According to the statistics provided by the Office of the Communications Authority of the government of Hong Kong SAR, mobile subscriber penetration rate in Hong Kong is 286.6% (2021). This figure indicates that mobile devices have become ubiquitous as Hong Kong people are increasingly using them to surf the Internet. Although smartphones and tablets, the two most popular categories of mobile devices, provide prevailing features for users in this information age, they also become prevailing targets for collecting users’ personal data. As higher education institution (HEI) students are usually active users of mobile devices for surfing the Internet, visiting social networking platforms, using instant messaging applications (hereinafter ‘apps’) and making online purchases, this research, as an exploratory study, investigated their online privacy concerns.This study aims at providing background information and insight for educators to enhance existing privacy education and also for policymakers in developing privacy policy in tertiary level and thus elevate students’ concerns on protecting their online personal data privacy while using mobile devices.Communication privacy management theory developed by Petronio (2002, 2013) was employed in this study to design the teaching materials including teaching notes and student assignments. Design-based research (DBR) approach with convergent mixed method design was adopted in this study as the mixed methods approach is able to maximise the validity and increases the objectivity and reliability of the current research. In addition, most DBR literature agree that the mixed methods approach is proper for collecting and analysing data (Alghamdi & Li, 2013; Bell, 2004; Design-Based Research Collective, 2003; Wang & Hannafin, 2005). Therefore, in DBR methodology, qualitative and quantitative research methods were adopted to address the research questions (Bogdan & Biklen, 2006; Li & Chu, 2018; MacDonald, 2008). To collect quantitative

This study investigated the perceptions of second language (L2) English learners from Hong Kong on the speech produced by third language (L3) English learners from the Greater Bay Area (GBA) of China. Twenty L2 learners from a local university were asked to listen to speech recordings from two L3 learners, and then complete an online survey, which focused on comprehension of the speech and four dimensions of language attitudes, namely Appropriateness, Solidarity, Status, and Dynamism. Results showed correlations between the phonological performance of learners and the perception of listeners. Specifically, vowel replacement and addition, as well as consonant addition were found to have a negative correlation with the learners’ actual comprehensibility. Replacing /ə/ with Chinese ‘er’ /ɚ/ only affected their perceived comprehensibility. For perceived attitude, the presence of vowel replacement and addition had an adverse effect on the rating of Dynamism. These two features, along with consonant addition, also negatively affected the rating of Status. Moreover, consonant addition was the sole factor that negatively affected the rating of Solidarity. These findings provided pedagogical insights for learners to communicate in English as well as social implications for language paradigm, particularly in a multilingual and multicultural context such as the GBA. Copyright © 2024 Informa UK Limited, trading as Taylor & Francis Group.

This study examined the processes that contributed to students’ aspirations for STEM careers and unpacked the relationships between students’ self-concept in science and mathematics learning, perceived parental expectations, perceptions of STEM professionals, career outcome expectations and STEM career aspirations. Structural equation modelling was used to analyse quantitative survey data of 2,477 primary and secondary school students studying in seven Asian regions (Hong Kong, Malaysia, Mainland China, Indonesia, Korea, Taiwan, and Singapore). The results demonstrated that students’ self-concept, perceptions of STEM professionals, and their career outcome expectations all significantly and positively predicted their aspirations for STEM careers. However, this study failed to establish a direct relationship or positive correlation between perceived parental expectations and STEM career aspirations. Students’ self-concept negatively predicted their career outcome expectations related to seeking parental approval. While no significant positive effects of perceived parental expectations on career aspirations were found, an indirect effect of perceived parental expectations on STEM career aspirations via career outcome expectations was observed. Moreover, career outcome expectations mediated the relationships between students’ STEM career aspirations and their perceptions of STEM professionals more strongly than self-concept. The implications of these results for STEM education are discussed. Copyright © 2024 National Institute of Education, Singapore.

Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation. Copyright © 2024 by the authors.

Amid the imperative call for using digital artwork images and e-learning activities in planning and delivering the art curriculum heightened by rapid technological development and COVID-19, we propose a visual arts teacher–curator pedagogy and investigate its effectiveness in Hong Kong’s primary and secondary schools. The pedagogy is set out to empower visual arts teachers to assume the role of “digital museum curators” and to facilitate student learning using virtual exhibitions. Design-based research was the methodology adopted for the study. Six teachers and 331 students participated in the study in the 2021–2022 academic year. The study, which examined the effectiveness of the proposed pedagogy, revealed a substantial improvement in student learning, including (1) motivating students toward self-directed and active learning, (2) stimulating artmaking ideas and skills, and (3) enhancing students’ confidence through peer learning. Copyright © 2024 National Art Education Association.

Quantitative research on the linguistic acculturation of sojourners in non-Western and multilingual social contexts remains scarce. Revising the Framework of Acculturation Variables (FAV), we propose a parsimonious model exploring the effect of acculturation conditions (trilingual language usage and perceived discrimination), orientations (social connectedness to mainstream and minority community), and outcome (psychological well-being). In particular, we examined the alternative paths enabled by non-local languages in the acculturation process, revealing the complexity of multidimensionality in trilingual linguistic acculturation. The findings highlight the crucial mediating role of acculturation orientation in the acculturation process. The effects of Cantonese, Mandarin, and English usage on the acculturation process of Mainland Chinese students in Hong Kong (N = 798) were examined. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

This study investigated the roles of cumulative family risks and executive functioning (EF) in explaining preschool children's school readiness. The cumulative family risks comprised family socioeconomic status (SES), home literacy environment (HLE), and familial risk of dyslexia (FRD). The participants were 955 first-year kindergarten children (Mage = 3.53 years, SD=0.41, 46.60 % girls) and their parents (Mage = 35.56 years, SD=6.31, 82.7 % mothers) from Hong Kong, China. The parents completed a survey package measuring their children's school readiness, EF skills, and the three above-mentioned cumulative family risks. Hierarchical regression analysis, controlling for children's age and gender, was performed to test the unique contributions of EF and the profiles of cumulative family risks to school readiness. The results showed that in addition to the significant role of EF, HLE risk was significantly associated with school readiness. The association between EF and school readiness was significantly weaker in children with three or more family risks than in their peers. The findings highlight the necessity of developing family education and school–family–community collaboration programs to enhance the school readiness of children, especially those with multiple family risks. Copyright © 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

In 2017, Hong Kong included the notion of creativity in its official kindergarten curriculum framework. However, the curriculum did not define what creativity means in relation to 3- to 6-year-old children. Stakeholders such as teacher educators, kindergarten principals, and teachers may have different understandings of creativity, possibly leading to difficulties in implementing this notion into practice. We adopted Rhodes’ 4P model to examine Hong Kong kindergarten stakeholders’ definitions of creativity in relation to young children. We posed two research questions: (1) What are the themes and elements that Hong Kong kindergarten stakeholders refer to in their responses when defining the notion of creativity? (2) How do these stakeholders differ in their responses when defining this notion? We asked 50 kindergarten stakeholders (20 teacher educators, 10 principals, and 20 teachers) to define the notion of creativity using their own words. Content analysis, descriptive statistics, and multiple Fisher’s exact tests (2 × 2) were used to analyze their responses. We found that all stakeholders possessed a partial understanding of creativity, especially teachers. Stakeholders’ definitions mainly focused on the importance of creative processes. Other components such as the learning environment, the traits of a person, and the creation of products were rarely alluded to in their definitions. We conclude that there is an urgent need to explicitly articulate and conceptualize the notion of creativity in kindergarten curriculum frameworks, such as Hong Kong’s curriculum Guide. This would allow stakeholders to find common ground in the teaching and learning of creativity. Implications for the enhancement of creativity education are discussed. Copyright © 2024 Faculty of Education.