With the increasing interest in entrepreneurship education within engineering education, there are questions on what engineering entrepreneurship education should include. As engineering entrepreneurship education aims to foster entrepreneurial individuals who will contribute to knowledge-based societies and economic growth, student perspectives are crucial. This study assessed first and final year engineering students' perceptions on entrepreneurship education in a university in Hong Kong, identifying important competencies as learning outcomes and motivating and deterring factors for students to pursue entrepreneurship as a career. Findings offer implications for curriculum design and educational practices, particularly on formally offering entrepreneurship education in the engineering discipline, involving competencies development in educational practices and developing opportunities addressing students' factors of motivation and deterrence. Copyright © 2022 Routledge.

The COVID‐19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region‐wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1‐month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face‐to‐face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web‐conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow‐up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate

We report on an action research study conducted by two mathematics teacher educators in the United Kingdom and Hong Kong. The project consisted of three phases, the first two taking place in our respective teacher education courses and a final phase in which prospective mathematics teachers from both locations engaged in dialogue through a speculative fiction task. Our aim was to explore how our prospective mathematics teachers can be supported in becoming mathematics teachers for sustainable futures by innovating our own mathematics teacher education curricula. This study suggests that generative methods which support teachers in speculating on paths to potential futures as teachers of mathematics, can provide access to how prospective teachers negotiate issues in relation to the climate crisis and ways in which they conceive of related changes in their practices. By identifying the aspects of mathematics teaching that are viewed by the prospective teachers as contingent, and through offering tasks that support an expansion of this view, teacher educators are better placed to support the development of teaching practices needed for sustainable futures. Copyright © 2022 Taylor & Francis.

Today, many countries ensure that student teachers get into the real classrooms, practice in there, spend more time and translate theoretical knowledge into practice in schools during Initial Teacher Education. So that they can receive stronger support in the practicum process, and they can develop themselves. However, schools have been closed in so many countries due to the Covid-19 pandemic preventions. Therefore, countries have rearranged the teaching practicum process. The aim of this study, which was carried out with a systematic review, is to comparatively examine the teaching practicum processes of different countries during the Covid-19 pandemic. With a systematic review made according to certain criteria, teaching practicum in the Covid-19 in the countries of Australia, Canada (Ontario State), England, Greece, Hong Kong, Malaysia, Portugal, South Africa, Turkey, the United States of America (New York State) and Zimbabwe were examined. According to the findings, it has been seen that some countries have removed or stretched the teaching practicum requirement during the Covid-19, while some countries have carried out online teaching practicum (i) in K-12 schools, (ii) with peer learning, or (iii) using VR technology, and one country re-opened the schools after a short closure. Copyright © 2022 International Association of Educators.

Innovative and entrepreneurial talents are central to building an international innovation technology hub in the Guangdong-Hong Kong-Macao Greater Bay Area and higher education plays the main role in cultivating such talents. In a random sampling, a total of 5,021 valid questionnaires were obtained from 58 colleges and universities in the Guangdong-Hong Kong-Macao Greater Bay Area, including the "9 + 2" cities. The results show that the total satisfaction score of students' evaluation of innovation and entrepreneurship education in colleges and universities was 3.43, which is in the upper-middle level. Specifically, the implementation and popularization of innovation and entrepreneurship education in colleges and universities is satisfactory, and the corresponding curriculum system can be adjusted in accordance with the strategic development trends of the Greater Bay Area. However, there are some problems to be solved. First, it is still difficult to integrate effectively the regional innovative and entrepreneurial resources in the process of innovation and entrepreneurship education. Second, innovation and entrepreneurship education emphasizes theory using a single teaching method, and there is insufficient integration with professional education. In addition, there is a shortage of innovation and entrepreneurship platforms for practice, and the cooperation mechanisms between colleges and universities, society, and government need to be improved. Last, there is a serious shortage of teachers. In order to promote the development of innovation and entrepreneurship education, colleges and universities must establish a hierarchical system based on their own conditions, taking advantage of the innovative and entrepreneurial resources and industrial characteristics of the core cities in the Guangdong-Hong Kong-Macao Greater Bay Area. Moreover, it's necessary to develop excellent courses integrating professional education with innovation and entrepreneurship education, and

Students in East Asian locations often obtain high academic results in international high-stakes testing, but lower results on affective aspects of their schooling, such as sense of belonging. These findings indicate the need for more holistic research into children’s lifeworlds, including their experiences of school. In this article, we draw on a survey with 627 Year 4 students in three global cities in the Asia Pacific (Hong Kong, Singapore, and Melbourne), exploring dimensions of their perceptions of school. Responses from students were generally positive in terms of sense of school belonging and student identity. Students who responded positively in terms of belonging and student identity were more likely to want academic activities to occur more often. The article adds to the existing literature by offering an exploratory consideration of the relationships between sense of belonging, student identity, and school activity preferences of Year 4 students in Hong Kong, Singapore and Melbourne. It is argued that all of these are essential factors that need to be considered and incorporated in policy planning and curriculum development. Copyright © 2022 The Author(s).

In many disciplines of STEM education, online experiments (OEs), commonly called remote-controlled experiments, become an emerging practice in technology-enhanced learning because of their many merits perceived in educational research. We recently formulated an innovative, low-cost, and open-source approach to developing new OEs rapidly. It won a gold medal and a special prize in an international innovation and invention competition in 2018. Using this new approach, teachers and students can easily access OEs with a lightweight web browser using any hardware and any operating system without installing additional software or apps. They can observe and/or control the experiments and collect authentic data (over a very short or long time) for further analysis by plotting graphs and/or conducting calculations to obtain important results. Some well-accepted instructional approaches or pedagogies have been integrated into online science/STEM experiments, which can also be aligned with school-based curricula to provide self-contained courseware for students’ online self-regulated learning. In this chapter, we will focus on whether OEs could really and effectively provide the essential elements of experimental learning to ‘school students’ as expected in traditional laboratory work. From our pilot implementation in four Hong Kong (HK) and Mainland China (CHINA) secondary schools with a total of 172 participants, we explored the OE experiences of different experiments and cognitive performance among students from different regions and genders using the conventional mixed methods research and design-based research. Students’ feedback and suggestions for improvement of the OEs were also analysed together with some specific implications for science/STEM education. Copyright © 2022 The Author(s).

Novice teachers are often eager to embark on their journey in the teaching profession after years of teacher education, ready to actualize their educational ideals. Some head towards a smooth start while others encounter a wide range of constraints during their initial years of teaching. Drawing on narrative interviews with a number of novice English teachers in Shenzhen and Hong Kong for at least one academic year and other data sources such as their EFL learning autobiographies and school documents, this paper examines and compares (1) the opportunities and constraints these teachers face in their initial years of teaching and (2) their responses to the perceived opportunities and constraints in their attempts to take control of their teaching, in two different socio-cultural and educational contexts of Shenzhen and Hong Kong. This paper highlights how possibilities for and constraints on teacher autonomy are mediated by teacher agency, teacher identity and teacher beliefs. It also sheds light on how novice teachers can be afforded more opportunities in their struggle to become autonomous practitioners. Copyright © 2016 華中科技大學外國語學院.

Life education has recently attracted quite a lot of attention and some education researchers hope to enhance the students’ awareness and the value of their life, students’ self-protection ability, respecting life through education. There is an urgent need to assess and nurture the life education of primary school students in Hong Kong and Jiangsu. This study employs the case study method to assess and compare the life education of two Hong Kong primary schools with and without life education as a subject with two Jiangsu primary schools with and without life education as a subject. The principals, teachers and students were interviewed for the life education situation in their schools. Life education curriculums were classified by Transcendent, Community, Nature and Self. The practice and implementation of life education were evaluated by Intellectual, Emotional, Volitional and Practical. Results revealed that life education has been carried out in Hong Kong primary schools whether or not they set life education as an individual subject. However, compared with the life education in Hong Kong, the development of life education in Jiangsu is lagging far behind. Because life education in Mainland China is considered as a part of moral education which is highly political aspect, it is hard to claim that life education has no political. Although almost all principals and teachers in Jiangsu schools stated verbally that life education was very important to students, there is no impetus for them to take the initiative to push the development of life education. After all, life education, unlike other subjects, is a thankless and time consuming task. Compared with Jiangsu, life education in Hong Kong has made great progress which is being driven by some educators and some religious groups. However, there is also some limitation of life education in Hong Kong because there are not much resources and leadership from the Hong Kong government. Moreover, there are also some factors