Experiential learning can take many forms, but in all cases, teachers play a necessary role in the process. Consequently, nurturing teachers to be critically minded reflective professionals is paramount. This study uses two case studies to identify both the difficulties encountered when offering experiential learning to learners and the advantages to be gained from the process. One case study involves a teacher guiding Hong Kong students in experiential learning which took place at a national level in Mainland China. His approaches aligned with Justice Oriented and Charity Oriented. The second case study concerns a teacher who herself undertook experiential learning at a global level in Africa. Her approaches aligned with Personal Development Oriented and Justice Oriented. Their journeys are described in order to add to the fairly recent knowledge field regarding experiential learning and to help teachers become more skilled at managing experiential learning, particularly outside the local context. We suggest to add facilitating and hindering factors into the two dimensional typologies of experiential learning for civic education. The new three dimensional typologies of experiential learning would provide a more comprehensive conceptual framework to guide teachers and researchers in organizing and conducting experiential learning activities and studies. Copyright © 2021 Association for Moral Education.

This presentation aims at sharing the quantitative and qualitative findings of a pilot project on promoting the perspectives of teaching digital citizenship education in Hong Kong secondary schools. This pilot project also aims at supporting in-service teachers in professional development on curriculum development and teaching methods. Twenty teachers from seven Hong Kong secondary schools joined this pilot project and attended professional development training workshops in the school year of 2019/20. The training workshops delivered several digital citizenship related concepts to the teachers, such as the meanings of digital citizenship, media literacy, digital commerce, digital footprint, digital etiquette, and cyberbullying. Our professional team supported teachers to design their school-based digital citizenship curriculum for trial teaching and to discuss feasible teaching methods after the training workshops. By conducting pre-and-post quantitative tests after the training workshops, there is a significant statistical difference in preference of teaching digital citizenship in terms of digital law, digital commerce, and digital security and safety. Teachers are more convinced and willing to teach digital citizenship education topics after received teacher training, especially on digital commerce and digital law. Next, the qualitative interviews conducted after observing their classroom teaching revealed there is an urgent need to equip students with media literacy, e-commerce, and digital security in a social situation affected by the COVID-19 pandemic, especially since there are fake stories on social and political issues. In fact, people are increasingly used to buy daily necessities, obtain social and political information, and make judgements through the internet and social media, and they could be exposed to risks of personal data, fake information and stories, and online fraud unconsciously. Suggestions are made on reviewing the secondary school curriculum

Socio-political changes and curriculum reforms in Hong Kong pose new challenges to civic education. These challenges can influence “principals’ reorientation and development of practices” (Szeto, 2020, p. 2), teacher autonomy and self-efficacy (*Wong et al., 2020) in different ways across schools. The National Security Law (NSL) in Hong Kong (implemented in July 2020) increases social uncertainty over academic autonomy and could influence teacher attitudes toward civic education. Hence, this study examines principals’ and teachers’ perceptions of citizenship education and how their schools support civic teaching in times of stress. Principals influence the civic environments of their schools (Author et al., 2020), and teachers affect the civic environments of their classrooms (Author et al., 2018b). Understanding principals’ and teachers’ perceptions of citizenship education could provide insights for nurturing students to live in a complex world. The findings revealed principals were more positive than teachers in regard to their schools and citizenship education, and attempted to provide teachers with the autonomy to facilitate civic teaching. Teachers perceived more strongly than principals that the Chinese national government has influenced their schools’ attitude to citizenship education and they showed less confidence than principals in the possibility of nurturing students’ patriotism. Copyright © 2022 CitEdEV.

School Counselling in an Asian Cultural Context focuses on the ways in which cultural setting influences the practice of school counseling, its effectiveness, and the experience of young people as they engage in counseling in schools. The mental health of young people is increasingly a cause for concern, particularly in Asia’s high-pressured league-topping education systems, and the wellbeing of students is becoming more a part of the wider remit of schools. Mark Harrison presents a broad overview of the development and current practice of school counseling in Hong Kong in both local and international schools and examines this in relation to school counseling in US and UK settings as well as the wider Asia-Pacific region. The book brings together two foci: the practice of school counseling in the Asian cultural context of Hong Kong, and the effectiveness and experience of school counseling from the perspective of young people and counselors. The diversity of schools in Hong Kong makes it a microcosm of trends and practices in school counseling globally and, as such, offers insights which will be of interest to students in training; school counselors, administrators and policy makers in the Asia-Pacific region and further afield. Copyright © 2022 Mark Harrison.

This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools.Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education.This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs. Copyright © 2022 selection and editorial matter, Ming-Tak Hue and Shahid Karim; individual chapters, the contributors.

面對21世紀教育國際化和全球化趨勢，中國比較教育經歷了範式的轉變，表現為利用方法論工具，構築新的理論框架，加深（或拓寬）研究的領域。通過對中國大陸、香港、澳門和臺灣有關國際和比較教育的會刊、期刊和報告進行文本分析，作者試圖闡明在上個世紀中國政治意識形態的變化與比較教育的歷史發展之間的辨證關係，找到中國比較教育在“全球浪潮”中的定位。所謂的“全球浪潮”有以下幾個方面的內容：比較教育話語源的多樣化；比較教育學會之間的互通資訊；全球化與地方化之間不斷增強的張力。文章最後得出了對中國比較教育發展演進的一些有意義的啟示。 Copyright © 2002 北京師範大學.