The United Nations Sustainable Development Goals (SDGs) Target 4.7 stated that by 2030, all learners should acquire the knowledge and skills needed to promote sustainable development. However, only scattered studies outline how SDG knowledge has been taught in public K12 curricula. This study aims to identify SDG topics in 13 subjects in the Hong Kong Diploma of Secondary Education curriculum and the perceptions of teachers in relation to SDG education. Data were collected through a machine learning approach and semi-structured interviews. Analysis of the module, subject, and curriculum level was conducted. By examining how teachers perceive in relation to the results of SDG classification and implementation of SDG education, the findings showed that teachers and administrators have adopted positive attitudes towards SDG classification, and supportive government can positively influence teachers and administrators in implementing SDG education. Such findings can be useful for policymakers to develop strategies to facilitate SDG education. © The Author(s) 2023.

Internationalisation of the curriculum (IoC) as an important element of internationalisation has seen many challenges. The literature shows that successful IoC cases are rare. Drawing on the concepts of powerful knowledge and 'knowing', we argue that a more comprehensive understanding of knowledge engagement in the IoC process is needed. Currently, engaging knowledge appears to be a barrier to IoC, particularly in hard disciplines such as science and engineering. This study investigated how faculty members from different disciplines engaged knowledge in their approaches to IoC through semi-structured interviews with 34 faculty members based in three Hong Kong universities. The findings show that engaging knowledge is indispensable to IoC because it provides theoretical foundations for 'being' and substantiates discussions on global issues using disciplinary lenses. Furthermore, faculty members from all disciplines show productive ways of engaging knowledge, whilst the differences lie in the expected role of 'knower' and the relationship between 'knowing' and 'being'. Specifically, facilitating an intimate relationship between 'knowing' and 'being' through students' own dispositions was featured in soft disciplines, whilst taking perspectives based on scientific principles was identified in hard disciplines. Copyright ©2023 Routledge.

In this article, we present a (co)reflexive analysis of the multiple adaptations of an English as a Second Language reading curriculum for primary students in Hong Kong during the COVID-19 pandemic through our partnership as a practitioner-researcher and an external researcher. Adopting the principles of interactional ethnography, we examined the actions, considerations, and challenges in undertaking five curriculum adaptations over an academic period via an ethnographic case study. The ongoing conversation facilitated a (co)reflexive analysis of relevant data in two phases of analysis. In the first phase, we aimed to understand the reading program and set the stage for the second phase, which was to unpack the five curriculum adaptation processes across the academic year. Findings revealed that the curriculum adaptations were driven by data, instructional time, and varied teaching delivery modes. Three principles of curriculum adaptations were derived from the findings: prioritizing personalized learning, systematic orchestration of learning activities, and purposeful integration of theory and practice. Copyright © 2023 Cedarville University.

This article compares two learning units developed by elementary schools in Japan and Hong Kong to engage students in learning about and taking action to promote social cohesion through community participation. We choose two similar learning units for comparison, both focusing on issues related to older people in the community. Based on our analysis of their activity design and practices, we outline five directions for educational practitioners interested in promoting community participation for social cohesion in Hong Kong and Japan: practicing service-learning, promoting social cohesion, learning authentic skills, integrating community participation into the curriculum, and helping students become active members of society. This paper argues for the importance of developing such learning units to foster young citizens' contribution to their communities in post-industrial, ageing societies. Copyright © 2023 OpenED Network.

Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives: This study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5-year-olds (Mage = 62.83 months, SD = 2.91) over a 6-week period. Methods: The study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts. Results and Conclusions: The results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education. Copyright © 2023 John Wiley & Sons Ltd.

Despite the mounting evidence supporting the effectiveness of short-term study abroad programs (such as Service-Learning programs) on university students’ development, few studies have been conducted to explore the impact of short-term study in China programs on young people from Hong Kong. This study employed a qualitative design method to examine the impact of three types of short-term study programs in China—summer school, cultural tour, and service-learning—on Hong Kong university students’ development and to explore both the facilitators of, and the barriers to, the impact of the programs. A total of 42 students from 17 short-term study in China programs were interviewed individually. Results showed that all three types of short-term study in China programs were perceived by participants as having a positive impact on their intercultural competence as well as their perceptions of, and attitudes toward, the Nation and Chinese people. Participants of service-learning programs also demonstrated enhanced global citizenship. However, these programs did not have any significant impact on their perceived identities as Hong Kong or Chinese citizens. Individual and program factors that facilitated or impeded the student’s gains from the programs were identified. These findings provide pioneer evidence for the positive impacts of short-term study in China programs on Hong Kong local university students and for the improvement of the current programs as well as the development of new programs in the future. Copyright © 2023 The Author(s).

Changing times and postmodern perspectives have changed the traditional beliefs about child development knowledge, early childhood learning and curriculum and their relationships. Despite ongoing exchanges about how best to respond to the critique of the developmental knowledge base, few descriptions of how particular educators have reconceptualized their curriculum exist. Employing postmodern views of knowledge, learning, and curriculum, this chapter describes a new narrative curriculum developed by the authors to enact a postmodern early years learning in a typical Chinese context: Story Approach to Integrated Learning (SAIL). It first reflects on the existing early childhood curricula in Hong Kong and the associated problems and challenges. Second, it reviews the literature about the reconceptualization of early years learning and curriculum to seek possible solutions to Hong Kong problems. Third, a brief introduction of SAIL is presented and an example is given to illustrate how SAIL can put postmodernism curriculum into practice. Last, this chapter concludes with a discussion of some of the challenges and future directions relating to the shift from developmental to postmodern practices in the development of early childhood curriculum.

本研究旨在深入瞭解個案幼稚園並深入分析其幼兒生命教育課程的特色， 明白其具體的教學情境脈絡， 及其家長參與的方式和成效，藉此瞭解家長參與到校本幼兒生命教育課程的意義所在。 目的在於探討以下問題： 課程的設計理念是如何發展而來的？其具體實施歷程是如何進行的？課程的成效如何？ 以及對各方面的意義及其影響為何？本研究使用混合研究方法，以質性個案研究為主，量化分析為輔， 透過文本分析、實地觀察、問卷分析、訪談記錄等方法，蒐集撰寫論文所需的資料， 對象包含個案幼稚園的幼兒、家長、老師和行政人員，從多角度探究個案幼稚園讓家長參與到校本幼兒生命教育課程的具體實施過程、 成效及其意義所在。綜合研究發現，本研究獲得以下結論： (一)課程的實施歷程是一個互動感染的過程； (二)課程的成效顯著； (三)課程的舉辦對不同持分者均產生影響：讓幼兒有更多機會從日常生活中學習到生命教育議題；讓家長明白不要把所有重心放在子女身上，應該先要懂得愛自己，才有足夠能力愛子女；讓老師得到成長的機會，擴闊人生智慧和視野；可以讓幼稚園與家庭及幼兒連繫在一起，共同達到生命培育的目標。綜合上述研究結果，研究者分別對幼稚園、老師、家長及未來的研究方向提出了相關建議。All rights reserved.

In Hong Kong, the Education Bureau (EDB) is responsible for the quality assurance of kindergarten education services. EDB inspectors regularly conduct school visits to monitor kindergartens’ performance and publish a Quality Review (QR) report for each kindergarten. Given the limited research on pedagogical practices pertaining to physical activities in Hong Kong kindergartens, the current study analyzes the content concerning this learning area in the QR reports. We analyzed 164 QR reports (published between 2017 and 2020) according to four analytic dimensions: (1) Overall presence of content pertaining to physical activities; (2) References to specific forms of physical activities; (3) Positive feedback; and (4) Negative feedback and recommendations. The presence of physical activities in the QR reports was found to be low (5% on average). EDB inspectors alluded to physical activities generically, not specifying the motor skill(s) at hand. Both positive and negative feedback focused primarily on matters pertaining to the time of exposure to physical activities and teachers’ pedagogical quality. Our evidence suggests the existence of potential gaps between Hong Kong’s kindergarten policies and actual physical activity practices. Further professional development seems necessary to strengthen both teachers’ pedagogies and inspectors’ understandings of physical activities. Copyright © 2023 The Author(s).