To advance the implementation of civic education curriculum, understanding what young people perceive as a "good citizen" is of great importance. The current study takes a quantitative approach to analyse the results of three civic education studies conducted by The International Association for the Evaluation of Educational Achievement (IEA) in 1999, 2009, and 2016, while combining the results of qualitative in-depth interviews with Hong Kong students, to explore the changes in Hong Kong students' perceptions of the "good citizen" since the handover. The study found that the changes in Hong Kong students' understanding of the "good citizen" have followed an "inverted-V" (rising in the beginning and then subsequently falling) trend. It is largely a reflection of debate between pro-democracy and pro-China camps under Hong Kong' hybrid regime. Copyright © 2023 Routledge.

This article reports on a study that investigated primary-school English-language teachers' use of digital technologies in their in-person classrooms after a period of online teaching necessitated by the COVID-19 pandemic. It also explored the perceived effects the period of online teaching had on the teachers' practices. Data were collected through in-depth interviews with sixteen experienced Hong Kong primary-school English-language teachers approximately one year after they returned to in-person teaching. The findings suggest that the period of online teaching has led to a greater utilization of technology for teaching. In addition, they suggest digital technologies are now embedded in teachers' regular teaching practices, with the digital technologies adopted primarily those that enhance existing practices. Common digital technologies include: (1) learning management systems; (2) digital noticeboards; (3) interactive digital worksheets and quizzes; and (4) interactive presentation software. Examples of how teachers use digital technologies, and considerations for their use, are provided. Copyright © 2023 Oxford University Press.

Teacher education for social justice aims to enable teachers to work toward equity and justice in society and humanizing the educational experience of their students. Conceptualizing teaching as a political and ethical endeavor, social justice teacher education must engage seriously with the local and lived experiences of both teacher educators and student teachers. How then does teacher education for social justice move across communities and identities, and through cultural, social, geographic and temporal spaces? This chapter presents an autobiographical narrative inquiry into social justice teacher education across sociocultural and sociopolitical contexts, across time, and within different educational communities. Bakhtin's dialogic theory (1981) helps to trace the narrative threads wherein "each word tastes of the context and contexts in which it has lived its socially charged life" (p. 293). The study examines my ideological becoming (Bakhtin, 1981) as a critical teacher educator in the context of a youth mentoring service-learning course for undergraduate teacher candidates. I examine the complexities and tensions in exploring experiences and co-constructing understandings of oppression, privilege and social justice with my student teachers on the youth mentoring course in dialogic struggles with my experiences of justice and education in the USA and Hong Kong as an English-speaking Chinese American. Providing an in-depth examination of the convergence of identity, social relations, place, and time in my knowledge formation, I critically reflect upon the notion of social justice to suggest that social justice teacher education is multi-voiced and lived both locally and globally. Copyright © 2023 Emerald Publishing Limited.

The paper traces the evolution of the Centre for Learning Enhancement And Research (CLEAR) at The Chinese University of Hong Kong (CUHK) from early 2002 to the end of 2021. The University needed a centre to support both institutional and local (department and faculty) needs and aspirations for enhancing teaching and learning. Five key strategies adopted by CLEAR are: embedding the practice of existing teachers into policy development, localizing quality-assurance processes, relating professional-development activities to career development, involving students, and producing research evidence from within the Hong Kong context. The evidence base that supports these strategies, and the cultural and community factors involved, will be woven into an evidence-based narrative that spans 20 years. Copyright © 2023 Georgia Southern University.

This study explores university students' perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potential for personalized learning support, writing and brainstorming assistance, and research and analysis capabilities. However, concerns about accuracy, privacy, ethical issues, and the impact on personal development, career prospects, and societal values were also expressed. According to John Biggs' 3P model, student perceptions significantly influence learning approaches and outcomes. By understanding students' perceptions, educators and policymakers can tailor GenAI technologies to address needs and concerns while promoting effective learning outcomes. Insights from this study can inform policy development around the integration of GenAI technologies into higher education. By understanding students' perceptions and addressing their concerns, policymakers can create well-informed guidelines and strategies for the responsible and effective implementation of GenAI tools, ultimately enhancing teaching and learning experiences in higher education. Highlights: This study focuses on the integration of generative AI (GenAI) technologies, like ChatGPT, into higher education settings. University students' perceptions of generative AI technologies in higher education were explored, including familiarity, potential benefits, and challenges. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Insights from this study can inform policy development around the integration of GenAI technologies into higher education, helping

Research Findings: The present study examined the relation between socioeconomic status (SES) and Chinese children’s development of English as a second language in Hong Kong, and whether the home literacy environment (HLE) was an important mediator. Participants were 237 children (110 girls, Mage = 47.38 months, SDage = 3.66) and one of their caregivers. Children were assessed on phonological awareness, receptive vocabulary, expressive vocabulary, and letter knowledge. Information on HLE (i.e. shared reading, extratextual talk, direct teaching, play and media-based activities, and literacy resources) was obtained via a caregiver questionnaire. Findings revealed significant SES differences in all aspects of HLE, as well as in children’s English receptive vocabulary, expressive vocabulary, and letter knowledge. HLE was differentially related to children’s English skills, suggesting the mediating effect of HLE in the relation between SES and Chinese children’s English skills. Practice or Policy: Findings from this study highlight the features of HLE that can best support children’s second language development. The results can also inform the design of family interventions and policies aimed at reducing educational disparities. Copyright © 2023 Taylor & Francis.

The COVID-19 global pandemic continues, and in Hong Kong numerous measures have been put in place to contain the spread of the coronavirus. One of the many facets of life that is being affected is education, with many face-to-face classes suspended and students having to go online for lessons. The virus continues to be active in the city, so our usual way of assisting secondary school students' character-building through visitation to elderly homes is restricted. Now we can only provide such service-learning in online mode. This paper explores how an online project helped adolescents in a boys' secondary school apply and adapt principles taught previously in their course dealing with positive character strengths such as kindness, love, social intelligence, gratitude, teamwork, and perseverance. Copyright © 2023 Routledge.

Self-assessment is believed to complement peer assessment in the classroom. However, whether, how and why this is done remains unclear. This study, by investigating the combined use of self and peer assessment for an academic writing task among a group of undergraduate students in Hong Kong, aims to shed light on how self-assessment complements peer assessment. Self-assessment is found to complement peer assessment in five ways: (1) it guides students to revise when peer assessment is lacking; (2) self-assessment effectively supplements peer assessment when the students had access to peer assessment; (3) even if a student has access to quality peer assessment, self-assessment complements peer assessment due to the different reflection involved in the two processes; (4) self-assessment can supplement peer assessment in terms of issues related to social-affective burdens for the latter; (5) self-assessment also complements peer assessment in that it benefits high and low-achieving students. Two problems surfaced. One is the students' antipathy against self-assessment despite their overall positive perception about peer assessment; the other is the inadequacy of combining self with peer assessment in fostering learning outcomes regardless that the combined use of self and peer assessment helped the students with revision considerably. Copyright © 2023 Routledge.

As many students worldwide receive second language (L2) English private tutoring (EPT) that shadows school curricula, examining student perceptions of it is essential to understanding their L2 learning. From the L2 Motivational Self perspective, students' "ideal L2 self," "ought-to L2 self" and "L2 learning experience" are linked to student enjoyment of EPT. This study explores these links via analysis of survey responses of 2,216 Secondary Six (Grade 12) students who attended a company's L2 EPT lectures in Hong Kong. Most of these students (80%) enjoyed EPT. They were more likely to enjoy EPT if they perceived more financial resources in their families, attended schools taught in Chinese (students' first language), had internalized instrumental goals, liked English, were not influenced by advertisements to attend EPT, attended face-to-face tutoring (rather than video tutoring), had a specific tutor, or liked their EPT tutor more than their English teacher. This study offers theoretical implications and directions for further research in EPT and L2 motivation. Copyright © 2023 SAGE Publications.

This paper explores how parents in Hong Kong perceive the impact of the COVID-19 pandemic on the use of academic and non-academic private tutoring (PT) for their children, using a thematic analysis of interviews with 80 parents from diverse ethnic and socioeconomic backgrounds. We seek to understand the role of PT in parents' thinking about their children's learning and developmental needs in uncertain times, which foregrounds parents' temporalities in the face of disruption. We find that maintaining pre-pandemic PT levels was the most common attitude for almost half of the sample, followed by roughly similar groups of parents who increased or decreased their use of PT. Parental perceptions of the functions of PT converged on three main uses: mitigating the effects of schooling disruptions, making productive use of newfound free time and providing a sense of normality. Using a timescapes lens, we identify temporal elements in how PT factored into parents' experiences and perceptions of managing 'gained' and 'lost' time, adapting to remote learning, avoiding health risks and reflecting on inequalities during the COVID-19 pandemic. Copyright © 2023 Taylor & Francis.