Self-regulation behaviours are a significant predictor of students’ academic achievement. However, few students are proficient in regulating their learning. Feedback is a promising way to support students in becoming self-regulated learners, but the large class sizes and tight teaching schedules make this difficult to implement in Hong Kong schools.The flipped classroom approach and seven principles of high-quality feedback practices were adapted to formulate the current study’s theoretical framework—the self-regulated flipped classroom (SRFC) approach. The flipped classroom could free up classroom time by moving teacher-centred instruction out of the classroom using online learning resources. The primary goal was to provide more opportunities for active learning activities, teachers to provide quality feedback and students to respond to the feedback.To investigate whether the SRFC approach can enhance students’ self-regulated learning (SRL) skills, a pretest, posttest nonequivalent quasi-experiment study design using a mixed-method approach was conducted. The experiment collects evidence for investigating whether the approach can (1) enhance students’ SRL, (2) foster better feedback practice, (3) enhance students’ second language writing skills and (4) foster the use of SRL strategies. Quantitative measures included two self-report questionnaires MSLQ-RCV and AEQ, students’ ELS written test and SRLIS structured interview. ANCOVA was used to analyse the data. Students’ responses to the SRLIS also transcribed, categorised into 15 SRLIS strategies and analysed qualitatively.The results indicate that students’ self-efficacy, use of feedback and writing skills were significantly higher in the SRFC classroom experimental group than in the control group. Moreover, students’ test anxiety was statistically significantly lower in the experimental group. These findings suggest that the SRFC approach can enhance students’self-efficacy, reduce their test anxiety, foster better use

Childcare centres are increasingly recognised as educational institutions, and the current study examined parent’s perspectives on school-based parent activities provided by childcare centres. Through surveying 266 parents, we found that both structured activities (e.g., training workshops) and unstructured activities (e.g., parent-child tours) could meet parents’ needs. Activities that benefited parents practically and allowed them to cope with work and family demands were more attractive. How to deal with children’s emotions was the most needed topic. Finally, parents’ interest and participation varied depending on demographics and their children’s in-care history. Practical implications for centre supervisors, policymakers and parents are discussed. Copyright © 2024 Informa UK Limited, trading as Taylor & Francis Group.

This study examined the longer-term individual- and school-level changes in students 7 months after a 1-hour delay in school start time (SST). Two cohorts of grade 11 students (N = 227; 60.8% female, age = 17.0 [0.85]) at a residential high school in Hong Kong completed a questionnaire assessing sleep duration, insomnia symptoms, depression, anxiety, stress, and subjective well-being in 2017 and 2018, respectively. One of the cohorts was reassessed 7 months after the implementation of a delay in SST, from 07:30 am to 08:30 am (n = 83, 65.1% female). School-level data on breakfast consumption, attendance, tardiness, and health clinic visits were collected. Between-group and within-group prospective comparisons suggest that the delay in SST was associated with improved sleep duration, mental health, and life satisfaction. School-level data revealed increased breakfast consumption and decreased unexcused absences, tardiness, and clinic visits. Copyright © 2024 The Author(s).

Differentiated instruction has been advocated for embracing learner diversity, but it has been found that differentiated instruction implementation is difficult and teachers often feel unprepared. This qualitative case study explored the professional development of two English language teachers in two participating schools of a school-university collaboration project on diversity management in Hong Kong. Based on the data collected from co-planning meetings, lesson observations, semi-structured interviews, focus groups and artefacts, the study showed that research-informed teaching and teaching-informed research were both indispensable to differentiated instruction infrastructure building; school cultures and teacher efficacies both affected teachers’ attitudes towards researcher-practitioner collaboration modes for professional development. Teachers whose efficacy and professional learning community remained at a developing stage tended to rely on an expert-guided collaboration mode. Yet, those whose efficacy and professional learning community had advanced would prefer a more self-redirected learning mode. These findings shed light on bridging the researcher-practitioner divide in teacher education. Copyright © 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

Limited research has examined the well-being of international preschool teachers, while intervention targeting their well-being is even rarer. The objective of this study was to examine the effectiveness of a 2-month EASP (i.e., Early Advancement in Social-Emotional Health and Positivity) positive psychological intervention program based on the PROSPER—which stands for positivity, relationship, outcome, strength, purpose, engagement, and resilience– framework on international preschool teachers' well-being in Hong Kong. Eighty-three teachers (Mage = 34.44 years, SD = 8.43, range = 19–53; female = 95.18%) were randomly assigned to the intervention (n = 44) and waitlist control groups (n = 39). Teachers completed survey measures of PROSPER well-being at baseline and after the intervention. The results of the multivariate regression analyses revealed that the intervention did not have significant overall effects on the PROSPER well-being, Wilks' lambda F(7, 56) = 1.28, p = 0.28, η2 = 0.14. Yet, findings of univariate analyses suggested the intervention yielded significant medium effects on participants' relationship, outcome, strength and engagement (b = 0.26 to 0.45, 95% CI [0.04, 0.95], p = 0.02 to 0.03, η2 = 0.07 to 0.08). The findings underscore the practical utility of the PROSPER framework in supporting international preschool teachers' well-being but, at the same time, highlight the need to further examine how cultural variations might implicate its effectiveness. Copyright © 2024 The Author(s).

The rapid development of generative artificial intelligence (GenAI) tools has given rise to a growing discussion of the potential challenges and benefits that the use of these technologies may present in the field of education. This study examines the acceptance of the use of GenAI tools for teaching and learning among primary and secondary school teachers in Hong Kong. It uses an extension of the technology acceptance model (TAM) with a modified framework that incorporates two key factors: self-efficacy and subjective norm. Data were collected from a sample of 367 primary and secondary school teachers in Hong Kong using questionnaires containing items for six constructs: self-efficacy, perceived usefulness, perceived ease of use, attitude towards using, subjective norm, and behavioural intention. The results show that fostering teachers' self-efficacy, perceived usefulness, and attitude is essential for successfully increasing their behavioural intention to use GenAI tools. Subjective norm was also found to influence teachers' behavioural intention. To enhance teachers' effective use of GenAI for teaching, teacher development programmes should focus on equipping teachers with comprehensive conceptual knowledge and skills and an understanding of the application of these tools to teaching and learning. Policy support to create a conducive environment for the use of GenAI in teaching and learning would also be beneficial. The study has theoretical implications in its extension of the TAM model as well as implications for enhancing teachers’ AI literacy and developing pedagogies for the meaningful use of GenAI tools for teaching and learning in K–12 settings. Copyright © 2024 The Authors. Published by Elsevier Ltd.

This study examines the influence of religious beliefs on the perceptions on bullying and cheating among students in Hong Kong. 727 secondary school students (age 16 to 18) were involved as participants. Data collection utilized validated measures of religious beliefs, bullying, and cheating. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. Results suggested students who demonstrated high religious faith seemed to have negative attitude towards academic cheating, but religious faith did not seem to have any significant influence on students' academic cheating behaviors and other unethical behaviors, such as bullying. These findings underscore the importance of religious education in schools as it is still beneficial for students to have high religious faith so that they may feel repulsive to adherent behaviors in order not to develop positive attitude towards cheating and bullying. Copyright © 2024 The Authors. Published by Elsevier B.V.

This study investigated teachers' intentions to adopt inclusive teaching practices along with factors affecting teachers' intentions to implement inclusive practices. According to the theory of planned behaviour, an individual's intention can be predicted by their attitudes, subjective norms and perceived behavioural control. Using convenience and snowball sampling, 1110 Hong Kong primary and secondary teachers were recruited to complete a 5-part questionnaire for the study. The results show that teachers' intentions were moderate – that is, teachers were somewhat likely to adopt inclusive teaching practices for students with disabilities. Teachers' attitudes (beliefs and feelings), perceived support needs related to expert guidance and teacher self-efficacy (in inclusive instructions, managing behaviour and collaboration) significantly influenced their intentions to use inclusive classroom practices for students with disabilities. The findings of this study provide clear implications to policymakers and teacher-education providers to address teachers' needs and promote the practices of inclusive education. Copyright © 2023 The Authors.

This article reports findings from a mixed-method study investigating parents’ perspectives and experiences in navigating their children’s online learning during the COVID-19 pandemic. The study involved surveys of parents (n = 775) and interviews (n = 32) conducted in eight primary schools in Hong Kong. Statistical analyses revealed that parents’ perceptions of online learning (PPOL) were positively affected by their self-efficacy in providing online learning support, their expectations for parent-teacher communication, and their satisfaction with schools’ support. Conversely, increased levels of parental engagement and stress, and the need for regular school updates negatively affected PPOL. Qualitative findings showed that parents’ perspectives were influenced by experiences tied to their normative role expectations and their perceptions of teachers and schools, which subsequently shaped their emotional responses to online learning. These findings offer nuanced insights for developing policies and practices aimed at better supporting parents’ engagement in the digital era. Copyright © 2024 the author(s).

This study aims to explore the factors that influence the well-being situation of doctoral students in education from a qualitative perspective and draws on the ecological systems theory as an overarching framework. A total of 18 doctoral students in education from 3 universities in Hong Kong were interviewed. In line with the ecological systems theory, individual influential factors may embed and interact with all layers of systems (i.e., the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem) surrounding the doctoral students that hinder or boost their well-being, respectively. These six main areas of concern were identified from a thematic analysis of participants’ responses. The study highlighted several salient influential factors of doctoral students’ well-being, such as coping strategies, social relations, and their living and cultural environment. An interactive effect among specific factors, such as the COVID-19 pandemic and social movements, was also identified. Findings provide theoretical insights and offer recommendations for improving doctoral students’ well-being. Copyright © 2024 by the authors.