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.

Objectives: Interprofessional education (IPE) harnesses the power of teams to facilitate collaborative learning across disciplines. However, prior research has not paid sufficient attention to the role of team-level factors on IPE outcomes, posing a major theoretical and methodological limitation. In response to this, using social interdependence theory (SIT), this study aimed to delineate the independent contributions of both team-level and student-level interprofessional attitudes (teamwork, roles, and responsibilities; patient-centeredness; and community-centeredness) in predicting IPE collaboration outcomes (goal achievement, team effectiveness, and team performance) employing multi-level analysis.Methods: To test whether interprofessional attitudes at the team and student levels predict IPE collaboration outcomes, conducted multilevel modeling. We used the pretest and posttest data from 323 healthcare students in Hong Kong from Chinese medicine, medicine, nursing, pharmacy, and social work programmes enrolled in the IPE Cancer module.Results: Among the interprofessional attitudes, “teamwork, roles, and responsibilities” was found to be the best predictor of IPE outcomes, both at the student and team levels. Students who recognized the benefits of shared learning had better goal achievement and team effectiveness. Furthermore, teams that emphasized shared learning also had better overall team performance.Conclusions: Students' attitudes towards teamwork, roles, and responsibilities in interprofessional collaborative practice, both at the student and team levels, are important to attaining positive student- and team-level outcomes. The study contributes to the expansion of existing knowledge in medical education, theoretically, by adopting SIT as a lens through which collaborative learning in healthcare teams can be understood, and methodologically, by applying multi-level approaches and delineating important student- and team-level predictors of IPE outcomes. Copyright

The growing complexity of doing a PhD necessarily demands candidates to robustly exercise their agency in navigating the doctoral journey. However, the conceptualisation of how students use their agency across multiple facets of their studies has yet to receive due scholarly attention. Drawing on the subject-centred sociocultural view on agency, this study analysed life story interviews conducted with 16 doctoral students in Hong Kong. Findings show that participants’ agency was manifested both in socially and collectively organised enterprises (proactive engagement in a wide array of developmental opportunities, responsiveness to situational research problems, contestation against unsupportive institutional cultures) and as individual-level strategic perspectives and actions (self-management of everyday emotions, imaginative construction of post-graduation prospects). Concurrently, the results shed light on the inextricable and complex linkages between the enactment of agency and the personal, relational, institutional, and broader higher education conditions delimiting students’ lived experiences of candidature. Implications for educational practices and future research beneficial to develop doctoral agency are discussed. Copyright © 2022 Informa UK Limited.

Teacher agency plays a vital role in professional learning. The revealing practice indicates its fluidity in the process of collaboration. Research suggests that learning through interaction happens by engaging teachers. However, the role of teacher agency remains unclear at a systemic level. This article reports a yearlong ethnographic study of overlapping members from two teams collaborating on contemporary liberal arts curriculum across two different education systems in a Hong Kong secondary school. Discourse analysis of collaborative meetings demonstrated that the overlapping members performed various functions in the two settings. The connections and disconnections suggested that teacher agency was conditional based on the ecological boundary. By identifying their patterns of practice, individual teachers collectively demonstrated different capacities in the two settings within and over time. The findings imply that collaboration is an embedded activity and strongly influenced by the school environment. Overall, this study contributes to a reconceptualisation of professional learning. Copyright © 2021 Routledge.

Academic development (AD) is increasingly being oriented towards an integrated approach to academic practice (AP), given arguments for the importance of integrating research, learning, and teaching. Given the complex and evolving character of AD as a profession, it is important to understand the conceptions of AD held by academic developers, who can play a key role in supporting conditions for such integration. This comparative case study explores conceptions of AD and the scholarship of teaching and learning (SoTL) held by academic developers at two universities in Hong Kong and Singapore, and examines the extent to which these conceptions support an integrated AP. The findings show that not all conceptions recognise the importance of integration; moreover, though in both cases aspects of integration come to the fore, there are gaps that militate against a fuller understanding of integrating teaching and research. The study has implications for future AD practice and raises questions about using SoTL as a means of fostering teaching and research integration. Copyright ©Routledge.

Purpose: Learning to do research has been understudied in the context of professional development in postgraduate programs. This exploratory study investigated the agency and experiences of five Chinese students who learned to design their research project in a Master of Education program at an English-medium university in Hong Kong SAR. Design/Approach/Methods: We obtained the data from semi-structured interviews and documents to establish data triangulation. Findings: The findings revealed that (1) the students' agency in research design and proposal writing was associated with their personal/professional backgrounds, (2) their English proficiency affected their agency in the proposal writing, (3) the supervisors' feedback would stimulate students' agency in changing/refining their research design, and (4) ineffective supervision and learning resources would impede students' achievement of agency on their way to creating a robust research design. Originality/Value: This study adds empirical evidence to the field of research training through the lens of learner agency. It demonstrates the applicability of using the ecological framework of agency in theoretically interpreting the contextual facilitators and constraints in making postgraduate students active agents. Copyright ©Sage Publications Ltd.

Higher education vocational institutions train professional applied talents and accounting study is one of those vocational studies. A survey was conducted in Hong Kong and views collected from the responding practitioners on whether they agreed with the inclusion of an accountant's involvement in ethics education could benefit accounting students, meanwhile, their views on additional ethics elements required for our current ethics education. We found that a majority (82.3%) of total respondents (N = 164) answered positively that the inclusion of an accountant's involvement in ethics education could benefit students. In addition, age and gender do make a difference in their answers while their working location do not affect much of their answers. Practitioners voiced out that practical work experience, for example, internship is more important than knowledge learnt. The views from the responding vocational practitioners reveal that boarder ethics elements of accounting education are expected to be included in our current curriculum. Copyright ©KKG Publications.

This paper reports a case study of the manifestation of the teaching-research nexus in a research-active professor's classroom teaching of a research methods course targeting a cohort of Master of Education (MEd) students in early childhood education (ECE). The study was conducted at a research-intensive English-medium university in Hong Kong where excellence in both teaching and research is emphasized. Data were gathered through classroom observation and interviews with the focal participant. Data analyses showed that in teaching the research methods course the focal professor aimed to train the students to become critical 'consumers' and novice 'producers' of research through a 'PBL-triple'--problem-based, practice-based, and project-based--approach, and his identity as a prolific researcher also influenced his class teaching. Our study contributes to the literature by providing a new perspective on research-teaching relationships from the classroom. Copyright ©Springer.