In Society 5.0, Education 5.0 enables economic development with the resolution of social problems through advanced technologies and manages technological power appropriately in terms of a humanistic perspective. Education 5.0 is a future education model aiming to encourage student ownership to form a contemporary student-participatory curriculum with teacher mentoring. While STEM education as an Education 5.0 enabler is the key to realizing Industry 5.0 to personalize and rehumanize the manufacturing process, this paper will look at the need to better align secondary STEM education with Vocational and Professional Education and Training (VPET) initiative by transdisciplinary integration to facilitate Hong Kong better transiting to Industry 5.0. The objective is to examine the secondary STEM education development and its potential role and benefits of creating a foundation of transdisciplinary STEM secondary education in overcoming the current shortcomings of the vertical division of academic disciplines. It seeks to restore the VPET nature in the STEM scholarship and emanate from the secondary STEM curriculum renovations and transformations to tackle social and economic challenges, so the processes of STEM pedagogy will be changed significantly to adapt humanization empowerment by adjusting the methods and approaches to achieve new industrialization and help align with the call of Education 5.0 in Hong Kong. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Since Ernest Boyer's seminal work on scholarship of the professoriate, the notion of scholarship of teaching and learning (SoTL) has undergone changes in the higher education landscape. This chapter, partly based on the literature and partly based on the personal experiences and observations arising from my previous and current roles of a university-scholar teacher, former Dean of Education and Vice President (Academic) and Provost in two local universities in Hong Kong, explores issues related to scholarship and leadership of teaching and learning in different roles, formal or informal, in higher education.This chapter consists of two main parts. The first part of this chapter touches upon different perspectives and approaches to SoTL which is linked with, to some extent, student learning and its inquiry and reflection, disciplinary/multidisciplinary perspectives, self and collegial professional development and pedagogical innovation. The second part discusses issues related to leadership of teaching and learning which might cover forging shared vision, providing and sharing examples and practices, creating policies and structures, engaging colleagues and students in and leading collaboration, leveraging technology and resources, offering support and mentoring for colleagues and students in SoTL initiatives and so on. This chapter ends by offering some possible pointers for future SoTL and leadership development in teaching and learning in higher education. Copyright © 2023 selection and editorial matter, Kevin Wai Ho Yung and Huixuan Xu; individual chapters, the contributors.

Due to the social movements in Hong Kong and the outbreak of COVID-19, many non-local PhD students (NLPhDs) were scattered in different locations outside of Hong Kong. Since then, online teaching has been widely adopted in higher education and it affords students with continuable study and research opportunities but NLPhDs still experienced ever-shifting challenges and difficulties. This study draws on qualitative research methods to reveal the experiences of nine NLPhDs from different locations (e.g., Mainland China, Turkey, Vietnam, The Philippines, South Korea and Kazakhstan). Data were collected through in-depth individual interviews with the participants, their reflective journals and follow-up conversations via social networking applications. The findings show that NLPhDs experienced multifarious obstacles in study (suspended work, difficulties in adapting to online learning mode and stagnation in data collection). They had various emotional problems (stress, frustration, demotivation, sense of guilt and so on). However, they exercised agency (e.g., moving to spatially supportive contexts for study, reaching out to extra online resources, seeking supports from supervisors and tackling emotional problems) to overcome the challenges and difficulties. This study offers implications for doctoral students who are facing universal difficulties in times of crisis and their supervisors regarding how to offer appropriate support to their students. Copyright © 2023 selection and editorial matter, Kevin Wai Ho Yung and Huixuan Xu; individual chapters, the contributors.

Impactful innovations in higher education are increasingly dependent on concepts generated through global engagement and international collaborations. Internationalisation of higher education tends to grow in complexity when universities from different jurisdictions are driven by dissimilar governance approaches and developmental goals. Yet, this complexity enhances opportunities for creativity, innovations and collaborations at the same time. In this paper, we examine how world-class universities in Hong Kong, Macao and Guangdong have worked to overcome incongruities and asymmetries inside the Greater Bay Area (GBA), a new and ambitious regional construct of China, by drawing on disparate legacies and capacities in internationalisation of research, education, and service in their jurisdictions. We explore the impact of international dynamics on the universities’ efforts to create a more coherent agenda with respect to international partnerships in the region. The study contributes to conceptualisation of world-class universities’ roles in shaping bridges and synergies regionally and globally, and infuses the rationales of internationalization in higher education with new perspectives. Copyright © 2022 Journal of Higher Education Policy And Leadership Studies.

Tertiary education in Hong Kong has a long history. In 1911, The University of Hong Kong was the first university to be founded. The enrollment of tertiary education in Hong Kong after the Second World War was considered elite-type. The participation rate increased to 18% for first-degree courses, an expansion of approximately 50% in the undergraduate student population, during the early 1990s. Over time, it has changed from elitist to mass-type tertiary education. Another essential development of Hong Kong’s tertiary education system was a past Chief Executive announcement in 2000 to double the number of students participating in tertiary education up to 60% within ten years. This chapter aims to look historically at the development of tertiary education in Hong Kong and the impact of internationalization on its universalization. It also analyzes the problems in processes and discusses the sustainable development of tertiary education in Hong Kong this century. Copyright © 2022 Springer Nature Singapore Pte Ltd.

The COVID-19 pandemic has brought about an unprecedented challenge to global education. It has changed how many of us, especially our children, learn and gain valuable insights into parenting needs concerning online learning, and digital literacy is more important than ever. However, the digital divide and educational equity have been sharpened amidst the ongoing pandemic; people without access to Information and Communications Technologies are even more disadvantaged than before. In Hong Kong, remote learning has increased exponentially since the outbreak in early 2020, and it has been continued under the “new normal”- which students and educators need to manage and integrate technology into their everyday teaching and learning cycle. When it is specifically essential to ensure equal and inclusive access to remote learning for students, parental involvement should arouse more prominent attention. The emerging problem has been shifting from the opportunity of access to technology to digitally illiterate parents. Hence, this paper will discuss the long-lasting issue between the digital divide and education inequality in Hong Kong, and recommend bridging the digital divide should focus more on nurturing parental digital citizenship and literacy so they can appropriately facilitate the co-learning process with their children in this “new normal” era effectively. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

起源於英國殖民體系的香港高等教育具有超百年歷史，大學自治隨著政府舉辦高等教育的目的、政府權力和權威及香港社會經濟環境的變化而變化，重大歷史事件形塑著國家與大學的關系。基於歷史制度主義的分析視角，通過查閱歷史檔案文獻及訪談，研究對香港高校治理的歷史變遷與特征進行了分析。文章表明：香港高等教育大體經歷了探索初創、斷裂停滯、穩定發展、規模擴張、深化改革、調適拓展等六個關鍵階段；不同歷史時期香港高等教育治理具有差異，但呈現出高等教育“去政治化”、政府積極不干預、自治與自由、國際化與法治化、問責與監督等變遷特征。大學植根於社會，構建與“一國兩制”相適應的香港高等教育內、外部治理體系及社會治理體系，從而促進大學服務國家戰略是香港未來高等教育治理的必然趨勢。 Copyright © 2022 江蘇教育報刊總社.

2020年12月，由國家文化和旅游部牽頭，並與粵港澳大灣區建設領導小組辦公室、廣東省人民政府歷時兩年聯合編制的《粵港澳大灣區文化和旅游發展規劃》（以下簡稱《規劃》）印發實施。這份《規劃》緊密圍繞《粵港澳大灣區發展規劃綱要》確定的重點任務，不僅對粵港澳大灣區文化和旅游發展工作進行詳細部署，而且對2035年粵港澳大灣區文化和旅游發展遠景目標進行明晰展望。《規劃》提出落實“共建人文灣區、構築休閑灣區、建設宜居宜業宜游的優質生活圈”的目標和任務， Copyright © 2022 廣東省人民政府文史研究館.

While online learning has been widely adopted to substitute in-person schooling and sustain children's learning at home during the COVID-19 pandemic, some schools have implemented offline distance learning instead of depending on technology. This case study documented how offline home learning focusing on child-centredness and authentic learning experiences was implemented through home and school involvement in a typical preschool in Hong Kong. This study aimed at examining the phenomenon of this home learning practice and its effectiveness from the perspectives of school administrators (n = 3), teachers (n = 8), and parents (n = 18). Qualitative data collected from interviews and supplemental school documents revealed that the effective implementation of offline home learning primarily depended on (1) a child-centred approach with individualized learning support and (2) family-based support tailored for diverse families. The findings also suggested that a connection among peers was lacking as a result of social distancing and limits on physical interactions. Based on the findings, implications for further studies and parent education for strengthening competence in home learning are discussed. Copyright © 2022 Routledge.