SRL strategies to students' individual needs. Future research can follow our methodology to replicate the study in different educational contexts.

The COVID-19 pandemic has altered learning and teaching approaches in higher education. Research concerning COVID-19 revealed inconsistent results on student engagement, which is a robust predictor of academic performance in higher education. This exploratory study examines the relationship between grit and student engagement in the pandemic through the mediating role of negotiable fate. Although previous research demonstrated that grit could positively predict student engagement, there have been inconsistent findings between the two sub-factors of grit: consistency of interest (grit-CI) and perseverance of effort (grit-PE). Besides, there is a lack of theoretical explanation of the mechanism between grit and engagement. The adaptation of negotiable fate seeks to provide one of the pathways of how grit would be associated with student engagement. To examine these hypotheses, the present study recruited 339 undergraduate students from two universities in Hong Kong to participate in an online survey. The results showed that grit, grit-PE, and negotiable fate positively correlate with student engagement, but the path of grit-CI did not reveal any significant results. After accounting for the mediating effect of negotiable fate, grit-PE still positively correlates with student engagement, suggesting a partial mediation model. This study provides empirical evidence that grit positively predicts student engagement with the mediation of negotiable fate. However, only grit-PE was positively associated with other variables, while grit-CI did not reveal any significant predictions. The present study (1) extends the understanding of the mechanism between grit and student engagement and (2) explores the mediating role of negotiable fate in this relationship in the higher education context. Theoretical and practical implications of this mediation model among grit, negotiable fate, and student engagement were discussed. Copyright © 2023 SAGE Publications.

Purpose: This research is an interview-based study that captures the academics' perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context, using the Common Core Curriculum at the University of Hong Kong as a case study. Design/Approach/Methods: A total of 28 academics with various levels of academic ranking, disciplinary context, proven teaching excellence, and research productivities were individually invited for and consented to a semi-structured and face-to-face interview. Findings: This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum, namely, how to design, what is worth learning, how to learn and teach, and how to know students have learned. It is suggested that the ideal curriculum should remain coherent and coordinated, broad and balanced, as well as open and flexible, ensuring the capture of knowledge, skills, and attitudes, with the facilitation of active, authentic, and contextualized pedagogies and assessments. Originality/Value: This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion. They can also integrate these evidence-based elements and strategies into their everyday practices. Copyright © 2023 SAGE Publications.

Purpose: This study investigated the usefulness of various communication means for providing university study information with prospective students before and during the pandemic for three consecutive academic years. Design/methodology/approach: Students who had recently taken undergraduate program admission indicated how useful communication channels were in providing the information about university studying. Seven communication channels were examined: open/information day, admission talk, campus visit, education fair, admission website, social media and summer activities. The students were asked to complete an online survey at the beginning of an academic year. In the survey, they were asked to indicate the usefulness of each of the communication channels using a five-point Likert scale with the descriptors: 1 = not useful, 2 = slightly useful, 3 = somewhat useful, 4 = useful, 5 = very useful. If students did not have any usage experience with a communication channel, they were asked to choose "no experience." There were 1798, 1735 and 1961 students at a university in Hong Kong participating in the study in academic years 2019/20, 2020/21 and 2021/22, respectively. Findings: The pandemic has transformed the landscape of the university's ways of marketing channels to communicate with prospective students. The top useful channel of information for students during the pandemic was admission website, followed by social media and then open/information day. Before the pandemic, open/information day was the most useful channel of information for students and then admission website; the least useful one was social media channel. Significant differences were revealed in the usefulness rating on open/information day and social media channel among the three academic years. Originality/value: The findings facilitate educational managers to determine the appropriate marketing and recruitment strategies for connecting with prospective students under dynamic context in the era of