To be successful, international students must adapt psychologically and socio-culturally to their host context. This research, funded by Hong Kong research grant committee, is grounded in cross-cultural psychology (Shiraev & Levy, 2010), and present insights into the psychological and behavioral variations of individual international students as they adapt to study in an Asian context — Hong Kong universities. The purposes are to find out those factors that affect the psychological and sociocultural adaptation of those international students. In addition it explores the level and effect of contact between non-local students and local students and international students’ views of social and institutional support with regard to their adaptation. In this presentation, preliminary findings based on both quantitative and qualitative data collected from six UGC-funded local universities in Hong Kong will be reported, with a special focus on international students’ psychological and sociocultural adaptation and their interactions with local students. Copyright © 2016 IACCP.

Many Christians are worried about the Old Testament portraying God as violent and commanding people to kill others or commit genocide. This study conducted a survey of Sunday school and seminary teachers to obtain their opinions about the ethical and theological challenges of these problematic texts, with the goal of identifying which perspectives and approaches to God’s violence tend to be adopted by Bible teachers in Hong Kong in their training classes. This study included a questionnaire survey of 300 respondents and interviews with 40 selected interviewees. The results identified different approaches to divine violence, related to those proposed by Eric A. Seibert. Then, the researcher analysed the approaches, perceptions, thoughts, and ideas of the different teachers, and their willingness and reluctance to discuss divine violence in their training classes. The survey responses yielded insights into how to approach and interpret such problematic texts in the Bible. Moreover, they offered pedagogical suggestions on how to teach about divine violence, as well as discussing the actual nature of God and the ethical framework for His divine action. The conclusion of the study is that no matter how people interpret these problematic Scriptures, which describe God’s violent behaviour, Christians and non-Christians should no longer use violence to injure others or justify their violent behaviour in society. Instead, mutual communication between Christians and non-Christians should be encouraged. All rights reserved.

本研究的目的是從洪堡特的教育哲學檢視香港的通識教育的理念與實踐，比較兩間傳統大學在課程設計和實踐的異同。本研究採用文獻分析的研究方法，將文獻與實證研究的結果進行批判性的分析和比較，由洪堡特的〈關於人之能力的發展法則〉、〈關於人之陶冶理論〉及〈關於人類的精神〉三篇文章探討其全人教育理念，並依此檢視香港兩間大學的通識教育。洪堡特全人教育有三個要點：第一、強調人的不同能力，如理性和感性之間的平衡、調和，甚至互相促進；第二、一方面強調經驗的多樣性，另一方面又強調人類心智的統一性，如此一來，如何透過前者的培育讓後者得到發展？第三、洪堡特的教育和陶冶哲學十分強調人的個體性，教育的目的不只是純粹技術性知識的灌輸，而是掌握科目一些重要的基本理念，以達致人格完整發展。本研究從這三方面探討香港兩所政府資助大學的通識教育的同時，尤其注意科目之間如何平衡上述不同的能力，以及如何做到又多元又掌握一些基本理念，並能培養學生跨科系的學習能力。最後，本研究亦從一些教師和學生對課程的意見，檢討香港的大學通識教育的成就和缺失。This paper aims to investigate W. von Humboldt’s educational philosophy and compare it with the idea and practices of general education in Hong Kong by applying documentary analysis and then compare them critically with the results of other empirical studies. Based on the three Humboldt’s articles, his idea of Allgemeinbildung can be summarized in three points: 1. the fullest development and harmonization of man’s different faculties such as rationality and sensibility; 2. the variety of experiences and unity of the human mind and character, how the latter can be achieved through the former? 3. emphasis of individualities. The aim of education is not only to transfer knowledge but also to master some basic and imperative ideas of the subjects to achieve the whole person development. It then investigates the general education in two government subsidized universities to see how different faculties can be balanced, and how various basic ideas can be mastered to build up students’ multidisciplinary competences. It compares the differences and similarities of curriculum design and practice between two universities in Hong Kong. Lastly, the achievements and deficiency of general education is discussed by looking at the opinions of lecturers and students on the curriculum. Copyright © 2020 中華民國比較教育學會.

This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods. Copyright © 2021 Intellect Ltd Article. English language.

IB課程中的漢語教學是國際漢語教學多樣化類別中的一個分支。在教學理念、教學方法、評估考核等方面，IB漢語教學均體現了IB的核心理念和特質，這對IB漢語師資的培訓提出了更高的目標和要求。本文結合IB課程理念及漢語作為第二語言教學理論，以香港教育大學漢語師資培訓課程作為個案，探索IB漢語師資培訓課程的任務和發展方向，為國際漢語教學的課程發展和師資培訓提供參考。 International Baccalaureate (IB) Chinese curriculum is a branch of the diversified international Chinese teaching. IB Chinese teaching should reflect the IB core concepts and attributes in teaching philosophy, teaching methods and assessment. This sets higher goals and requirements for the Chinese teaching training programme. Incorporating the concepts of IB and the theory of CSL teaching, this paper explores the mission and development direction of the IB Chinese teacher training programme by sharing the experience in The Education University of Hong Kong. Copyright © 2021 北京語言大學.

Introduction: The COVID-19 pandemic has caused massive school closures worldwide and many schools were forced to adopt online teaching mode. Purpose: This survey study aims to examine the effectiveness of online teaching in physical education (PE) and support needed from the teachers’ perspective. Methods: Responses from 294 frontline PE teachers were collected via an online survey between 4 and 29 January 2021. Results: Four major findings were highlighted in our study. First, most teachers reported that online PE lessons were not effective to improve motor skill acquisition and physical activity level, the major reasons for which were “lack of practical training”, “students’ lack of learning motivation/interest”, and “limited interpersonal interactions”. Second, most teachers encountered difficulties in online teaching, with major difficulties comprising “limited interpersonal interactions’ and “difficult to retain students’ learning motivation/interest”. Third, most teachers felt that online teaching was stressful due to the increased workload in preparation and safety concerns of the home-exercise programme. Fourth, many teachers suggested that schools or governments should provide online teaching kits, such as suggested online lesson plans or home activity recommendations, for their reference. Conclusions: In summary, the effectiveness of online teaching in PE during COVID-19 school closures was generally perceived to be low and difficult by the frontline PE teachers. Schools and governments should provide sufficient support, such as online teaching kits and concrete teaching guidelines, for PE teachers to develop creative and interactive online lessons, which will in turn benefit students in motor skill acquisition and physical activity level. Copyright © 2021 JPES.

Integrated education is linked to a process of placing students with special education needs in ordinary schools. The aim of inclusive education is to provide high quality learning opportunities for students with different educational needs. Development in every region has experienced different stages and areas of concerns, and covered service targets with different types of specific needs. In the development process, the government will base on the current needs and formulate relevant regulations and ordinances to steer the implementation. Inclusion education is one of the essential tasks in school reform as observed in overseas countries. The government is expected to advocate inclusion proactively, deploy the necessary resource and encourage collaboration. Copyright © 2015 Asian Journal Center, Asian Federation on Intellectual Disabilities.