In Hong Kong, which transitioned from a colonial to post-colonial One Country-Two Systems structure, sustainability implementation rests on two institutional pillars: education, which drives the city’s knowledge-based economy, and family system. In light of the recent policy demands to strengthen higher education and family systems by capitalizing on the unique advantages of the post-colonial era, the purpose of this study was to: (1) describe and analyze sustainability values of the first-year university students; and (2) investigate roles of family and educational systems in the process of their formation. The mix-method study stressed the importance of discerning and analyzing sustainability value formation in order to create in-depth understanding of the curricular adjustments that align the sustainability mindset of Hong Kong students in the context of the One Country-Two Systems under the pressing demands of global economy. The study relied on the use of two systems theoretical frameworks employed within sustainability education (Sterling, 2003) and family (Bowen, 1957/1974) fields. Data sources included questionnaires of 4985 Hong Kong first-year university students; and 31 semi-structured interviews of Liberal Studies teachers. The quantitative findings showed that 85% of the students believed that their family influenced their environmental values; reported a significant negative coefficient (-0.044) between the two student cohorts in relation to family influence; and showed that family influence on students’ sustainability values differed by gender. The qualitative results revealed the overarching themes of Family Income, Role Modeling, and Shared Responsibility as three major descriptors of family influences on sustainability values of Hong Kong students. Copyright © 2022 Springer.

Liberal studies (LS) textbooks used in Hong Kong public secondary schools have incurred controversy regarding perceived biased contents; however, what appears uncertain are what techniques the textbooks used to incite hostility towards the mainland of China and encourage students to participate in violent acts in Hong Kong. The present study used Michel Foucault's order of discourse theory, particularly the "division and rejection" framework regarding the power of discourse to analyze five popular LS textbooks. The findings reveal that the textbooks depict a division between the fabricated irrational image of the mainland and the rational image of Hong Kong. Specifically, the textbooks paint Chinese patriotism as irrational while encouraging the student readers to reject their Chinese identity. The textbooks also create a division between altruistic and capable civilians and passive, silent ones, with the morality of the former being connected to violence and radicalism. In this way, the textbooks produce a discourse of hostility towards the mainland and the people in the mainland while encouraging violence. Copyright © 2022 Routledge.

Aim. The aim of the research is to examine how Mainland China and Chinese people are represented in the visual materials of four sets of Liberal Studies (LS) textbooks in Hong Kong. Methods. Norman Fairclough's Critical Discourse Analysis, viewing language as a social practice and Teun A. van Dijk's ideological coding categories are integrated to analyse discursive representations (e.g. the embedded hidden power) in the Hong Kong Today volumes published by four influential commercial publishers: Modern, Ming Pao, Marshall, and Aristo. Results. The analysis reveals that China and mainland Chinese are negatively portrayed in visual images in four commercial LS textbooks, in which the representations concerning mainland China and mainlanders are all found ideologically biased to highlight their negative characteristics and alienness. Conclusions. Through the lens of critical discourse analysis, the reasons underpinning China and its people being represented negatively in LS textbooks are traced to the British colonial government's manipulation of educational policies, which tends to distance the Hong Kong students from Chinese nationalism. Copyright © 2022 Foundation Pro Scientia Publica.

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.

This paper draws on Basil Bernstein’s theory of pedagogic discourse and practice to explain the controversy surrounding civic education in Hong Kong, through the case of a compulsory secondary school subject called Liberal Studies (LS). The distinct advantage of a Bernsteinian approach is that its conceptual grammar cogently captures the contentious nature of LS and locates the structural autonomy of teachers. This article highlights the fragmented nature of the LS curriculum, which attests to a historical legacy of the Hong Kong education system that favours a subject-based curriculum in practice and a managerialist approach to teacher staffing. These institutional parameters exert profound influences on LS teachers’ modalities of practice. This study contributes to the burgeoning interest in applying Bernsteinian scholarship to the East-Asian region by nuancing the role of teachers in mediating the contentious LS curriculum and implementing civic education. Finally, further application of the Bernsteinian approach will be discussed. Copyright © 2021 Taylor & Francis Ltd.

Purpose: A new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approach: Self-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.Findings: When comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/Value: The elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students. Copyright © 2021 Emerald Group Publishing Limited

Improving mainstream perceptions of diversity in Hong Kong is fundamental to enhancing equality and human rights in the society in the future. The importance of mainstream members of society learning to recognize diversity with less prejudice undergirds many of the aims of a recent educational reform, Liberal Studies. This paper evaluates the capacity of Liberal Studies to educate for multicultural understanding of cultural difference. Its primary data source is Liberal Studies textbooks, and it employs a qualitative content analysis to consider how diversity and ethnic, cultural, and religious differences are represented in the texts. The analysis is complemented by an examination of related resources teachers may use in the classroom (and are encouraged to use by the Hong Kong Curriculum Development Council): mainstream news articles and resources from the (government-provided) Web-based Resource Platform for Liberal Studies. The voices and views of some practicing teachers and pre-service teacher education students related to multicultural Liberal Studies resources are also included to provide a balanced picture. Based on this analysis, multicultural education as provided in major resources within the Liberal Studies curriculum appears inadequate. As diversity is reflected upon in resources analyzed here most often as problematic and stereotypical, interventions are needed if Liberal Studies is to enable multicultural appreciation and understanding among students in Hong Kong in the future. Copyright © 2016 De La Salle University.

Internationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren within the local cultural context. Past studies in Hong Kong have illustrated how Mainland Chinese student-teachers face cultural and linguistic obstacles. Yet, little research considers the experiences of student-teachers from different nationalities in Hong Kong. This study investigates some consequences of internationalisation of teacher education in Hong Kong by examining the case of South Korean students learning to teach Liberal Studies, a “glocal” (outward-looking, but localised) subject, in a major tertiary institution. In this paper, we investigate South Korean students’ motivations, experiences, and challenges learning to be international teachers of a glocal curriculum, and examine the case as one instance of globalisation of education. Copyright © 2016 Korean Association for Multicultural Education.

There has been a worldwide interdisciplinary curriculum development. By examining several official interdisciplinary curriculum in Hong Kong, this paper argues that curriculum integration which incorporates learning about globalization and global citizenship has gradually developed since the late 1990s. By using cross-sectional focus group interviews with experienced teachers and a sample of students, the author identified benefits such as enhancing students' interdisciplinary knowledge and applying critical thinking. But limitations can be found in having a weak disciplinary knowledge and difficult to develop transferrable skills, which necessitates teacher training. This paper also discusses the recent Liberal Studies controversy and youth protests. Copyright © 2020 James Nicholas Publishers.

The term critical thinking has received much attention over the past few decades in both Western and Eastern countries and regions. From 1990s onwards, the Hong Kong educational authority undertook a series of educational reforms in order to encourage a new generation in critical thinking. In the New Senior Secondary curriculum – which commenced in 2009 - Liberal Studies is one of the core subjects in which the aim is to promote critical thinking among senior high school students. Despite this intention, there is no clear definition of what critical thinking is. The purpose of this study was to investigate teacher and student conceptions of critical thinking in Liberal Studies; and the relationship between these two conceptions. Fourteen teachers teaching Form 5 (Year 11) Liberal Studies in four secondary schools in Hong Kong, along with their 480 Secondary 5 students, completed a questionnaire consisting of 40 definers of critical thinking, and one teacher and eight students from each school participated in interviews. The results indicated that both teachers and students emphasised the skills dimension of critical thinking; and explicit and implicit relationships between teacher and student conceptions of critical thinking were found. The results have important implications for teacher education, as well as the successful implementation of Liberal Studies as a subject in the Senior Secondary Curriculum. All rights reserved.