All public-funded Hong Kong universities have explicit practices to promote integrity and prevent students’ academic dishonesty. Using the Behaviour Change Wheel as a conceptual framework, three common practices were analysed in the present study, namely, enforcement of policies to penalize dishonest acts, use of plagiarism detection software, and mandatory attendance at academic honesty workshops. Qualitative data were collected from 50 students (in 14 focus groups) and individual interviews with 18 faculty members from eight publicly-funded universities in Hong Kong. Content analyses reveal that, although the students and faculty staff endorsed punishment as an effective intervention to reduce motivation to cheat, they also believed it would not enhance motivation for honest behaviours. Plagiarism detection software might reduce opportunities to plagiarize, but students with dishonest motivations will only turn to harder-to-trace means to cheat. While demonstrating good concepts of academic honesty, a sign that academic honesty education was working, the students attributed dishonest motivation to insufficient capability to perform academic tasks, which they described as a common problem. Both students and staff opined that the solution lies in more responsive learning support and pedagogical enhancement, but that it is constrained by university policies. Copyright © 2022 National Institute of Education, Singapore.

Unprecedented developments in communication and technology have resulted in numerous opportunities for personal and professional contact. The emerging trend of actual and virtual spaces for professional engagement demands that younger generations be equipped with values and skills that govern their everyday interactions with people from diverse backgrounds. Although determining the role of education in preparing future generations should be straightforward, devising inclusive education and supporting students with diverse educational needs in schools is demanding. This chapter investigates the intersection of inclusive education, soft skills and hard values and situates the discussion in the educational context of Hong Kong. It identifies the issues and challenges of inclusion in Hong Kong’s education system and underscores the lack of focus on soft skills and values in education. It then proposes ways to cultivate soft skills and values among students and teachers to promote inclusive education in the city. In addition, this chapter highlights possible ways that schools can prepare students with special educational needs for a competitive working environment and offer equal learning opportunities for all students. Copyright © 2023 selection and editorial matter, Kerry J. Kennedy, Margarita Pavlova and John Chi-Kin Lee; individual chapters, the contributors.

This article examines nine secondary school teachers’ narratives and perspectives about the determinants of their ethnic minority students’ sense of belonging in Hong Kong. The thematic analysis of their in-depth interviews reveals three sets of determinants of belonging, including demographic, personal, and intercultural factors. The study findings underscore the importance of students’ socialisation contexts and the critical role of the Chinese language curriculum and the social reception towards non-European immigrants in Hong Kong. The paper discusses the potential avenues of educational policy and practice interventions for developing a stronger sense of belonging among young people with immigrant and ethnic minority backgrounds in the multicultural societies of settlement. Copyright © 2022 Informa UK Limited.

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.

Why do students plagiarise and how can we tackle the problem? An accurate understanding of reasons for student plagiarism is a crucial step to successful formulation of effective solutions to the problem. To this end, a focus group study was conducted to collect information from an “insider” view on why Hong Kong university students might engage themselves in acts of academic dishonesty. A survey questionnaire was eventually developed and then self-administered by a sample of Hong Kong university students. Based on the students’ self-report, among other forms of academic dishonesty, plagiarism is the most common type of academic misconduct. In addition, plagiarism seems to be a “gateway behaviour” that might signify a “syndrome” of other academically dishonest behaviours. Regarding reasons for student plagiarism, a majority of students participating in the focus group study attributed this to its “convenience” and to inadequate learning support from teachers. Survey data reveal that plagiaristic behaviours are better explained by interactions between personal and contextual factors. Further, students in the focus group study generally opined that the plagiarism detection software currently adopted did not yield accurate detection and could be deceived. Taken together, our data tell us that the problem of student plagiarism should be treated as a challenge to teaching and learning rather than merely an issue of discipline violation. For its solution, emphasis should be placed on education instead of punishment. Copyright © 2021 European Conference on Education.

The Special Educational Needs Coordinator (SENCO) is a teacher responsible for the implementation of policies relating to the inclusion of students with special educational needs (SEN) at various levels of schooling in the mainstream setting. The UK has taken the leading role in SEN coordination since the early 1990s (DFE, 1994). Before 1994, there was no formal requirement for schools to appoint such a teacher. However, the 1994 Code (DFE, 1994) placed a statutory obligation on all schools to identify a specialist teacher to coordinate provision for pupils with SEN, and it described the roles and responsibilities of the SENCO. In the UK, a dominant theme in SENCO research in the past decade has been the extent to which the role is concerned with aspects of leadership and management (e.g., Cole, 2005; Layton, 2005; Rosen-Webb, 2011; Tissot, 2013). The role of SENCOs have been debated in the literature (Norwich, 2010; Oldham & Radford, 2011), specifically concerning whether it should be a specialist role or a more generic management role. An individual's interpretation and enactment of the role of SENCO – as specialist or management, or somewhere in between – depends on the individual (Kearns, 2005) and school-level factors (Blandford, 2013). While the UK schools are exploring effective ways for assuring the effective functioning of SENCOs, Hong Kong followed the footstep of the UK by introducing a similar position in 2015. Through a pilot scheme in 2015, a total of 124 schools, including 65 secondary schools and 59 primary schools, were included. The final evaluation report of the pilot scheme concluded that although there was variation in the roles of SENCOs in different schools, it was clear that they were engaging in more strategic activity as the new role develops (Education Bureau, 2018). In addition, two studies (Poon-McBrayer & Wong, 2013; Poon-McBrayer, 2017) investigating the roles of principal leadership on HK schools' inclusive education reforms found that

Our previous work, FIBER (Flipped Issue-Based Enquiry Ride), is a pedagogical framework to integrate FC (Flipped Classroom) into the process of issue-based enquiry learning for social humanities education. This paper presents our recent work, G-FIBER (Gamified-FIBER), in which we have re-worked on FIBER with the infusion of gamified learning. In the evaluative study (with 72 high-school students in Hong Kong), we showed the pedagogical effectiveness of G-FIBER was significantly higher than FIBER's, with a medium-to-large effect size. This re-work contributes to the field with evidence for grounding more future studies on the crossover between FC and gamified learning for advancing students' learning in school education. Copyright © 2021 by The Institute of Electrical and Electronics Engineers, Inc. All rights reserved.