Performing arts education has been significantly affected by the COVID-19 pandemic crisis around the world since early 2020. Educators had to adapt the classes with remote learning when face-to-face instruction had been suspended during the pandemic. Although frustrations and confusion continued to abound with the implementation of new pedagogies, online teaching, and learning spurred new practices, innovative ideas, and breakthroughs. Some performing arts educators took this opportunity to explore new skills and strategies and provided performing arts students with more impactful learning experiences. Presently, with the COVID-19 pandemic gradually showing a sign of easing, many Hong Kong schools have returned to in-person instruction. Meanwhile, the impactful learning feedback from students triggered calls for redesigning the pedagogy of performing arts education. This study placed the impact of COVID-19 on performing arts education into context and drilled down into the delivery of performing arts education in the post-pandemic era. This study reviewed teaching and learning experiences of performing arts education, with the following three research questions addressed: (a) What is the correlation between performing arts students' academic traits and their proficiency in utilizing technology during the COVID-19 pandemic? (b) What are the influential factors impacting the hybrid learning experience and outcomes of performing arts students during the COVID-19 pandemic? (c) What are the anticipated expectations of performing arts students regarding future models of arts education? Furthermore, practical solutions and insights for performing arts educational delivery in the post-pandemic era are provided in this study. Copyright ©2024 SAGE Publications.

The two-year longitudinal case study reported in this paper documents a Putonghuaspeaking mainland Chinese undergraduate student's language learning experiences and strategy use in an English-medium university in Hong Kong. Using a sociocultural approach, this paper focuses on three biographical episodes, which recount how the student attempted to create alternative ways of learning and seek new learning opportunities within the learning context, how she came to realise the limitations of her efforts and withdrew from her early active pursuits, and how she followed other mainland Chinese students in memorising words and attached her own meanings to her memorisation efforts. The paper highlights the social, cultural and political aspects of her strategy use and argues that learners' biographical experiences are an important avenue for us to understand learners' strategy use as a complicated phenomenon revealing the interplay between learners' agency and context.
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