This chapter provides a meta-analysis of research on lingo-cultural diversity in Hong Kong and Mainland China, focusing on how to better accommodate ethnic minority (EM) or non-Chinese-speaking (NCS) students in Chinese language curricula. Most studies in this area are theoretical, relying on literature reviews and meta-analyses, with limited empirical research, especially longitudinal or cross-sectional studies. The concept of “diversity” varies, with speakers of languages similar to Chinese having an advantage in learning the language. The chapter discusses recommendations from researchers on improving the design of Chinese language programmes, teaching strategies, and assessments for linguistically and culturally diverse students. It also emphasizes the need for Chinese language education to move beyond basic language training by fostering intercultural competencies among teachers. The chapter calls for more empirical research at the classroom level to better support diverse student populations and enhance teachers’ ability to address cultural differences in language education. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.

This chapter explores the flipped classroom approach, which shifts content delivery to online video lectures, freeing up class time for student-centred activities. Widely adopted in K-12 science education in Western countries, its use is expanding in Mainland China and Hong Kong. The chapter reviews the background of flipped classrooms, including their origin, definition, practice, and theoretical framework. It also examines trends in their use in K-12 science education in these regions. Several studies on flipped science classrooms in China and Hong Kong are reviewed, comparing their designs, instructional practices, impacts, and challenges. A case study in a Hong Kong secondary school demonstrates the implementation of a flipped classroom using the technology-enhanced predict-observe-explain (POE) strategy, offering practical guidance for educators. The chapter concludes with insights and implications for future research and practice in flipped science classrooms in China and Hong Kong. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.

The quality of teaching and learning in schools is more critical than ever. To prepare students for the future, schools must incorporate a range of competencies, subject knowledge, and interdisciplinary skills. At the same time, global challenges such as (1) digitalization and e-learning, (2) balancing new skills for the future with core subject competencies, and (3) addressing student diversity are influencing education worldwide. Teachers and researchers must respond to these issues, and universities are exploring new ideas for inclusive, diverse classrooms. This book builds on previous work in teacher education between Chinese and German systems, examining innovations in subject-specific teaching in Germany and Mainland China (including Hong Kong). The contrast between these culturally different systems highlights similarities and differences in how they address these challenges. The chapter introduces the context for understanding these innovations and how they might inspire new ideas for teaching. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.

In the wave of global mathematics curriculum reforms initiated in the new millennium, fostering 21st-century skills has emerged as a key educational objective in both Mainland China and Hong Kong Special Administrative Region (SAR), China. Correspondingly, these societies in China have revised their mathematics curricula to reflect this paradigm shift. This scoping review examines trends and innovations in mathematics teaching methodologies over the past two decades within these locales. We analysed peer-reviewed journal articles published from 2000 to 2022 that focus on mathematics education in Mainland China and Hong Kong SAR. Our findings highlight a variety of reform-oriented pedagogical approaches adopted in each region, including inquiry-based learning, flipped classroom, problem-based learning, and technology-enhanced learning. We discuss the similarities and differences, as well as the controversies and challenges associated with these methods. Additionally, the review considers the adaptation of mathematics pedagogy to address new challenges and demands in the context of recent educational reform. The insights gleaned offer a deeper understanding of innovative mathematics pedagogies and inform the implementation of new curricula and teaching strategies in these two regions. Furthermore, our research may serve as a valuable reference for mathematics curriculum reform and the advancement of effective mathematics instruction elsewhere. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.

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.