A lack of evidence bridging the chasm between professional learning practices and commonly used, publicly available resources such as YouTube videos, remains a long-term challenge in both research and practice. The study introduced a YouTube video club for female early childhood teachers in Hong Kong (N = 29) to view, analyse and discuss STEM teaching videos. The participants wrote reflections and discussed with peers to exchange views on teaching content and strategies. All participants completed pre- and post-intervention surveys reporting their teaching beliefs, and five participants from the experimental group were invited for individual interviews. The questionnaire survey data were analysed using statistical analysis, while the interview data were analysed through inductive thematic analysis. The study, which was pre-post quasi-experimental, showed that the video club enhanced teachers' beliefs and attitudes towards professional practices in early childhood education. Qualitative analysis of teacher interviews revealed benefits and constraints of using YouTube videos for professional learning. The study transformed video clubs into a web-mediated mode using YouTube, Google Classroom and Zoom. The results have implications for the design and implementation of video clubs in teacher learning programmes. Copyright ©2023 Wiley.

Background: The number of artificial intelligence (AI) literacy studies in K-12 education has recently increased, with most research focusing on primary and secondary education contexts. Little research focuses on AI literacy programs in early childhood education. Objectives: The aim of this mixed-methods study is to examine the feasibility of an AI literacy program called AI4KG and explore how it might affect kindergarteners' perceptions of robots and attitudes towards engineering and science. Methods: A total of 26 child-parent dyads recruited from a Hong Kong kindergarten were involved in this study, consisting of 26 children (Mage = 4 years, SD = 0.28) and their parents. Quantitative and qualitative data were collected through surveys and interviews designed to explore children's perceptions of robots and attitudes towards engineering and science, and parents' perceptions of the AI4KG intervention. Results: It is found that children have increased their perceptions of robots after the AI literacy program, but the AI4KG curriculum had no significant effects on kindergarten children's engineering and science attitudes. Most parents (22 out of 26) agreed that their children's AI knowledge, AI skills, and AI attitudes have been enhanced after learning through the AI4KG curriculum. Conclusions: This study suggests that the AI4KG curriculum is potentially effective in promoting early AI literacy and favourable attitudes towards the technology, but further research is needed to develop age-appropriate measures and assess its long-term impact on children's education and career paths. Copyright ©2024 Wiley.

This study investigated instruction in vocabulary consolidation strategies over eight months and vocabulary learning among a group of secondary students in Hong Kong. Two vocabulary tests and one vocabulary learning strategies (VLSs) questionnaire survey were administered near the end of the school year. The data were analysed using t-tests and correlation coefficients. The results show that the eight-month VLSs instruction was significantly correlated with students' vocabulary knowledge. It was also found that: (1) students favoured cognitive strategies and word analysis strategies to other VLSs; (2) more successful learners employed a wider variety of VLSs than less successful learners, with significant, positive correlations found between the repertoire of strategies and vocabulary performance; and (3) the strategies taught were effective for students' vocabulary learning and were significant predictors of more successful students. Students' responses from group discussions revealed their positive experiences with learning VLSs through explicit instruction, supporting the effectiveness of consolidation strategies. This study adds to the limited research literature on the role of VLSs instruction for EFL secondary learners. Strategies conducive to vocabulary learning and the implications of this study are discussed. Copyright © 2023 Routledge.

Self-assessment is believed to complement peer assessment in the classroom. However, whether, how and why this is done remains unclear. This study, by investigating the combined use of self and peer assessment for an academic writing task among a group of undergraduate students in Hong Kong, aims to shed light on how self-assessment complements peer assessment. Self-assessment is found to complement peer assessment in five ways: (1) it guides students to revise when peer assessment is lacking; (2) self-assessment effectively supplements peer assessment when the students had access to peer assessment; (3) even if a student has access to quality peer assessment, self-assessment complements peer assessment due to the different reflection involved in the two processes; (4) self-assessment can supplement peer assessment in terms of issues related to social-affective burdens for the latter; (5) self-assessment also complements peer assessment in that it benefits high and low-achieving students. Two problems surfaced. One is the students' antipathy against self-assessment despite their overall positive perception about peer assessment; the other is the inadequacy of combining self with peer assessment in fostering learning outcomes regardless that the combined use of self and peer assessment helped the students with revision considerably. Copyright © 2023 Routledge.

Purpose: This research is an interview-based study that captures the academics' perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context, using the Common Core Curriculum at the University of Hong Kong as a case study. Design/Approach/Methods: A total of 28 academics with various levels of academic ranking, disciplinary context, proven teaching excellence, and research productivities were individually invited for and consented to a semi-structured and face-to-face interview. Findings: This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum, namely, how to design, what is worth learning, how to learn and teach, and how to know students have learned. It is suggested that the ideal curriculum should remain coherent and coordinated, broad and balanced, as well as open and flexible, ensuring the capture of knowledge, skills, and attitudes, with the facilitation of active, authentic, and contextualized pedagogies and assessments. Originality/Value: This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion. They can also integrate these evidence-based elements and strategies into their everyday practices. Copyright © 2023 SAGE Publications.

After the government of Hong Kong branded Hong Kong as "Asia's World City," there has been more interest in addressing the needs of multicultural education in the city. This is also the intent of this study, which discusses the impact of a sports program that involves a South Asian sport called kabaddi on intercultural competence. The program was conducted in a multicultural setting in secondary schools and social communities with participants of different ethnic backgrounds. These participants included students, school teachers and kabaddi coaches. Four schools were purposefully selected, and the data collection methods comprised interviews and participant observation. The findings of the study revealed that the program which adopted the approach of teaching games for understanding (TGfU) could enhance the intercultural competence of both Chinese and South Asian students. The students gained new knowledge about heritage/minority cultures, learned to appreciate them, and developed bonding and bridging social capital. The implications of this study validate the feasibility and merit of integrating intercultural education into physical education. However, it is important to identify the ethnic composition and relations of the participants and devise a suitable pedagogy and curriculum when implementing the program for optimal results. Copyright © 2023 Taylor & Francis.

Given the significant role vocabulary plays in second language acquisition, how to help learners acquire vocabulary has always been a concern for educators. Despite the general consensus that beliefs influence learners' behaviour, limited research effort has been devoted to the exploration of English as a second language (ESL) learners' beliefs about vocabulary knowledge and learning in the secondary education context and how their beliefs are affected by such factors as grades and proficiency levels. This paper reports on a convergent mixed-methods study that addresses the research gap with the use of a questionnaire administered to 556 ESL students in a Hong Kong secondary school. Results revealed that while students in general perceived vocabulary learning as important, their beliefs about vocabulary knowledge and learning were found to be related to their grade and proficiency levels. Open-ended responses provided further insights into learners' beliefs qualitatively about the difficulties faced by learners and their perceptions of the effective ways to tackle these difficulties. Overall, this paper broadens the understanding of L2 learners' beliefs about vocabulary knowledge and learning. It complements existing literature on L2 vocabulary learning and sheds light on issues related to vocabulary learning and teaching. Copyright © 2023 Routledge.

The identification of the effects of university-based entrepreneurship education has attracted increasing interest in both academic and practical communities. On the basis of integrating passion- and competency-based perspectives, this study attempted to offer a sound understanding of how university-based entrepreneurship education influences the entrepreneurial intention of university students. Based on a dataset of 1050 university students from 50 universities in the Guangdong-Hong Kong-Macao Greater Bay Area in China, a hierarchical linear modeling analysis was performed, and the results support our hypotheses. Our research provides the first empirical evidence illustrating how, in the organizational context, university-based entrepreneurship education facilitates the shaping of future entrepreneurs from dual perspectives. The implications of our findings were discussed. For these parts, we sought to incorporate reviewers' suggestions, which have been highlighted in revision version. • The impact of EE on the EC not only concerning with creating businesses but also enhancing recognition of business opportunities. • In light of this TPB theory, intentions toward implementing behaviors could predict planned behaviors (e.g., entrepreneurial behavior). • This study focused on students majored in the business management, and science and technology, which have relatively high startup potential. • Along this reasoning, EI seems to play dominant part in the set of variables that are employed to evaluate the effectiveness of EE programs. • Although the benefits of EE have been established, studies on the implications of EE remain divided. Copyright © 2023 Elsevier.

Substantial research indicates that students' beliefs mediate learning strategies. Nevertheless, students' strategy-related beliefs about feedback and their mediation on strategies to act on feedback are insufficiently addressed. This case study aimed to examine: (1) students' strategy-related beliefs about feedback in L2 writing and (2) how beliefs mediated students' actions when a feedback intervention was implemented to facilitate students' use of feedback strategies. Data were collected from semi-structured interviews and reflective journals from 10 Year-1 participants who studied in an associate degree programme at a higher education institute in Hong Kong. Students' strategy-related beliefs about feedback encompass the evaluation of strategies about: (1) understanding feedback, (2) addressing areas for improvement, (3) seeking feedback, and (4) implementing feedback. Nine participants adopted a more comprehensive range of strategies to act on feedback consistent with their strategy-related beliefs. One participant, however, did not appreciate and use feedback. Pedagogical implications are discussed. Copyright © 2023 Routledge.

While increasing the equitable participation in computer science (CS) education at schools, most existing studies focus on the acquisition of computational skills and measurements of cognitive skills as the learning outcome. The potential benefits of developing psychosocial attributes in the process of computational learning are of less concern, particularly for the underprivileged youth with Special Educational Needs (SEN) and from low-income family. To improve the inequitable learning in school, the "Project C program" has been developed to integrate computational participation and mentoring scheme through social-cognitive approach for underprivileged youth. The aim of this research is to investigate the psychosocial impact of the program, and examine the interrelation between hope, sense of community, and perceived social support in computational learning. The Project C program was piloted in a special school in Hong Kong under the category of "Schools for Children with Moderate Intellectual Disability," targeting 8th grade students (n = 51) with SEN (i.e., mild autism) living in low-income residential districts, and a self-reported pre/post questionnaire was administered to measure the psychosocial changes before and after the intervention. The findings reveal a statistically significant change in hope, sense of community, and perceived social support through the program, and the relation between sense of community and hope was fully mediated by the perceived social support. Based on the findings, theoretical and practical implications of social-cognitive approach to computational learning are discussed. Copyright © 2023 Springer.