分析深圳、香港和臺北三地公辦（非牟利）幼兒園教師的工資待遇發現：（1）香港幼兒園教師的工資架構比較單一，沒有津貼、獎金或福利；臺北幼兒園教師的工資架構最為全面、合理、人性化；深圳介於二者之間。（2）深圳和臺北均採用崗位績效工資制，而香港是名義上的能力工資制。（3）臺北幼兒園教師的工資水準是三地中最高的。在扣除每月房租後，香港幼兒園教師的工資實際購買力最低。針對香港幼兒園教師工資待遇最低的問題，研究者建議香港特區政府進一步完善幼兒園教師的工資架構，考慮採用崗位績效工資制，發放住房、交通、教育等津貼。 Copyright © 2013 浙江教育報刊總社.

Generative AI (GenAI) has become popular with many university students since late 2022 and is incorporated in their daily life. To use GenAI tools effectively and equitably, and also to meet industry expectations, students should be supported to develop GenAI literacy skills during their time at university. Even though some universities have provided AI literacy training courses to students, the courses are not yet widely available to students across the higher education sector. Besides, there has been a shortage of GenAI literacy courses in particular. And more importantly, it is unclear what knowledge and skills that need to be included relating to GenAI literacy, from the student perspective. Building a strong understanding of student perceptions in this area is critical, because it will help enhance appropriateness and content relevance and promote student engagement. Adopting the four-dimensional AI literacy framework as the theoretical foundation, this paper aims to address the gaps. It explores the perceptions of university students on GenAI literacy in the UK and Hong Kong contexts. Survey data from 234 students were collected and analyzed using the descriptive analysis and Kruskal–Wallis test. The results show that factors such as country of studies and prior learning about AI greatly impacted GenAI literacy. However, factors such as age and educational level do not have a significant effect. Built upon the findings and the theoretical foundation, this paper proposes a new GenAI literacy framework. This framework is a revised version of the four-dimensional AI literacy framework and proposes the essential GenAI knowledge and skills for university students. The new framework also acknowledges the impact of the macro, meso, and micro factors on student GenAI literacy development. Copyright © 2024 The Author(s).

Some previous studies have found that teachers are sensitive to traditional prescriptions such as the use of whom rather than who in object function, and between you and me rather than between you and I. This paper aims to examine whether Australian teachers as native speakers of English and Hong Kong teachers as non-native English speakers still display such conservative attitudes towards disputable usages these days. Data were collected via two elicitation tests. In the first survey, 34 Australian teachers and 37 Hong Kong teachers were invited to participate in a judgement test. Their responses were compared with those of students. In the second survey, 73 Australian teachers, 70 Hong Kong teachers, 207 Australian students and 188 Hong Kong students were presented with a proofreading test. The findings showed significant differences between teachers and students towards disputable usages. Both Australian teachers and Hong Kong teachers had a higher tendency to reject and replace items such as different to, less + plural noun and final prepositions. This suggests that tolerance diminishes with involvement in teaching and familiarity with prescriptive rules. Pedagogical implications of these findings are also discussed. Copyright © 2001 SAGE Publications.

This study examines the influence of religious beliefs on the perceptions on bullying and cheating among students in Hong Kong. 727 secondary school students (age 16 to 18) were involved as participants. Data collection utilized validated measures of religious beliefs, bullying, and cheating. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. Results suggested students who demonstrated high religious faith seemed to have negative attitude towards academic cheating, but religious faith did not seem to have any significant influence on students' academic cheating behaviors and other unethical behaviors, such as bullying. These findings underscore the importance of religious education in schools as it is still beneficial for students to have high religious faith so that they may feel repulsive to adherent behaviors in order not to develop positive attitude towards cheating and bullying. Copyright © 2024 The Authors. Published by Elsevier B.V.

Teaching young Hongkongers a sense of ‘Chineseness’, especially in a cultural sense, was embedded in the city’s colonial history. Yet moulding the young generation to be patriotic citizens of the People’s Republic of China was a new objective for the Hong Kong Special Administrative Region Government after 1 July 1997. This study analyses civic and citizenship curriculum guidelines issued in Hong Kong from 1997 to 2022 to explore how a new construct of national identity was pedagogized in the post-handover context. The research findings of this study suggest that the pedagogical discourse of national identity in the curriculum guidelines has tended to prioritize an ethno-cultural sense of Chineseness as an external entity and orient Hong Kong students as passive recipients for this new identity after the handover. The article concludes by considering the implications of these findings for the teaching of national identity in Hong Kong’s new political context after the implementation of the National Security Law in 2020. Copyright © 2024 Intellect Ltd Article. English language.

In the wake of the COVID-19 pandemic, the global workforce, including higher-education professionals, experienced substantial changes in their working conditions. Responding to the crisis, universities swiftly adapted their operational modes, thus inevitably impacting the work–life balance (WLB) of their staff. This study examines the WLB factors and their outcomes for higher-education staff, among both teaching and non-teaching staff, in Hong Kong and Thailand, during the initial stages of the pandemic through the lens of the job demands and resources model (JD-R model). The results of 1800 questionnaires completed by respondents from government-funded universities in both locations revealed a significant difference in the WLB between the two cases, with the Hong Kong respondents reporting lower levels of WLB compared with their Thai counterparts. The Hong Kong teaching staff exhibited a higher utilization of family-friendly policies (FFPs), whereas the non-teaching staff reported significantly lower levels of both policy utilization and overall WLB. The results also revealed significant differences in terms of how work, family, and personal-resource and demand factors were correlated to the WLB outcomes. This study advocates for tailored adjustments in university policies, basing the policies on the specific staff category and emphasizing the need for targeted support. In the Hong Kong context, attention should be directed toward enhancing WLB and FFP utilization among non-teaching staff. In contrast, in Thailand, a focus on refining the policies to better support the WLB of teaching staff is recommended. Copyright © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Objective: This study examined the views of secondary school students on sexuality and sexual health education in Hong Kong, China. Methods: A total of 818 secondary school students (mean age = 15.3 years, SD = 1.6) participated in this study by completing a questionnaire consisted of items on sociodemographic characteristics, sexual attitudes, and other measuring scales. Results: Students were slightly permissive in sexual attitudes and supported sexual health education. However, students who were male, highly liberal in sexual attitudes, and low in religiosity and spirituality were less supportive. Conclusions: Educators may need to address these deterring factors of sexual health education before teaching specific sexual health topics. Copyright © 2024 Taylor & Francis Group, LLC.

This chapter examines how a transnational network of European sanitary, medical and educational experts helped define the contour of architectural reform and hygiene curriculum in Hong Kong from 1901 to 1941. Travelling back and forth between Hong Kong and the wider British imperial world, these colonial experts brought new approaches to public health that subsequently shaped practices in Hong Kong schools. As architectural reform, hygiene education and medical inspection were most rigorously carried out in the state-sponsored English schools (English-medium) that educated a multiracial but predominantly Chinese middle-class cohort, this strand of schools became the prime site where sanitary innovations and hygiene curriculum materialised. Just as imperial preoccupation with youth health drew the spaces of the classroom, dormitory, and school playground into the discourse of hygiene to create a new typology of school architecture, it simultaneously stratified a class structure in Chinese society. School health, in turn, functioned as an important means to enact new class and gender dynamics in Hong Kong in the early 20th century, entwining with the rise of Chinese bourgeoisies and female professionals, as well as eugenic thought that reframed the health of Hong Kong youth as directly connected with the future of the British empire. Copyright © 2024 selection and editorial matter, Kellie Burns and Helen Proctor; individual chapters, the contributors.