Amidst the intensified discourse surrounding universities' societal impact, social innovation and entrepreneurship (SIE) has emerged as a way to refocus universities' engagement in sustainable development, particularly through their core mission of teaching and learning. Growing interest in SIE education over the decades has led to a proliferation of courses and programs offered in various disciplines by universities worldwide. Nevertheless, scholarly research unpacking the SIE educational processes remains scant and lacks multidisciplinary perspectives. Educators of SIE continue to face challenges in designing curricula and adopting appropriate teaching approaches. This study fills this gap by offering ample empirical evidence based on a documentary analysis of 53 syllabi from 43 distinctive courses accompanied by interviews with the academics responsible for the design of these courses across all eight publicly funded universities in Hong Kong. The analysis identifies multiple patterns within two major themes: the changing scope and positioning of SIE education and the varying orientations of SIE curricula. The findings provide valuable insights and identify areas for further exploration for the design of impactful SIE learning experiences for students. Furthermore, by situating the examination of SIE teaching and learning within the lens of curriculum theory, this study establishes a foundation for future research to undertake systematic and rigorous comparative analyses of curricula in diverse contexts. Copyright © 2024 Taylor & Francis.

The Guangdong-Hong Kong-Macao Greater Bay Area is becoming a new world economic centre, but research on the law of academic talent mobility in the Greater Bay Area is still scarce at present. This study builds an overall analysis framework, introduces the curriculum vitae analysis method, and systematically collects resumes of academics from universities in Guangdong, Hong Kong, and Macao. Through this, we try to find the stock, distribution, study origin and inflow of academic talents in the Greater Bay Area, the internal mobility of academic talents in the Greater Bay Area, and the global mobility network of academic talents in the Greater Bay Area. Academic mobility is a significant topic in higher education research, closely related to higher education's competitiveness and attractiveness. This research is of positive significance for clarifying the basic situation of academic talents in the Greater Bay Area, scientifically carrying out talent planning during the new stage of China's national economic and social development, and scientifically attracting talents based on the law of talent mobility. Copyright © 2024 Wiley.

This article examines the patterns and trends of undergraduate post-graduation outcomes among nine top Chinese universities (the C9 League) over the past decade against the broader context of geo-politics and COVID-19 pandemic. Analyzing data from the institutional report of graduate placement from 2013 to 2022, we find that most C9 university graduates choose to continue education immediately after receiving their bachelor's degree. There is a marked trend that more students choose to further their education domestically rather than study abroad after the COVID19 pandemic, particularly staying at the same university from which they received their bachelor's. The US is losing its advantage as the top destination country for Chinese education elites whereas the UK, Hong Kong, and Singapore are receiving more Chinese students. The COVID-19 pandemic has significantly impacted the post-graduation decisions of Chinese elite graduates, who demonstrated a clear shift towards choices associated with lower risk and uncertainty. Copyright © 2024 Elsevier .

The complexity of the idea of a university has been intensified globally as more universities pursue entrepreneurship. For modern universities in China as latecomers, contemporary entrepreneurial reforms are implemented against a backdrop of ongoing interactions between Chinese and Western ideas of a university, with the Western established as the formal system and the Chinese functioning informally yet powerfully. Through 71 semi-structured interviews at four universities in the Guangdong-Hong Kong-Macao Greater Bay Area, this study explores how academic freedom and institutional autonomy are perceived by Chinese academics under entrepreneurial reforms. The study has two major findings through Clark's analytical framework of academic, government, and market forces: (1) A novel form of statist academic freedom is emerging, merging traditional Chinese scholarly values with state-driven entrepreneurial demands; (2) The adapted triple helix model in China emphasises competition and excellence, shaped by a unique blend of state influence and market dynamics. It offers a nuanced perspective on academic freedom and institutional autonomy amidst entrepreneurial reforms in China, highlighting a compatibility with Chinese idea of a university and a response to global entrepreneurial pressures. Copyright © 2024 Taylor & Francis.

Global migration presents a pressing need for teachers and teacher education to become responsive to the changing demographics of schools in many countries. Yet, teacher education has been slow in developing practices to prepare teachers to meet the needs of immigrant students. Using humanizing pedagogy as a lens, this study draws on interviews with 22 teacher educators from Türkiye, the United States, and Hong Kong to examine how they prepare teachers to teach immigrant students. Findings highlight: (1) personal and professional contexts; (2) professional practices; and (3) supports for/barriers to change. Implications for teacher educators and teachers are discussed. Copyright © 2024 Elsevier .

Background: Past studies of grit's educational benefits, such as science engagement, showed mixed results across cultures. So, we elaborated the prior model of grit (perseverance of effort, consistency of interest) with adaptability to situations (forming a triarchic model of grit TMG), and tested TMG's relation to subsequent science engagement.Methods: In this study, 1,972 high school students in Hong Kong, mainland China, and the Philippines completed surveys twice (about 6 months apart). We analysed these data with multilevel structural equation modelling.Results: Results showed that country income (GDP per capita) negatively predicted science engagement, while schools with the highest ability students had higher science engagement. Conscientiousness and overall grit positively predicted science engagement at both time periods. Consistency of interest negatively predicted science engagement.Conclusions: This research demonstrates the potential academic benefits of grit in non-Western societies. Promoting grit may serve as a pathway towards greater students' engagement in science. Copyright © 2024 Springer.

This study utilised 2015 PISA data from the United Kingdom and Hong Kong to examine the relations between outside school ICT use for learning and science performance through a mediation model. The results uncovered three key findings: Firstly, ICT use for learning exhibited negative total effects on science performance in the United Kingdom, whereas the effects were non-significant in Hong Kong. Secondly, ICT use for learning consistently showed positive indirect effects on science performance through the mediation of self-efficacy, enjoyment and interest. However, no indirect effects were observed through utility value in either of the sampled countries/regions. Notably, ICT use for learning showed positive indirect effects through the mediation of epistemological beliefs in Hong Kong but not in the United Kingdom. Thirdly, ICT use for learning displayed negative unexplained (i.e., direct) effects on science performance, suggesting that potentially negative mediators have not been fully identified. Future research shall focus on exploring potential mediations that may cause negative indirect effects to develop more targeted interventions. Copyright © 2025 Wiley-Blackwell Publishing Ltd.

From an ecolinguistic perspective, this paper investigates the connection between multilingual environments and Cantonese English identity in the Greater Bay Area through questionnaires and interviews. The findings reveal the following: (1) Affective and behavioural indicators of self-identity varied significantly among different majors, as well as among different environmental groups; (2) Students' social identity remained unaffected by their majors but exhibited significant differences among groups; (3) Cantonese English self-identity and social identity of the students (except for Hong Kong and Macau students) with multilingual backgrounds demonstrated a high correlation. In brief, the identity ratios were as follows: English majors > non-English majors; Hong Kong-Macao students > Pearl River Delta students > New Arrivals. These results suggest and confirm the symbiotic and coordinative interaction between language and environment. Different environments impact learners' cognitive psychology, leading to varying degrees of self-identity in Cantonese English. In other words, the environment determines language, and conversely, language, together with its intralingual environment, imbued with historical and cultural values, emotions, and identity, plays a behavioural role in influencing cognitive psychology, society, and even nature. Copyright © 2024 Routledge.

A rise of nationalism worldwide presents complex challenges for international schools, which have long been regarded as archetypes of cosmopolitanism in education. In this article, we apply the concept of cosmopolitan nationalism to investigate how interplays between cosmopolitanism and nationalism manifest in practice at international schools. We conducted a multi-site case study of five international high schools in the Pearl Delta River region in Southern China, covering cases in Guangdong Province (Guangzhou and Shenzhen), Hong Kong (two schools), and Macao. Through field observations, website analyses, and interviews (n = 105) with principals, teachers, parents, and students, we provide descriptive snapshots of each case. Three major findings demonstrated a 'tug-of-war' between cosmopolitan and national forces: (1) diversity in how cosmopolitan education is interpreted and implemented, (2) a growing influence of nationalism on educational objectives and practices, and (3) counterbalancing resistance to nationalistic elements grounded in cosmopolitan values. These points are discussed in light of a newly adapted schematic depiction of cosmopolitan nationalism at the school-level. To conclude, we reflect on how a balance of rootedness linked to national belonging, pride, and traditions along with cosmopolitan learning environments that promote openness to the world may represent the future of international schooling. Copyright © 2025 Taylor & Francis.

Introduction This study examined the ways in which different influences on student motivation and the development of independent learning (IL) skills might be constituted across students learning within different educational cultures. Previous studies on student motivation and IL have suggested the potential for differing conceptualizations of IL and its strategies (ILS), prompting questions as to the sources of these distinctions. One theory is that they might be influenced by differing cultural constructions of these concepts or may be linked to different motivations with respect to the purposes and outcomes of education.Methods This study addressed a research gap with respect to these differences in the British and Chinese contexts by examining the responses of students sampled from a university in Scotland and a university in Hong Kong. Through mixed-methods research comprising quantitative analysis of questionnaires and thematic analysis of interview data, this research project compared conceptualizations of IL and ILS across both these contexts and highlighted the role that student motivation might play in either context.Results The analytical results showed differences in the conception of IL and the implementation of ILS potentially due to differing cultural contexts.Discussion Further cross-cultural comparative research is needed with a study design that excludes the influence of institutional and demographic factors to better isolate the influence of culture on perception of IL and use of ILS. Copyright © 2024 Frontiers Media SA.