This project investigated students' well-being at the Education University of Hong Kong with the goals of enhancing their level of well-being and their competence at meeting challenges in their personal and study life. This was achieved by creating a well-being e-portfolio in the Sway system for students selected from three collaborative Positive and Values Education (PAVE) courses using an integrated well-being model. The project was designed using a mixed-method approach. Three groups were selected from each PAVE course. Different kinds of qualitative and quantitative data were collected. The qualitative data consisted of pre- and post-interviews and e-portfolios. 24 students (8*3) in the three courses were randomly selected for two rounds of individual interviews. The three journals in the e-portfolios of all students in the three groups were analyzed. The quantitative data were comprised of pre- and post-survey questionnaires on well-being. These two kinds of data were integrated and enhance each other in terms of student well-being. The preliminary result showed that students in the interviews reported an increase of their well-being after these three PAVE courses. This was also demonstrated in their journals in the e-portfolios. The mean score of student wellbeing between pre- and post-tests significantly increased but the change in growth was not statistically significant. Copyright © 2020 International Conference on Learning and Teaching.

Background: Healthy movement behaviors in early childhood are believed to track to adulthood, potentially imparting protective benefits against non-communicable diseases. Highlighting the collaborative and complementary roles of parents and educators in promoting health of young children, this study aims to enable parents and teachers to successfully promote healthy movement behaviors in young children. Guidelines for physical activity, sedentary screen time, and sleep of children aged 2 to 6 years will be systematically disseminated to parents and teachers of children enrolled in early childhood education centers (ECECs) in Hong Kong. An evaluation will be conducted to assess the implementation process and the outcomes of the dissemination of said guidelines. Methods: The evaluation will include formative and summative components to examine the implementation (i.e., process evaluation) and the outcomes (i.e., outcome evaluation). Participants include teachers, parents, and children from ECECs in Hong Kong. The process evaluation will be guided by the RE-AIM framework (i.e., reach, efficacy, adaptation, implementation, maintenance). Data gathering and analysis will take a mixed-methods triangulation design - convergence model. The outcome evaluation consists of a non-randomized observational study, using quantitative data from questionnaires and accelerometers. The primary outcome to be measured is the extent to which children meet the guidelines for physical activity, sedentary screen time, and sleep; the secondary outcome is teachers’ and parents’ knowledge and awareness of the guidelines. Discussion: Young children who engage in healthy movement behaviors are likely to become adults who will have the disposition to engage in behaviors that have protective effects against non-communicable diseases. The findings of this evaluation are expected to contribute to improving the strategies of systems and government agencies that aspire to promote healthy movement behaviors

This chapter reports on two datasets. The first is a short questionnaire administered to International College Hong Kong Secondary Media Studies students in Year 10 and 11, regarding their public General Certificate of Secondary Education (GCSE) examinations, where students’ attitudes to Free Learning were probed. The second dataset comprised grade achievement comparisons between the 2019 Free Learning GCSE cohort and a previous cohort who had been prepared for the public examination via a standard teaching mode. While the sample was small, students responded positively to Free Learning as a teaching methodology and as preparation for a high-stakes examination. Regarding grade comparisons, grades achieved by the Free Learning cohort were very comparable with grades obtained by previous non- Free Learning cohorts. It would appear that even when it leads to public examinations, with the requirement to complete a set syllabus, Free Learning is a viable methodology. Copyright © 2022 selection and editorial matter, Ross Parker, David Coniam and Peter Falvey; individual chapters, the contributors.

Acculturation is an emerging field of inquiry in the multicultural context of Hong Kong. Behavioural acculturation focuses mainly on cultural practices such as language use, dietary preferences, customs and traditions, socialization and media consumption. Despite a phenomenal growth of research on the educational predicament of immigrant youth based on a deficit-based “stress and coping” approach, there is a dearth of literature on how non-Chinese young people experience the phenomenon of intercultural learning in Hong Kong. This article reports a qualitative study on the behavioural acculturation of a group of Pakistani secondary school students in Hong Kong from a culture leaning perspective. The study findings challenge the deficit-based perspective and advocate a culture-learning approach to the study of acculturation. Copyright © 2021 National Institute of Education, Singapore.

Existing research on the psychosocial and academic experiences of China-born students studying outside of China has primarily been conducted in English-speaking countries using acculturation models. Such research has generally indicated the importance of various personal and interpersonal resources in understanding China-born and other international students' cross-cultural adaptation. Using a similar coping resources framework, we investigated factors in both the psychological and academic adaptation of a survey sample of 2,201 mainland Chinese students (74% female) studying in universities in Hong Kong, China's Special Administrative Region. We found that academic self-efficacy, social support, and a low level of perceived discrimination predicted both psychological and academic adaptation, while proficiency in English and Cantonese further contributed to mainland Chinese students' academic adaptation. Implications for future research and higher education policies and practices are discussed. Copyright © 2019 The 11th IAIR Biennial Conference and the 15th CAFIC Annual Conference.

To be successful, international students must adapt psychologically and socio-culturally to their host context. This research, funded by Hong Kong research grant committee, is grounded in cross-cultural psychology (Shiraev & Levy, 2010), and present insights into the psychological and behavioral variations of individual international students as they adapt to study in an Asian context — Hong Kong universities. The purposes are to find out those factors that affect the psychological and sociocultural adaptation of those international students. In addition it explores the level and effect of contact between non-local students and local students and international students’ views of social and institutional support with regard to their adaptation. In this presentation, preliminary findings based on both quantitative and qualitative data collected from six UGC-funded local universities in Hong Kong will be reported, with a special focus on international students’ psychological and sociocultural adaptation and their interactions with local students. Copyright © 2016 IACCP.

There is a growing literature including popular media articles reporting many issues about the current education provision for the ethnic minority students in Hong Kong. The Equal Opportunity Commission has also formally noticed Education Bureau of its concerns about the education of ethnic minority students. It especially recognized an issue with reference to the disproportionately low participation rates of ethnic minority children in upper secondary and post-secondary education compared to the majority ethnic Chinese children. This paper uses two important frameworks to focus on the extent of ‘out of school’ ethnic minority children in Hong Kong i.e. ‘Five Dimensions of Exclusion’ by UNICEF and the UNESCO Institute for Statistics and ‘Seven Zones of Exclusion’ by Consortium for Research on Educational Access, Transitions and Equity (CREATE). An analysis of 2006 census data confirms that a good number of ethnic minority children are not within the school; this includes the pre-primary, lower secondary, upper secondary and post-secondary age-group children. This paper concludes with suggestions concerning a research and policy agenda in the area of ethnic minority education in Hong Kong. Copyright © 2013 Comparative Education Society of Hong Kong (CESHK).

In 2013 the newly elected Chief Executive of the Hong Kong Special Administrative Region (HKSAR) of the People’s Republic of China delivered his first Policy Address. Among other things, it highlighted the issues of education for ethnic minority students in Hong Kong focusing on Chinese language difficulties. This paper reviews the Chinese language issues for ethnic minority students as well as other issues and challenges that have been raised. It draws on education reform documents, available policy documents from the Education Bureau (EDB) and other departments regarding the educational provision for ethnic minorities, the Race Discrimination Ordinance (RDO), census and statistics reports including the recent ‘2011 Population Census, Thematic Report: Ethnic Minorities’, existing literature and newspaper articles. While the focus of the discussion is on the challenges that ethnic minority students are facing inside the school, the issue of the ‘out of school’ or ‘dropout’ phenomenon for such students is also highlighted. The paper concludes by suggesting that an exclusive concern with Chinese language education misses other significant issues that impact on the education of ethnic minority students in Hong Kong. Copyright © 2014 by the CESHK.