Entrepreneurial STEM, an interdisciplinary approach blending STEM and entrepreneurship education, has become a new trend for cross-subject collaboration that aims to instill an entrepreneurial mindset in students, enabling them to apply their STEM knowledge across various contexts. In this study, we investigate the challenges and corresponding strategies of head science teachers who initiated an entrepreneurial STEM (Science, Technology, Engineering, Mathematics) curriculum in their schools. Grounded in social exchange theory, we explore how head science teachers with entrepreneurial attributes navigated asymmetrical power distribution presented by principals and other subject heads. This collective case study focuses on three schools in Hong Kong that successfully implemented a renowned entrepreneurial STEM curriculum. The findings reveal a common trajectory among head science teachers: initial enthusiastic promotion of the curriculum while meeting resistance; a downscaling and team reform struggles; and a handover and scale-up. This study illuminates the intricate process of balancing power dynamics and stakeholder perceptions through reciprocal negotiation, which were in turn shaped by societal norms. Copyright © 2024 The Author(s), under exclusive licence to Springer Nature B.V.

Developing intercultural competence plays an essential part in language learning. This resonates with Halliday’s (1978) apt observation that culture provides meaning to language-in-use. Intercultural competence is a complex concept, including dimensions such as attitudes, knowledge, skills, and awareness (Byram, 2009). Cultivating students’ intercultural competence has become one of the objectives of language teaching, and a range of courses has been designed and conducted for preparing students to take an active part in the global world. As more college students are willing to work in multinational corporations or study abroad, language teachers play an important role in providing students with more opportunities to enhance their intercultural knowledge and skills.Based on Byram’s (1997) intercultural competence model and guided by the intercultural language teaching approach proposed by Liddicoat (2003; 2013), the researcher developed a course that seeks to cultivate students’ intercultural competence in four dimensions, attitudes, knowledge, skills, and awareness. One class of second-year English major students took part in the 12-week course with another class as the control group. During the course, students experienced a process which involved noticing, comparing, and reflecting through various intercultural activities. This study employed a range of methods including questionnaire, interview, and reflective journals, and it was found that students’ intercultural competence was improved, and the course showed significantly positive influence on the cultivation of students’ attitudes, facilitation of cultural knowledge acquisition, and the development of intercultural skills and awareness. Further analysis led to identification and detailed discussion of a range of aspects of the four dimensions of intercultural competence such as willingness to explore otherness and enriched knowledge of value systems and various intercultural skills.The study has shown an example

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.

Individuals with higher financial capability not only have more savings, fewer debts and better lives after retirement but also exhibit higher life satisfaction, fewer depressive symptoms and more prosocial behaviours towards others. Unsurprisingly, financial capability has been regarded as one of the most important ‘life skills’ by parents, educators, spouses, employers and the community. Therefore, integrating financial capability into formal school curricula and students’ learning journeys is important. Existing practices have emphasised the relevance of saving and spending to financial education but distinguishing between investment and speculation and sharing and donating has been gaining attention from educators. Most existing programmes, international or local, have been limited because they have focused relatively less on (a) the behavioural aspect of financial capability (e.g., how to save and how to control impulse buying), (b) the pedagogical approach to engage younger children and support their learning and (c) whether they were able to improve the financial knowledge, attitudes, behaviours and self-control and gratitude of the recipients. To date, no financial education programmes have been designed for and evaluated with primary school students in Asia, much less Hong Kong. The goal of this dissertation was to develop a programme that was comprehensive in content, suitable for younger children and effective in improving children’s financial capability in terms of their knowledge, attitudes, skills and behaviours. The programme was called ‘The 4S Programme’ because it targeted effective saving, wise spending, distinguishing between speculation and investment and sharing. The programme consisted of 10 sessions of 60 minutes, equipped with a wide range of interactive pedagogical activities, including discussion, games, role-play, case studies and experiential learning activities. The programme was also equipped with simple, take-home worksheets that involved

This study evaluated a conceptual model with which to explore the influence of parental financial socialization in a sample of Hong Kong adolescent students and to evaluate how school financial education impacted the model's results. Baseline data, collected before the financial intervention, revealed that parental financial socialization positively influenced adolescent financial behaviors as mediated by financial learning outcomes and psychological transformation, in sequence. Model results based on follow-up tests suggested that the positive link between parental financial norms and adolescents’ financial attitudes was stronger in the experimental group than in the control (no financial intervention) group, but the positive link between direct parental teaching and self-control in financial behaviors was weaker in the experimental group compared to that in the control group. Neither differential direct pathways linking financial learning outcomes to financial behaviors nor differential indirect pathways mediated by psychological transformation were identified. These findings improve the understanding of parental financial socialization in the context of school education. The results produce multiple research questions to be considered in future studies. Copyright © 2019 Elsevier Ltd. All rights reserved.

Financial capability is an important competence for adolescents, and secondary school is a natural setting in which to deliver financial education courses. Currently, however, little empirical evidence has been published on the effects of in-school financial education on financial capability in adolescents. This pilot study brought together a randomized experimental design, a combination of local and non-local financial education courses, comprehensive measurements, and multi-level structural equation modeling for data analysis to evaluate the outcomes of a financial education project in a representative sample of Hong Kong adolescents. Results demonstrated that our financial intervention made a positive impact on objective financial knowledge and financial self-efficacy but a negative one on financial behaviors. Positive effects on financial self-efficacy were stronger in male adolescents than in females. Our findings represent an important contribution to the literature regarding financial education at the secondary school level. Copyright © 2019 Springer Nature B.V.

In the current research, we developed and validated a questionnaire to measure Chinese working adults’ motivation to study accounting on a path of lifelong learning in Hong Kong, China. We conducted individual in-depth interviews with adult learners (n = 30) and professionals (n = 12) in study 1 and study 2. Qualitative analysis showed six specific common themes for Chinese working adults’ motivation to learn accounting. Based on these results and the research literature, we developed a list of 31 provisional items for the questionnaire. In Study 3, we administered the provisional questionnaire to students (N = 426) from sub-degree, undergraduate, and graduate programs. These data were analyzed using quantitative analysis. Exploratory factor analysis showed a six-dimensional structure. Removal of redundant items resulted in a 17-item questionnaire. Confirmatory factor analysis provided evidence of the reliability and validity of this measure, which assesses six domains of adult learners’ motivations for pursuing continuing education in accounting: development of knowledge and skills; family cohesion; reinforcement of social networking and communication; career development; enrichment of life; and self-development. This measure in the Chinese cultural context can be used for research purposes and for assessing students’ motivation in accounting programs in Hong Kong. Copyright © 2023 The Author(s).

We used social learning theory to examine whether a supportive school environment and formal entrepreneurship education (EE) are linked to secondary school students’ entrepreneurial attributes. We obtained responses to survey questions from 850 students from a total of 28 secondary schools in Hong Kong. We then employed structural equation modelling to test the associations of formal teaching and the school environment with students’ entrepreneurial attributes. Entrepreneurship consists of four distinct constructs: opportunity recognition, innovativeness, risk-taking, and proactiveness. Students in supportive school environment show greater entrepreneurial attributes, but those receiving formal teaching of entrepreneurship show fewer entrepreneurial attributes. These findings provide important insights that can be used for reassessing notions of entrepreneurship in school students, particularly in secondary school students. Copyright © 2023 AERA.

In the 21st century, financial literacy is an important survival skill. Empowering school children to make sensible financial decision-making has become essential. A financial competency framework (FCF) describes a set of essential financial competence (FC) elements that inform people with the financial knowledge, skills, attitudes, behaviors, and motivations to implement and assess their personal financial literacy, which is a solid means for coordinating financial education (FE) in schools. However, in Hong Kong, FE in schools is scattered across some subjects and insufficiently embeds the relevant FC elements listed in its FCF. Hence, this study first conducted a literature review on the importance of FE in schools and the use of FCF in school FE, and took Hong Kong as an illustrative example for reviewing the use of its FCF in the school curricula through curriculum mapping and suggested ways for advancing FE in schools. It was found that most FC elements are relevantly well mapped with various learning themes or subjects especially for the Self and Society learning theme in kindergarten, General Studies in primary subject, and four secondary subjects, including Life and Society, Technology Education, Life Planning Education and Career Guidance, and Business, Accounting and Financial Studies. These FC elements can be further coordinated with a school implementation guide, teacher training plan, and assessment tools to advance the FE in Hong Kong. Copyright © 2022 The Chinese University of Hong Kong.

This paper reports on the results of part of a questionnaire survey on the relative extent to which senior secondary geography teaching in Hong Kong and England contributes to environmental education. A substantial proportion of geography teachers indicated a strong preference for traditional and resource-based strategies in teaching selected topics of environmental emphasis. Furthermore, they often relied upon textbooks, notes and worksheets with occasional use of audio-visual materials as teaching resources. Whilst teachers from both places shared some common problems in implementing environmental education, there was a significant difference in their emphasis on environmental issues. The author suggests some possible measures for future improvement of geography teaching with respect to environmental education. Copyright © 1993 Taylor & Francis Group, LLC. All rights reserved.