Guided by a sociocultural perspective, this study aims to explore the views of kindergarten teachers on ChatGPT, its potential benefits and challenges in education, and the support and training required for effective implementation. The study involved 10 teachers from several kindergartens in Hong Kong. Face-to-face interviews were conducted. The findings revealed that teachers had mixed opinions about ChatGPT, with some considering it a powerful tool while others seeing it as mediocre. Potential benefits of using ChatGPT in education were identified in the areas of lesson planning, pedagogical and content knowledge, and twenty-first-century skills. However, teachers also highlighted concerns regarding hardware issues, lack of resources, and accuracy. To facilitate the effective use of ChatGPT in teaching practices, teachers identified the need for policy and school support, as well as teacher training. It is crucial for policymakers and school administrators to recognize the potential of ChatGPT in enhancing teaching and learning and to provide resources and develop supportive policies accordingly. Moreover, providing teachers with adequate training on how to utilize ChatGPT effectively can boost their confidence and competence in incorporating this technology into their classrooms. Copyright ©2023 Routledge.

E-learning has been proposed as a sustainable delivery method for higher education. During the COVID-19 pandemic, online/e-service-learning was widely adopted around the world as a replacement for face-to-face service learning, providing an opportunity to explore whether e-learning as a sustainable delivery method could be applied to service learning. The present study adopted a qualitative approach to investigate the e-service-learning experiences of Mainland Chinese students studying at a Hong Kong university with regard to their general perceptions about the e-service-learning projects, perceived learning gains, and factors associated with their learning gains. A total of 28 undergraduates who participated in e-service-learning in the 2020/21 academic year were recruited from different faculties of the university. Seven focus groups were established with the participants. The results showed that Mainland Chinese students generally had positive perceptions about their experiences in e-service-learning during the pandemic. They appreciated the convenient and effective online learning and service, although they needed contact that is more direct with service recipients to deepen their reflection. Students perceived that they had improved their problem-solving skills and subject knowledge; they also gained meaningful personal growth and positive emotions through e-service-learning. Facilitators of and barriers to students' effective learning were also identified. The findings provide important evidence for the effectiveness of e-service-learning from the perspective of Mainland Chinese students at Hong Kong universities and the potential of e-service-learning as a sustainable delivery method for service-learning programs in the post-pandemic era. Copyright ©2023 Mdpi.

During the COVID-19 pandemic, kindergartens in Hong Kong have sought ways in which to support children's learning at home while schools were closed. We report on a proof-of-concept study: short videos intended to support playful learning at home were distributed to parents/caregivers of preschool children via a smartphone app; toys and a storybook were provided to their children. No significant changes were observed in the importance attached to literacy and numeracy by parents/caregivers over time, perhaps because parents/caregivers place high value on children's academic progress in Hong Kong. However, significant increases in mean scores were observed for the intervention group but not the control group with regard to reported frequency of playing counting games and discussing/participating in weighing or measuring activities. Readily accessible opportunities to recognize learning in playful activities may have contributed to changed practices at homes. Copyright © 2023 Wiley.

This article reports on a study that investigated primary-school English-language teachers' use of digital technologies in their in-person classrooms after a period of online teaching necessitated by the COVID-19 pandemic. It also explored the perceived effects the period of online teaching had on the teachers' practices. Data were collected through in-depth interviews with sixteen experienced Hong Kong primary-school English-language teachers approximately one year after they returned to in-person teaching. The findings suggest that the period of online teaching has led to a greater utilization of technology for teaching. In addition, they suggest digital technologies are now embedded in teachers' regular teaching practices, with the digital technologies adopted primarily those that enhance existing practices. Common digital technologies include: (1) learning management systems; (2) digital noticeboards; (3) interactive digital worksheets and quizzes; and (4) interactive presentation software. Examples of how teachers use digital technologies, and considerations for their use, are provided. Copyright © 2023 Oxford University Press.

This study explores university students' perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potential for personalized learning support, writing and brainstorming assistance, and research and analysis capabilities. However, concerns about accuracy, privacy, ethical issues, and the impact on personal development, career prospects, and societal values were also expressed. According to John Biggs' 3P model, student perceptions significantly influence learning approaches and outcomes. By understanding students' perceptions, educators and policymakers can tailor GenAI technologies to address needs and concerns while promoting effective learning outcomes. Insights from this study can inform policy development around the integration of GenAI technologies into higher education. By understanding students' perceptions and addressing their concerns, policymakers can create well-informed guidelines and strategies for the responsible and effective implementation of GenAI tools, ultimately enhancing teaching and learning experiences in higher education. Highlights: This study focuses on the integration of generative AI (GenAI) technologies, like ChatGPT, into higher education settings. University students' perceptions of generative AI technologies in higher education were explored, including familiarity, potential benefits, and challenges. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Insights from this study can inform policy development around the integration of GenAI technologies into higher education, helping

Among science subjects, gender disparities are most evident in information and communication technology (ICT). Researchers have suggested that science identification plays a key role in motivating young females to pursue the study and work of science. However, few studies have comprehensively examined the constituting components of ICT identity and its influencing factors from a person-centered perspective. By adopting an explanatory mixed methods design, this study uncovers ICT identity profiles using nine components derived from the literature and examines their influence on the intention to further study and work in the ICT field among female high school students. The sample included 821 female high school students from 13 schools in Hong Kong who completed a self-report questionnaire. Twenty of them were invited for a follow-up semi-structured interview. The result of the latent profile analysis reveals five ICT identity profiles based on differences in the levels of the nine components. Both quantitative and qualitative data analyses indicate that the higher the level of ICT identity is, the more likely female students are to choose to study and work in ICT. Furthermore, adolescent females with low levels of gender stereotypic beliefs and high degrees of parental and peer support are more likely to belong to the highest level of the ICT identity profile, namely, the ICT person profile. In particular, female high school students with the ICT person profile report even stronger intentions to study ICT when they are clear about career prospects, whereas those with the average ICT identity profile display stronger intentions to work in the ICT industry when they have high expectations of career success. The practical implications for ICT education are discussed. Copyright © 2023 Elsevier.

The onset of COVID required many libraries to re-imagine how they conducted their services. It also identified needs and gaps in the delivery of these services to the community. In response to changes such as extended lockdowns and the resultant economic difficulties and the wider need for digital literacy skills, Hong Kong SKH Ming Hua Theological College Library (MH College) established an international collaboration to develop and deliver online tours/ talks as a library skills program with librarians, faculty, students, and professionals in Hong Kong, Japan and Australia. The overall aims of this initiative were to provide an online library skills program for education, leisure and to make the value of librarians and libraries visible to stakeholders during the pandemic to ensure the upkeep of library resources, budgeting and staffing. Through partnerships with key stakeholders and the use of a variety of innovative IT tools, real-time online activities were conducted in three languages (English, Chinese and Japanese) to an internationally distributed audience. This paper will outline the background and organisation of the program, its design and discuss the lessons learned and implications for practice of the strategies used in the program. Copyright © 2023 Taylor & Francis.

Purpose: Libraries worldwide, including Hong Kong, increasingly use social media tools to introduce and promote their services and resources to users. Instagram, in particular, is used to target younger users. This study investigates the effectiveness of Instagram in promoting library services and university students' perceptions of the value of Instagram as a learning support tool. Design/methodology/approach: A major academic library in Hong Kong was chosen for this study. Library users' habits, perceptions, preferences, and views on Instagram's effectiveness as a learning support tool were compared in two age groups. The data were collected using a survey based on the 5E Instructional Model. Findings: Despite the significantly higher frequency of Instagram use by younger students, the results showed that Instagram was probably an ineffective promotion platform for either age group because of low user engagement, relatively neutral perception of Instagram as a learning support tool, and notably low user acceptance of Instagram as a promotional tool. Originality/value: Studies of student perspectives on various social media tools have increased; however, few have explored the use of Instagram, especially in Hong Kong or Asia. This study provides researchers and librarians with practical insights into current Instagram users' engagement, perceptions, and preferences and their view of its effectiveness as a learning support tool. The study also provides suggestions for improving the current situation. Copyright © 2023 Emerald Publishing Limited.

With the COVID-19 outbreak, emergency remote teaching -- an unprepared distant mode of education became the only possible alternative for schools. The present large-scale survey with 3,672 Grade 3 and 9 students, their parents, and 863 teachers/principals was conducted in the metropolitan city of Hong Kong after half a year of school lockdown. Results showed teachers, principals, and parents were worried about students' inability to concentrate and learn without teachers' explanations. In contrast, students, particularly younger ones, were less affected. They perceived their academic achievement was not worsened and they were more lively. Generally, lack of computers and stable internet was not seen as problems. Notably, socially disadvantaged students were not different in their perceived challenges, affects, life satisfaction, or perceived academic achievement. For cities with adequate provision of computers and internet facilities, the pandemic probably forced a positive and giant leap in using advanced technologies and pedagogies. Copyright © 2023 Springer.

A growing body of research has examined the relations of dispositions toward information and communication technology (ICT) to intercultural competence among university students. However, there is little research exploring the associations between ICT-related dispositions and intercultural competence among adolescent students. The mechanism of such relationships also remains unknown. Therefore, from a self-determination theory perspective, this study investigated the relationships of perceived autonomy, competence, and relatedness in ICT usage with global competence--intercultural knowledge, skills and attitudes--among 17,055 15-year-old students from Hong Kong, Macau and Taiwan in PISA 2018. Results of Multilevel Structural Equation Modelling (MSEM) analyses indicated that perceived autonomy in ICT use, perceived competence in ICT use and perceived relatedness in ICT use all positively affected intercultural knowledge, skills and attitudes. Further, the results of the study revealed that the use of social media was a partial mediator in the relationship between perceived autonomy/competence in ICT use and intercultural knowledge/skills; and between perceived relatedness/competence in ICT use and intercultural attitudes. Our findings emphasized the importance of satisfying students' ICT-related needs and acknowledged the role of the use of social media in cultivating their global competence. Implications for teachers, schools and parents were discussed. Copyright © 2023 Springer.