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).

This article investigates types of citizenship education in selected schools in Hong Kong with different overarching affiliations (pro-China vs. pro-democracy). After examining schools’ policies (e.g., sister school of China school), we selected four pro-China and two pro-democracy schools. As a highly diverse society, citizenship education in Hong Kong is key to the formation of a ‘good citizen’. To better understand what a ‘good citizen’ means in this context, we interviewed ten teachers, four principals and four vice-principals at six secondary schools. We focused our interviews on key themes around citizenship, schools influence and media influence. These interviews showed that laissez-faire school staff reported acting as facilitators who emphasized knowledge, social concerns and norms of ‘good citizens’ to their students. Mediate diversity staff reported helping students integrate different perspectives. School mission staff reported supporting student engagement via citizen responsibilities and political processes; while pro-China schools emphasized a national China identity, pro-democracy schools emphasized an international view. Staff from all of these schools reported that media negatively influenced students’ values and perspectives. To reduce students’ confirmation bias (only seeking evidence to support the pre-existing views), teachers in all schools taught critical thinking skills and media literacy. The data showed that understanding how schools can nurture student-citizens amid teachers’ concerns around negative media influence can help inform instruction and policies in schools regardless of their affiliation. Copyright © 2022 Intellect Ltd.

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.

依西方早期對宗教（Religion）一詞的常見定義，乃是：「對超乎人類控制力量的信仰與崇拜，尤其指涉位格神或諸神」。然而，作為宗教的定義，則此種定義方式，明顯與世界的宗教現況不合。因之，美國的神學家與哲學家保羅．田立克（Paul Tillich）與牟宗三先生，均提出以「終極關懷」（ultimate concern）來重新定義信仰。筆者必須指出，依這種對「終極關心」對宗教作重新的定義。我們可以借用中國傳統的一句老話──「開宗立教」，來描述宗教（尤其東方宗教）的展示模式。中國宗教的最基本模態，乃是以下兩方面構成的：其一、關懷宇宙終極的意義──開宗；其二、建立種種教法以引導人生歸於價值之正趨──立教。對於中國長期強勢的教育傳統而言，則立教的意意，可能不止於「日常生活之軌道」，同時必須把這種價值觀傳遍整個社群。是以，星雲法師指出：「由於宗教的生命都有傳燈，都是代代傳承，燈續常明。」佛教的教義最能貼近「生命教育」的意涵。佛家這種立教／成教的傾向，表現在香港社會中，即依本港「家庭與學校合作事宜委員會」於網上的《小學概覽》，在全港513家小學中，有314家小學的辦學團體是宗教團體，已佔全港小學的61.2％。由是觀之，在香港不同宗教團體，均重視以辦學來立教／成教。此亦是本文所以作之因緣，即以全港最大佛教辦學團體──香港佛教聯合會，屬下七家小學，作為觀察對象，以見出「香港小學校佛化生命教育」的情狀，並提供可能提昇的方向。Referring to the Western world's earlier definition, the word "religion" is defined as "the belief and worship towards superhuman power, especially involving a hypostatic god or gods". However, serving as the definition of a religion, this approach is clearly not applicable to the modern religious scene. Accordingly, Paul Tillich, American theologian and philosopher, and Mou Tsungsan have both suggested redefining religions with "ultimate concern". It must be pointed out that, according to the new definition of religions as "ultimate concern", we can refer to an old Chinese saying - set up a sect and then establish a religion (開宗立教) - to describe the presentation of religions, particularly oriental ones. The basic module of Chinese religions consists of two aspects: 1) concerns on the ultimate meaning of the universe (a sect ); 2) establishment of dogmas to lead lives onto the right track (a religion). To the long-established and strong tradition of religious education in China, the meaning of a religion might be beyond "daily life tracks"; its value has to be spread among the entire community. Master Hsing Yun has thus pointed out "because the life of a religion works with passing down its values, the Buddhist dogmas come the closest with the true meaning of Life Education". The Buddhist tendency of religion establishment presents itself in the Hong Kong society, with

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